|
NSF Investments and Strategic GoalsThe National Science Foundation's FY 2003 funding request supports the agency's investment in People, Ideas, and Tools - the Foundation's three strategic outcome goals. These goals flow from NSF's statutory mission - "to promote the progress of science..." and form the basis for the many activities of the Foundation. NSF's investments in People, Ideas, and Tools work in concert to promote progress in all aspects of science and engineering research and education, and are underpinned by investments in administration and management.
NSF Budget by Strategic Goal (Millions of Dollars)
1The figures shown for Administration and
Management (A&M) include pension and health costs as proposed by the
Administration's Cost Integration Legislation, requiring agencies to pay
their full share of accrued cost of retirement beginning in FY 2003. Net
of these additional amounts, the adjusted totals for FY 2003 are $261
million for A&M, and $5,028 million for the NSF total. The FY 2002
figures also include the accrual amounts. The strategic plan identifies NSF's management of the investment process as a critical factor in achieving the agency's goals. NSF strategies for meeting new challenges and carrying out agency goals and mission, include:
Detailed discussions of NSF's investment in People, Ideas, Tools, and Administration and Management follows this section. Core Research and Education Activities NSF investments in core research and education activities are targeted to disciplinary and multidisciplinary programs to support the best new ideas generated from the academic community. These funds support single investigator and small group grants and also provide primary support for junior faculty and students. They are extremely important in invigorating the research and education community since they promote emergence of new ideas and fields, especially where the defining borders of disciplines are blurring and new technologies are emerging. Investments in the core activities ensure the vitality of scientific and engineering fields in interdisciplinary research and discovery. If the nation is to continue to have access to the best science and engineering talent, it needs to maintain the health, security, and vitality of its citizens. Only the National Science Foundation has the vital role of providing this balance for U.S. science and engineering. Investments in Selected Priority Areas In addition to investments in core research and education, NSF funding for selected priority areas provides key, agency-wide opportunities for pursuing the strategic outcome goals. Through these priority areas, NSF identifies and accelerates progress in areas of emerging opportunity that hold exceptional promise for advancing knowledge and addressing national interests. Each requires appropriate attention to developing people with new skills and new perspectives; new approaches to knowledge generation across the frontiers of science and engineering; and creating the tools that enable rapid advances. The FY 2003 Budget Request emphasizes investments in six interdependent priority areas - Biocomplexity in the Environment; Information Technology Research; Nanoscale Science and Engineering; Learning for the 21st Century Workforce; Mathematical Sciences; and Social, Behavioral and Economic Sciences. In addition, NSF continues to give high priority to the Math and Science Partnership begun in FY 2002 as part of the President's education plan, No Child Left Behind. Within the priority areas, there is a rich mix of activity that integrates areas of fundamental research with elements of practice in related fields. This synergy characterizes the interdependence of the priority areas as, for example, concepts and techniques from the mathematical sciences influence the development of our understanding of biocomplexity or nanoscale science and engineering and vice versa. NSF Priority Area Investments (Millions of Dollars)
Totals may not add due to rounding. Biocomplexity in the Environment The world is facing significant scientific and societal challenges, including the prospect of rapid environmental and climate change, the threat of biological and chemical warfare, and the complicated question of long-term environmental security. The integrity of local, regional and global ecosystems is inextricably linked to human well-being as well as environmental and human health. Fundamental study of complex environmental systems is therefore a key element of local, national, and global security and critical to the development of new scientific and technological capabilities that will significantly advance our ability to anticipate environmental conditions and thus improve environmental decision-making. The Biocomplexity in the Environment (BE) priority area is designed to respond to the demand for new approaches to investigating the interactivity of biota and the environment. It will result in more complete understanding of natural processes, of human behaviors and decisions in the natural world, and ways to use new technology effectively to sustain life on earth. Investigations must be highly interdisciplinary, consider non-human biota and/or humans explicitly, and examine challenging systems that have high potential for exhibiting nonlinear or highly coupled behavior. Advanced computational strategies and technologies must be developed and utilized. The term "biocomplexity" is used to stress the requirement that research questions must explicitly address the dynamic web of interrelationships that arise when living things at all levels - from molecular structures to genes to organisms to ecosystems to urban centers - interact with their environment. Proposed funding for the Biocomplexity in the Environment priority area is as follows: (Millions of Dollars)
Totals may not add due to rounding. Long-term Goals: For the next three years, NSF will emphasize research and education on the role of Biocomplexity in the Environment. This priority area is part of investments and accomplishments within NSF's FY 2003 environmental investment portfolio of approximately $930 million. The intellectual goals of the effort are to:
Long-term funding for the Biocomplexity in the Environment priority area is as follows: (Millions of Dollars)
FY 2003 Areas of Emphasis: In FY 2003, NSF plans to invest $79.20 million in the interdisciplinary Biocomplexity in the Environment activities described below. The first two areas listed have been added this year to specifically address the long-term need for increased biosecurity.
