Hey Jude

Assignment 1 The visit / Ice surf rescue Goals This identification is designed to fork over an initial let looseing draw in a low risk situation. It provides practice using your establish as the basis for the brief computer address. Be as creative as possible, using any(prenominal) method (narrative, etymology or your get to, visual aids, etc. ). The closing is to get the relegate and instructor to remember you. prep bedness Think slightly your name and the best way to get the class to remember youre your saving should exclusively be 1 to 2 minutes, therefore, practice and time yourself before-hand. This bringing should be take backed extemporaneously from brief jobs that occupy no more than nonp atomic number 18il side of a single 4 X 6 flyer card. You should not sack your talk and should engage as much inwardness concern as possible. Grading Guidelines put entertain 20 records military rating tag for Feedback Purposes Time detain 2 minutes (you mold iness speak for at least(prenominal) 1 minute to pass this engagement) strike off separate 1 permitted ocular Aid Required Learning Outcomes Assessment of this assigning will center primarily on measuring two outcomes 1. reflection of the savants ability to manage or to overcome communication pinch in front of strangers. 2. Per curveance of the students ability to gravel on an original quarrel Critique Sheet for Name obstetrical speech communication Name_____________ set out________ Object _________ Time _________ Things you did well Aspects of you savoir-faire/ auction pitch you lack to work on Assignment 2 monstrance Speech Goals This duty assignment applies basic concepts necessary to creating speech structure. The goal of the demonstration speech is to interpret the hearing how to do virtuallything.It is often called a process speech beca uptake you atomic number 18 showing the listening how to make love footmarks in a process. description Present to your reference with a tutorial on how to do/ give something. You must ground levelulate your instructional speech by creating important(prenominal) point in times close to(predicate) the process and sub-points further encouraging/explaining the process. You will deal an invention and endpoint. Preparation You should select something that you know how to do well. Think about how you would t for all(prenominal) bingle soul the steps in the process.The steps in the process atomic number 18 the main points, First, Second, And finally, You will bring into class what you need to essay the process and demonstrate as you teach the class. Grading Guidelines Grade Value 5% of summate graded work Point Value 30 points Time Limit 3 to 5 minutes Note Cards 1 Visual Aid Optional Learning Outcomes Assessment of this assignment will focus primarily on measuring terce outcomes 3. induction of the students ability to analyze dis style using their critical reasoning skills 4. ostensorium of the students ability to recognize diversity in the reference 5. proof of usual executeance skills Assessment Rubrics Unsatisfactory Emerging develop Advanced (0 7 points) (8 15 points) (16 23 oints) (2430 points) Ideas whitethorn not be foc utilise or Listener substructure follow the in the main well organized Thesis is intelligibly stated true the main purpose speech only with effort. but bankrupt transitions and developed. The main is not move in. main points main point is not clear. undeniable from intellection to thought. telephone line and supporting ar serious to identify. Transitions need to be Sequence of ideas is arguments ar clearly Transitions whitethorn be needed. developed. The audience discursive and is followed articulated. Clear brass section in that respect is no logical sequencehas difficulty substantially, complemented by a transitions. The article of ideas in the speech. Theunderstanding the speech cl early discernible line of descent is clearly stated. main idea from the article beca office the sequence of structure. The main idea The fictitious characters of supporting is not presented or is reading is unclear. is presented with fabric spend in the unclear. Supporting There is an endeavor to supporting arguments. At article be clearly arguments from the article illustrate supporting least one type of articulated. argon not presented or argon cloth utilize in the supporting genuine is unclear. Supporting article. presented. material from the article are not presented or are unclear. Does not present his/her Citations are attributed Citations are principally bookman has a clear grasp study in the form of aincorrectly. scholarly person has aintroduced and attributed of the center. savant speech. school-age child does not receptiveone grasp of the suspendly. Student is demonstrates proficient meet grasp of content and content. Listeners at ease with expect intimacy by solventing all cannot answer questions recognize errors to be theanswers to all questions class questions with Content about the subject. everyplace result of nervousness. but fails to elaborate. explanations and dependence on notes is Student does not provide all over dependence on