Features
Psychometrics and the Curriculum for General Education
Chief among my concerns regarding the announced major curriculum revision to general education is the lack of a document open to public scrutiny. Public institutions must be accountable to the public. Instead, PowerPoint presentations, news snippets and casual discussions with Ministry officials are all I must go by as I put a spotlight on the “psychometric tests” to be introduced in Grade 9. According to the Ministry, they consist of literacy and numeracy skills tests and a “career interest test [technically an inventory, not a test] (July 22, 2025, Daily Mirror).
Psychometrics
Psychometrics refers to the measurement of psychological phenomena, using measurement/test theory and research, to capture psychological characteristics primarily for educational, employment, or therapeutic purposes. Psychometricians aspire to develop standardised tools effective in capturing the same human quality across time, space and people. These tools require consistency when administered and interpreted.
Psychometrics has a long and sordid history with roots traceable to Francis Galton and the horrifyingly racist Eugenics Movement of the 19th Century. Galton believed that the human race could be made more intelligent through selective breeding and the Eugenics Movement was built on the understanding that White people, relative to others, are genetically superior in intelligence. Even today, scholars continue to raise concerns that test scores may serve to marginalise and further disadvantage students representing ethnic and racial minorities. Historically, in the US, psychometric test scores have been used to justify high stakes decisions that are particularly unfriendly to Blacks, reflecting a general possibility that differences in scores are always in danger of being interpret in ways that are consistent with our preconceptions, a consideration we must always guard against.
Assessment of Bias
Psychometric techniques can assess if an instrument is unfair to a particular group of individuals. Sometimes instruments may demonstrate that scores vary in meaning across subgroups, in which case scores cannot be uniformly treated across these populations. The US Standards for Educational and Psychological Testing (AERA, APA, NCME, 2014) states:
“…characteristics of all individuals in the intended test population, including those associated with race, ethnicity, gender, age, socioeconomic status, or linguistic or cultural background, must be considered throughout all stages of development, administration, scoring, interpretation, and use so that barriers to fair assessment can be reduced.”
Such considerations require extensive validation research, which is generally publicly available. I could not find such information regarding the tools that the Ministry plans to use.
Career Interest, Literacy and Numeracy tests, and the General Curriculum
Career interest.The Ministry’s plan is to use an interest-inventory as part of a career guidance programme, to help students choose between different subject combinations and decide whether to pursue academic or vocational routes. Career interest does not assess a person’s competencies, it literally measures only their interests. Supporting students in choosing areas of study that interest them is wonderful, but a career is somewhat different; it’s about selecting a vocation based, one would think, on many considerations. Of course, one might question whether a 14-year-old should be making academic decisions based on career aspirations at all, or whether the Sri Lankan job market can genuinely meet the public’s varied aspirations, but, that discussion is beyond the scope of this article. My concern is that, in my interactions with Ministry officials, there seems to be a troubling misunderstanding of the purpose of these instruments.
My worry also stems from my experience as a parent navigating the education system. Trying to understand why my son was taught the way he was, made me realise the deep neglect in the system. Teachers are left without a structured continuous professional development (CPD) programme and must fend for themselves, relying on commercially available but poorly regulated resources to decide what and how to teach within the guidelines provided. It is in this rather base context that these assessments are to be introduced.
Assuming the career interest tool shows adequate psychometric reliability in validation research, how will teachers use it? To what extent will their guidance be influenced by their own preconceptions and biases? Teachers with limited training and significant influence in schools may inadvertently use these scores inappropriately.
Literacy and Numeracy. The announcement also mentioned the introduction of literacy and numeracy tests, but it remains unclear how these will be used. During an informal discussion, a Ministry official referenced the US policy “No Child Left Behind” (NCLB) in connection with these tests. NCLB is a Bush-era US policy (early 2000s) that ties student achievement scores to school performance evaluations. At the time, psychologists warned that relying on test scores to assess schools could have unintended detrimental consequences. Looking back over two decades later, research shows that test score gains under NCLB were only weakly linked to actual educational attainment, lowered teacher morale and fostered exam-focused classrooms that diminished interest in broader learning. Sri Lanka already faces these consequences of high-stakes testing with our Ordinary Level (OL) and Advanced Level (AL) examinations. Furthermore, since OL results already assess achievement in language (Sinhala, Tamil, English) and mathematics, introducing new literacy and numeracy assessments for tracking purposes seem redundant.