In addition to these primary areas, other multidisciplinary research and education activities will be supported:
Information Technology Research Enabled by basic scientific and engineering advances, Information Technology (IT) has become pervasive in our public and private lives and is transforming science, commerce, learning, and government. NSF's portfolio will continue to emphasize fundamental research in IT and in all the areas that IT impacts. In FY 2000, the NSF Information Technology Research (ITR) program stressed fundamental research; in the second year, additional applications in science and engineering were added; and in the third year, the program expanded to research in multidisciplinary areas, focusing on fundamental research at the interfaces between fields and disciplines. In FY 2003, ITR will exploit and deepen the research initiated to this point; it will support research to create and utilize cutting-edge cyberinfrastructure; and it will create new opportunities for novel research and technology development. Proposed funding for the Information Technology Research priority area is as follows: (Millions of Dollars)
Totals may not add due to rounding. Long-term Goals: By expanding basic research in interdisciplinary areas and addressing large problems, NSF will amplify the benefits of IT in all areas of science and engineering, and spur progress across the national economy and society. The Information Technology Research program over the next two years will continue to target the following areas: large-scale networking; high-end computing; high-end computation and infrastructure; high-confidence software and systems; human computer interaction and information management; software design and productivity; and social, economic, and workforce implications of IT plus IT workforce development. Long-term funding for the Information Technology Research priority area is as follows: (Millions of Dollars)
FY 2003 Areas of Emphasis: Investments will emphasize the following research:
Nanoscale Science and Engineering Nanoscale science and engineering (NSE) encompasses the systematic organization, manipulation and control of matter at atomic, molecular and supramolecular levels. Novel materials, devices, and systems - with their building blocks on the scale of nanometers - shift and expand possibilities in science, engineering, and technology. A nanometer (one-billionth of a meter) is to an inch what an inch is to 400 miles. With the capacity to manipulate matter at this scale, a revolution has begun in science, engineering, and technology including individualized pharmaceuticals, new drug delivery systems, more resilient materials and fabrics, and order of magnitude faster computer chips. Nanoscale science and engineering has the promise of enabling a better understanding of nature, a new world of products beyond what is now possible, high efficiency in manufacturing, sustainable development, better healthcare, and improved human performance. Proposed funding for the Nanoscale Science and Engineering priority area is as follows: (Millions of Dollars)
Totals may not add due to rounding. The National Nanotechnology Initiative (NNI) is a government-wide effort that began in FY 2001 (http://www.nano.gov). NSF is emphasizing long-term, fundamental research aimed at discovering novel phenomena, processes, and tools; addressing NNI Grand Challenges; supporting new interdisciplinary centers and networks of excellence including shared user facilities; supporting research infrastructure; and addressing research and educational activities on the societal implications of advances in nanoscience and nanotechnology. NSF has been a pioneer among federal agencies in fostering the development of nanoscale science, engineering and technology. In FY 2002, NSF is investing $198.71 million in a wide range of research and education activities, including approximately 15 nanotechnology research and education centers, which focus on areas such as electronics, biology, optoelectronics, advanced materials and engineering. This investment will be