MODULE 3a
ethics in Communication
Learning Outcomes:
Students are expected to:
1. create an understanding of how
Ethics affect the effectiveness of
Communication;
2. be familiar to Ethical standards
in communication, in terms of
Politeness, Turn-taking, Gender, Race,
Social Class, Age and Disabilities; and
3. use these Standards to become an
Ethical, Competitive and Effective
Communicator.
Time frame: 3 hours
Activity:
To stimulate our understanding of how
Ethics affect Communication, let us
analyze the image below.
Imagine that the Blue Jenga blocks
represent Communication, what do you
think would happen if Ethics (the Red
Jenga) would be removed from this stack?
What does it signify?
Source: https://www.hrzone.com/perform/business/ethics-in-the-workplace-what-does-an-ethical-business-look-like
Analysis:
1. How important is Ethics in
communicating?
2. How is considering Politeness, Turn-
taking, Gender, Race, Social Class,
Age and Disabilities or any of the
following results to becoming an
Ethical communicator?
HomeworkMarket | Ethics in communication | Operations Management homework help
Introduction
Communication becomes effective if certain standards on a given situation
are met. These standards are what we call Ethics and they follow certain
principles that give life to effective communication. How we consider and
give importance to Ethics while communicating is what distinguishes a good
and effective communicator from the rest.
What is Ethics in communication?
According to Velasquez et al (2010), “Ethics is based on well-founded
standards of right and wrong that prescribe what humans ought to do,
usually in terms of rights, obligations, benefits to society, fairness, or specific
virtues.” In communication, ethics is
what maintains the balance between the
speaking and the listening. It ascertains
the presence of fairness, integrity and
completeness of the information while
communicating. It avoids undermining
culture, gender, race, social class, age,
disabilities, idiosyncrasies and opinions
through politeness and turn-taking.
Ethics follow certain codes that are
guidelines to assist people in making
decisions, to tell the difference between
‘right’ and ‘wrong’ and to utilize this
understanding to make ethical choices.
These ethical codes have 3 levels; 1)
Code of ethics (social issues); 2) Code
of conduct (influence to behavior an
individual); and 3) Code of practice (professional responsibility).
When conversing to groups of people, it can be very difficult to know and
consider what language to use. However, this is a necessary step to establish
ethical communication. A communicator can consider politeness and turn-
taking as primary tools while keeping in mind that humans cannot help to
categorize each other by their differences in terms of gender and sexual
orientation, race and ethnicity, social class, age, and disabilities.
GEC 102 - Purposive Communication | 17
 Politeness

Being one of the central features in communication, politeness is a human

phenomenon expressed differently in different cultures. It means to take
other people into consideration, to take care. Politeness is communicated
both verbally and nonverbally.

One of the well-known classifications of linguistic politeness is that

of Brown and Levinson (1978). They talk about positive and negative
politeness.

Positive politeness refers to an atmosphere of inclusion and

mutuality created by linguistic means such as compliments,
encouragement, joking, even the use of “white lies.” Small
talk is one expression of positive politeness; that is, creating
linguistically a connection to other people.

Negative politeness involves respecting the privacy of other people and

leaving a “back door” open, that is, showing some reservation. The use of
distance-creating linguistic devices (e.g., passive forms), irony, or general
vagueness is characteristic for this kind of linguistic politeness.
Eventually, in order to develop the linguistic classifications of politeness, Scollon & Scollon (1995) distinguish two kinds of
linguistic politeness strategies: involvement strategies and independency strategies. These strategies reflect the general
human social needs to be connected to other people, yet to be independent and unique (Salo-Lee, 2006).

Some examples of involvement strategies include:

• Paying attention to the other person or taking care of him/her (e.g., “You have a beautiful dress”; “Are you feeling
better today?”).

• Being optimistic (“I believe that we will make it”).

• Being voluble (speaking as such already indicates a willingness to participate).

• Using the other person´s language or dialect.

• Some examples of independency strategies include:

• Giving the other person the possibility to retreat (“It would have been nice to have a cup of coffee together but you
must be busy”).

• Speaking in general terms (“The rules of the company require…...”).

• Not speaking much.

Source: https://7esl.com/speaking-polite-english/

GEC 102 - Purposive Communication | 18

 • Using your own language or dialect.

