22 September 2006
It is a great privilege and pleasure to welcome such a distinguished group of individuals to this Foundation Stone-Laying Ceremony in Hyderabad. Thank you for being with us today. Your presence here signifies the importance you place on education and the role you see the Aga Khan Academies playing in education in Andhra Pradesh and in India. The Government of Andhra Pradesh has already expressed its enthusiasm for this project by the gift of this exceptional site. Your Excellency we greatly appreciate your and the government of Andhra Pradeshs generous support.
Thank you.
I have the honour of having been entrusted with the extraordinary vision of His Highness for the Academies as Director of the Aga Khan Academies. Under the guidance of His Highness and with the generous support of many expert advisors, both voluntary and remunerated, across the globe we are doing the careful, creative work of building the Aga Khan Academies network, of which the Hyderabad Academy is an integral part. At this time, we envisage a network of 18 campuses across South and Central Asia, East Africa, and the Middle East, to be established over the course of the next decade or so. This is not just a system of quality schools operated under the one banner but rather its a global learning community in which students and teachers at each Academy contribute and participate.
The decision His Highness took to establish the network of Aga Khan Academies is consistent with the Aga Khan Development Networks contemporary mandate to help relieve society of ignorance, disease and deprivation without regard to the faiths or national origins of the people whom they serve. And so, the Aga Khan Academy in Hyderabad too will serve Indian students from all backgrounds.
Over the past century, the Ismaili Imamat has built over 300 schools in the countries where we plan to build Academies. The Aga Khan Education Service currently operates 42 educational institutions in India, educating over 12,000 students and employing over 450 teachers. In addition, in conjunction with the Aga Khan Foundation, it impacts, through school improvement programs, an additional 365 institutions, 58,000 students and over 1300 teachers. The AKDN institutions in India play a critically important role of providing a solid education to many who would otherwise not have access to any education, particularly girls and boys in rural parts of the country.
As envisioned by His Highness, the Academies represent both a continuation of that proud tradition and a new direction. In establishing the network of Aga Khan Academies, the Aga Khan Development Network is not moving away from our commitment to those students, families, and teachers who are part of the AKES. In fact, we intend the Academies to become a primary resource for teacher development. The Academys in-house Professional Development Centre with its strong connection to the Aga Khan University Institute for Educational Development will also serve AKES teachers and other teachers from government and private schools regionally and nationally. Through this Professional Development Center at the Hyderabad campus, the Aga Khan Academies intend to make a sustained meaningful contribution to the quality of education in India.
In establishing the Academies, we are adding a new dimension to our diverse network of educational institutions. The AKDNs commitment--our tradition -- is to identify particular niches of human need, areas where there is significant human potential that can be developed if given the opportunity. We take care in assessing that need, think creatively and consult broadly in developing sustainable solutions, often quite original, in the form of institutions that will endure and evolve. The niches of human need we identify require bold and creative interventions, and, while we are humble about what we as committed individuals can accomplish in single lifetimes, we take a very long view and have confidence that working together we can effect lasting change.
Hazrat Ali, the first hereditary Imam of the Shia Muslims, emphasized in his teachings that No honor is like knowledge... No belief is like modesty and patience, no attainment is like humility, no power is like forbearance, and no support is more reliable than consultation. The work of creating the Aga Khan Academies honors knowledge and the transformative power knowledge has in peoples lives and in the future of society. We also take a fundamentally consultative approach to the work keeping our minds open to what others can teach us and connecting it to what we know and the particular challenges that we face. We approach all of what we do with modesty and patience, and yet, as my colleagues would tell you, we also bring a sense of urgency to our work every day matters.
And this days Foundation Stone-Laying Ceremony matters. It marks the beginning of the physical establishment of the Aga Khan Academy in Hyderabad, an institution for which we have developed a clear vision and plans, and yet which will take some time to create and even longer to have the impact on society that we expect it to have.
The underlying idea of the Aga Khan Academys network is to concentrate substantial resources on those exceptional individuals students and teachers who have the potential to transform society. This commitment stems from the fact that, provided with a world-class education, exceptional students from any background can fully achieve their significant potential and in so doing improve their lives, the lives of their families, their communities, their country, and the world. Providing a rich learning environment in which those rare intellectual and personal gifts can be fully developed and at the same time instilling a sense of social responsibility in these bright young minds, this is the philosophy behind the Aga Khan Academies.
