the Australian public would like<\/strong> its school graduates to possess. For instance, it seems reasonable to expect that schools should help our pupils to develop the ability…<\/p>\n*to use language, to think and to communicate effectively;<\/p>\n
*to use mathematical knowledge and methods to solve required problems;<\/p>\n
*to understand spatial relationships;<\/p>\n
*to reason logically;<\/p>\n
*to use abstractions and symbols with power and ease;<\/p>\n
*to apply and to understand scientific knowledge and methods;<\/p>\n
*to make use of technology and understand its limitations;<\/p>\n
*to express oneself through the arts and appreciate the artistic expressions of<\/p>\n
others;<\/p>\n
*to understand and appreciate other cultures;<\/p>\n
*to apply knowledge of health, nutrition and physical activity;<\/p>\n
*to acquire the capacity to meet unexpected challenges;<\/p>\n
*to make informed value judgements;<\/p>\n
*to recognise and use one\u2019s full learning potential;<\/p>\n
*to try to develop better ways of learning about all sorts of things;<\/p>\n
*to prepare to go on learning for life.<\/p>\n
In a nut-shell, it is clear from Australia\u2019s hard-data, New York-inspired, sciolist-controlled, measurement-driven education revolution that only the first two items should be taught. The rest will be caught. <\/strong><\/p>\nPresent day threats through NAPLAN suggest that learnacy (the development of one\u2019s personal learning style and habits) will be neglected. My grandchildren will be denied the chance to explore newer and broader ways of developing idiosyncratic processes of learning. If they were encouraged to develop their natural love for learning; and taught the beauty behind mathematics, language and science with vigour but without threat, as part of the obvious [but poorly organised at present] essentials of schooling, I would have more faith in the system. I had hoped \u2013 but now pray – to see them develop as happy, contented human beings. If we had to have one, I had expected a different kind of revolution. \u00a0I am truly saddened and anxious.<\/p>\n
It can be confidently said that Australia is presently changing its system of Love-for-Learning schooling to Data-based schooling. This is an extraordinary step for no sensible reason. Sure…there are lots of reasons to improve on present-day rituals and attitudes – like time spent on subjects, \u00a0enlivening of teaching strategies, \u00a0occasional supply of statements to schools about expectations in some measureable subjects, \u00a0\u00a0teacher preparation and in-service, \u00a0\u00a0\u00a0standardised inter-state ages of admission,\u00a0 \u00a0years of schooling; \u00a0\u00a0and, especially,assistance with school-based evaluation programs based on Stufflebeam\u2019s admonition, \u201cThe purpose of evaluation<\/span> is not to prove, but to improve\u201d <\/strong><\/em>.<\/p>\nSadly, one can confidently predict that NAPLAN testing as it is, will persuade all schools to concentrate efforts on only those parts of the general syllabus that will be tested, using only didactic teaching routines that are the easiest for repetitive learning and practice; but whose effectiveness is always short-lived. The essentials of schooling [e.g. above] will not be a conspicuous part of the landscape. \u00a0Since it is a data-driven accountability system, it cannot be anything else. Scores in these tests will improve over the next two or three years, then plateau for a few years, and then diminish as more and more lobbies will seek places on each school\u2019s time-table. Based on various competency movements over the past forty years, this can be predicted with confidence. Such bullying, fear and threats all work to a degree. Teachers deliberately convey the anxiety but do not mean to convey the fear with any malice. They are just obliged to get things done. It is expected of them. The outcome is emotional damage but the extent is not revealed. Just feel sorry for the present-day kids in the classroom.<\/p>\n
Heavy and constant concentration on practising test items, shelving of other school subjects and re-allocation of school time seems to have happened during the February to May period of 2010 to a startling degree. It is reported that, across the spectrum, half of the normal school time was allocated to test preparation. It was encouraged by some state governments. It will become an annual pattern. It is a shame.<\/p>\n
