(2017) Science and education, 4, 10-13. Odessa.

Nataliia Siaska,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Language Teaching Methodology,
Rivne State Humanitarian University,
31, Plastova Str., Rivne, Ukraine

POETRY AS A MEANS OF DEVELOPING FUTURE
TEACHERS-PHILOLOGISTS’ SPEAKING SKILLS

Nowadays teaching foreign languages to students is aimed at their mastering of intercultural communication in standard situations on the basis of communicative minimum including certain knowledge of linguistic and cultural studies. Proper attention should be paid to the selection of teaching material: it must be authentic, in our case – authentic poetry. The paper aims to describe the ways of improving students’ practical readiness for oral communication, elicit potential of poetic texts and consider them as a means of enriching students’ vocabulary based on reading and analysis. It will allow future foreign language teachers to improve their proficiency, prepare themselves for tolerant attitude towards other cultures and nations as well as comparing them with the specific character of their own culture, critical reflection of it and the system of personal values. Advancement of teaching English vocabulary is implemented through interactive teaching reading and understanding authentic poetry through the system of individual tasks. The latter are aimed at stimulation of reading authentic poetry by students, development of their abilities and skills of independent work on these tasks, raising the level of mastering foreign language vocabulary. Work with poetry may be used efficiently for the development of students’ creative thinking as motivation for enrichment vocabulary with culturespecific words and for the development of spontaneous speech.

intercultural communication, innovative method, authentic foreign language communication.

1. Andronik, N. P. (2009). Navchannia maibutnikh uchyteliv anglomovnoi dyskusii na osnovi avtentychnykh poetychnykh tvoriv [Teaching English discussion to future teachers based on authentic poetry]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
2. Yeremenko, T. Ye., & Podliesna, A. V. (2009). Interaktyvni metody u vykladanni spetskursiv ta spetsseminariv na fakulteti inozemnykh mov [Interactive methods in teaching special courses and special seminars at Foreign Languages Department]. Vykorystannia interaktyvnykh metodiv pry vykladanni movy ta literatury u serednikh ta vyshchykh navchalnykh zakladakh – Using interactive methods in teaching language and literature in secondary and higher education: Proceedings of the Fourth Interuniversity Research and Practice Conference (Vols. 2). (pp. 3-11). Yalta: RVV KGU [in Ukrainian].
3. Kamaeva, T. P., Karpova, L. V., Deeva, I. M. (1996). Poeziia na uroke inostrannogo iazyka : sovremennye podkhody k obucheniiu chteniiu [Poetry at foreign language lessons: modern approaches to teaching reading]. Inostrannye iazyki v shkole – Foreign languages at school, 3, 19-28 [in Russian].
4. Lukianchenko, I. O. (2014). Poeziia yak zasib aktyvizatsii navchalno-piznavalnoi diialnosti studentiv fakultetiv inozemnykh mov na zaniattyakh z kursu “Praktyka usnoho ta pysemnoho movlennia” [Poetry as a means of enhancing students’ learning at the classes of Practical English Course]. Suchasna nauka: teoriya i praktyka – Contemporary science: theory and practice: Proceedings of the Fourth Interuniversity Research and Practice Conference (pp. 75-77). Kyiv: Partnerstvo “Nova Osvita” [in Ukrainian].
5. Holovach, Yu. V., Nikolaieva, S. Yu., & Solovei, M. I. (2001). Prohrama z anhliiskoi movy dlia universytetiv / instytutiv (piatyrichnyi kurs navchannia) [English Curriculum for universities / institutes (practical course)]. Kyiv: Kyivskyi derzhavnyi linhvistychnyi universytet [in Ukrainian].
6. Podosynnikova, H. I. (2001). Eksperymentalna perevirka efektyvnosti kompleksu vprav z navchannia idiomatychnykh predykatyvnykh konstruktsii anhliiskoho rozmovnoho movlennia [Experimental verification of the effectiveness of exercise training complex to teach English idiomatic predicate constructions of conversational speech]. Visnyk Kyivskoho derzhavnoho linhvistychnoho universytetu. Seria “Pedagogika i psykholohia” – Bulletin of Kiev State Linguistic University, 4, 75-82. Kyiv: Kyivskyi derzhavnyi lingvistychnyi universytet [in Ukrainian].
 7. Saraç, S. (2003). A Suggested Syllabus for the Teaching of Poetry Course in ELT Departments of Turkey. Unpublished M.A. thesis. Ankara: Hacettepe University.

