61. Learning Amid The Silence wealthy parents of deaf children could well afford to hire learned individuals to teach their children, and with it came the literature of deaf education. 2. http://www.connerprairie.org/historyonline/silence.html

Learning Amid The Silence: Education of the Hearing-Impaired in Ante-Bellum America Timothy Crumrin Formal education of the deaf or hearing impaired was late in arriving in the America. It was not until the April 15, 1817 opening of the Connecticut Asylum for the Education of Deaf and Dumb Persons in Hartford that the United States could boast of its first permanent school for the deaf. The school, the brainchild of Thomas Hopkins Gallaudet, was dedicated to the use of the "natural language of signs" in the education of its charges. By doing so, it was casting itself forth upon one of the two main streams of deaf education- -and setting the standard for that specialized instruction that would remain supreme in the United States until after the Civil War. European Background The deaf or hearing impaired have been communicating among themselves and with the hearing world around them since times unknown. Through pantomime, contrived signs, and speech they have understood the world and made themselves understood. They have taught and been taught by various means over the years, but the earliest recorded educational efforts probably took place in sixteenth century Spain. There, wealthy parents of deaf children could well afford to hire "learned individuals" to teach their children, and with it came the "literature of deaf education. Fray Meichior de Yebra was the first Spaniard to set down a method of communication for the deaf. The monk adapted a hand alphabet used by members of Catholic brotherhoods sworn to silence after concluding that a means was needed of communicating with those who were unable to speak but wished the rites of the church.

62. CERTIFICATION WAIVERS January 10, 1997 interpreters for students who are deaf or hard of hearing. HOUSTON ISD 10/17/96 Allowsa certified graphic arts teacher to teach special education students at http://www.tea.state.tx.us/waivers/stategranted/9701/01cert.html

TEXAS EDUCATION AGENCY CERTIFICATION WAIVERS January 10, 1997 Texas Education Agency (TEA) Waivers Division, Updated February 4, 1997 Send comments or suggestions to the ask@ice.tea.state.tx.us

63. Options In Deaf Education-History, Methodologies, And Strategies For Surviving T Although the United States traditionally used signed language to teach the deaf Thepolitics involved in deaf education are nauseating and who suffers the most http://www.listen-up.org/edu/options1.htm

By: Cheryl Zapien July 15, 1998 Excerpted by Exceptional Parent Magazine INTRODUCTION This article is informational and does not support one method over another. In all likelihood, someone will surely disagree with something in some portion of this article. It is a natural consequence of presenting a number of, oftentimes, conflicting methods. I have tried to be thorough with all the methods that I have covered. This article, however comprehensive, cannot cover all the information that is available. I have provided a list of resources for your continued education. THE MANUAL/ORAL CONTROVERSY These dedicated men established the Hartford school, later known as the American School for the Deaf in 1817. The method used in the School was sign language. During the next sixty-three years, sign language was the order of the day. About one half of all teachers of the deaf were deaf themselves and a number of deaf individuals established their own schools. During this golden era of signed deaf education, Congress established the National Deaf Mute College in 1864. Today, this institution is known as Gallaudet University.

64. Deafsign Forum - Project On Education The methods of education vary, with much importance attached to parental Ewing Foundationwho declared that ..teachers of the deaf do not teach the deaf http://www.deafsign.com/DS/Forum/viewmessages.cfm?Forum=9&Topic=7

65. Illinois School For The Deaf High School Grammar, Composition, Rhetoric, and deaf Studies They teach Math, Applied Mathematics,PreAlgebra Geometry, Business Mathematics, Consumer education, Algebra II http://www.morgan.k12.il.us/isd/hs/

Links: about the high school pictures Welcome to the ISD High School's home page! The High School at Illinois School for the Deaf is fully accredited by the Illinois State Board of Education and the North Central Association. The high school program provides a full range of academic, vocational and support services to meet the needs of each student. All teaching staff have degrees and are certified by the State of Illinois for teaching students who are deaf or hard of hearing. Curriculum - Students are offered a variety of classes in standard, modified and developmental curricula. Some students choose classes that emphasize pre-vocational and vocational subjects. Others concentrate on academic curricula. Some students are partially mainstreamed through an agreement with Jacksonville School District #117. Individualization is an integral part of the program. Transition - Students, parents and ISD staff are involved in the transition process to assist students with post-secondary education, employment and living arrangements. Programs and curricula work toward developing an awareness of career choices available to students upon completion of high school. Extracurricular - Students can participate in LEO Club, Public Speaking, Student Body Government, Academic Bowl, Junior Class, Senior Class, Teen Center Committee and Recreation Committee. Annual activities include: public speaking contests, Deaf Awareness Week, Homecoming, Reality Fair, Nestlé EPCOT Science Program and activities developed through the Jacksonville Police Department, to name a few.

