Penn State Lifelong Learning and Adult Education

The latest issue is available.

Elevating Learner Engagement and Quality in Online Courses Through Effective Design Strategies for Diverse Learners Published in American Journal of Distance Education (Vol. 38, No. 2, 2024)

Congratulations 🎉 to our Master's student, Sasha Nicole Williamson who received an excellence of teaching award through the college she works at Penn College of Technology. She taught in dental hygiene. She received the distance education certificate through World Campus.

Penn College bestows year-end recognition upon faculty, staff Pennsylvania College of Technology presented faculty and staff with a variety of awards and recognized employees and retirees who have reached significant milestones as the 2023-24 academic year concludes. President Michael J. Reed celebrated the honorees during a May 9 All-College meeting in the Kl...

🎉 Ph. D. Candidate Jaeung Kim recently published a co-authored article with Dr. Tarlau. The article, "Mapping, reflecting, and exploring education for the labour movement: A thematic literature review" was published in International Journal of Lifelong Education journal.
Abstract: This article offers a comprehensive thematic literature review on labour education, exploring the major contributions as well as some of the limits of this scholarship and future directions for researchers. Based on an analysis of 180 English-language publications from the 1960s until today, we find several general trends that we analyse as four broad themes in this literature: the politics of labour education; labour education in, through, and with formal educational institutions; the pedagogy of labour education; and labour education, globalisation, and transnational solidarity. Identifying some of the gaps in the existing scholarship, we propose several future directions for research on labour education: connecting social movement scholarship and the labour education literature; labour education programmes that centre intersectionality, namely themes such as gender justice, anti-racism, and disability; labour education through solidarity with other social movements, such as the environmental movement; and labour education programmes led by different types of labour organisations beyond trade unions. Overall, this article contributes to our understanding of how labour education can strengthen the labour movement, reduce inequality, and promote decent work for all.

Mapping, reflecting, and exploring education for the labour movement: a thematic literature review This article offers a comprehensive thematic literature review on labour education, exploring the major contributions as well as some of the limits of this scholarship and future directions for res...

🎉 Ph.D. student Eric J. Hunting was elected to the CIES UREAG (Under-represented Racial, Ethnic, and Ability Groups) board as Secretary. This is the second year that Eric has served in this role after being elected after the 2023 CIES annual meeting in Washington, D.C. UREAG is one of the CIES's standing committees that helps to remove barriers to participation at the CIES annual conferences, increase access to publication of professional articles, and sponsors events relevant to UREAG. To read more about UREAG and what the committee has been up to, you can check out the most recent newsletter:

CIES UREAG Newsletter March 2024 The Underrepresented Racial, Ethnic, and Ability Group (UREAG) Standing Committee strives to remove barriers to participation in the CIES, at CIES Annual Conferences, and in access to publication of professional articles. The committee aims to increase the participation of under-represented racial,....

The Consortium for Social Movements and Education Research and Practice (CSMERP) along with the Center for Global Workers Rights and Department of Learning and Performance Systems is sponsoring a talk by Karla Hernández-Mats titled Standing Up and Speaking Out as an Act of Intellectual Resistance: Educators fighting the restrictions on teaching and academic freedom. The talk is on Thursday, April 25 from 10:00-11:00AM in the Eisenhower Chapel (Pasquerilla Spiritual Center) on the University Park Campus.

To view a live stream of the event, please register here:https://psu.zoom.us/webinar/register/WN_pneZVM9JRIusKFmFcebJHg #/registration

Standing Up and Speaking Out as an Act of Intellectual Resistance: Educators fighting the restrictions on teaching and academic freedom - Social Movements, Education Research, and Practice In this event, organized by the Consortium for Social Movements and Education Research and Practice (CSMERP) and co-sponsored by the Center for Global Workers' Rights (CGWR), the distinguished speaker Karla Hernández-Mats, the president of the United Teachers of Dade (UTD), will discuss how educato...

We're excited to invite you to the Lifelong Learning and Adult Education seminar tomorrow!: Children’s Book Provisions to Latino Head Start Families: Learning from Mothers to Inform Future Practice. Our speaker, Dr. Jacqueline Lynch, is an early childhood specialist and works in family literacy and community/school partnerships. Dr. Lynch will share her experiences working with immigrant mothers in Florida.
The Goodling Institute and the Department of Curriculum & Instruction are also co-sponsoring this seminar.