Using literacy and numeracy test scores to compare school performance assumes that all students are comparable. However, some students face developmental or neurological challenges that affect their performance, and may drag down a school’s results. Many countries that use psychometric testing extensively provide special needs accommodations, but Sri Lanka currently lacks trained assessment specialists accessible to all schools. More troubling, accommodations require that students be clinically assessed and officially classified as “disabled.” In contexts where such diagnoses remain taboo, the social stigma can be severe. There is also the risk that students struggling with literacy or numeracy might be wrongly labelled in attempts to protect overall school test scores. Psychologists have warned that policies like NCLB could encourage score manipulation, ultimately harming the quality and fairness of education.
Limitations of Psychometrics
In addition to these concerns, there are aspects of psychometrics that should be considered when implementing such a programme in Sri Lanka.
Firstly, although psychometricians tend to believe that any psychological phenomenon can be quantified, quantification is never fully successful; meaning that validation research indicates that measures vary in their ability to predict outcomes. For instance, Hanna and Rounds (2020) show a relatively high level of success, 50%, in career interest inventories predicting later choice of career. However, this indicates that for the other 50% of the cases, the prediction is unsuccessful.
Furthermore, the commonly used RIASEC career interest tool shows only low positive correlations with job performance, persistence, and career satisfaction (De Vries et al., 2024), This means that even scores of a well-researched interest scale, while associated with valued outcomes, cannot account for much variation in them. Teachers must fully understand these limitations.
Secondly, the characteristics assessed are generally limited by costs and time, leaving only a few statistics on which to base decisions. These limited characteristics have political connotations. For instance, assessing school performance through numeracy and literacy or using career interest alone to guide students subtly suggest that other characteristics matter less.
Thirdly, the individual is the unit of analysis used when a tool’s ability to predict outcomes or level of bias is assessed. How historical social conditions reflect on scores, however, can remain unaccounted for in these analyses. These limitations may result in the systematic marginalisation of groups.
Finally, although scores can be combined with other information, such as students’ background and constraints, the scores themselves can have an overpowering effect, as they may communicate an unwarranted sense of objectivity and certainty (Gitomer & Iwatani, 2022). They may, therefore, disempower teachers and students in the career guidance process, and remove the student’s agency, and diminish the confidence with which teachers draw on other resources when helping students.
The Ministry’s intention to provide students with career guidance is timely. Its effort to promote alternative career paths, beyond the aspirations of becoming doctors or engineers, is forward thinking. Likewise, identifying schools struggling with student achievement to offer them additional support is a worthy goal. The challenge, however, is how to achieve these aims with minimal negative impact on students, teachers, and the wider education system.
Teachers already feel weighed down by excessive compliance demands within schools. Teacher facilitation through reintroducing strong CPD programmes, professionalising guidance roles within schools, and ensuring that both staff and institutions have the resources and flexibility to plan initiatives that genuinely enhance student outcomes may better serve to enhance morale. Ladd (2017) notes, the NCLB policy introduced two important measures: raising teacher qualification standards and making school-level data publicly available. Both steps would improve teacher training and ensure transparency and strengthen Sri Lanka’s education system without the need to replicate NCLB-style policies.
(Shamala Kumar is a psychologist with training in psychometrics working at the University of Peradeniya)
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.
Features
Buddhist Approach to Human Challenges
Life, by its very nature, invariably presents a myriad of challenges that are fundamental to the human experience. The various social ills that afflict humanity cannot be understood without recognizing the profound human dynamics at play. Navigating these challenges according to Buddhism involves shifting from attempting to control external circumstances to mastering one’s internal responses. Central to these challenges are certain detrimental drives stemming from pernicious distortions in the functioning of the human mind.