<\/strong>ABANDON BLANKET-TESTING COMPLETELY.<\/em><\/span><\/p>\n
\n<\/em><\/span><\/p>\n\n
It\u2019s dangerous.<\/em><\/span><\/p>\nScores will improve. The more one practises anything, the better one gets. Does anyone know what happened to the other subjects between February and May?<\/p>\n
Post-test, many schools are, at the time of writing, openly reallocating time by closing-down as much as possible on the non-examinable. One Queensland High School with a highly-regarded music program is taking time from its present allocation and stopping music excursions.<\/p>\n
At the same time, the Queensland government is trying to re-invigorate time-consuming LOTE…while schools are looking for more time to help pupils pass the tests.\u00a0 No one has queried past pupils of the flow-on effect. LOTE is a chic subject, like piano lessons, football, cricket and those other hobbies that can be catered for in after-school time, surely. School time is precious and important. It needs to be used well.<\/p>\n
Suggestion : <\/strong>TALK <\/span>to school people <\/strong>about<\/strong><\/em><\/span><\/p>\n\n
\n
\n
methods of improving what-it-is <\/strong><\/em><\/span><\/p>\n\n
\n
that needs to be improved before any<\/strong><\/em><\/span><\/p>\nunilateral changes are made.<\/strong><\/em><\/span><\/p>\n[b] Children start school in various classes and at various ages and at various<\/strong> times of the year in the different states of Australia<\/strong> and, after a year or so, are then described as entering Year 1. They have a variety of descriptions in different states for the first year of schooling before Year 1….Preparatory [Q., Tas. & Vic.], Kindergarten [NSW], Reception [SA], Pre-Primary[WA], Transition [NT]. Can this state of affairs ever be explained to Australian citizens in a common-sense manner? History seems to indicate that States undertake competitions at various times to introduce something different for the sake of being different…some name or change that no other state has and can be unique to it, but unwieldy in the over-all context. Trust me, I\u2019ve been involved. It is most confusing for folk who change residence.<\/p>\nShould the testing, scoring and marking introduced in 2008 be attached to the name of a year-level or to the number of years-at-school? How can Year 7 be applied to a class that has already had seven years of schooling? Doesn\u2019t it become Year 8?<\/p>\n
When a standard age of entry for all Australian states and territories was proposed by the combined states Directors of Primary Education [an ancient title] circa 1976, it was rejected on political grounds. The Australian Primary Principals followed up with a request. They were told that it would cost too much !!! Now, this Senate Committee has a chance to do something. Please, please, please do it.<\/strong><\/p>\nChildren enter formal schooling in NSW in a Kindergarten class, doing similar activities to those in Year 1 elsewhere. It is all described as \u2018formal instruction\u2019. The child moves to High School after Year 6 [= \u2018after Year 7\u2019 in other states] and the publishing of test scores are complicated because of this.<\/p>\n
SUGGESTION<\/span> : Consider an<\/span><\/strong><\/em><\/p>\n <\/span><\/strong><\/em><\/p>\n\n
\n
\n
Australia-wide start to<\/span><\/strong><\/em><\/p>\n\n
\n
\n
\n
\n
compulsory schooling for the<\/span><\/strong><\/em><\/p>\n\n
\n
\n
\n
\n
beginning of the year that a <\/span><\/strong><\/em><\/p>\n\n
\n
\n
\n
\n
child turns seven years of age.<\/span><\/strong><\/em><\/p>\n
\n<\/span><\/strong><\/em><\/p>\nIt is apparent that some bold decisions need to be made about the following questions. Such questions should have been asked pre-national testing. They have been asked for many years but never seriously addressed.<\/p>\n
The original laws of compulsory attendance at school were intended for pupils to start school in Grade 1 [as it was called] at a determined statutory age. Then, over the years we got to fiddling and mucking around with all sorts of innovations to satisfy anxious parents in the main.<\/p>\n