(2017) Science and education, 4, 14-20. Odessa.

Natalia Chukhlantseva,
(PhD) Candidate of Sciences in Physical Education and Sports, associate professor,
Department of Physical Culture and Sports Administration,
Zaporizhzhya National Technical University,
64 Zhukovskoho Str., Zaporizhzhia, Ukraine

INTEGRATION OF ACTIVE VIDEOGAMES IN PHYSICAL TRAINING OF SCHOOL STUDENTS

Introduction of ICT into Physical Education aims to modernize traditional pedagogy, change methods and organizational forms of training highly qualified teachers and coaches, to intensify sports and recreational activities among all society members. Active videogames can be used for improving motor activity of young people. Active videogames that require strength, coordination and flexibility are integrated into the curriculum of physical education schools and colleges of developed countries, combining physical education with gaming by means of using the player’s body movements as a controller. The relevance of the study is explained by the fact that the technology of “exergames” (exercises+games) is not used in the educational process of physical culture in Ukraine. Besides, this issue is understudied in the Ukrainian scientific and methodological literature. The research aims to review publications about the application of videogames or “exergames” in the field of physical culture and sports. The research papers published in international databases SPORT Discus, ERIC, Dialnet, Google Scholar, ScienceDirect, PubMed, as well as websites of games and applications producers were reviewed. According to the research criteria, 20 studies were chosen and analyzed. The following videogame consoles were analyzed and discussed in the paper: Microsoft Xbox, Sony Playstation, Dance Dance Revolution, Cybex Trazer, Cateye Game Bike, Sportwall, Dance Mat, etc. The peculiarities of the following videogames, applications and special programs for the development of students’ physical skills were reviewed: Nintendo Wii, Wii Fit, Your Shape Fitness Evolved 2012, Kinect Adventures, Kinect Sports, EyeToy, Zumba Fitness Rush, Dance Central 3, Nike+ Kinect Training, UFC Personal Trainer, EA Sports Active 2, Nike+ Kinect Training, EA Sports Active 2 и UFC Personal Trainer, Kanomi Dance Dance Revolution (DDR), Cateye Virtual Bike от Sony Play Station, Nintendo Wii Sports Baseball, Nintendo Wii Sports Tennis, Nintendo Wii Boxing, Dance Dance Revolution. It can be concluded that the rational use of “exergames” in physical culture promotes physical, psychological, intellectual development of students, encourages them to physical activity through the development of their motivational sphere.

information technologies, motor skills, еxergaming, motor activity, active video games, health.