We humbly hope that the global network of Aga Khan Academies will become as successful and enduring as the AKDN itself. To be sure, we are at this time a nascent program. Three years have not yet passed since we opened the very first Academy in Mombasa, Kenya. The campus there is still taking shape as we add the residential facilities. We see the Mombasa Academy as our test-bed, our intellectual trampoline on which we can develop and refine the program for the network of Academies. And yet it is not an experimental school: I am proud of our most recent International examination results, placing the school in the top tier of performance world-wide. In addition, students and faculty in Mombasa are setting new national records in swimming, adding local culture to a world class education through visiting artists programmes gaining a true appreciation of their peoples needs by working regularly in a local village with their less privileged brethren. In sum, the Academy is becoming the vibrant, healthy and rewarding learning environment of the sort we aim to create right here in Hyderabad.
In closing, we would all like to thank your Highness for your inspiring leadership, for your vision identifying important human needs, your commitment to tackling them with creative, bold initiatives and staying with them until the solutions are institutionalized.
Thank you.
Showing posts with label akuh. Show all posts
Showing posts with label akuh. Show all posts
Friday, October 3, 2008
Foundation Stone-Laying Ceremony of the Aga Khan Academy, Hyderabad
22 September 2006
Your Excellency the Chief Minister of Andhra Pradesh,
Honorable Ministers,
Distinguished Guests,
Ladies And Gentlemen:
Bismillah-ir-Rahman-ir-Rahim
Let me begin by thanking all of you for honoring us by joining in this celebration at this truly magnificent site. We are most deeply grateful to all who helped to make this site available to our Academy program. Your generosity will be a continuing inspiration to us all.
Our celebration today is part of a long, unfolding story. It is, for me, a highly personal story growing out of my familys active involvement through the years in the field of education especially in the developing world.
It was just about a century ago that my grandfather, Sir Sultan Mohammed Shah Aga Khan, began to build a network of educational institutions in places where the Ismaili community had settled. This network would eventually include some 300 schools 200 of which my grandfather opened personally.
In addition, he was the founding figure of Aligarh University, and I have continued that tradition through the establishment of the Aga Khan University and the University of Central Asia.
The tradition I am describing, however, goes back much further than one hundred years. For it was some one thousand years ago that my forefathers, the Fatimid Imam-Caliphs of Egypt, founded Al-Azhar University and the Academy of Knowledge in Cairo. For well over a millennium, the pursuit of knowledge has been a central element in our tradition.
Against this background, you can understand why this new educational beginning means so much to us.
But even while we renew a rich tradition inherited from the past, we are also looking deeply into the future. What we begin here may not have its full impact in any of our lifetimes. But the beginnings we undertake today may well be among the most important things we will ever do.
I would like to speak initially about the logic behind the Aga Khan Academies program to look at its philosophical underpinnings. For unless those foundations are sound, whatever we build will be inherently vulnerable.
We are taking our time in laying those foundations. We are designing for the long-range future and we have thought long and hard about our goals and how to achieve them. We have launched research projects and surveys. We have done our homework.
At the very heart of our conclusions is one, central conviction: the key to future progress in the developing world will be its ability to identify, to develop, and to retain expert and effective home-grown leadership.
In our lifetimes, the developing world has looked in various directions for the key to progress. For a while, it was thought to be enough that indigenous peoples simply throw off the yoke of colonialism which for some was the most important barrier to fulfillment and progress. This viewpoint often evolved into a hope that reasserting cultural identity would unlock the future and education sometimes became mainly a matter of tapping into ancient wisdom, expressed in distinctive languages. In many places, the promises of a charismatic ruler also captured the public imagination the mystique of the romantic hero and public education sometimes slipped into relative insignificance.
Over time, as frustration mounted, other cures were entertained in parts of the developing world. Ideologies of the left and the right came into vogue ranging from the siren songs of state socialism on one side to the allure of unrestrained capitalism on the other. The demands of dogma came to replace the disciplines of reason and education too often turned into indoctrination.
But none of these approaches proved adequate to the demands of their times and all of them seem increasingly inadequate to the demands of the present. A different approach has been needed. I would note that the people of this city and this region were among those who first came to realize this fact and to respond impressively to the challenge.