expanded in FY 2003 by 11.3 percent to develop and strengthen critical fields and to establish the science and engineering infrastructure and workforce needed to exploit the opportunities presented by these new capabilities. Besides single investigator research, support will be focused on interdisciplinary research and education teams, national science and engineering centers, exploratory research and education projects, and education and training. Long-term Goals include building a foundation of fundamental research for understanding and applying novel principles and phenomena for nanoscale manufacturing and other NNI Grand Challenges; ensuring that U.S. institutions will have access to a full range of nano-facilities; enabling access to nanotechnology education for students in U.S. colleges and universities; and catalyzing the creation of new commercial markets that depend on three-dimensional nanostructures. These goals will make possible development of revolutionary technologies that contribute to improvements in health, advance agriculture, conserve materials and energy, and sustain the environment. Long-term funding for the Nanoscale Science and Engineering priority area is as follows: (Millions of Dollars)
Learning for the 21st Century Workforce Continued U.S. leadership in the global economy is dependent on the availability of a diverse science, technology, engineering, and mathematics (STEM) workforce. U.S. citizens as a whole will also need greater STEM literacy in order to participate in an informed manner in important public policy discussions and to utilize scientific and quantitative skills in their daily lives. The teachers who will develop our scientific and engineering workforce and prepare our young people for responsible citizenship form an important part of the larger workforce. Moreover, as technological advances radically change workplace environments, the workforce at large will require new skills (i.e., higher degrees of problem solving ability, quantitative computer and communications literacy, and increased competencies in STEM). The Learning for the 21st Century Workforce priority area focuses on generating the base of knowledge that will support effective research-based pedagogies that will address these higher order skills and prepare and support the STEM workforce of the future. In order to use new learning concepts to meet emerging workforce needs, NSF has adopted a strategy that includes two overarching goals: (1) improve our understanding of learning processes through an aggressive research program; and (2) transfer that understanding into learning environments and apply it to workforce development. Successful pursuit of these goals will generate the knowledge, people and tools needed to develop a modern workforce that is second to none in its ability to use, adapt and create STEM concepts in the workplace. It will also develop a science, technology, engineering, and mathematics workforce that leads the world and fully reflects the strength of the nation's diversity. Proposed funding for Learning for the 21st Century Workforce priority area is as follows: (Millions of Dollars)
Totals may not add due to rounding. Long-term Goals: Over a five-year period, NSF will explore several connected aspects of learning in order to:
Long-term funding for the Learning for the 21st Century Workforce priority area is as follows: (Millions of Dollars)
FY 2003 Areas of Emphasis: The Learning for the 21st Century Workforce priority area combines a concentration in certain core programs in the Education and Human Resources (EHR) Account with research and education efforts sponsored by the Research and Related Activities Account. NSF core programs include the Interagency Education Research Initiative (IERI), the Research on Learning and Education (ROLE) program, Centers for Learning and Teaching (CLT), and others. These programs will be expanded by an NSF-wide integrative activity, the new Science of Learning Centers that forms the centerpiece of the Learning for the 21st Century Workforce priority area in FY 2003.