Turn-taking

A turn is the time when a speaker is talking and turn-taking is the skill of knowing when to start and finish a turn in a
conversation. It is an important organisational tool in spoken discourse.

There are two guiding principles in conversations in the process of turn-taking:

• Only one person should talk at a time.

• We cannot have silence.
The transition between one speaker and the next must be as smooth as possible and without a break.

We have different ways of indicating that a turn will be changed:

• Formal methods: selecting the next speaker by name or raising a hand.

• Adjacency pairs: a question requires an answer.
• Intonation: a drop in pitch or in loudness.
• Gesture: a change in sitting position or an expression of inquiry.
• The most important device for indicating turn-taking is through a change in gaze direction.
Violations of the turn-taking process often times occur in a conversation and they are called:

• Interruption: where a new speaker interrupts and gains the floor.

• Butting in: where a new speaker tries to gain the floor but does not succeed.
• Overlaps: where two speakers are talking at the same time.

Gender and Sexual Orientation (Sexist Language)

Sexism is a language which excludes one’s sex or the other, or which suggests that one sex is superior to the other. While it is
primarily women who are affected by sexism, it can be used to discriminate against either men or women (Klein, 1993).

Sexist language happens so often, especially on written language, that we tend to disregard it. Thus, it is necessary to know the
types of sexism so we can avoid them. Below are the types of sexist language and their solutions/alternatives:

1. Language that excludes ‘women’ or renders them invisible

SEXIST ALTERNATIVES

mankind human kind, human beings

Forefather ancestors

Layman layperson

manpower Human resources, staff, personnel

Man-made Synthetic, artificial

Early man Early people

manning Staffing, working, running

2. The singular masculine pronouns (he, him, his)

SEXIST ALTERNATIVES

If a customer has a complaint, send him to the service desk. Customers with complaint should be sent to the service desk.

The handicapped child may be able to feed himself. Handicapped children may be able to feed themselves.

GEC 102 - Purposive Communication | 19

3. Terms ending in ‘-man’ to refer to functions that may be performed by individuals or either sex

SEXIST ALTERNATIVES

business man business executive, business owner, retailer

cameraman photographers, cinematographers

chairman chairperson

fireman firefighters

policeman police officer

sales man salesperson

spokesman spokesperson

Race and Ethnicity (Racism)

“Having different cultures because we come from different races should not prevent us from understanding and communicating
to each other.”

Racism is the use of derogatory terms to label people outside of (the group). It is the language that denigrates a person because
of race (Allan, 2018). A study by Riley (2014) entitled, “Do Racial Perceptions Affect Communication in Conflict?” showed that
the level of influence that the difference in race plays a major component in communication. So, if either of the communicator
thinks that his/her race is superior over the other, misunderstanding and conflict is sure to happen. Thus, avoiding racist
language, which is listed below, is one of the vital components to establish good communication:

• Don’t laugh at racist, sexist, ageist, homophobic and other stereotypical jokes or assumptions.

• Make an effort to get to know people different than you.

• Learn about other people and their culture.

• Think before you speak.

• Be a role model.

• Don’t make assumptions.

• Work on projects with members of groups different from your own.

• Explore the unfamiliar.

• Support anti-prejudice and anti-racist campaigns and organizations.

Remember that language is evolving and context-dependent. When unsure what language to use, consult your professor,
classmates, and current academic readings in the discipline.

Social Class

Sociologist defined ‘social class as a group of individuals who occupy a similar position in the economic system.’ These classes
occur on any of the following: resources, power and authority. Although there is an argument on the divisions of these classes,
but most sociologists suggest that there are five classes:

GEC 102 - Purposive Communication | 20

 Upper Class – Elite Upper Middle Class Lower Middle Class Working Class Poor

• Represent • Represent • Clerical- • Craft workers • Working poor –

institutional scientific and administrative work full-time
leadership technical • Laborers in at wages below
• Provide support factories poverty line
knowledge for professionals
• heads of like engineers,
multinational • Restaurant • Social services
accountants, • Engage in data
corporations, workers
lawyers, collection., • Underclass
foundations, architects, record-keeping • Nursing home
universities university faculty, staff
managers and • Paralegals: bank
• Capitalist elite – tellers, sales
directors of • Repair shops,
owners of lands,
public and private garages
stocks and bonds • Blue-collar
organizations.
and other assets workers in skilled • Delivery services
– wealth derived • Have both high trades
from what they incomes and high
own. social prestige.
Well-educated.