According to Buddhism, human suffering—both on a personal and societal level—arises from three unwholesome roots: greed, hatred, and ignorance or delusion. These roots manifest primarily as the unbridled proliferation of these negative states, serving as the foundation for our conduct. The Buddhist perspective offers profound insights for confronting these difficulties by emphasizing the nature of suffering, known as dukkha. Buddhism teaches that suffering (dukkha) is an inevitable part of life and is fueled by greed, hatred, and ignorance or delusion. This approach promotes mental transformation through mindfulness, ethical living, and the cultivation of wisdom, empowering individuals to confront their struggles with clarity and resilience.
Furthermore, accepting that suffering and difficulty are inherent parts of the human experience—while expecting life to be free of challenges—is, in itself, a cause of suffering. It is also important to recognize that all situations, whether good or bad, are temporary. This understanding helps reduce anxiety when facing difficult times, as these will eventually pass, and it prevents possessiveness during happy moments. Cultivating mindfulness (sati) and living in the present moment without dwelling on the past or worrying about the future is essential.
Understanding that all things—emotions, situations, relationships, and physical bodies—are constantly changing and in a state of flux helps reduce the fear of loss and provides comfort during difficult times, ensuring that we know pain will pass. Moreover, recognizing that the self, or ego, is not a fixed entity minimizes selfish grasping, arrogance, and the tendency to perceive challenges as personal attacks.
At the core of many human challenges lie the three unwholesome mental qualities identified by Buddhism: greed (raga), hatred (dovesa), and ignorance or delusion (avijja or moha). These states of mind serve as obstacles to spiritual progress and underlie a spectrum of harmful thoughts and actions. The Buddha employed powerful metaphors to illustrate these forces, referring to them as the three poisons or fires that ignite suffering and trap beings in the cycle of samsara.
Greed leads to insatiable desires that obscure our awareness of others’ needs, creating a cycle of frustration. Greed encompasses all forms of appetite, such as desire, lust, craving, and longing, manifesting in both physical and mental forms. It embodies the concept of grasping, leading to clinging and an inability to let go. As an unwholesome mental state, greed can become insatiable and inexhaustible. People are often drawn to pleasant things, and no amount of forms, sounds, smells, tastes, tangibles, or mental objects can satisfy their desires. In their intense thirst for possession or gratification of desire, individuals may become trapped in the wheel of samsara, overlooking the needs of marginalized groups based on religion and ethnicity (as noted by Piyadassi Thera). Those who overcome greed realize that all mundane pleasures are fleeting and transient. In a society driven by consumerism, people may find themselves endlessly chasing after things of little value, becoming enslaved by them.
Hatred is another unwholesome mental state that fosters division and conflict, distancing us from genuine relationships. It encompasses unwholesome mental states such as ill will, enmity, hostility, and prejudice. Hatred can be subtle, lying dormant in a person’s mind until it finds expression in unexpected moments. This destructive emotion can degenerate into mass-scale violence and bloodshed within society. Today, hatred and hostility against minorities based on religion and ethnicity are prevalent in many countries. People are often targeted by bigotry and hate, leading to a rise in antagonistic and derogatory behavior toward certain religious and ethnic groups. Hatred, enmity, and retaliation do not foster spiritual well-being; rather, they vitiate our own minds. Buddhists are encouraged to cultivate metta (loving-kindness). Greed and hatred, coupled with ignorance, are the chief causes of the evils that pervade this deluded world. As noted by Narada, “The enemy of the whole world is lust (greed), through which all evils come to living beings. This lust, when obstructed by some cause, transforms into wrath.”
The most profound of these afflictions, ignorance (avijja) or delusion (moha), clouds our judgment and obscures our capacity for understanding, causing us to harm ourselves and others through misguided actions. Addressing bhikkhus, the Buddha declared, ” I do not perceive any single hindrance other than the hindrance of ignorance by which mankind is obstructed, and for so long as in samsara, it is indeed through the hindrance of ignorance that humankind is obstructed and for a long time runs on, wanders in samsara. No other single thing exists like the hindrance of ignorance or delusion, which obstructs humankind and make wander forever. This unwholesome mindset generates negative speech, actions, and thoughts, perpetuating our own suffering. As stated in the Dhammapada, “All mental phenomena have mind as their forerunner; if one speaks or acts with an evil mind, suffering follows.”