The Math and Science Partnership discussed below also reflects many of the goals of Learning for the 21st Century Workforce. The partnerships developed with various localities will ensure that all students have the opportunity to perform to high standards by using effective, research-based approaches, improving teacher quality, and insisting on accountability for student performance. Mathematical Sciences Today's discoveries in science, engineering and technology are intertwined with advances across the mathematical sciences. New mathematical tools disentangle the complex processes that drive the climate system; mathematics illuminates the interaction of magnetic fields and fluid flows in the hot plasmas within stars; and mathematical modeling plays a key role in research on micro-, nano-, and optical devices. Innovative optimization methods form the core of computational algorithms that provide decision-making tools for Internet-based business information systems. The fundamental mathematical sciences - embracing mathematics and statistics - are essential not only for the progress of research across disciplines, they are also critical to training a mathematically literate workforce for the future. Technology-based industries, which help fuel the growth of the U.S. economy, and increasing dependence on computer control systems, electronic data management, and business forecasting models, demand a workforce with effective mathematical and statistical skills that is well-versed in science and engineering. It is vital for mathematicians and statisticians to collaborate with engineers and scientists to extend the frontiers of discovery where science and mathematics meet, both in research and in educating a new generation for careers in academe, industry, and government. For the United States to remain competitive among other nations with strong traditions in mathematical sciences education, more young Americans must be attracted to careers in the mathematical sciences. These efforts are essential for the continued health of the nation's science and engineering enterprise. The role of mathematics has expanded in science and society, but the resources devoted to three key areas - fundamental mathematical and statistical research, interdisciplinary collaboration between the mathematical sciences and other disciplines, and mathematics education - have not kept pace with the needs, thus limiting the nation's scientific, technical, and commercial enterprises. To strengthen the mathematical foundations of science and society, NSF will focus on the mathematical sciences, encompassing interdisciplinary efforts in all areas of science, engineering and education supported by the Foundation. In FY 2002, NSF provided $30.0 million in funding support as a focused investment in interdisciplinary research in mathematics within the Mathematics and Physical Sciences Activity; Mathematical Sciences becomes a Foundation-wide priority area in FY 2003, building on this initial investment. Proposed funding for the Mathematical Sciences priority area is as follows: (Millions of Dollars)
Totals may not add due to rounding. Long-term Goals: From FY 2003 through FY 2007, the mathematical sciences priority area will advance frontiers in three interlinked areas: (1) fundamental mathematical and statistical sciences; (2) interdisciplinary research involving the mathematical sciences with science and engineering through focused, selected themes; and (3) critical investments in mathematical sciences education. A five-year investment plan will allow efforts in research and education to take root and begin a transformation in the way mathematics, science, and education interact. The long-term goals of the investments in the priority area are to:
Long-term funding for the Mathematical Sciences priority area is as follows: (Millions of Dollars)
To enhance research in these areas of science and engineering which depend on cross-cutting themes in the mathematical sciences, NSF support will encompass interdisciplinary focused research groups, interdisciplinary centers, interdisciplinary cross-training programs, and partnership activities with other federal agencies. Training activities will cover interdisciplinary professional development at many levels and those that link highly innovative training activities with research.
Social, Behavioral and Economic SciencesThe theme of the Social, Behavioral and Economic Sciences (SBE) priority area is to research how technology and society advance through continual interactions. The social system - society and its political, economic, legal, education, health care, and other institutions - influences how scientific discovery happens and what technologies are developed. Concurrently, technological development causes change in the social system. Every aspect of our lives - the way our economy operates, the ways we govern ourselves, the ways we learn, and the ways we communicate and relate to one another - has been changed by transportation, communications, and information technologies. With biotechnology, we are changing our sources and amounts of food, our abilities to diagnose disease, and the nature and range of medical therapies. And we are on the verge of even greater changes with nanoscale science and engineering. These changes have given the U.S. advantages over many other nations, and they have contributed to U.S. economic well-being and quality of life. But the changes made with technology also bring greater risks and call into question the extent to which contributions from technological innovation can be sustained. The changes being created as a result of technological developments are happening so rapidly that laws and regulations, political and social institutions, schools and businesses, and society are being challenged to keep up. For example, U.S. economic data are inadequate for a global, information-driven economy and a world of e-commerce. Property rights, and laws governing markets, are not relevant to many new products and services. Technologies to limit, if not avoid, social and environmental harms or to gain a competitive advantage are not fully employed by organizations and businesses. Schools too often use technology to automate the way teachers teach, rather than to transform education. Moreover, technological