So, how is the knowledge of social class applied in communication? Of course, while conversing, you will not inform everyone
what social class they belong to. In fact, avoid creating divisions by mentioning terms or phrases with ‘class’ or ‘status’. Instead
consider their social classes to choose what appropriate topics, style and grammar of language to use to make sure that
everyone feels equal while conversing regardless of their socioeconomic status. By doing so, everyone would have the freedom
to speak with confidence.

Age

Age is connected to communication. As generations aged, language evolves so it results to different generations speaking
different languages. However, it does not mean that ‘being older or younger means being better or worse at communication;
it’s just likely that your age will determine your vocabulary (both what language you know, and what language you choose to
use), the experiences that inform your communication, and the expectations you have of the other person’ (Hunghanfoo, 2018).

It is certain that age plays a role in some communication problems between people, and that age has an effect in conjunction
with other factors that overlap and interact while conversing. For example, a younger person may be less inclined to be assertive
when speaking with an older person, but that might also be due to their culture. Another example is that an older person may
struggle to understand serious or sarcastic intention in how a younger person communicates, but that might also be because of
social media or technology. That is why age can sometimes become a barrier in communication.

Source: https://mcluhangalaxy.wordpress.com/2015/06/09/the-3-eras-of-communication-according-to-mcluhan-innis/

GEC 102 - Purposive Communication | 21

Disabilities

In ethical communication, it is important to remember that disabilities are not defects but are variations among people. While
institutions can cause problems by designing services for only certain types of bodies, there is nothing inherently wrong with
bodies that do not fall within that range. In general, use language that is sensitive to the specific context and the specific
audience (Bowman et al, 2015).

Below is the General Recommendations for Communicating with All Persons with Disabilities provided by ACED (Advancing Care
Excellence for Persons with Disabilities):

• Talk to persons with disabilities in the same way and with a normal tone of voice (not shouting) as you would talk to
anyone else.

• Avoid being self-conscious about your use of wording such as “Do you see what I mean?” when talking to someone with
vision impairment.

• Talk to people with disabilities as adults and talk to them directly rather than to an accompanying person.

• Ask the person with a disability if assistance is needed; do not assume that help is needed until you ask.

• Use “people-first language”: refer to “a person with a disability” rather than “the disabled person” or “the disabled”.

• When communicating with a person with a disability, it is important to take steps to ensure that effective communication
strategies are used. This includes sitting or standing at eye level with the patient and making appropriate eye contact.

Assessment:

Allocate each terms/phrases that show the relationship of Ethics and Communication to the diagram below:

GEC 102 - Purposive Communication | 22

Application:

A. Create/draw a Comic Strips with the following context and considerations (An example is provided below):

Example:

Source: https://dilbert.com/search_results?terms=racism

Context: Co-workers inside the Office

Considerations: Racism, Impoliteness, Inappropriate turn-taking

1. Context: Trial court

Considerations: Appropriate turn-taking, Different Races

2. Context: Doctor and patient in the Clinic

Considerations: Impoliteness, Age difference

3. Context: Strangers inside a train

Considerations: Politeness, Disabilities

4. Context: Lawyers in their office

Considerations: Inappropriate turn-taking, Sexism

5. Context: Teacher and students on a Field trip

Considerations: Politeness, Inappropriate turn-taking, Social Class

B. Why is ethical communication everyone’s responsibility? Relate your experience.

GEC 102 - Purposive Communication | 23

References:
1. Bowman, Emma et al. (2015). Writing about Race, Ethnicity, Social Class and Disability. Retrieved from: https://www.hamilton.edu/academics/
centers/writing/writing-resources/language-of-difference-writing-about-race-ethnicity-social-class-and-disability.
2. Hunghanfoo, Jez. (6 April 2018). How does age sometimes act as a communication barrier?. Retrieved from: https://www.quora.com/How-does-
age-sometimes-act-as-a-communication-barrier.
3. Klein, Jennifer. (1993). Avoiding Sexist Language. Retrieved from https://www.hamilton.edu/academics/centers/writing/style/essentials/ sexist-
and-non-sexist-language.
4. Madrunio, M.R. & Martin, I. P. 2018. Purposive communication: using English in multilingual contexts. Quezon City: C & E Publishing, Inc.
5. Riley, Tanner, “Do Racial Perceptions Affect Communication in Conflict?” (2014). Communication Studies Undergraduate Publications,
Presentations and Projects. Retrieved from: http://pilotscholars.up.edu/cst_studpubs/58.
6. Salo-Lee, Liisa. (2006). Introduction to Intercultural Communication: Politeness. Retrieved from: https://moniviestin.jyu.fi/ohjelmat/hum/viesti/en/
ics/22.
7. Smeltzer, Suzanne C. (28 January 2017). Communicating with People with Disabilities. Retrieved from: http://www.nln.org/professional-
development-programs/teaching-resources/ace-d/additional-resources/communicating-with-people-with-disabilities#:~:text=General%20
Recommendations%20for%20Communicating%20with,would%20talk%20to%20anyone%20else.&text=Ask%20the%20person%20with%20
a,is%20needed%20until%20you%20ask.
8. Te Kete Ipurangi: Ministry of Education. (7 May 2009). Turn-taking. Retrieved from: https://englishonline.tki.org.nz/English-Online/Planning-for-my-
students-needs/Exploring-language/The-Language-of-Conversation/Turn-Taking.
9. Velasquez, Manuel et al. (1 January 2010). What is Ethics? Retrieved from: https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/
what-is-ethics/)

Prepared by Approved by

Jeffrey E. Floriza Norman Ralph Isla

Faculty Chairperson
English Department | CSSH English Department

GEC 102 - Purposive Communication | 24

 MODULE 3B
Learning Outcomes: Communication and technology
Students are expected to:

1. create an understanding of how

Communication and Technology
affect each other;

2. develop awareness on how Social

Media can affect everybody’s life;

3. be familiar with the Ethics and

Responsibility of using Social Media
Networks; and

4. know how to Validate Information in

Social Media Platforms.

Time frame: 3 hours

Activity:

To further understand how technology

impacts communication, let us see
Connected, but Alone? from TEDTalk by
YOUniversityTV | Information and Communication Technology (ICT): Meaning,Importan | YOUniversityTV
Professor Sherry Turkle, who is an Abby
Rockefeller Mauzé Professor of the Social
Studies of Science and Technology at the
Massachusetts Institute of Technology.
Introduction
Source: https://blog.ted.com/places-we-dont-
want-to-go-sherry-turkle-at-ted2012/ Communication and technology are inseparable. Technology has made
communicating between people and groups of people significantly easier
YouTube clip of Turkle’s speech at
TEDTalk: https://www.youtube.com/
and faster through the use of mobile devices, laptops, personal computers
watch?v=t7Xr3AsBEK4 and the internet. Presently, technology led us to immediate access to an
incredible array of devices and services that enable us to communicate with
Full Transcript of Turkle’s speech with Audio- almost anyone, anywhere, at any time. However, this free and immediate
mp3 file: https://singjupost.com/connected- type of communication caused by technology is not without disadvantages
alone-sherry-turkle-ted-transcript/ and limitations. Social and Linguistic studies show that because people are
too reliant on technology nowadays, it resulted to language deterioration,
Expound/elaborate these lines by Sherry
emotional instability like inability to control one’s feelings, lack of
Turkle :
proficiency in contextual and pragmatic understanding which often leads to
“We expect more from technology miscommunications and misunderstandings and so much more.
and less from each other.”
Nonetheless, technology has helped communication to become efficient
“Our networked life allows us to and productive. But, it should not be to a point of compromising social
hide from each other, even as we connections, interactions and relationships, which is the very essence of
are tethered to each other. We’d
rather text than talk.”

“We fill our days with ongoing

connection, denying ourselves time
to think and dream.”

“As we distribute ourselves, we

may abandon ourselves.”