That response here and elsewhere has had, as its centerpiece, a distinctive intellectual style and a creative approach to leadership. As the pace of history has accelerated, agility and adaptability have become more important qualities than mere size or strength, and the race of life has gone increasingly to the nimble and the knowledgeable.
As the economic arena has been globalizing, openness and flexibility have become prerequisites for progress, and success has gone more and more to those who can connect and respond.
Specialized expertise, pragmatic temperament, mental resourcefulness these are increasingly the keys to effective leadership along with a capacity for intellectual humility which keeps ones mind constantly open to a variety of viewpoints and welcomes pluralistic exchange.
In such a world, the most important thing a student can learn is the ability to keep on learning.
What these developments mean is human resources have become more important than natural resources in determining the wealth of a society. And yet, there are still too many communities in which the true potential of the human resource base is sadly underdeveloped.
Too many of those who ought to be leading their communities in the hopeful world of tomorrow, are being left behind in the real world of today. Because good schools are not available to them early in life, they are often blocked from such opportunities as they grow older. And even those who do break through, into a world of wider educational opportunity, too often also break out and leave their home regions. The result is a widening gap between the expert and effective leadership these communities need and the leadership their educational systems are likely to deliver.
Am I saying that we should focus only on educating a leadership elite? Not by any means. Broad public education is still an essential obligation of a just society. But I also believe that the best interests of every society will be best served if its future leaders can be adequately prepared for an unusually demanding future if its outstanding students, in short, can be given an outstanding education.
Every society develops and depends on some set of leaders but the great question is how those leaders are developed and chosen. For much of human history, leaders were born into their roles, or they fought their way in or they bought their way in. Elites were normally based on physical power, or accumulated wealth, or inherited claims to authority.
But social progress can be greatest when aristocracies of class give way to aristocracies of talent or to use an even better term to meritocracies.
The well-led society of the future, in my view, will be a meritocracy where leadership roles are based on personal and intellectual excellence.
Our goal, then, is not to provide special education for a privileged elite but to provide an exceptional education for the truly exceptional.
This is the fundamental philosophy undergirding our Academies program.
How, then, will these goals be realized in practice? In all candor, some of our plans may have few precedents in this country and may strike some observers here as new and distinctive. But we have seen them tested in other contexts and believe they represent worthwhile challenges.
Our plans begin with the realization that governments alone cannot meet the educational challenges of the 21st century. Nor can private institutions which are constrained by the necessity to earn a profit. The answer lies in the expanding role of civil society in voluntary institutions which are not governmental but which are nonetheless dedicated to community values and the public good. We hope that the Aga Khan Academies will become leading exemplars of civil societys potential role.
Access to these schools (each of which will enroll 700 to 1200 young men and women) will thus be based solely on merit not on financial resources. Intellectual capacity and intrinsic character will determine not only who is admitted, but who is actively recruited for matriculation at these schools must go beyond passive selection and include an active outreach effort.
Once admitted, students will pursue a diverse and balanced curriculum, one which will evolve constantly as learning expands at an unprecedented pace. The best schools of the future will be those which select wisely just what learning will best help prepare students for an unpredictable future.
Our curriculum will be designed to qualify students for the widely-respected International Baccalaureate degree and beyond that, for admission to the very best university programs that may interest them in India and in every part of the world.
The International Baccalaureate program will help us prepare students to meet world-class standards joining a community of some 1800 other schools who use the IB framework, including highly respected institutions here in India. Using that framework, we can ensure that the education we provide will be tied to global concerns and keep pace with global developments.
But the Aga Khan Academies will also have their own areas of special emphasis, including: an explicit concern for the value of pluralism, a strong emphasis on the ethical dimensions of life, a more specialized knowledge of how global economics work, and a focus on comparative political systems.
We are often told these days that tension and violence in much of the world grows out of some fundamental clash of civilizations especially a clash between the Islamic world and the West. I disagree with that assessment. In my view, it is a clash of ignorances which is to blame. The Academies will seek to remedy such ignorances through the broad study of a variety of world cultures, including the Study of Muslim Civilizations, a subject which is often overlooked in some parts of the world today.