notes elaboration. Note cards observed. nice power point in each main whitethorn be observed. are used for reference point to inform audience. only. Aspects of the speech are too chief(a) or too civilize for the audience. Listeners can follow the Vocabulary is around speech is attach, Sentences are perfect(a) and speech, but they are special or in subdue. but word choices are not grammatically accurate. distracted by some expression used is virtuallyly specificly vivid or Words are elect for their Verbal Effectiveness grammatical errors and use respectful or inoffensive. precise. verbiage is freeprecise meaning. Language of slang. nigh prison terms Speaks with lucidity from bias with one or two is free from bias. are sketchy/halting. sporadically and tone underage exceptions. Speaks Language choices are vivid Language allow ins some corpse neutral for the with clarity to the chargeand precise. Speaks with identifiable bias. Some close to part. audience. clarity and confidence to listeners will be ffended. the target audience Responds to questions Informative tone is very in adequate to(predicate)ly. translucent end-to-end. sign-language(a) Effectiveness Maintains no middleball contact Maintains shopping center contact Maintains eye contact for Maintains eye contact with the target audience. regularly. Student is the most part. A positive consistently and uses form Listeners whitethorn be confused. certified of grandeur of use of body dustup is language potently to The speaker system cannot be heard. body language although demonstrated. The creat e interest. The The delivery detracts from s/he struggles with it. delivery loosely seems delivery is extemporaneous the message.Eye contact tempo is sometimes too useful however, natural, confident, and may be very control the fast or too slow. The hard-hitting use of volume, enhances the message. presenter may bleed to look presenter seems eye contact, literal Posture, eye contact, at the floor, mumble, speak uncomfortable. The control, may not be smooth gestures, facial inaudibly, fidget, or read audience strains to hear. consistent some hesitancyexpressions, volume, pace most of the speech gesturesVocal tone, facial may be observed. Some useindicate confidence, a and movements may be jerky expressions, garments and of nonfluencies is lading to the melodic theme, or excessive. Disfluencies other nonverbal observed. Mostly, and a willingness to are used excessively. expressions do not detractarticulation and communicate. The vocal stick and signifi cantly from the pronunciation are clear. tone, delivery style, and pronunciation tend to be message. consultation members clothing are consistent sloppy. aplomb or composure can generally hear the with the message. Delivery is lost during any presentation. style and clothing choices distractions. send word an awareness of expectations and norms. Limited use of nonfluencies is observed. Articulation and pronunciation are clear. consultation members can hear the presentation. Critique Sheet for Demonstration Speech loudspeakers Name_____________________________________ Topic___________________________________________ Items of Evaluation 0 1 2 3Rhetorical device (AGD)/Credibility/Exigency 0 1 2 3Purpose statement/Preview 0 1 2 3Main ideas are easily followed/Transitions 0 1 2 3Language is vivid/clear/fluid 0 1 2 3Speech is well organized 0 1 2 3Demonstration is appropriate 0 1 2 3 vox is used effectively 0 1 2 3Nonverbal communication i s effective/Eye contact 0 1 2 3Conclusion is effective 0 1 2 3Overall effectivenessTOTAL scar _________ COMMENTS Assignment 3 Informative (You are the Expert) Speech & lineation Goals This assignment is designed to provide the opportunity to put communication theories and concepts from the course into practice. Specifically, it prepares to use skills in invention, such as structuring an appropriate introduction, selecting speech materials based on analysis of the members of the audience, and arranging that breeding in a clear format, as well as skills in speech performance, while informing the audience on a particular topic.Description As a speaker, your purpose is to division information with the audience. This is not a how to or ingratiatory speech you should not preview a step-by-step process or try and dispose the audience of the merits of the topic. Rather, you are to give your audience new/useful information regarding a topic that is important to you. This may be your ma jor/intend career, a hobby/sport that you are passionate about, something that you have had personalised experience in or are planning on pursuing.Logical musical arrangement of main points and supporting information should provide your audience with understanding of the elect topic. To drop off the assignment, you are required to submit a complete full-sentence dodge and bibliography in advance, as well as deliver a winning informative speech to the class. Speech Preparation All take ons to persuade should be avoided in this assignment. All topics must be pre-approved by your instructor. Be vigilant to deliver the speech extemporaneously. You will be penalized 20 points for excessive credence on note cards.The speech presented in class must include the following 1. An appropriate introduction, including all six components of an effective introduction 2. recite of audience analysis throughout the speech (what will make the topic interesting for audience) 3. At least three m ain ideas with two sub-points for each 4. Use of at least two different types of supporting material (book/newspaper/journal article, television/radio, interviews, Internet . com . org . net, etc. ) 5. Citation of at least four sources. Four sources is the minimum requirement.Your sources must be cited clamorously, during your speech. 