Source: http://www.pnstechnology.com/social-media-marketing.php

GEC 102 - Purposive Communication | 25

 “If you’re having a conversation with
someone in speech, and it’s not
being tape-recorded, you can change
your opinion, but on the Internet,
it’s not like that. On the Internet it’s
almost as if everything you say were
being tape-recorded. You can’t say, “I
changed my mind.”
Analysis:
1. How can humans use Technology
to improve Communication and not
tarnish nor deteriorate it?
2. How can Social Media awareness
help improve this generations
understanding on Communication and
Technology?
3. Why is Validating Information in Social
Media platforms necessary nowadays?
Abstraction:
Social Media
Social media is computer-based technology,
through websites and applications, that
facilitates the sharing of ideas, thoughts,
and information through the building of
virtual networks and communities. Most
social media sites include contents of
personal information, documents, videos,
and photos of the user. It started as a
means to interact with friends and family
but was later adopted by businesses which
wanted to take advantage of a popular new
communication method to reach out to
customers. The power of social media is the
ability to connect and share information
with anyone on Earth, or with many people
simultaneously (Dollarhide and Drury,
2020).
us being called as ‘human beings.’ So, how can we avoid disregarding our
friends, relatives and families even with the advent of technology and social
media? Is technology really the pitfall of social interaction?
According to the Pew Research Center, social media users tend to be
younger. Nearly 90 percent of people between the ages of 18 and 29 used at
least one form of social media. Globally, there are more than 3 billion social
media users. Social media is an ever-changing and ever-evolving web-based
platform.
Social media is so varied and versatile. It may take the form of so many tech-
enabled activities. These activities include photo sharing, blogging, social
gaming, social networks, video sharing, business networks, virtual worlds,
reviews and much more. That is why, it cannot be denied that almost the
entirety of this generation has at least one social media account, as shown
on the latest survey (as of January 2019) of the number of accounts or users
of the following:
• Facebook (2.27 billion users)
• YouTube (1.9B)
• WhatsApp (1.5B)
• Facebook Messenger (1.3B)
• WeChat (1.08B)
• Instagram (1B)
• QQ (803M)
• QZone (531M)
• Douyin/Tik Tok (500M)
• Sino Weibo (446M)
• Twitter (330M)
The Most Common Social Media Tools and Platforms:
• Blogs: A platform for casual dialogue and discussions on a specific
topic or opinion.
• Facebook: The world’s largest social network. Users create a
personal profile, add other users as friends, and exchange messages,
including status updates. Brands create pages and Facebook users
can “like” brands’ pages.
• Twitter: A social networking/micro-blogging platform that allows
groups and individuals to stay connected through the exchange of
short status messages (140-character limit).
• YouTube & Vimeo: Video hosting and watching websites.
• Flickr: An image and video hosting website and online community.
Photos can be shared on Facebook and Twitter and other social
networking sites.
• Instagram: A free photo and video sharing app that allows users to
apply digital filters, frames and special effects to their photos and
then share them on a variety of social networking sites.
• Snapchat: A mobile app that lets users send photos and videos to
friends or to their “story.” Snaps disappear after viewing or after
24 hours. Currently, we are not allowing individual departments to
have Snapchat accounts, but asking that they contribute to the Tufts
University account.
• LinkedIn Groups: A place where groups of professionals with
similar areas of interest can share information and participate in a
conversation.
GEC 102 - Purposive Communication | 26
Ethics and Responsibility in Using Social Media

With the advent of technology and how dependent this generation is to social media platforms in sharing, exchanging and
expressing themselves, it has been apparent that ethics has been ignored.

The lack of awareness on using social media has led to countless cases of abuse, social and racial problems, hoax, fake news and
etcetera, may it be done intentionally or unintentionally. That is why, public and private sectors have been formulating means
in order to avoid those problems from happening. One of these is the Social Media Preservation Session, by Philip Favro (2017),
which aims to discuss the raising number of ethical and practical issues in social media in the hope of finding solutions.

Another way to avoid these conflicts from happening is by following these simple and important reminders when dealing with
social media platforms:

1. Always use the correct language when using social media. It would be nice if communications on the Internet is done
by using polite and proper words. By using this ethical practice, formality can be established and respect will eventually
follow.
2. Avoid spreading racist, pornographic and violent contents. It would be wise if we do not spread information that degrades
or deters a certain race or religion. Share useful information only and avoid posting or uploading photos, images or stories
that you know would stir up conflict to your life and others.
3. Acknowledge others’ works. When sharing information in the form of photographs, writings or videos which belong to
others, make sure to mention the source to show your appreciation to others’ works. Never copy-paste any contents
without informing everyone where it really originated.
4. Do not share personal
information too much. It
would be wiser for you to
restrict your personal life
in using social media. Do
not share your personal
information such as phone
number or home address.
Be sure to set your privacy
settings on your social
media accounts based on
your preferences. There will
be a possibility that other
contacts on your list will
use your personal or private
information to harm you. In
worse cases, they can even Source: https://www.mindfood.com/au/article/ethics-on-social-media-team-sport-or-blood-sport/
make an account posing as
you to scam and destroy your
credibility.
5. Check the news validity. Nowadays it is very common to find out a news that disfigure other parties in social media. Some
parties did this to impose the competitors by sharing hoax news. Therefore, social media users should be more intelligent
and critical before believing any information. Before you share the news, it will be wiser to check the news validity first.