1. Chukhlantseva, N. V. (2016). Zastosuvannia informatsiinykh tekhnolohii v haluzi fizychnoi kultury i sportu [Application of information technologies in the field of physical education and sport]. Sportyvna nauka Ukrainy – Sport science of Ukraine, 3(73), 21-25. Retrieved from: http://sportscience.ldufk.edu.ua/index.php/snu/article/vie w/423/407 [in Ukrainian]
2. Chukhlantseva, N. V. (2016). Napriamky vprovadzhennia informatsiinykh tekhnolohii v haluzi fizychnoi kultury i sportu [Destinations implementation of information technology in the field of physical training and sports]. Aktualni problemy fizychnoho vykhovannia riznykh verstv naselennia – Actual problems of of physical education the different groups of population: Proceedings of the 2nd All-Ukrainian Conference Scientific and Practical Conference Kharkov. Retrieved from: http://hdafk.kharkov.ua/ua/materiali-internetkonferentsiji-2016 [in Ukrainian].
3. Azevedo, L. B., Watson, D. B., Haighton, C., Adams, J. (2014). The effect of dance mat exergaming systems on physical activity and health-related outcomes in secondary schools: results from a natural experiment. BMC public health, 14(1), 951. doi: 10.1186/1471-2458- 14-951 [in English].
4. Baranowski, T., Buday, R., Thompson, D. I., & Baranowski, J. (2008). Playing for real: video games and stories for health-related behavior change. American  journal of preventive medicine, 34(1), 74-82. doi:10.1016/j.amepre.2007.09.027 [in English].
5. Barnett, L.M., Hinkley, T., Okely, A.D., Hesketh, K., & Salmon, J. (2012). Use of electronic games by young children and fundamental movement skills? Perceptual and Motor Skills, 114, 1023-1034. doi:10.2466/10.13. PMS.114.3.1023-1034 [in English].
6. Cordero R. (2013). Does Exergaming Influence Physical Activity in Third-Grade Physical Education? Journal of Physical Education, Recreation & Dance, 84(4), 16-16. DOI: 10.1080/07303084.2013.773251 [in English].
7. Di Tore P. A. (2016). Exergames, motor skills and special educational needs. Sport Science, 2, 67-70 [in English].
8. Ennis, C. (2013). Implications of exergaming for the physical education curriculum in the 21st century. Journal of Sport and Health Science, 2, 152-157 [in English].
9. Fogel, V. A., Miltenberger, R. G., Graves, R., Koehler, S. (2010). The effects of exergaming on physical activity among inactive children in a physical education classroom. Journal of applied behavior analysis, 43(4), 591-600. doi: 10.1901/jaba.2010.43-591 [in English].
10. Gao, Z., & Newton, M. (2009). Examining the mediating role of strategy use on students' motivation and Persistence. Effort in physical education. Journal of Sport Behavior, 32(3), 278-297 [in English].
11. Hayes, E., & Silberman, L. (2007). Incorporating video games into physical education. Journal of Physical Education, Recreation & Dance, 78(3), 18-24. 2007; 78(3): 18-24 [in English].
12. Kooiman, B. J., & Sheehan, D. P. (2015). Exergaming theories: A literature review. International Journal of Game Based Learning, 5(4), 1-14 [in English].
13. Krause, J. M., & Benavidez, E. A. (2014). Potential influences of exergaming on self-efficacy for physical activity and sport. Journal of Physical Education, Recreation and Dance, 85(4), 15-20. DOI: 10.1080/07303084.2014.884428 [in English].
14. Lieberman, D. A. (2006). What can we learn from playing interactive games? In P. Vorderer & J. Bryant (Eds.). Playing video games motives, responses, and consequences (pp. 379-397). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. [in English].
15. Lindberg, R.S.N, Seo, J.R. and Laine, T.H. (2016). Enhancing Physical Education with Exergames and Wearable Technology. IEEE Transactions on Learning Technologies, 4, 328-341, (vol. 9). doi: 10.1109/TLT.2016.2556671 [in English].
16. Meckbach, J., Gibbs, B., Almqvist, J., Öhman, M., Quennerstedt, M. (2013). Exergames as a Teaching Tool in Physical Education? Sport Science Review, 22(5- 6), 396-385 [in English].
17. Oh, Y., Yang, S. P. (2010). Defining Exergames & Exergaming. Meaningful Play 2010 Conference Paper. Michigan State University, East Lansing, Michigan. Proceedings of Meaningful Play 2010, 1-17. East Lansing, MI, USA [in English].
18. Rudella, J. L. & Butz, J. V. (2015). Exergames: Increasing Physical Activity through Effective Instruction. Journal of Physical Education, Recreation & Dance (JOPERD), 86(6), 8-15. DOI: 10.1080/07303084.2015.1022672 [in English].
19. Sgrò F., Schembri R., Nicolosi S., Barresi M., Lipoma M. (2013) Exergames for physical education: an overview about interaction design perspectives. World Journal on Educational Technology, 5, 248-256 [in English].
20. Sheehan, D., & Katz, L. (2013). The effects of a daily, six week exergaming curriculum on balance in fourth grade children. Journal of Sport and Health Science, 2(3), 131-137 [in English].
21. Staiano, A. E., & Calvert, S. L. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2), 93-98. doi:10.1111/j.1750-8606.2011.00162.x. [in English].
22. Trout, J. & Christie, B. (2007). Interactive Video Games in Physical Education. Journal of Physical Education, Recreation and Dance, 78 (5), 29-45 [in English].

(2017) Science and education, 4, 20-28. Odessa.