Location: Chambers 236 / Zoom: https://psu.zoom.us/j/92931531636
Time and date: April 19 (Fri) / 12:00-1:00 pm

Today! 😄 The Lifelong Learning and Adult Education Program’s students invite you to their monthly seminar on Monday, April 15 at 11 am(ET). Come launch with us a groundbreaking initiative where scholars and professionals unite to shape the future of youth and adult education at the University of Playa Ancha in Chile. From literacy to life skills, witness the evolution of educational policies and explore innovative approaches to lifelong learning. Register using the following link: https://psu.zoom.us/meeting/register/tJ0sdOmurj4jGNX_IblIOin03v6dI6iR-oGT #/registration

PSU's Consortium for Social Movements and Education Research and Practice (CSMERP) is hosting the event: How to Get Your City Council to Pass a Gaza Ceasefire Resolution: Lessons from State College, PA.
The event is via Zoom on Friday, April 5 from Noon to 1:00PM EST
Please visit the website to register. Zoom Registration is required.

How to Get Your City Council to Pass a Gaza Ceasefire Resolution: Lessons from State College, PA - Social Movements, Education Research, and Practice We are excited to invite you to an upcoming event hosted by the Consortium for Social Movements and Education Research and Practice (CSMERP) titled "How to Get Your City Council to Pass a Gaza Ceasefire Resolution: Lessons from State College, PA", where we will explore the strategies behind the succ...

Congratulations 🎉 Ph. D. Candidate Jaeung Kim recently published a co-authored article as a first author. The article, "Teachers’ union revitalisation through business unionism: a case study of the South Korean teachers’ union movement" was published in Globalisation, Societies, and Education journal.

Abstract:
This study examines a case of union revitalisation based on business unionism, contrasting with the prevailing notion that union revitalisation occurs primarily through social movement unionism. The Korean Federation of Teachers Union (KFTU) was formed in 2017 to challenge the established Korean Teachers and Education Workers Union (KTU), which we describe as an example of social movement unionism. Criticising the centralised organisational structure and radical political struggles of the KTU, the KFTU has rapidly expanded by absorbing a substantial number of teachers in their 20s and 30s. In 2022, the relatively new KFTU claimed that it surpassed the KTU in membership. This study investigates how the newly-formed union, based on business unionism, emerged and flourished quickly. To address this inquiry, this research analyses three critical factors that influence union revitalisation: context (social and political changes), agents (a new generation of teachers) and strategies (organisational strategies of the KFTU). We find that these three factors intricately interacted with one another, leading to the rapid success of business unionism, but at the same time, the union’s long-term sustainability remains in question.

Teachers’ union revitalisation through business unionism: a case study of the South Korean teachers’ union movement This study examines a case of union revitalisation based on business unionism, contrasting with the prevailing notion that union revitalisation occurs primarily through social movement unionism. Th...

🎉 Dr. Prins's co-authored book, Teaching and Learning about Family Literacy and Family Literacy Programs (Routledge, 2022), was recently reviewed in two journals: Adult Learning and Adult Literacy Education. The Adult Literacy Education reviewer wrote, "Teaching and Learning about Family Literacy and Family Literacy Programs is a small book that packs a big punch....This ambitious work will appeal to a broad range of interested audiences, including researchers and scholars, graduate students, and family literacy practitioners....All in all, this book is an excellent resource for family literacy practitioners and others who are interested in understanding the many layers of this complex topic."

Links: https://www.proliteracy.org/wp-content/uploads/2024/01/6.1.9_Book-Review.pdf
https://journals.sagepub.com/doi/full/10.1177/10451595231161346?download=true&journalCode=alxa

www.proliteracy.org

Please join us for the opening reception of the Keller Gallery. This year's theme is Interconnected Learning Landscapes: Evolution of Self and Society Imagination, Transformation, and Social Justice. The opening reception will be on February 27, Tuesday from 5:00 to 7:00 p.m. in the Keller Gallery. The show features a diverse group of artists who share their creative interpretations of the theme. This event is open to the community. Please RSVP here :https://forms.office.com/r/C9u8TAtyLR

The Gallery was established in 2017 and is a collaboration between the College of Education’s Department of Learning and Performance Systems and the School of Visual Arts at Pennsylvania State University.