The principal language of instruction will be English todays primary language of global connection. But connectedness will also be enhanced in other ways. Every graduate will at least be bilingual, for example, and many will be trilingual. In his or her home Academy, a student will not only meet other students from a variety of cultural, ethnic and religious backgrounds but they will get to know one another as friends and neighbors something that residential schools are well-equipped to foster. And many will study for at least a year outside their home cultures, as well.
Each of our Academies can be thought of, in sum, as a center for cross-cultural education. And the City of Hyderabad, with its rich history as a meeting point for different cultures, including the Christian, Hindu and Muslim traditions, will provide a particularly appropriate setting.
The spirit of pluralism will be further enhanced by the fact that each Academy will be part of a larger network. All of them will be linked electronically and will serve students and faculty throughout the system through video-conferencing and other distance learning technology--as well as through programs whereby teachers and students will work for a time in a distant setting.
Building a global network of Academies will enable us to pursue simultaneously two sometimes divergent goals. On the one hand we want our students to understand and appreciate the variety of the world and the diversity of its peoples. On the other hand, we want to ensure a certain consistency in the quality of instruction and in the pursuit of core values. Building a wide network of schools around the same fundamental principles will allow us to pursue both of these objectives.
There will be one teacher for about every seven students at our Academies, and the teachers will not only be actively recruited, carefully selected and equitably compensated, but they will also be expertly trained and continually retrained. World class standards are ever-evolving standardsstaying on the cutting edge is a not a static process. Not only will we need highly professional instructors, but we must also be sure that our instructors are well-instructed. State-of-the art teaching technologies will help our faculties as they reach for this goal.
In short, we seek not only to train the next generation of expert leaders, but also to develop a professional corps of world-class teachers. Emblematic of this commitment is the fact that a Professional Development Center, focused on the improvement of teaching, will be part of the central Academic Building on each of our campuses. If all goes well, teachers at the Aga Khan Academies will become role models not only for their students, but for other teachers in their communities.
We also realize, as I have already suggested, that much of what our students will learn over time they will learn from one another not only in formal classroom settings but in residential and social contexts, in a wide range of extracurricular activities and in community service projects, as well. The Academies will be concerned with the whole of the human being mind, body and spirit and with the broad range of human aspiration intellectual, moral, artistic, physical and spiritual. The fact that these are residential academies will contribute enormously to these broad objectives, encouraging students to identify more completely with the school, to help lead it and shape its environment.
We envision that our graduates will emerge as well rounded men and women, enriched by their participation not only in rich learning communities but in rich living communities as well.
All of these commitments imply a special emphasis on the quality of our physical resources on the built environment, as it is often called including the quality of architectural design. As it has so often been said, we first shape our buildings, and then they shape us.
In sum, the Academies will be serious, focused, rigorous environments but at the same time they will be spacious and joyous places. They will operate on the cutting edge of knowledge and pedagogy, but they will be rooted in history and steeped in tradition.
It is such an institution that I hope to bring to the city of Hyderabad.
Thank you.
Your Excellency the Chief Minister of Andhra Pradesh,
Honorable Ministers,
Distinguished Guests,
Ladies And Gentlemen:
Bismillah-ir-Rahman-ir-Rahim
Let me begin by thanking all of you for honoring us by joining in this celebration at this truly magnificent site. We are most deeply grateful to all who helped to make this site available to our Academy program. Your generosity will be a continuing inspiration to us all.
Our celebration today is part of a long, unfolding story. It is, for me, a highly personal story growing out of my familys active involvement through the years in the field of education especially in the developing world.
It was just about a century ago that my grandfather, Sir Sultan Mohammed Shah Aga Khan, began to build a network of educational institutions in places where the Ismaili community had settled. This network would eventually include some 300 schools 200 of which my grandfather opened personally.
In addition, he was the founding figure of Aligarh University, and I have continued that tradition through the establishment of the Aga Khan University and the University of Central Asia.
The tradition I am describing, however, goes back much further than one hundred years. For it was some one thousand years ago that my forefathers, the Fatimid Imam-Caliphs of Egypt, founded Al-Azhar University and the Academy of Knowledge in Cairo. For well over a millennium, the pursuit of knowledge has been a central element in our tradition.
Against this background, you can understand why this new educational beginning means so much to us.
But even while we renew a rich tradition inherited from the past, we are also looking deeply into the future. What we begin here may not have its full impact in any of our lifetimes. But the beginnings we undertake today may well be among the most important things we will ever do.