Andrii Halai,
Doctor of Law, associate professor,
Board member of the Association of Legal Clinics of Ukraine, professor,
Department of Constitutional, Administrative and Financial Law,
Serhii Hrechaniuk,
Doctor of Law, associate professor,
Head of the Department of Constitutional, Administrative and Financial Law,
Ternopil National Economic University,
11, Lvivska Str., Lviv, Ukraine,
Yevhen Sobol,
Doctor of Law, associate professor,
Head of the Department of Legal Disciplines and Administrative Law,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenko Str., Kirovohrad, Ukraine 

STREET LAW PROVIDED BY LAW CLINICS AS AN EFFICIENT
PROGRAMME OF INFORMAL LEGAL EDUCATION FOR ADOLESCENTS

The research relevance is determined by the fact that law clinic education as an educational technology is a special form of law students’ self-studying at higher educational institutions which involves mastering of legal profession skills, gaining practical experience concerning different forms of practical lawyer’s activities. Law clinic education is an approbated mechanism of providing students with the opportunity to perform analytical and juridical, as well as law education activities in law clinics. The paper aims to reveal the characteristic features and describe ways of implementing informal legal education of adolescents in terms of a special programme “Street law” (“Practical Law” in Ukraine), which is a common phenomenon all over the world. This technique involves teaching special training course “Street law” with the use of interactive methods to adolescents. Street law is considered to be more efficient than other forms of legal education due to its high quality: all the training courses are developed by highly-qualified lawyers and pedagogues, focused on the specific age category and consider its psychic development, etc. The organisation and conducting lessons in the form of Street law should be based on the following positions: the target audience of Street law is senior school students; the searching for school can be carried out by means of collaboration with educational authorities or upon the recommendation of the educational institutions which have positive experience in terms of conducting such lessons, or independently by students; a competent team out of the law clinic participants should be formed in order to conduct the lessons; it is desirable to engage a psychologist, who will help to work with adolescents and determine the law clinic candidates’ readiness to work with them; the efficient organisational mechanism of interactive lessons development should be created (involving plan, scenario, handout materials); the quality assessment of law clinics’ work in terms of conducting lessons in the form of Street law should be regularly carried out.

law clinic, street law, programme, informal legal education, legal educational activities.