This exhibition is on display this full academic year (2023-2024). The Gallery is located on the 3rd floor of the Keller Building on the University Park Campus next to the Nittany Lion Inn. There is parking right across the street.

Please contact Will Diehl ([email protected]) and Junghyun Kim ([email protected]) if you have any questions.

All the best,
Keller Gallery Team

In a recent seminar facilitated by the Lifelong Learning and Adult Education Program, Dr. Alexis Cherewka and Dr. José Cossa generously shared their profound experiences and insights into the complexities of archival research. Alexis delved into a comprehensive presentation, focusing on researching the life of Frank Laubach during the early Cold War at Syracuse University. In contrast, José drew from diverse archival research experiences spanning various institutions and countries. Together, they provided a wealth of knowledge for students navigating the intricate world of historical documentation. This article aims to distill the key lessons and perspectives from both seminars, offering valuable insights for current and future participants. Read more by pressing the link...

Navigating the Archives: Insights from Alexis Cherewka and José Cossa on Archival Research Navigating the Archives: Insights from Alexis Cherewka and José Cossa on Archival Research January 28, 2024 by Kamil Geronimo Lopez In a recent seminar facilitated by the Lifelong Learning and Adult Education Program, Dr. Alexis Cherewka and Dr. José Cossa generously shared their profound experien...

The Lifelong Learning and Adult Education Program’s students invite you to their monthly seminar on Friday, January 26 at noon. Guest speaker José Cossa, Ph.D., and alumni Alexis Cherewka, Ph.D., will share their experiences, benefits, and limitations with Archival Research.

Register using the following link: https://psu.zoom.us/meeting/register/tJApceuqqz0qGde045Tcens8LIcqyGnHzchn

Scheduled: Jan 26(Friday), 2024 12:00 PM to 1:00 PM, EST
Location: https://psu.zoom.us/j/94462256033

A special issue of The American Journal of Distance Education is out, the genesis of which arose from conversations with our guest editors prior to the Critical Media Literacy Conference of The Americas, held in 2022. In line with Paulo Freire’s critical pedagogy, the aim of that conference was to facilitate critical discourse about media-influenced society – and to deepen understanding and transformation of society toward greater social justice and environmental sustainability. Distance education has traditionally provided opportunities to non-traditional students, and the conference’s focus on democratic ideals and social justice values nicely aligns with the trajectory of lifelong learning, adult, and distance education. Dr. William Diehl's editorial is here:

Special Issue Spotlight: Advancing e-learning and critical media literacy in the digital age – A Year in Review of The American Journal of Distance Education Published in American Journal of Distance Education (Vol. 37, No. 4, 2023)

Canceled: LLAED monthly seminar: Archival Research

Due to a sudden change in the speaker's schedule, we are unable to proceed with the event as planned. We are working to reschedule the event for the Spring semester. We will promptly note the updated details to you.

Thank you for your interest and we apologize for any inconvenience. If you have any questions, please reach out to Kamil Gerónimo-López ([email protected]).

The Lifelong Learning and Adult Education program wishes you a happy and safe Thanksgiving Holiday break!

The 27th Pedagogy and Theatre of the Oppressed (PTO) Conference

Florida 2024

PTO Conference Dates: May 30th to June 2nd, 2024

Post-Conference Workshop with Julian Boal: June 2nd to June 4th, 2024

Location: Eckerd College, St. Petersburg, FL

Online Conference Dates: June 25th and 26th, 2024



PROPOSAL SUBMISSION DEADLINE (for proposals for both online & in-person sessions): January 8, 2024 (with notification by the end of February).

27th Annual Pedagogy & Theatre of the Oppressed Conference Proposal Submission Form Pedagogy & Theatre of the Oppressed (PTO) is an international organization that supports people whose work challenges oppressive systems by promoting critical thinking and social justice through liberatory theatre and popular education. Our approaches stem from the theories and practices of Paulo Fr...

The Canadian Association for the Study of Adult Education invites you to submit a proposal to present at our 2024 Annual Conference. CASAE accepts proposals from researchers and practitioners from around the world. The 2024 conference will be an in-person event hosted by the Department of Education and the Centre for the Study of Learning and Performance at Concordia University.