change may involve risks. Advances in information technology will increase risks to individual privacy. Greater reliance on technology for economic/financial transactions, health care, transportation, electric power generation and distribution, and communications leads to greater risks of widespread failures in these complex, critical systems. And a growing disparity of access to technology among diverse segments of society and among countries increases the risks of social tensions. Globalization has also contributed to the rapid changes industrialized countries have fueled with technology. The world continues to become increasingly interdependent. Imports, exports, and foreign investment between nations continue to increase. More jobs require higher levels of education and the U.S. is becoming increasingly dependent on immigration to meet the needs for many specialized skills. Multinational corporations are a major part of the global economy and have reduced the control of national governments over the flow of financial as well as human capital. Scientific and technological advances have placed the U.S. ahead of the competition in the global economy. But these same advances also provide other countries with broad and immediate access to scientific and technological information and other means to more readily be the first to develop a new technology and bring it to the global market. As a result, the country's current advantage may not be sustained. If the U.S. is to maintain this standing and further the contributions of science and technology to economic well-being and quality of life, knowledge must be developed that will ensure continued, sustained leadership in technological innovation. This will involve the development of knowledge with which new technologies can be created to meet changing human needs; knowledge that will stimulate technological innovation through new markets, property rights, and other social frameworks; and knowledge that will enable individuals, organizations, and society to take greater advantage of technology and anticipate and prepare for the social, economic, and environmental effects. The rapidly changing capabilities for society, associated with technological development, also provide the public with new opportunities to interact with the natural environment. Major improvements in observation, analytical, and modeling capabilities have greatly enhanced the potential to understand and more accurately predict the weather and short-term changes in ecosystems resulting from both natural processes and human activities. However, our understanding of these interactions over longer time periods is still fragmentary, and decisions about many longer-term environmental issues are made with incomplete information and uncertainty. As part of the President's Climate Change Research Initiative, the NSF will undertake a program in coordination with other federal agencies that focuses on decision- making under uncertainty related to climate change. Funding for the Social, Behavioral and Economic Sciences priority area is seeded at $10.0 million in FY 2003, all within the SBE Activity. Included in the total is $5.0 million for research on risk management as part of the Climate Change Research Initiative. Long-term Goals: Developing the necessary knowledge requires investing in new research in the social, behavioral, and economic sciences. From FY 2003 through FY 2007 this investment will generate the knowledge from the following:
Long-term funding for the SBE priority area is as follows: (Millions of Dollars)
FY 2003 Areas of Emphasis: In the first year, funding will focus on basic research that is primed for major advances because of new research tools or new data or because of prior research with successful applications that can be extended through new methods or different perspectives. Specifically, this priority area will concentrate on:
It is an opportune time to lay the foundation for an increased investment in the social, behavioral, and economic sciences to achieve these purposes. As these sciences have become more quantitative, they are creatively adapting and using technologies to advance the frontiers of knowledge with new data, models, methodologies, and modes of conducting research, including new methods of observation and experimentation. Math and Science Partnership The underlying philosophy of the Math and Science Partnership (MSP) is that collaborations of school systems, higher education, and other partners will increase the capacity of preK-12 educational systems, to provide requisites for learning to high standards in science and mathematics as a national priority, to ensure the future strength of the nation that derives from scientific advances and a science-literate citizenry. MSP is a cornerstone of the President's education policy, No Child Left Behind, which states that "...we have fallen short in meeting our goals for educational excellence. The academic achievement gap between rich and poor, Anglo and minority is not only wide, but in some cases is growing wider still.... Among the underlying causes for the poor performance of U.S. students in the areas of math and science, three problems must be addressed - too many teachers teaching out-of-field; too few students taking advanced coursework; and too few schools offering a challenging curriculum and textbooks. "The strategic focus of the Math and Science Partnership is to engage the nation's higher education institutions, local, regional and state school districts and other partners in preK-12 reform by calling for a significant commitment by colleges and universities to improving the quality of science and mathematics instruction in the schools and to investing in the recruitment, preparation and professional development of highly competent science and mathematics teachers. MSP, as a major national effort, is an investment intended to serve all students so that learning outcomes can no longer be predicted based on race/ethnicity, socio-economic status, gender or disability. A defining feature of MSP is the development and implementation of productive partnerships among the major stakeholders, with each partnership requiring commitments from one or more local school systems and one or more higher education entities, and including