1. Osaulenko, O. I. (2007). Zahalna teoriia derzhavy i prava: navchalnyi posibnyk [General theory of state and law: twxtbook]. Kyiv: Istyna [in Ukrainian].
2. Sushchenko V. Okremi problemy verkhovenstva prava v suchasnii Ukraini [Some attempts of rule of law in modern Ukraine]. Ukrainska pravda – Ukrainian truth. Retrieved from: http://www.pravda.com.ua/columns/2011/02/1/5864410 [in Ukrainian].
3. Hetman, A. P., Herasina, L. M., Danylian, O. H. (2010). Pravove vykhovannia v suchasnii Ukraini: monohrafiia [Legal education in modern Ukraine: monograph]. V. Ya. Tatsii, A. P. Hetman, O. H. Danylian (Eds.). Kharkiv: Pravo [in Ukrainian].
4. Yurydychna entsyklopediia [Juridical encyclopedia]. (2003). (Vol. 5). Kyiv: Vydannia «Yurydychna entsyklopediia» im. M. P. Bazhana [in Ukrainian].
5. Who We Are: Street law, Inc. Retrieved from: http://www.streetlaw.org/en/program.2.aspx [in English].
6. Edward L. O’Brien (2014). Democracy for all: Human Rights and Street Law legal literacy programs; Reflections After 20 Years of Democracy in South Africa. The New York Law School Law Review. Retrieved from: http://www.nylslawreview.com/wpcontent/uploads/sites/16/2014/11/OBrien.pdf [in English].
7. Peggy Maisel, Shaheda Mahomed, and Meetali Jain (2015-2016). Clinical Legal Education’s Contribution to Building Constitutionalism and Democracy in South Africa: Past, Present, and Future. N.Y.L. Sch. L. Rev., 60, 433-460 [in English].
8. A dance performance by the Street Law Programme organised by CLAP, Committee for Legal Aid to Poor. Cuttack city, Orissa, India (August 24, 2010) India – Social issues – Committee for Legal Aid to Poor. Retrieved from: http://www.gettyimages.com/detail/news-photo/danceperformance-by-the-street-law-programme-organised-bynews-photo/527468022#dance-performance-by-the-streetlaw-programme-organised-by-clap-for-pictureid527468022 [in English].
9. Emil Winkler (2012). Clinical Legal Education. A report on the concept of law clinics. Retrieved from: http://law.handels.gu.se/digitalAssets/1500/1500268_lawclinic-rapport.pdf [in English].
10. Kyrgyz Street Law Programs to Begin Independent Operation (November 2009). www.americanbar.org Retrieved from: http://www.americanbar.org/advocacy/rule_of_law/wher e_we_work/europe_eurasia/kyrgyzstan/news/news_kyrgy zstan_street_law_program_independent_transition_1109. html [in English].
11. Richard Grimes, David McQuoid-Mason, Ed O'Brien, and Judy Zimmer (2011). Street law and Social Justice education. The Global Clinical Movement: Educating Lawyers for Social Justice. (pp. 225-242). Frank S. Bloch (Ed.). Oxford University Press [in English].
12. Adrian Evans, Anna Cody, Anna Copeland, Jeff Giddings, Peter Joy, Mary Anne Noone, et. al. (2017). Australian Clinical Legal Education: Designing and operating a best practice clinical program in an Australian law school. ANU Press [in English].
13. Kolomiiets-Liudvih, Yevheniia, Voronenko, Alina. Street Law v Ukraini: «Do spravedlyvosti - cherez zakon ta osvitu». Retrieved from: http://yurgazeta.com/publications/practice/inshe/street-law-vukrayini-do-spravedlivosti--cherez-zakon-ta-osvitu.html [in Ukrainian].
14. Halai, A. O. (2015). Nederzhavni orhanizatsii yurydychnoho spriamuvannia yak uchasnyky publichnoho upravlinnia: monohrafiia [Non-state juridical organizations as public management participants: monograph]. Kyiv: KNT [in Ukrainian].
15. Yurydychna klinika NAVS: rezultaty 2012 - plany na 2013 [Juridical cliniс of NAIA: results of 2012 – prospects for 2013]. Retrieved from: https://vk.com/topic- 42587887_27265955 [in Ukrainian].
16. Navchalno-treninhovyi tsentr yurydychnoi klinichnoi osvity (yurydychna klinika) navchalnonaukovoho instytutu pidhotovky fakhivtsiv dlia pidrozdiliv militsii hromadskoi bezpeky ta vnutrishnikh viisk Natsionalnoi akademii vnutrishnikh sprav: Zvit za 2013 rik [Educational center of juridical education of study and research institute for training specialists for police departments of public safety and internal army of National academy of internal affairs]. Retrieved from: https://vk.com/doc154268065_254579004?hash=a1f7335 1310f7fb4b5&dl=d83aa015496b1006f1 [in Ukrainian].
17. Shtanko, O. F., Halai, A. O., Stadnik, V. V. (2004). Praktychne pravo: protydiia nasylstvu: Navchalno-metodychnyi posibnyk [Practical law: opposition to violation: study guide]. Kyiv: Atika [in Ukrainian].
18. Stetsenko, S. H., Halai, V. O. (2010). Medychne pravo Ukrainy (realizatsiia ta zakhyst prav patsiientiv): monohrafiia [Medical law of Ukraine (implementation and defense of patients’ rights): monograph]. Kyiv: Atika [in Ukrainian].
19. Halai, A. O., Halai, V. O., Mosiuk, M. M., Pypchenko, B. Yu., Skorokhodko, K. V. (2011). Praktychne pravo: na poperedzhennia ksenofobii: Navch. posib. [Practical law: preventing xenophobia: textbook]. A. O. Halai (Ed.). Kyiv: KNT [in Ukrainian].
20. Basai, V. D., Korol, V. V. (2003). Kurs praktychnoho prava: navchalno-metodychnyi posibnyk [The course of practical law: study guide]. IvanoFrankivsk: TzOV “Halytska drukarnia” [in Ukrainian].
21. Moi prava: choho navchatymut yurydychni kliniky ta Natspolitsiia starshoklasnykiv [My rights: what will juridical clinics and national police teach to senior school students?]. Retrieved from: https://hromadskeradio.org/programs/hromadskahvylya/moyi-prava-chogo-navchatymut-yurydychnikliniky-ta-nacpoliciya-starshoklasnykiv [in Ukrainian].
 22. Yurydychna klinika «Pro bono» NaU «Ostrozka akademiia» [Juridical clinic “Pro bono” The national University of Pstroh Academy]. Retrieved from: http://www.oa.edu.ua/ua/studentbody/stud_organizations/ probono [in Ukrainian].
23. Halai, A. O. (2006). Interaktyvni metodyky vykladannia u pravoprosvitnii diialnosti: treninhovyi kompleks: navchalno-metodychnyi posibnyk [Interactive teaching methods in legal educational activities: training complex: study guide]. Kyiv: Atika [in Ukrainian].