6. An appropriate conclusion. compendium Preparation You must turn in a complete, typed, full-sentence limn including a bibliography to your instructor before you deliver the speech. If you do not bring your delimitate to your instructor prior to your presentation, you may be denied the opportunity to speak. If the summary is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The tot point harbor of the outline is 30 points. Guidelines Grade Value 17% of total graded work Point Value 100 points (70 speech/30 outline) Time Limit 5-6 minutes Note Cards 4 maximal Visual Aid Required Out line/Bibliography Required 15 point penalty if not ready when collectible Learning Outcomes Assessment of this assignment will focus primarily on measuring the following outcomes 6. Demonstration of decreased communication apprehension 7. Demonstration of the students ability to recognize and adapt to diverse audiences 8. Demonstration of the students ability to create and to perform an original speech to inform Assessment Rubrics Unsatisfactory Emerging development Advanced (0 17 points) (18 34 points) (35-52 points) (5370 points) Ideas may not be focused or Listener can follow the Demonstrates an awareness Speech follows persuasion developed the main purpose speech only with effort. of the spirit of format three main is not clear. The There is a wide deal of persuasive speeches. points introduction is undeveloped. information that is not Reproduces most of the problem-cause-solution Main points are difficult toclearly connected to the conventions in their struct ure. Thesis is disposal identify. Transitions may bethesis. Main points are speech. Generally well clearly stated and needed. There is no not clear. Transitions organized but better developed. Clear conclusion or may not be need to be developed. Thetransitions needed from transitions.The clear the presentation has audience has difficulty idea to idea. Sequence of introduction gains the concluded. There is no understanding the speech ideas is logical and is economic aid of the audience, logical sequence of ideas inbecause the sequence of followed easily, provides a clear purpose, the speech. information is unclear. complemented by a clearly enhances the speakers discernible structure. credibility with a source, previews main points, and demonstrates significance. There is a clear action step and an overt call to action. Does not present his/her Few, if any, sources are Supporting material may Student has a clear grasp information in the f orm of cited. Citations are lack in originality. of the content. Citations an informative speech. attributed incorrectly. Citations are generally are introduced and Student does not have grasp Student has a uncomplete introduced and attributed attributed appropriately of content and cannot answergrasp of the content. appropriately. Student is and accurately.Supporting Content questions about the subject. Listeners recognize errorsat ease with expected material is original, Different sources of to be the result of answers to all questions logical and relevant. information are not used. nervousness. Student doesbut fails to elaborate. Student demonstrates full Inaccurate, generalized, or not provide enough detail Over dependence on notes knowledge by state all inappropriate supporting in each main point to may be observed. class questions with material may be used. Over informaudience. Aspects explanations and dependence on notes is of the speech are too elaborati on. Note cards observed. There are not unsubdivided or too are used for reference three clear, distinct main sophisticated for the only. Speech is points. audience. informative. Listeners can follow the Vocabulary is somewhat Language is appropriate, Sentences are complete and speech, but they are limited or inappropriate. but word choices are not grammatically accurate. distracted by some Language used is mostly particularly vivid or Words are chosen for their Verbal Effectiveness grammatical errors and use respectful or inoffensive. precise. Language is freeprecise meaning. Language of slang. Some sentences Speaks with clarity from bias with one or two is free from bias. are incomplete/halting. sporadically and tone minor exceptions. Speaks Language choices are vivid Language includes some remains neutral for the with clarity to the targetand precise. Speaks with identifiable bias. Some most part. audience. olfactory property of part clarity and confidence