1.Why don\u2019t all Australian children start formal school at the same age ?<\/strong> It seems quite sensible for Australia children to commence Year One at the beginning of the school year in which they turn seven years of age. [Provision for \u00a0welfare and education of the very young is presently super-standard; and there are endless opportunities for parents to locate their pre-primary children at a caring institution before they undertake compulsory schooling at Year 1.]<\/p>\n2. Then…What is wrong with seven years of seamless primary schooling in each state without any other configurations?<\/strong> Centuries old, the arrangement has stood the test of time. Syllabuses would be tidier across State borders; and decisions as to proper class location for transferees not a traumatic as it now is. Parents would be more conscious of standards and opportunities and their out-sourcing for information. High schools could receive entrants of similar basic strengths.<\/p>\nUntil these matters are sorted, it is cruel and unfair to impose a hard-nosed testing regime on trusting pupils. The following is an extract from the Queensland Minister of Education\u2019s recent letter to the author [26 May 2010] :<\/p>\n
\u201cThe rationale behind the proposal to move Year 7 from primary school to secondary school is multifaceted. By 2014 Year 7 students [sic] will be older than they are currently. The 2007 introduction of Prep means that, if no further changes are made, from 2014 children will spend eight full years in primary school. As well, in 2008, the Queensland Government raised the compulsory school starting age by six months. As a result, in 2015 at least half of Year 7 children will turn 13 by the end of the year.\u201d<\/em><\/p>\n <\/em><\/p>\nIf one or more states fiddle with starting ages, like this, even for worthy reasons, there is a \u00a0mess and any blanket testing is invalidated.<\/p>\n
SUGGESTION<\/span> :\u00a0 Entrench <\/strong>seven<\/strong><\/span><\/em><\/p>\n\n
\n
\n
\n
\n
\n
years of schooling for <\/strong><\/span><\/em><\/p>\n\n
\n
\n
\n
\n
primary school pupils<\/strong><\/span><\/em><\/p>\n\n
\n
called <\/strong>Year 1, Year 2…<\/strong><\/span><\/em><\/p>\n
\n<\/strong><\/span><\/p>\n <\/span><\/p>\nItem C (ii) The impact of the NAPLAN assessment and reporting regime on the scope, innovation and quality of teaching practice.<\/span><\/strong><\/p>\nFew people stop to consider what sort of learning exchanges take place in a ordinary classroom… the intensity, the impact, the demands. World respected class-room researcher, Professor M.Dunkin, details and describes the nitty-gritty of it in his publishings. It\u2019s quite amazing what is revealed when one looks at the activities through a perceptive microscope such as the one provided by Dunkin and those by Gage and by Biddle. Things can be described in a general way on a continuum of strategies that teachers move up and down each day [see below], but the intensity and extent of the myriad of smaller, intricate and important exchanges within each general strategy is truly amazing.<\/p>\n
Some teachers prefer to use an over-all didactic style, a style that is used by all teachers during periods of the day; others maieutic styles that draws out the latent learning style of each individual, giving birth to a desire to learn and enthusiasm for the act itself. A church sermon is a pronounced didactic style where one uses only one\u2019s voice for instruction purposes. American movies tend to portray didactic styles. [Remember the one where the teacher had died in his chair as \u2018students\u2019 streamed in and out the room, picked up an assignment sheet from his desk and returned it at the end of the session; and his passing was not noticed until the end of the day?] When aids of various kinds are used [chalkboard, OHP, computer etc.] the teacher starts to move off the stage. There will be some group techniques that involve pupils in an endless number of ways of learning from each other and conversing about a learning target. They are moving off the stage further and encouraging the use of all senses in the processes of learning. Then there are higher order strategies reflective of successful confidence-trickery techniques, through which pupils believe that they have selected what they want to learn and \u2018go for it\u2019 – but it\u2019s what the teacher wants them to do – with enormous enthusiasm because of the \u2018con\u2019.<\/p>\n