Buddhism urges us to go beyond merely addressing the symptoms of our problems. Instead, it invites us to explore the roots of our suffering and examine how greed, hatred, and ignorance manifest in our lives. By uncovering these sources of distress, we can cultivate essential qualities such as compassion, loving-kindness (metta), and acceptance. These virtues are crucial for ethical engagement with significant societal issues, including environmental challenges and social inequality.
In a world marked by material prosperity and emotional chaos, many individuals may feel lost or overwhelmed. The teachings of the Buddha remain relevant today, reminding us that the origins of our struggles often reside within our own minds. By practising ethical self-discipline and steering clear of destructive emotions like jealousy, anger, and arrogance, we can transform our experiences and relationships.
Buddhism teaches that cultivating wholesome mental qualities is essential for spiritual advancement. The positive counterparts to the three unwholesome states are non-greed (alobha), non-hatred (adosa), and non-delusion (amoha). These virtues represent not merely the absence of negativity but also the active presence of beneficial qualities such as generosity (dana), loving kindness (metta), and wisdom (panna). Each of these six mental states serves as a foundation for both personal growth and societal harmony.
Human beings are often tempted by moral transgressions rooted in unwholesome qualities. Actions driven by greed, hatred and ignorance require wisdom and mindful awareness to overcome them, allowing us to see the interconnectedness of all beings and act accordingly.
As we strive to abandon these unwholesome states of mind and cultivate awareness, we contribute positively to our lives and the broader world. By embracing Buddhist teachings, we learn that transforming our minds can significantly impact our experiences and the lives of those around us. Through this mindful practice, we can aspire to create a more compassionate, harmonious existence, transcending the limitations of unwholesome mental states and fostering a deeper connection with ourselves and others.
by Dr. Chandradasa Nanayakkara
Features
How does the Buddha differ?
Buddhism, perhaps, is not a religion if the definition of religion is strictly applied. However, by an extension of that definition, as well as by consensus, Buddhism is considered a religion and is the fourth largest religion with about half a billion followers worldwide. Of the four great religions in the world, Christianity is still way ahead with 2.6 billion adherents, followed by Islam with 1.9 billion and Hinduism with 1.2 billion followers. In most Western Christian countries church attendances are on the decline whilst the numbers following Islam are increasing with Islamic youth displaying signs of increasing religious ardour. There are recent reports that Buddhism has also joined the ranks of shrinking religions. Is this cause for concern? Is this happening by the very nature of Buddhism?
Hinduism, the world’s oldest living religion rooted in the Indus Valley Civilization and dating back at least four millennia, is considered to have evolved from ancient cultural and religious practices than being founded by a single individual, unlike the other three religions. The Buddha differs from Jesus Christ and Prophet Mohammed in many ways, the most important being that there is no higher power involved in what the Buddha discovered.
Jesus Christ is considered the ‘Son of God’ and Christianity is built on the life, resurrection and teachings of Christ with emphasis on the belief in one God expressed through the Trinity: God the Father, Jesus the Son and the Holy Spirit. Therefore, there is no room for questioning the words of the Almighty passed through the Son.
Islam, with its Five Pillars of faith, frequent daily prayers, charity, fasting during Ramadan and pilgrimage to Mecca, is founded on revelations made by Almighty God, Allah, to Mohammed, the last of his Prophets, which are recorded in verse in the Holy Book, Quran. Muslims consider the Quran to be verbatim words of God and the unaltered, final revelation. This leaves even less room for questioning.
In contrast, the Buddha achieved everything by himself with no help from any higher source. Rebelling against some of the practices in the religion to which he was born and seeking a solution to the ever-pervading sense of dissatisfaction, Prince Siddhartha embarked on a journey of discovery that culminated in Enlightenment, under the Bodhi tree on the full moon day of the month of Vesak.
Hinduism, or Sanatana Dharma as traditionally referred to by followers, encompasses the concepts of Karma, Samsara, Moksha and Dharma with a creator Brahma, preserver Vishnu and destroyer Shiva. In addition, there are multitudes of gods serving various functions and there are ritual practices of Puja (worship), Bhakti (devotion), Yajna (sacrificial rites) in addition to meditation and Yoga. The one thing that has blighted Hinduism, on top of sacrifices, is the caste system. The uncompromising attitude of Brahmins led to the formation Sikhism as well, long after the establishment of Buddhism.