I would like to speak initially about the logic behind the Aga Khan Academies program to look at its philosophical underpinnings. For unless those foundations are sound, whatever we build will be inherently vulnerable.
We are taking our time in laying those foundations. We are designing for the long-range future and we have thought long and hard about our goals and how to achieve them. We have launched research projects and surveys. We have done our homework.
At the very heart of our conclusions is one, central conviction: the key to future progress in the developing world will be its ability to identify, to develop, and to retain expert and effective home-grown leadership.
In our lifetimes, the developing world has looked in various directions for the key to progress. For a while, it was thought to be enough that indigenous peoples simply throw off the yoke of colonialism which for some was the most important barrier to fulfillment and progress. This viewpoint often evolved into a hope that reasserting cultural identity would unlock the future and education sometimes became mainly a matter of tapping into ancient wisdom, expressed in distinctive languages. In many places, the promises of a charismatic ruler also captured the public imagination the mystique of the romantic hero and public education sometimes slipped into relative insignificance.
Over time, as frustration mounted, other cures were entertained in parts of the developing world. Ideologies of the left and the right came into vogue ranging from the siren songs of state socialism on one side to the allure of unrestrained capitalism on the other. The demands of dogma came to replace the disciplines of reason and education too often turned into indoctrination.
But none of these approaches proved adequate to the demands of their times and all of them seem increasingly inadequate to the demands of the present. A different approach has been needed. I would note that the people of this city and this region were among those who first came to realize this fact and to respond impressively to the challenge.
That response here and elsewhere has had, as its centerpiece, a distinctive intellectual style and a creative approach to leadership. As the pace of history has accelerated, agility and adaptability have become more important qualities than mere size or strength, and the race of life has gone increasingly to the nimble and the knowledgeable.
As the economic arena has been globalizing, openness and flexibility have become prerequisites for progress, and success has gone more and more to those who can connect and respond.
Specialized expertise, pragmatic temperament, mental resourcefulness these are increasingly the keys to effective leadership along with a capacity for intellectual humility which keeps ones mind constantly open to a variety of viewpoints and welcomes pluralistic exchange.
In such a world, the most important thing a student can learn is the ability to keep on learning.
What these developments mean is human resources have become more important than natural resources in determining the wealth of a society. And yet, there are still too many communities in which the true potential of the human resource base is sadly underdeveloped.
Too many of those who ought to be leading their communities in the hopeful world of tomorrow, are being left behind in the real world of today. Because good schools are not available to them early in life, they are often blocked from such opportunities as they grow older. And even those who do break through, into a world of wider educational opportunity, too often also break out and leave their home regions. The result is a widening gap between the expert and effective leadership these communities need and the leadership their educational systems are likely to deliver.
Am I saying that we should focus only on educating a leadership elite? Not by any means. Broad public education is still an essential obligation of a just society. But I also believe that the best interests of every society will be best served if its future leaders can be adequately prepared for an unusually demanding future if its outstanding students, in short, can be given an outstanding education.
Every society develops and depends on some set of leaders but the great question is how those leaders are developed and chosen. For much of human history, leaders were born into their roles, or they fought their way in or they bought their way in. Elites were normally based on physical power, or accumulated wealth, or inherited claims to authority.
But social progress can be greatest when aristocracies of class give way to aristocracies of talent or to use an even better term to meritocracies.
The well-led society of the future, in my view, will be a meritocracy where leadership roles are based on personal and intellectual excellence.
Our goal, then, is not to provide special education for a privileged elite but to provide an exceptional education for the truly exceptional.
This is the fundamental philosophy undergirding our Academies program.
How, then, will these goals be realized in practice? In all candor, some of our plans may have few precedents in this country and may strike some observers here as new and distinctive. But we have seen them tested in other contexts and believe they represent worthwhile challenges.
Our plans begin with the realization that governments alone cannot meet the educational challenges of the 21st century. Nor can private institutions which are constrained by the necessity to earn a profit. The answer lies in the expanding role of civil society in voluntary institutions which are not governmental but which are nonetheless dedicated to community values and the public good. We hope that the Aga Khan Academies will become leading exemplars of civil societys potential role.
Access to these schools (each of which will enroll 700 to 1200 young men and women) will thus be based solely on merit not on financial resources. Intellectual capacity and intrinsic character will determine not only who is admitted, but who is actively recruited for matriculation at these schools must go beyond passive selection and include an active outreach effort.