A constant companion of blanket testing is the predominance of didactic styles,<\/strong> the least effective of all instructional methods.<\/strong> They are the easiest and rely a great deal on direct paper-and-pencil practising activities. Boring, pupils generally dislike them and most end up hating the subject that a boring teaching technique requires. They are the least effective of all strategies.<\/p>\nDidactic\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Group\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Maieutic<\/p>\n
I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I\u00a0 I<\/span><\/p>\nThere are hundreds of styles represented on this scale and busy teachers move up and down the continuum during the course of the day<\/p>\n
Teaching a full group for a full day is not an easy task. Each day needs to be quality interaction with learners if useful learnacy and meaningful achievement are to combine. It needs a four-year masters degree [as in Finland] study by quality child-oriented degree-candidates to develop a repertoire of techniques that suit the age and circumstances of the pupils.<\/p>\n
Sociology, psychology and subject-oriented studies at teacher-preparation level can only go so far and are likely to be helpful but of limited use in the classroom. The real practice of teaching… evaluation as part of learning progress… how different people learn… child development… mastery…the ideas that great educational philosophers from Socrates to de Bono have shared….four years may be insufficient to produce quality teachers. We won\u2019t know for many years, but the notion of a practical Masters Degree for people learning to be teachers should be thoroughly explored as of now.<\/p>\n
Finland lists it as its main priority…the selection and preparation of teachers.<\/p>\n
<\/strong><\/p>\nThe most serious issue of all for 2010 is to ensure that NAPLAN testing ceases asap.<\/strong><\/p>\nI really hope that the presentation of the above has not been a waste of time. I have that feeling…not because of what the committee might do…..but.<\/p>\n
There is a very large element of future-hope for Australia riding on the outcomes of the deliberations of this Senate Committee. It carries an enormous responsibility. I sincerely wish it well.<\/p>\n
Phil Cullen A.M.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 41 Cominan Avenue\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Banora Point\u00a0 2486<\/p>\n
07 5524 6443<\/p>\n
cphilcullen@optusnet.com.au<\/p>\n
<\/span><\/strong><\/p>\nSUMMARY OF SUGGESTIONS<\/span><\/strong><\/p>\n1.\u00a0 Abandon blanket-testing<\/strong> completely. It\u2019s dangerous.<\/p>\n2.\u00a0 Consider an Australia-wide start to compulsory schooling<\/strong> from the beginning of the year that a child turns seven years of age.<\/strong><\/p>\n3.\u00a0 Entrench seven years<\/strong> of schooling<\/strong> for primary pupils, called Year 1, 2 etc.<\/p>\n4.\u00a0 Undertake a wide scale discussion of shared parent-teacher-pupil evaluation methods.<\/strong><\/p>\n5.\u00a0 All Principals groups need to be encouraged to run their own in-service courses on current issues relating to NAPLAN and come to grips with Administrative Ethics and\u00a0 Professional Care of Pupils.<\/strong><\/p>\n6.\u00a0 Talk<\/strong> to school people about methods of improving<\/strong> what-it-is they need to improve before any more unilateral changes occur.<\/p>\nTHE LANGUAGE OF SCHOOLING<\/span><\/strong><\/p>\nThis is also a call for the committee to suggest the use of \u00a0more meaningful school-descriptive language, despite what is used in other countries….compatible but more accurate.<\/strong><\/p>\n <\/strong><\/p>\n\n- There are only two sections attached to compulsory schooling : Primary and High. Let\u2019s not stretch either. There has been a tendency to suggest that very young child undertake early childhood education. Maybe they do. Its a concept that academics have stretched to mean anyone up to about 8 years of age. There is no such things as \u2018middle\u2019 or \u2018late\u2019 childhood in schooling terms, so let\u2019s keep it simple. If a child is too young to attend school, it is a Pre-school <\/strong>child. Amen.<\/li>\n<\/ol>\n
\n- Any person who has someone teaching him or her is a Pupil<\/strong>, no matter what age. All dictionaries tell us this. We compel young people to attend school because there are teachers there who teach them. They are pupils. That\u2019s why we compel them to be taught by someone. We are certainly not sure if they are students of anything…that\u2019s the individual\u2019s business.<\/li>\n<\/ol>\n