Prince Siddhartha studied under eminent teachers of the day, of which there were many, but realised the limitations of their knowledge. Having already given up the extreme of luxury, he went to the other extreme of self-deprivation which after a search for six years, he realised also was not the solution to the problem. Exploring through his mind he realised the truth and came up with the Four Noble Truths and the Noble Eightfold Path. He shunned extremes and proposed the Middle Path which seems to hold sway in many spheres of life, even today.
Buddha’s greatest achievement was the analysis of the mind and scientists are only now establishing the accuracy of the concepts the Buddha elucidated, not with the help of supernatural powers or sophisticated machinery at the disposal of modern-day scientists but by the exploration of the mind by turning the searchlight inwards.
Having discovered the cause of universal dissatisfaction and the path to overcome it, the Buddha walked across vast swathes of India, most likely barefoot, preaching to many, in terms they could understand, as evidenced by the different suttas illustrating the same fact in different ways; to the intelligent it was a short explanation but for others it was a more detailed discussion.
In sharp contrast to all other religious leaders, the Buddha encouraged discussion and challenge before acceptance. What the Buddha stated in the Kalama Sutta, acceptance only after conviction, laid the foundation for scientific thinking.
The Buddha, being a human not supernatural, never claimed infallibility as evidenced by his agreement with his father King Suddhodana that ordaining his son Rahula without permission was a mistake and took steps to ensure that this did not happen again. In fact, the entire Vinaya Pitaka is not an arbitrary rule book laid down by the Buddha, but are the rules the Buddha laid down for the Sangha, based on errant actions by Bhikkhus. Long before the legal concept of retroactive justice was established, the Buddha implemented it in the Vinaya Pitaka.
In an interesting video on YouTube titled “Nature of Buddhism”, Bhante Dhammika of Australia (https://www.youtube.com/watch?v=KY8WfGJq2FI) discusses some unique aspects of Buddhism. Some religions are ‘high demand’ religions where the followers are required to strictly adhere to certain rules which is not the case in Buddhism and he opines that this has led to the gentleness of Buddhists, at times leading to even being lackadaisical! Interestingly, as a widely travelled person, he describes his personal experience of the change of people’s attitudes on going from places with Buddhist influence to others. Speaking of Sri Lanka, where he spent many years, he commends the traditional hospitality as well as lack of cruelty to animals. He refers to “Law based religions” where some things are compulsory whereas in Buddhism there is no compulsion. Buddha was not a lawgiver but recommended good behaviour, giving reasons why and encouraged thinking. Some religions are exclusivist, claiming that there is nothing in other religions. Buddhism is not and Bhante Dhammika refers to an incident where the Buddha encouraged a disciple who converted from Jainism to continue to give alms to his former Jain colleagues.
Have all these strengths of Buddhism become its weakness and the reason for the shrinking number of followers? Had Buddhism demanded more from followers would it have flourished better? Is the numbers game that important? These are interesting questions to ponder over and I am sure, in time, researchers would write theses on these.
Whilst total numbers may diminish in traditional Buddhist areas, more people in the West are recognising the value of the philosophy of Buddhism. Mindfulness, a concept the Buddha introduced is gaining wide acceptance and is increasingly applied in many spheres of modern life. Perhaps, what is important is not the numbers that practise Buddhism as a religion but the lasting influence of the Buddha’s concepts and foundations he laid for modern scientific thinking and analysis of the mind!
By Dr Upul Wijayawardhana
Features
Political violence stalking Trump administration
It would not be particularly revelatory to say that the US is plagued by ‘gun violence’. It is a deeply entrenched and widespread malaise that has come in tandem with the relative ease with which firearms could be acquired and owned by sections of the US public, besides other causes.
However, a third apparent attempt on the life of US President Donald Trump in around two and a half years is both thought-provoking and unsettling for the defenders of democracy. After all, whatever its short comings the US remains the world’s most vibrant democracy and in fact the ‘mightiest’ one. And the US must remain a foremost democracy for the purpose of balancing and offsetting the growing power of authoritarian states in the global power system, who are no friends of genuine representational governance.