66. York University Faculty Of Education Deaf And Hard Of Hearing Programme qualitative research as it applies to deaf education and has his findings to the Canadiandeaf Community in professionals from the field who teach in areas of http://www.edu.yorku.ca/AcademicPrograms/DeafEd/

York University Faculty of Education Academic Programs Deaf Education ... Index Monday, April 7, 2003 Deaf and Hard of Hearing Program Teacher Preparation Program in the Education of Deaf and Hard of Hearing Students PROGRAM PRACTICUM ADMISSION DIPLOMA ... Neita Israelite, also one of the original authors of the proposal for the Deaf Education Program, has experience as a teacher of the Deaf, as a researcher into bilingualism and the experiences of the Canadian hard-of-hearing community, and has lectured and written extensively on these topics. David Mason, as one of the first and only Deaf Canadians to be awarded a doctorate in Educational Psychology, has furthered the work of Bilingualism and Biculturalism through qualitative research as it applies to Deaf Education and has presented his findings to the Canadian Deaf Community in which he remains actively involved. Course Directors also include professionals from the field who teach in areas of their specialization. PRACTICUM ADMISSION DIPLOMA COST ... TOP PROGRAM The York University Faculty of Education teacher preparation program in the education of Deaf and Hard of Hearing students prepares teachers to work in a variety of educational programs and across the full range of communication/modality options. York?s program provides the broadest possible base for candidates to learn about the field and to make decisions about future areas of specialization.

67. Some Computer Applications For Deaf Education, Communication, Developed/under De order to assist in choosing a job or education that suits for remote areas were smallgroups of deaf might live teacher is travelling, he or she can not teach. http://www.uni-klu.ac.at/groups/spw/gs/eu_projekte/2000/engl/Verlinden.html

Computer applications developed/under development at IvD/MTW (RDS-department) Margriet Verlinden Since two years, a collaborative relation exists between Instituut voor Doven (IvD) and the Mgr.Terwindtstichting (MTW). IvD/MTW is a national and international remedial teaching and education centre for the diagnosis, education, training and support of children and adults who are deaf, hearing-impaired, have a learning difficulty combined with a hearing impairment, are deafblind, have severe speech/language difficulties or have a multiple disability combined with behavioural difficulties. Speech and language development Social and communicative behaviour Development and revalidation of hearing and speech Multimedia applications Telecommunication applications The research in these areas is organised in projects that take from several months to several years. Currently over 20 projects are running at RDS. In one project, one or more people of RDS are working, and possibly also people from a university, a company, or other deaf schools or institutes, either in the Netherlands or other countries. Money for the projects comes from IvD/MTW, Dutch external funding, and the European Union. Recent projects in the two technological research areas are: Multimedia EVIDENT Some technical details about this application: The Sign Language videos are recorded with a small digital video camera and stored as MPEG-movies. All texts of the lessons, glossary and questions are stored in an Access database. In the same database, references to the MPEG-movies and to any illustration file are stored. The user views the material with an Internet browser.

68. Division Of Education Of The Deaf - Philosophy population within which the student intends to teach. Each graduate student willmeet the national standards of the Council on education of the deaf (CED) and http://www-rohan.sdsu.edu/~deafed/philosophy.html

Philosophy The professional mission of the San Diego State University Teacher Preparation Program in Education of the Deaf or hard-of-hearing is to prepare teachers to meet the diverse needs of Deaf children and youth in the United States. Inherent in this mission is respect for all children and their families, unbiased assessment and instruction, fluency in the languages used by these learners, and an understanding of the diverse ethnic and racial backgrounds from which they come. SDSU graduate students who pursue the State of California credential to teach students who are Deaf or hard-of-hearing will complete a course of study in Bilingual (ASL and English) Multicultural Teacher Preparation. The term multicultural includes, but is not necessarily limited to, the following typically underrepresented cultures: Deaf, Hispanic-Deaf, Afro-American-Deaf, Asian-Pacific Islander-Deaf and American Indian Deaf cultures as well as majority groups (e.g. Hearing/American). The focus is on comprehensible interpersonal communication with members of the population within which the student intends to teach. Each graduate student will meet the national standards of the Council on Education of the Deaf (CED) and the competencies for the state of California DHH specialist credential. Candidates for students teaching practicum in classrooms for Deaf students will be competent at the Intermediate-plus level in American Sign Language as judged by a panel of Deaf evaluators following the SDSU-ASL screening process. Evaluation of ASL will occur once each semester during the student's graduate program. Students will be given suggestions on ways in which they can improve expressive and receptive ASL proficiency. It will be the responsibility of each student to achieve at least an Intermediate-plus proficiency level in the expressive and receptive use of ASL before a student teaching assignment can be made. Evaluation of English language competence is measured by the verbal score on the Graduate Record Exam.