to listeners will be offended. demonstrates some attempt the target audience Responds to questions to be informative. Informative tone is very inadequately. evident throughout. Nonverbal Effectiveness Maintains no eye contact Maintains eye contact Maintains eye contact for Maintains eye contact with the target audience. regularly. Student is the most part. A positive consistently and uses body Listeners may be confused. aware of importance of use of body language is language effectively to The speaker cannot be heard. body language although demonstrated. The create interest. The The delivery detracts from s/he struggles with it. delivery generally seems delivery is extemporaneous the message. Eye contact Pacing is sometimes too effective however, natural, confident, and may be very limited the fast or too slow. The effective use of volume, enhances the message. presenter may tend to look presenter seems eye contact, vocal Posture, eye contact, at the floor, mu mble, speak uncomfortable. The control, may not be smooth gestures, facial inaudibly, fidget, or read audience strains to hear. consistent some hesitancyexpressions, volume, pace most of the speech gesturesVocal tone, facial may be observed. Some useindicate confidence, a and movements may be jerky expressions, clothing and of nonfluencies is lading to the topic, or excessive. Disfluencies other nonverbal observed. Mostly, and a willingness to are used excessively. expressions do not detractarticulation and communicate. The vocal Articulation and significantly from the pronunciation are clear. tone, delivery style, and pronunciation tend to be message. Audience members clothing are consistent sloppy. Poise or composure can generally hear the with the message. Delivery is lost during any presentation. style and clothing choices distractions. call down an awareness of expectations and norms. Limited use of nonfluencies is observed. Articulat ion and pronunciation are clear. Audience members can hear the presentation. Critique Sheet for the Informative SpeechSpeaker _________________________ Topic __________________________________ Grade _____ Time penalty _____ Final grade _____ existence (15 pts. ) _____ COMMENTS & SUGGESTIONS 0 1 2 3 Gained attention and interest 0 1 2 3 Introduced topic clearly 0 1 2 3 Motivated the audience to listen 0 1 2 3 Established credibility 0 1 2 3 Previewed proportionality of speech DISCUSSION (18 pts. ) _____ 0 1 2 3 Main points well organized/developed 0 1 2 3 Clearly focused topic 0 1 2 3 Originality of ideas 0 1 2 3 Language vivid, clear, creative 0 1 2 3 Identified with audience throughout 0 1 2 3 Transitions quality, points well identified SUPPORTING MATERIALS (6 pts. ) _____ 0 1 2 3 Quality conjectural sources 0 1 2 3 Quantity enough supporting CONCLUSION (9 pts) _____ 0 1 2 3 Reinforce theme 0 1 2 3 sum-up clear 0 1 2 3 Sense of occlusion DELI VERY (12 pts. ) _____ 0 1 2 3 Level of biography/confidence/dynamism 0 1 2 3 Gestures effective, appropriate, 0 1 2 3 Voice clarity, vocal accent mark 0 1 2 3 unrehearsed style and use of notes GENERAL EFFECTIVENESS (10 pts. ) _____ 1 2 3 4 5 Assignment 4 Persuasive Speech & Outline Goals This assignment is designed to provide the opportunity to put the all of the knowledge and skills from the course into practice. Specifically, it aims to put into practice skills in audience analysis, argumentative reasoning, and instruction of personal ethos, while attempting to persuade the audience.Description As a speaker, you must aim to persuade or to actuate the class to your way of thinking on a specific topic. Within your speech, you should present a problem, the reasons that problem exists, and what we can do to fix that problem using documented evidence (not provided your opinion) to convince your audience. To complete the assignment, you are required to submit a complete full- sentence outline and bibliography in advance, as well as deliver a successful persuasive speech to the class. The Speech is worth 70 points and the outline 30. Speech Preparation You may choose to structure your speech in one of two organizational designs the motivated sequence design or the problem/cause/solution design. Be prepared to deliver the speech extemporaneously.You will be penalized 10 points for excessive reliance on note cards. The speech presented in class must include the following 1. An appropriate introduction meeting the six criteria 2. Evidence of audience analysis throughout the speech 3. At least three main ideas with two sub-points for each 4. Use of at least two different types of supporting material 5. Citation of at least six sources. Your sources must be cited aloud during your speech. 6. An action step in your last main point (solutions). You may wish to solve your problem through legislation or by changing an existing system. In addition, you must provid e the audience with the possible to act based on your speech.The action step is literally something that your audience could do once they leave the classroom were they motivated to action by your speech. 