Once admitted, students will pursue a diverse and balanced curriculum, one which will evolve constantly as learning expands at an unprecedented pace. The best schools of the future will be those which select wisely just what learning will best help prepare students for an unpredictable future.
Our curriculum will be designed to qualify students for the widely-respected International Baccalaureate degree and beyond that, for admission to the very best university programs that may interest them in India and in every part of the world.
The International Baccalaureate program will help us prepare students to meet world-class standards joining a community of some 1800 other schools who use the IB framework, including highly respected institutions here in India. Using that framework, we can ensure that the education we provide will be tied to global concerns and keep pace with global developments.
But the Aga Khan Academies will also have their own areas of special emphasis, including: an explicit concern for the value of pluralism, a strong emphasis on the ethical dimensions of life, a more specialized knowledge of how global economics work, and a focus on comparative political systems.
We are often told these days that tension and violence in much of the world grows out of some fundamental clash of civilizations especially a clash between the Islamic world and the West. I disagree with that assessment. In my view, it is a clash of ignorances which is to blame. The Academies will seek to remedy such ignorances through the broad study of a variety of world cultures, including the Study of Muslim Civilizations, a subject which is often overlooked in some parts of the world today.
The principal language of instruction will be English todays primary language of global connection. But connectedness will also be enhanced in other ways. Every graduate will at least be bilingual, for example, and many will be trilingual. In his or her home Academy, a student will not only meet other students from a variety of cultural, ethnic and religious backgrounds but they will get to know one another as friends and neighbors something that residential schools are well-equipped to foster. And many will study for at least a year outside their home cultures, as well.
Each of our Academies can be thought of, in sum, as a center for cross-cultural education. And the City of Hyderabad, with its rich history as a meeting point for different cultures, including the Christian, Hindu and Muslim traditions, will provide a particularly appropriate setting.
The spirit of pluralism will be further enhanced by the fact that each Academy will be part of a larger network. All of them will be linked electronically and will serve students and faculty throughout the system through video-conferencing and other distance learning technology--as well as through programs whereby teachers and students will work for a time in a distant setting.
Building a global network of Academies will enable us to pursue simultaneously two sometimes divergent goals. On the one hand we want our students to understand and appreciate the variety of the world and the diversity of its peoples. On the other hand, we want to ensure a certain consistency in the quality of instruction and in the pursuit of core values. Building a wide network of schools around the same fundamental principles will allow us to pursue both of these objectives.
There will be one teacher for about every seven students at our Academies, and the teachers will not only be actively recruited, carefully selected and equitably compensated, but they will also be expertly trained and continually retrained. World class standards are ever-evolving standardsstaying on the cutting edge is a not a static process. Not only will we need highly professional instructors, but we must also be sure that our instructors are well-instructed. State-of-the art teaching technologies will help our faculties as they reach for this goal.
In short, we seek not only to train the next generation of expert leaders, but also to develop a professional corps of world-class teachers. Emblematic of this commitment is the fact that a Professional Development Center, focused on the improvement of teaching, will be part of the central Academic Building on each of our campuses. If all goes well, teachers at the Aga Khan Academies will become role models not only for their students, but for other teachers in their communities.
We also realize, as I have already suggested, that much of what our students will learn over time they will learn from one another not only in formal classroom settings but in residential and social contexts, in a wide range of extracurricular activities and in community service projects, as well. The Academies will be concerned with the whole of the human being mind, body and spirit and with the broad range of human aspiration intellectual, moral, artistic, physical and spiritual. The fact that these are residential academies will contribute enormously to these broad objectives, encouraging students to identify more completely with the school, to help lead it and shape its environment.
We envision that our graduates will emerge as well rounded men and women, enriched by their participation not only in rich learning communities but in rich living communities as well.
All of these commitments imply a special emphasis on the quality of our physical resources on the built environment, as it is often called including the quality of architectural design. As it has so often been said, we first shape our buildings, and then they shape us.
In sum, the Academies will be serious, focused, rigorous environments but at the same time they will be spacious and joyous places. They will operate on the cutting edge of knowledge and pedagogy, but they will be rooted in history and steeped in tradition.
It is such an institution that I hope to bring to the city of Hyderabad.
Thank you.
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