DEADLINE: January 5th, 2024
2024 CASAE Conference: Redefining Adult Education
June 17th-19th, 2024
Concordia University
Department of Education and the Centre for Learning
and Performance
Montreal, QC
2024 CASAE Conference: Redefining Adult Education
We are pleased to welcome submissions to the upcoming CASAE conference. While we invite
any and all pieces that address your current work and practice in adult education, we especially
invite submissions that speak to the notion of “redefining” adult education. This goal may seem
ambitious; however, to pursue this objective is a foremost an invitation to reaffirm the
specificities of adult education, or to (re)develop its meaning. We are not necessarily looking for
a unique, new, or coherent definition to be taken away and shared, but in the process of
dialoguing with each other, we hope to create and renew understandings of our practices. Indeed,
there are many contested and contradicting definitions of adult education practices and
pedagogies in Quebec and Canada (Levesque, Doray & Diallo, 2008; Groen & Kawalilak, 2014;
Brigham, McGray & Jubas, 2021). While conventionally and sometimes narrowly understood to
occur in adult education centres, universities and workplaces, adult education exists in more
inclusive and accessible forms where learning unfolds amongst peers in grassroot, communitybased and other non-formal/informal settings (Dahl, 2021). We employ the term “redefining” to
enter a dialectical, practical, non-hierarchal, and potentially transformational space where
researchers, activists, grassroot educators, community organizers, vocational educators,
educators working in formal settings (adult education centres, CEGEPs, universities), those
working within and outside of professional orders (e.g., health services), in popular education,
and in alternative and anarchist education can gather, exchange ideas and learn together. Here,
we subscribe to Leanne Betasamosake Simpson (2014) who underscores how teaching and
learning requires consent, reciprocity, reflexivity, accountability and a critical sense of history,
context, and place.
This act of “redefining” adult education attends to how adult education, never politically neutral,
materially inert nor disembodied, is always in movement and reacting to the world around us. In
this historical moment of multiple intersecting crises and neoliberal crunch, adult education as a
field of research and practice is tasked with constantly justifying its relevance, while
concurrently working to advance aims of social and environmental justice. We view these
tensions and this struggle as inherent threads of adult education. By “redefining”, we seek to
provide opportunities for researchers and practitioners to (re)construct pluralist,
multidisciplinary, or interdisciplinary ways of knowing, being and doing adult education – and in
adult education scholarship. In this light, we are also seeking submissions from those who may
not define themselves as adult educators, nor locate their work in the field of adult education, per
se. We encourage submissions to reflect on the how of adult education, its ways of knowing, its
practices, methods, and pedagogies. Since adult educators face immense pressures to take care of
their students and communities, we are also interested in critical explorations of the self and selfcare. We turn to Audre Lorde (1988) who states that “self-care is not self-indulgence, it is selfpreservation, and that is an act of political warfare” (p. 130). We ask that authors consider and
theorize their assumptions about adult education as an entry point to “redefining” our shared and
growing field of research and practice.
References
Brigham, S., McGray, R. & Jubas. (2021). Introduction: Adult education and lifelong learning in
Canada. In Brigham, S., McGray, R., & Jubas, K. (Eds). Adult education and lifelong
learning in Canada: Advancing a critical tradition (pp. xx-xvii). Toronto: Thompson
Educational Publishing.
Dahl, A. (2021). Participation in adult education in Québec in light of the Jean Report. In In
Brigham, S., McGray, R., & Jubas, K. (Eds). Adult education and lifelong learning in
Canada: Advancing a critical tradition (pp. 82-92). Toronto: Thompson Educational
Publishing.
Levesque, M., Doray, P., & Diallo, B. (2009). L’evolution des adultes entre 1997 et 2002: un
regard croisé Québec-Canada. Montréal, QC: UQAM-CIRST.
Lorde, A. (1988). A burst of light: essays. Ithaca: Firebrand Books.
Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious
transformation. Decolonization: Indigeneity, Education & Society, 3(3),1-25.
Proposals
The Canadian Association for the Study of Adult Education invites you to submit a proposal to
present at our 2024 Annual Conference. CASAE accepts proposals from researchers and
practitioners from around the world. The 2024 conference will be an in-person event hosted by
the Department of Education and the Centre for the Study of Learning and Performance at
Concordia University.
Proposals are peer reviewed and authors of accepted abstracts are expected to submit a paper for
inclusion in the conference proceedings. Collaborative sessions are encouraged. Please note that
any individual can be sole or lead author on only one proposal.
Types of Proposals and Sessions
Paper: Full papers report on empirical work completed or well underway, explore theorization,
or engage in a substantive analysis of the literature. Full papers (maximum 3,000 words not
including references) are published in the conference proceedings.
Research Roundtable: Research roundtables provide an opportunity to discuss research in
progress or theoretical or methodological issues. Roundtable papers (maximum 1,000 words not
including references) are published in the conference proceedings.
Alternative/workshops/practice/teach-in/artistic/creative session: This alternative session format
is meant to disrupt conventional academic exchanges and move adult education into more
practical, different, and potentially more public terrain. In your submission, please indicate the
kind of alternative session you are interested in offering. We can offer outdoor space for more
outdoor/environmental/land-based education sessions, and we also welcome workshops,
practice-based, poetic, arts-informed, and performative pieces. Because this alternative session
format is meant to be practice-based, these sessions will not be published in the conference
proceedings.
Symposium: In a symposium, a group of three or more delegates present and discuss diverse or
conflicting perspectives on a topic of interest to adult education practitioners and researchers.
Symposium papers (maximum 4,000 words not including references) are published in the
conference proceedings.
How to Submit Your Proposal
Paper, roundtable, and/or symposium proposals should meet the following criteria. Please ensure
your uploaded document meets all the requirements:
• State whether your proposal is a paper, roundtable symposium, or an alternative
session (and here please specify what kind of alternative session you propose)
• Have a maximum of 500 words
• Be in Word or compatible format
• Include the full title of the proposal
• Contain no information that might identify the author(s) or author(s) affiliation.
In addition, the following information is required as part of your submission in this form (see
below):
• Full title of your proposal
• Names, affiliations, and e-mail addresses of all authors, with the lead author
designated as such
• Agree to submit to your paper by April 1st, 2024
Please submit your proposal by using this Google form:
https://forms.gle/KwJwTqMFGSxcLZXV7
______________________________________________________________________________
Conference Details and Additional Information
The preconference will occur on Monday June 17th and will be held at the Centre for Learning
and Performance. The conference will open Monday evening with a plenary, with sessions
running Tuesday and Wednesday, and concluding Wednesday (the 19th) at 4:00 pm. We are
anticipating publishing from the conference (special issue journal, edited book): more news
leading up to the conference and at the conference itself.
Conference questions can be submitted to Mitchell McLarnon at
[email protected].
• Proposal submission deadline: January 5th, 2024.
• Notification of reviewers’ decision: End of February 2024.
• Submission of papers: April 1, 2024.
We will issue a separate call for Poster Presentations in January 2024.
Thank you and we look forward to your submissions!