\n- The word subject <\/strong>has been replaced by other words ; \u2018Key Learning Areas\u2019 for instance. Why ?<\/li>\n<\/ol>\n
\n- The distinction between curriculum <\/strong>and syllabus <\/strong>remains unclear. It needs emphasising. I like to think of \u2018curriculum\u2019 as the guidance of a learner through some learning or other by a teacher; while \u2018syllabus\u2019 refers to a written description of parts of a general, desired school curriculum.<\/li>\n<\/ol>\n
<\/strong><\/p>\nAuthor\u2019s Personal Experiences<\/strong><\/p>\n1. Primary School Teacher and Principal \u2013 Principal of State Primary Schools of \u00a0in various parts of Queensland from a school of 18 pupils to 620 pupils in a variety of working cultures [ wheat farming, dairy farming, cane farming, coal mining, mixed agriculture, status city suburb] for twenty-two [22] years.<\/p>\n
2. Regional Director and Inspector of all State and Convent schools for 5 years in the North-West area of Queensland, which extended from the Gulf of Carpentaria to the South Australian border. In size, it was three times the size of the British Isles and included schools in grazing centres of various sizes from small provisional schools on grazing properties to those in large towns [e.g. Longreach, Cloncurry] as well as those in the quickly expanding, at the time, mining city of Mt. Isa, which contained six schools of over 500 pupils].<\/p>\n
Each primary classroom in each school and convent in these places was personally inspected, as was a number of secondary\u00a0 and special school classes. Except for Longreach and Mt.Isa which had High Schools, all schools were 1-7 or 1-10 or 1-12.<\/p>\n
3. Regional Director for North Queensland which extended north from Proserpine to the Papua New Guinea border at the time. Described as the \u2018most challenging school district in the world\u2019 it was a wonderful 2 year experience of variety in educational enterprises. Membership of a Teachers College and University Council, providing schooling for very large suburban primary and high schools, pre-schools, nomadic aboriginal people, isolated \u2018hippy\u2019 families, holidaying children on Barrier Reef, aboriginal communities recently moved from mission status to state control, and Torres Strait Island people were part of the challenge.<\/p>\n
4. State Director of Primary Education [Q\u2019ld] for 13 years. Chairman of endless committees, the most important being the post-Ahern Primary Curriculum. Committee. Widely representative, it worked with subject personnel in the curriculum branch for its writings; and with special-interest School Inspectors who linked with all other Inspectors, tertiary institutions, Principal and Teacher groups to monitor syllabus introductions and progress. The connectivity was super-dooper and working well until a departmental restructure was introduced, post-retirement.<\/p>\n
Working directly with the State Primary Principals almost as an accepted member produced many benefits for children and their curriculum; and sharing quality control of school operations and teaching\/learning standards with approximately 37 District Inspectors was a most satisfying experience. [There are now no hard-yards trained, academically successful school inspectors nor professionally-ethical principals associations.]<\/p>\n
5.This ended in 1988. For 22 years since, the close study of Australian schooling generally has been enlightening, exciting, maddening and saddening.<\/p>\n
6.Publications :- \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keith Tronc & Phil Cullen :School & Community.<\/em>[McGraw-Hill, 1976]<\/p>\nKeith Tronc & Phil Cullen :Quality Education<\/em>.[McGraw-Hill. 1976] <\/em><\/p>\n <\/em> G.. Bassett, Phil Cullen, Lloyd Logan :Australian Primary Schools and their \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Principals.<\/em> [Harcourt Brace Jovanovich. 1984]<\/p>\nPhil Cullen : Back to Drastics – Education, Politics & Bureaucracy in Q\u2019ld \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1975-88.<\/em> [U.S.Q. 2006]<\/p>\n <\/em><\/p>\n[Further up-to-date personal & professional detail can be found in \u201cWho\u2019s Who in Australia\u201d<\/span> or https:\/\/primaryschooling.net<\/span> or<\/p>\nhttp:\/\/kelleyandcullen.net<\/span> ]<\/p>\n <\/em><\/strong><\/p>\n