Validating Social Media Information

The vastness of information now available and being shared online offers a fantastic arena for anyone to be unable to spot the
authentic information from fake ones. Because of this, the youth nowadays needs to sharpen their verification and fact-checking
skills in a digital environment. Below is a checklist that anyone can follow in order to ascertain the validity of an information
(Bartlett, 2012):

• Content. Apply the ‘too good to be true test’ and check if the image or video is tampered or edited in any way.
• Network/Source. Be sure that the source of the information is an established and well-known Group/Institution or
Organization.
• Be Across Platforms/Crosscheck. Know that an information is authentic if the information is seen on the most common
social media platforms like Facebook, Twitter, YouTube and etcetera.

• Location of the Source. Check if the ones posting the information are really present where the incident happened. Be
sure that they are first-hand witnesses.
GEC 102 - Purposive Communication | 27
 • Contextual updates. If the information is being updated and specific details are provided every so often, expect that
the news is authentic.
• Age. Be wary of recently created accounts. They may be created just to spread fake news and to destroy someone or
something.
• Build your Own Network of Contacts. Be sure to privately message someone/people you know who can verify the
validity of an information for you before anything else.

Assessment:

Below are possible situations in Social Media platforms that you might encounter/ have encountered. Relate how have you/
would you deal with these scenarios:

How do you deal with…..:

1. …..your classmates ranting another student on Twitter because of his/her appearance?

(Following Ethics and Responsibility in using Social Media).

2. ….your sister posting photos/videos of herself with too little clothing?

(Following Ethics and Responsibility in using Social Media).

3. …..your brother who is saying bad words while having a video call with his friend?

(Following Ethics and Responsibility in using Social Media).

4. …..a relative posing as someone else on Facebook?

(Following Validating Social Media Information).

5. …..someone who is using social media in order to cheat on an exam?

(Following Ethics and Responsibility in using Social Media and Validating Social Media Information).

6. …..a friend who enjoys chatting with strangers on FB messenger?

(Following Ethics and Responsibility in using Social Media and Validating Social Media Information).

7. …..a friend who made a prank on Facebook about the death of his father?

(Following Ethics and Responsibility in using Social Media and Validating Social Media Information).

Include three (3) Social Media cases of abuse, social and racial problems, hoax, fake news and etcetera that you have
experienced and relate how you settled those issues.

Application:

Form a group with five (5) members and create a 1-2minute video clip on Social Media Awareness.

GEC 102 - Purposive Communication | 28

References:
1. Bartlett, Rachel. (3 April 2012). How to verify content from social media: Experts advise on the process of verification. Retrieved from: https://
www.journalism.co.uk/news-features/how-to-verify-content-from-social-media/s5/a548645/.
2. Dollarhide, Maya and Amy Drury. (6 September 2020). What Is Social Media? Retrieved from: https://www.investopedia.com/terms/s/social-media.
asp#:~:text=Social%20media%20is%20computer%2Dbased,quick%20electronic%20communication%20of%20content.
3. Favro, Philip. (29 August 2017). eDiscovery and Ethical Considerations for Social Media. Retrieved from: https://www.driven-inc.com/ediscovery-
and-ethical-considerations-for-social-media-2/.
4. Turkle, Sherry. Alone Together: Why We Expect More from Technology and Less from Each Other. Retrieved from: https://www.goodreads.com/
work/quotes/13566692-alone-together-why-we-expect-more-from-technology-and-less-from-each-ot

Prepared by Approved by

Jeffrey E. Floriza Norman Ralph Isla

Faculty Chairperson
English Department | CSSH English Department

GEC 102 - Purposive Communication | 29