Google Forms: Sign-in Access Google Forms with a personal Google account or Google Workspace account (for business use).

Reminder! We are excited to announce the Information Session of LLAED in 2023! Please join us if you want to know about our program and plan to apply. We will be covering the degree plan, admission process, benefits of our program, and more with faculties!
Friday, November 10
12:00-1:00pm (ET) via Zoom
Registration link: https://psu.zoom.us/.../register/WN_P5Wz7oFwTA-Qud2hs4F89A

Congratulations on the publication of The Palgrave International Handbook of Marxism and Education with chapter contributions from:
John D. Holst
Marxism and Adult Education
https://link.springer.com/content/pdf/10.1007/978-3-031-37252-0_8.pdf?pdf=inline%20link

and María Alicia Rueda
The Beginnings of Marxism and Workers’ Education in the Spanish-Speaking Southern Cone: The Case of Chile
https://link.springer.com/content/pdf/10.1007/978-3-031-37252-0_15.pdf?pdf=inline%20link

The Beginnings of Marxism and Workers’ Education in the Spanish-Speaking Southern Cone: The Case of Chile The Marxist-inspired education of workers to achieve power characterized the workers’ movements in the Spanish-speaking Southern Cone at the start of the twentieth century. This chapter explores the presence of Marxism in the workers’ education conducted...

https://sites.psu.edu/kellergallery/calls-for-art/2023-call-for-art-information/

2023 Call For Art – Information | Keller Collective Gallery 0 2023 Call For Art – Information The Keller Collective Gallery invites artists to explore and share their creative interpretations of this year’s theme: Interconnected Learning Landscapes_the Evolution of Self and Society. This is an Open Call for a Juried Exhibition at the Keller Collective Ga...