(2017) Science and education, 4, 29-33. Odessa.

Viktoriia Korneshchuk,
Doctor of Pedagogy, professor,
Head of the Department of Social Work and Personnel Management,
Odessa National Polytechnic University,
1, Shevchenko Avenue, Odesa, Ukraine

PROFESSIONAL TRAINING OF FUTURE SOCIAL
WORKERS: FOREIGN EXPERIENCE REVIEW

The article is dedicated to generalization of the experience of professional training of social workers in the USA, Canada, Great Britain, France, Sweden, Australia; the analysis of the specifics of such training in different countries; determination of priority forms and methods of training specialists in social work. As a result of the analysis, it has been found out that the positive experience of social workers training in other countries can be used in Ukraine, taking into account the peculiarities and traditions of the national higher school.

social work, social worker, professional training.

1. Vydyshko, N. (2010). Profesiina pidhotovka maibutnikh sotsialnykh pratsivnykiv u koledzhakh Kanady [Professional training of future social workers at Canadian colleges]. Extended abstract of candidate’s thesis. Vinnytsia [in Ukrainian].
2. Vinnikova, L. (2003). Systema pidhotovky sotsialnykh pratsivnykiv u vyshchykh navchalnykh zakladakh SShA [System of social workers’ training in higher educational institutions of the USA]. Extended abstract of candidate’s thesis. Luhansk [in Ukrainian].
3. Zahaiko, O. (2008). Pidhotovka pratsivnykiv sotsialnykh sluzhb dlia serednikh zahalnoosvitnikh navchalnykh zakladiv Velykoi Brytanii [Training social workers for general secondary schools of Great Britain]. Extended abstract of candidate’s thesis. Kharkiv [in Ukrainian].
4. Kulikova, A. (2009). Pidhotovka sotsialnykh pratsivnykiv do roboty z ditmy ta moloddiu u vyshchykh navchalnykh zakladakh Shvetsii [Preparation of social workers for work with children and youth in higher educational institutions of Sweden]. Extended abstract of candidate’s thesis. Luhansk [in Ukrainian].
5. Leshchuk, H. (2009). Systema profesiinoi pidhotovky fakhivtsiv sotsialnoi sfery u Frantsii [System of professional training of specialists in social field in France]. Extended abstract of candidate’s thesis. Ternopil [in Ukrainian].
6. Olkhovych, O. (2008). Pidhotovka sotsialnykh pratsivnykiv do roboty z bizhentsiamy u vyshchykh navchalnykh zakladakh SShA i Kanady [Training social workers for work with refugees in higher educational institutions of the USA and Canada]. Extended abstract of candidate’s thesis. Ternopil [in Ukrainian].
7. Pichkar, O. (2002). Systema pidhotovky fakhivtsiv sotsialnoi roboty u Velykii Brytanii [System of training specialists of social work in Great Britain]. Extended abstract of candidate’s thesis. Ternopil [in Ukrainian].
8. Slozanska, H. (2011). Profesiina pidhotovka sotsialnykh pratsivnykiv u vyshchykh navchalnykh zakladakh Avstralii [Professional training of social workers in higher educational institutions of Australia]. Extended abstract of candidate’s thesis. Ternopil [in Ukrainian].
9. Sobchak, N. (2004). Zmist i formy profesiinoi pidhotovky sotsialnykh pratsivnykiv u systemi neperervnoi osvity SShA [Contents and forms of professional training of social workers in the system of continuous education of the USA]. Extended abstract of candidate’s thesis. Ternopil [in Ukrainian].