7. Evidence of persuasive organizational development 8. An appropriate conclusion 9. An attempt to enhance ethos through your appearance Outline Preparation You must turn in a complete, typed, full-sentence outline including a bibliography to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Grading Guidelines Grade Value 17% of total graded work Point Value 100 points (70 speech/30 outline) Time Limit 7-9 minutes Note Cards 4 maximum Visual Aid Optional Outline/Bibliography Required 15 point penalty if not ready when due Learning Outcomes Assessment of this assignment will focus primarily on measuring the following outcomes 1. Demonstration of the students ability to recognize and adapt to diverse audiences 2. Demonstration of the students ability to research, analyze, and reason from evidence to create logically sound arguments and conclusions 3. Demonstration of the students ability to create and to perform an original speech to persuade Assessment Rubrics Unsatisfactory Emerging Developing Advanced (0 17 points) (18 34 points) (35-52 points) (5370 points) Ideas may not be focused or Listener can follow the Demonstrates an awareness Speech follows persuasion developed the main purpose speech only with effort. of the nature of format three main is not clear. The There is a great deal of persuasive speeches. points introduction is undeveloped. information that is not Reproduces most of the problem-cause-solution Main points are difficult toclearl y connected to the conventions in their structure. Thesis is Organization identify. Transitions may bethesis. Main points are speech. Generally well clearly stated and needed. There is no not clear. Transitions organized but better developed. Clear conclusion or may not be need to be developed. Thetransitions needed from transitions. The clear the presentation has audience has difficulty idea to idea. Sequence of introduction gains the concluded.There is no understanding the speech ideas is logical and is attention of the audience, logical sequence of ideas inbecause the sequence of followed easily, provides a clear purpose, the speech. information is unclear. complemented by a clearly enhances the speakers discernible structure. credibility with a source, previews main points, and demonstrates significance. There is a clear action step and an overt call to action. Does not present his/her Few, if any, sources are Supporting material may Stud ent has a clear grasp information in the form of acited. Citations are lack in originality. of the content. Citations persuasive speech. Student attributed incorrectly. Citations are generally are introduced and does not have grasp of Student has a partial introduced and attributed attributed appropriately content and cannot answer grasp of the content. appropriately. Student is and accurately. Supporting Content questions about the subject. Listeners recognize errorsat ease with expected material is original, Different sources of to be the result of answers to all questions logical and relevant. information are not used. nervousness. Student doesbut fails to elaborate. Student demonstrates full Inaccurate, generalized, or not provide enough detail Over dependence on notes knowledge by answering all inappropriate supporting in each main point to may be observed. class questions with material may be used. Over persuade audience. explanations and dependence on note s is Aspects of the speech are elaboration. Note cards observed. There is no too elementary or too are used for reference action step. sophisticated for the only. audience. Listeners can follow the Vocabulary is somewhat Language is appropriate, Sentences are complete and speech, but they are limited or inappropriate. but word choices are not grammatically accurate. distracted by some Language used is mostly particularly vivid or Words are chosen for their Verbal Effectiveness grammatical errors and use respectful or inoffensive. precise. Language is freeprecise meaning. Language of slang.Some sentences Speaks with clarity from bias with one or two is free from bias. are incomplete/halting. sporadically and tone minor exceptions. Speaks Language choices are vivid Language includes some remains neutral for the with clarity to the targetand precise. Speaks with identifiable bias. Some most part. audience. Tone of voice clarity and confidence to listeners will b e offended. demonstrates some attempt the target audience Responds to questions to be persuasive. Persuasive tone is very inadequately. evident throughout. Nonverbal Effectiveness Maintains no eye contact Maintains eye contact Maintains eye contact for Maintains eye contact with the target audience. regularly. Student is the most part. A positive consistently and uses body Listeners may be confused. aware of importance of use of body language is language effectively to The speaker cannot be heard. body language although demonstrated.The create interest and The delivery detracts from s/he struggles with it. delivery generally seems persuade. The delivery is the message. Eye contact Pacing is sometimes too effective however, extemporaneous natural, may be very limited the fast or too slow. The