Calling all PhD/EdD students! 📣 Join the next ICDE Global Doctoral Consortium (GDC) seminar on "Design Based Methodology" on Monday!

📅 23 October
🕒 15:00 UTC+2

In this webinar, Dr Thulile Shandu from Unisa - The University of South Africa will give a presentation on the topic of Design Based Methodology, followed by an interactive Q&A session.

The session is open to all.

Register here: https://www.icde.org/event/icde-gdc-23-october-2023/

We are excited to announce the Information Session of LLAED in 2023! Please join us if you want to know about our program and plan to apply. We will be covering the degree plan, admission process, benefits of our program, and more with faculties!
Friday, November 10
12:00-1:00pm (ET) via Zoom
Registration link: https://psu.zoom.us/webinar/register/WN_P5Wz7oFwTA-Qud2hs4F89A

Please consider submitting a proposal or attending Penn State’s own:

Hendrick Best Practices for Adult Learners Conference

Deadline for Proposals: November 1. Submit here.

https://hendrick.psu.edu/

Hybrid: In-person and Online

When: April 8, 2024
Where: Eric J. Barron Innovation Hub, State College, PA

The Hendrick Best Practices for Adult Learners Conference showcases best practices from the academic community involved with supporting adult learners. Our conference presenters, who are recognized leaders in academia, include classroom and online faculty, administrators, counselors, researchers, and many more who serve adult students.

Hear from experts in adult learning in the following two conference tracks:

Track 1: Recruiting and Retaining Adult Learners
Best practices in admissions and recruiting, academic advising and other support services, student life, career services, and veteran affairs

Track 2: Teaching Theory and Practice
Best practices for teaching adult learners in higher education

The Hendrick Conference is organized by the Penn State Commission for Adult Learners, which is composed of faculty, staff, and students from several University locations.

Hendrick Best Practices for Adult Learners Conference - Penn State Outreach The Hendrick Conference at Penn State showcases best practices from the academic community involved with supporting adult learners.

Get to know the academic journeys of doctoral students in Lifelong Learning and Adult Education! This monthly seminar will be held on Friday, October 13th from 12:00 to 1:30 pm (ET). Three students will share their work and experiences in Ph.D. life. Check out our flyer for more information and join us at Keller 409H or via Zoom: https://psu.zoom.us/j/96752856912

🎉 Congratulations! Dr. José Cossa recently published a research article. "Eduardo Mondlane: The lifelong learner, adult educator, and African scholar-revolutionary" was published in the International Journal of Lifelong Education.

Abstract
Anchored on Mondlane’s biological mother’s advice that he ought to ‘go to school in order to understand the witchcraft of the white man, thus being able to fight against him’ and on the argument that what he learned as a child informed his learning as an adolescent and as an adult, this study developed a profile of Eduardo Mondlane as a lifelong learner, adult educator, and African scholar-revolutionary. The study is based on a critical documentary analysis of primary sources found in the archives of Northwestern University, Syracuse University, and Oberlin College, and corroborates the fact that most of Mondlane’s education in Western academic institutions took place during his adulthood. For instance, he completed high school already as a 27-year-old adult, began higher education in his late 20s and completed a bachelor’s degree at the age of 33, a master’s degree at the age of 36, and a Ph.D. at the age of 40. The study concludes that the trajectory of Eduardo Mondlane provides insight into the complexity and richness of the lifelong learning journey for ordinary people, especially those from communities around the globe whose education is relegated to informal, therefore inferior status.

Eduardo Mondlane: The lifelong learner, adult educator, and African scholar-revolutionary Anchored on Mondlane’s biological mother’s advice that he ought to ‘go to school in order to understand the witchcraft of the white man, thus being able to fight against him’ and on the argument th...

Join the Pennsylvania Association for Adult Continuing Education(PAACE) for 50% off their regular rates!

PAACE - Join Us COABE is the leading national organization representing the US system of adult education. COABE provides award winning leadership, communication, professional development, and advocacy services to more than 79,000 adult educators and 1.5 million adult learners. Known as an innovation curator, our di...