Therefore, the recent breaching of the security cordon surrounding the White House Correspondents’ Dinner in Washington at which President Trump and his inner Cabinet were present, by an apparently ‘Lone Wolf’ gunman, besides raising issues relating to the reliability of the security measures deployed for the President, indicates a notable spike in anti-VVIP political violence in particular in the US. It is a pointer to a strong and widespread emergence of anti-democratic forces which seem to be gaining in virulence and destructiveness.
The issues raised by the attack are in the main for the US’ political Right and its supporters. They have smugly and complacently stood by while the extremists in their midst have taken centre stage and begun to dictate the course of Right wing politics. It is the political culture bred by them that leads to ‘Lone Wolf’ gunmen, for instance, who see themselves as being repressed or victimized, taking the law into their own hands, so to speak, and perpetrating ‘revenge attacks’ on the state and society.
A disproportionate degree of attention has been paid particularly internationally to Donald Trump’s personality and his eccentricities but such political persons cannot be divorced from the political culture in which they originate and have their being. That is, “structural” questions matter. Put simply, Donald Trump is a ‘true son’ of the Far Right, his principal support base. The issues raised are therefore for the President as well as his supporters of the Right.
We are obliged to respect the choices of the voting public but in the case of Trump’s election to the highest public position in the US, this columnist is inclined to see in those sections that voted for Trump blind followers of the latter who cared not for their candidate’s suitability, in every relevant respect, and therefore acted irrationally. It would seem that the Right in the US wanted their candidate to win by ‘hook or by crook’ and exercise power on their behalf.
By making the above observations this columnist does not intend to imply that voting publics everywhere in the world of democracy cast their vote sensibly. In the case of Sri Lanka, for example, the question could be raised whether the voters of the country used their vote sensibly when voting into office the majority of Executive Presidents and other persons holding high public office. The obvious answer is ‘no’ and this should lead to a wider public discussion on the dire need for thoroughgoing voter education. The issue is a ‘huge’ one that needs to be addressed in the appropriate forums and is beyond the scope of this column.
Looking back it could be said that the actions of Trump and his die-hard support base led to the Rule of Law in the US being undermined as perhaps never before in modern times. A shaming moment in this connection was the protest march, virtually motivated by Trump, of his supporters to the US Capitol on January 6th, 2021, with the aim of scuttling the presidential poll result of that year. Much violence and unruly behaviour, as known, was let loose. This amounted to denigrating the democratic process and encouraging the violent take over of the state.
In a public address, prior to the unruly conduct of his supporters, Trump is on record as blaring forth the following: ‘We won this election and we won by a landslide’, ‘We will stop the steal’, ‘We will never give up. We will never concede. It doesn’t happen’, ‘If you don’t fight like hell, you’re not going to have a country anymore.’
It is plain to see that such inflammatory utterances could lead impressionable minds in particular to revolt violently. Besides, they should have led the more rationally inclined to wonder whether their candidate was the most suitable person to hold the office of President.
Unfortunately, the latter process was not to be and the question could be raised whether the US is in the ‘safest pair of hands’. Needless to say, as events have revealed, Donald Trump is proving to be one of the most erratic heads of state the US has ever had.
However, the latest attempt on the life of President Trump suggests that considerable damage has been done to the democratic integrity of the US and none other than the President himself has to take on himself a considerable proportion of the blame for such degeneration, besides the US’ Far Right. They could be said to be ‘reaping the whirlwind.’
It is a time for soul-searching by the US Right. The political Right has the right to exist, so the speak, in a functional democracy but it needs to take cognizance of how its political culture is affecting the democratic integrity or health of the US. Ironically, the repressive and chauvinistic politics advocated by it is having the effect of activating counter-violence of the most murderous kind, as was witnessed at the White House Correspondents’ Dinner. Continued repressive politics could only produce more such incidents that could be self-defeating for the US.
Some past US Presidents were assassinated but the present political violence in the country brings into focus as perhaps never before the role that an anti-democratic political culture could play in unraveling the gains that the US has made over the decades. A duty is cast on pro-democracy forces to work collectively towards protecting the democratic integrity and strength of the US.
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