other partners that bring additional assets to preK-12 teaching and learning. These other partners can include industrial organizations, which bring unique insights on workforce needs to the partnerships, state education agencies, and not-for-profit entities with a commitment to science and mathematics education. Institutions of higher education who partner in MSP are expected to tap their disciplinary departments in science, technology, engineering, and mathematics (STEM) as well as their education departments. The insistence that higher education must play a critical role in preK-12 educational reform, especially in support of professional education throughout the career of preK-12 teachers, distinguishes MSP from prior NSF-supported systemic efforts. A second distinguishing feature of MSP is that it will not be an isolated set of local partnerships, but will become part of the NSF and national STEM education portfolio of interconnected sites whose experiences will help generate the capacity of the nation to serve all students well. Further, by involving the MSP awardees in a nationwide network of educational researchers and practitioners, the program will contribute to the development of a greater U.S. capacity to analyze and learn from the experience of large-scale change and to apply this knowledge to preK-12 STEM teaching and learning. MSP seeks to improve student outcomes in high-quality mathematics and science by all students, at all preK-12 levels. The partnerships expect to contribute to increases in student achievement across-the-board, as well as reductions in achievement gaps in mathematics and science education among diverse student populations differentiated by race/ethnicity, socio-economic status, gender or disability. To achieve these long-term outcomes, MSP will support the development, implementation, and sustainability of exemplary partnerships addressing the following goals: Goal 1: To significantly enhance the capacity of schools to provide a challenging curriculum for every student, and to encourage more students to participate in and succeed in advanced mathematics and science courses. Goal 2: To increase and sustain the number, quality, and diversity of preK-12 teachers of mathematics and science, especially in underserved areas, through further development of a professional education continuum that considers traditional preservice education as well as alternative routes into the profession (e.g., scientists and engineers wishing to shift careers to preK-12 teaching, professional development during early phases of a career (i.e., induction), and continued professional growth (inservice) in mathematics and science for preK-12 teachers. Goal 3: To contribute to the national capacity to engage in large-scale reform through participation in a network of researchers and practitioners that will share, study and evaluate educational reform and experimental approaches to the improvement of teacher preparation and professional development. Goal 4: To engage the learning community in the knowledge base being developed in current and future NSF Centers for Learning and Teaching, and Science of Learning Centers. The FY 2002 Current Plan for MSP is $160.0 million. In FY 2002, MSP will provide support for two types of partnership efforts, those that are comprehensive in nature and those that are more targeted in their expected outcomes, focusing on solutions to specific problems in the improvement of preK-12 science and math education. Some of the targeted awards may also be used to provide technical assistance to build capacity in those districts lacking the infrastructure or ability to be competitive initially for a comprehensive award. It is anticipated that the partnerships will share a number of key characteristics that will facilitate MSP reaching the above goals. For example, partnerships will design high learning expectations into all math and science classes, and will ensure that educators effectively match local and state standards to curricula, learning technology, instruction and assessment. MSP funding in FY 2002 will also be used to support a combination of technical assistance, evaluation, and research grants and contracts. It is expected that research on learning and the application of math and science education models to a wide range of learning environments will be a key component of MSP and will contribute to the national understanding of how to introduce and sustain successful education reform in math and science. NSF's intent is to develop creative and innovative approaches on a continuing basis to achieve the purposes of MSP. An assessment of lessons learned from the FY 2002 efforts will likely lead to changes in the program in FY 2003. The U.S. Department of Education will be sponsoring numerous programs that support the President's initiative, and NSF and the Department of Education are planning program linkages to manage the federal investment in math and science education for the greatest effectiveness. Proposed funding for the Math and Science Partnership is as follows: (Millions of Dollars)
Federal Crosscuts NSF will continue its active participation in federal crosscut areas in FY 2003, supporting research and education in the U.S. Global Change Research Program at $188.30 million, the Networking and Information Technology Research and Development (formerly HPCCIT) program at $678.74 million, and the National Nanotechnology Initiative at $221.25 million. In addition, in FY 2003, the Administration proposes to institute a new Climate Change Research Initiative, which is a multiagency effort with a strong focus toward short-term outcomes and deliverables. NSF will participate in four specific areas: understanding the North American Carbon Cycle, research on climate change risk management, developing sensors to measure carbon dioxide and methane; and measuring and understanding the impact of black carbon. The request includes $15.0 million to address these focused research challenges. Strategic Goals and NSF Budget Structure The following table provides
FY 2003 funding for strategic goals and budget accounts. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Last Modified: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Top | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||