effective use of volume, confident, and enhances presenter may tend to look presenter seems eye contact, vocal the message. Posture, eye at the floor, mumble, speak uncom fortable.The control, may not be contact, smooth gestures, inaudibly, fidget, or read audience strains to hear. consistent some hesitancyfacial expressions, most of the speech gesturesVocal tone, facial may be observed. Some usevolume, pace indicate and movements may be jerky expressions, clothing and of nonfluencies is confidence, a commitment or excessive. Disfluencies other nonverbal observed. Mostly, to the topic, and a are used excessively. expressions do not detractarticulation and willingness to Articulation and significantly from the pronunciation are clear. communicate. The vocal pronunciation tend to be message. Audience members tone, delivery style, and sloppy. Poise or composure can generally hear the clothing are consistent is lost during any presentation. with the message. Delivery distractions. style and clothing choices suggest an awareness of expectations and norms. Limited use of nonfluencies is observed. Articulation and pronunciation are clear. Audience members can hear the presentation. Critique Sheet for the Persuasive Speech Speaker _________________________ Topic _____________________________ Grade _____ Time penalty _____ Final grade _____ INTRODUCTION (15 pts. _____ COMMENTS & SUGGESTIONS 0 1 2 3 Gained attention and interest 0 1 2 3 Introduced topic clearly 0 1 2 3 Motivated the audience to listen 0 1 2 3 Established credibility 0 1 2 3 Previewed remainder of speech DISCUSSION (21 pts. ) _____ 0 1 2 3 Main points well organized/developed 0 1 2 3 Clearly focused topic 0 1 2 3 Adequate Solution Steps 0 1 2 3 Language vivid, clear, creative 0 1 2 3 Identified with audience throughout 0 1 2 3 Transitions quality, points well identified 0 1 2 3 Speech is Persuasive Weakening/Strengthening Commitment, Conversion, Induces a Specific doing SUPPORTING MATERIALS (6 pts. _____ 0 1 2 3 Quality credible sources 0 1 2 3 Quantity enough supporting material CONCLUSION (6 pts) _____ 0 1 2 3 Summary clear 0 1 2 3 Sense of closure DELIVERY (12 pts. _____ 0 1 2 3 Level of animation/confidence/dynamism 0 1 2 3 Gestures effective, appropriate? 0 1 2 3 Voice clarity, vocal emphasis 0 1 2 3 Extemporaneous style and use of notes GENERAL EFFECTIVENESS (10 pts. _____ 1 2 3 4 5 6 7 8 9 10 Inadequate unworthy Satisfactory Excellent Superior EXTRA CREDIT OPPORTUNITY humans Speaking in the Real World Total extra assent points 10 Youve probably thought it at some point during the class or another, when on earth am I going to have to use this? Or, you might be forced to watch upcoming presentations in your other courses and begin to realize just how terrible a pitiful public speaker can be as an audience member. However, effective mastery of public speaking is a skill that will foster you achieve in your career no matter what level or industry you aspire to get into. This assignment will help you realize that as well as become a more effective critic of the messages you consume. RequirementsYou will attend at least one public speech or spill the beans this semester, you can attend a lecture sponsored by your department, a lecture or presentation sponsored by talk Studies, or something you sponsor through your extracurricular or social organization. The only requirement is that you witness a public speech at least 10 minutes in length so that you have something to look back. You must attend the speech in person. You must obtain a political platform or some kind of record of your attendance to attach to your critique. analytic thinking To obtain full credit for this assignment you must turn in a 1 2 pg response (single space) to the speech you witnessed.Feel free to critique the speaker as much as the speech itself. If it was bad or boring to watch, tell me about it and explain why you think it went wrong. A quality paper will exhibit the following One divide describing the rhetorical situation occasion, audience, speaker and speech (at least a sentence or two for each part). Provide your perspective as to the exigence of the particular speech or lecture. A second carve up should analyze the content of the speech. How did the speaker gain your attention, did he or she have a clear preview statement/thesis. How did the speaker reinforce ethos? Were there transitions or a clear organization pattern. How was the speech organized?A successful paragraph should adequately address all of these elements. A third paragraph should adequately assess the style and delivery of the presentation. What was the level of energy/dynamism, how did the gestures and nonverbal delivery enhance the presentation. How did the speaker use their voice and inflection? Was there adequate examples of extemporaneous delivery? A final paragraph should offer conclusions about the speech you watched, and what yo u have learned from the process. How will your future presentations in this course and in your life be enhanced by what you observed. All document must have your name and course section to receive full credit.