69. Idaho, Western Regional Graduate Program to hearing impairment and instruction of deaf and hardof is for students who wantto teach political science in a variety of higher education settings. http://www.wiche.edu/SEP/WRGP/idaho.htm

STUDENT EXCHANGE PROGRAMS WUE WRGP PSEP WICHE Programs ... WUE sign in WRGP Participating states IDAHO Biological Sciences : DA Rod Seeley , Professor Dept. of Biological Sciences Idaho State University Pocatello, ID 83209 Deaf Education : MS David N. Sorensen , Chair Idaho State University Pocatello, ID 83209-8116 English : DA Brian Attebery Idaho State University Pocatello, ID 83209 Mathematics : DA Dennis Stowe Mathematics Dept. Idaho State University Pocatello, ID 83209 The graduate program in mathematics is supported by a strong research faculty whose current research interests cover a wide range of mathematical specialties and applications. The doctor of arts program in mathematics is designed to prepare students for teaching careers in higher education. The program emphasizes broad competence in mathematics rather than specialization and provides classroom teaching experience. Political Science : DA Richard H. Foster

70. Maryland School For The Deaf Work To implement an educational program and teach deaf students with classroombehavior management programs; prepare Individualized education Programs (IEPs http://www.msd.edu/employment/job_listing/faculty/epteacher.htm

Employment Job Listing How to Apply Application Form Home ... Employment Job Listings Job Opening For: Faculty Position: Teacher - Enhanced Program of Services (Pending Approval of 2003-2004 School Year Budget) Location: Columbia and Frederick Date Posted: March 25, 2003 Position Type: Contractual - 10 Month Position Salary: Commensurate with education and experience Education: Closing Date: Application materials for initial round of interviews must be postmarked on or before May 1, 2003. Application materials received after May 1 may be considered for future interviews. Nature of Work Minimum Qualification:

71. Department Of TE > Elementary Special  Education areas in special education learning disabilities or deaf education. goals of theMSU Special education Program are knowledge of the subjects they will teach. http://ed-web3.educ.msu.edu/cepse/ungrad/

About TE Department People News FAQ ... TE Home Related Links to Special Education: Admission Process Program Requirements Course Plan Learning Disabilities ... Volunteer Opportunities Special Education Program Overview and Goals: The Special Education Program combines regular elementary teaching certification and K-12 endorsement in one of two areas in special education: learning disabilities or deaf education. Both certification and endorsement are awarded only after completion of a fifth-year internship experience. This unique Bachelor of Arts/endorsement program in special education is designed to prepare students to be effective general and special educators. It places a high priority on helping students build connections between theory and practice in the mainstream classroom teaching situation, as well as the more traditional "self-contained" type of special education classroom. The internship experience, in particular, is designed to be an occasion where special education teacher candidates can benefit from continued instruction and mentoring from university and school faculty while working to refine and hone skills developed earlier in the program.

72. COE > FAQ > Teacher Certification & Program Requirements need to student teach an additional of education offers special education endorsementsin Disabilities; Emotional Impairment; Visual Impairment; deaf education. http://ed-web3.educ.msu.edu/faq/certfaq2.htm

COE Home College Programs Research ... Search Frequently Asked Questions (FAQ) Teacher Cer t Teacher Certification What is Teacher Certification? I want to get my teaching certificate at Michigan State University but, I might want to teach in a different state. How do I go about preparing for that? Certification Endorsements ... Is there a physical therapy program? Teacher Certification What is teacher certification? Elementary and secondary teachers must be certified by the state in which they teach. Requirements for teacher certification in Michigan include successful completion of a bachelors degree, passing state certification tests (basic skills and subject-specific knowledge), student teaching ( internship year ), and meeting the technology requirement Programs in the College of Education are designed to prepare students to meet certification requirements. I want to get my teaching certificate at Michigan State University but I might want to teach in a different state. How do I go about preparing for that?

73. Interesting Links CAL teach. Center On deafness Inland Empire. DCARA deaf Counseling and ReferralAgency. deaf education an informative Web site related to deaf education. http://www.cal-ed.org/interesting_links.htm

This page of our Web site will showcase links which should be of interest to our members teachers of deaf and hard of hearing students. If you know of an interesting Web site that you'd like to see included on this page, please send its URL to your Area Representative who will then forward it onto the Web Master/Mistress. Featured Links: These links focus were forwarded to us by Nancy Sager from the California Department of Education, and contain information regarding "out-of-level" testing on the STAR program for students with IEPs as well as information regarding accommodations and modifications: http://www.cde.ca.gov/spbranch/sed/olt.htm http://www.cde.ca.gov/spbranch/sed/acc-mod-trix.pdf http://www.cde.ca.gov/spbranch/sed/asmntrm.htm http://www.cde.ca.gov/spbranch/sed/asmntrm.htm Other Informative Links: Deaf Education an informative Web site related to deaf Education NOTE: The Deaf Education Web site requires users to register with them, but the registration process is relatively short. AlphaSmart ASL Software CAID Convention of American Instructors of the Deaf CAL TEACH Center On Deafness Inland Empire DCARA Deaf Counseling and Referral Agency Deaf Education an informative Web site related to deaf Education Deaf West Theatre FAFSA Free Application for Federal Student Aid GLAD Greater Los Angeles Council on Deafness Harris communications, Inc

74. Page Title YES, WE DO NEED TO HAVE A MAJOR CHANGE IN deaf education. YES, WE DO NEED MUCHTRAINING IN LEARNING ASL/ENGLISH APPROACH TO teach deaf CHILDREN TO BE http://www.deafriverside.org/Pages/poems.htm

Poems by Melinda Moore-Reins Deaf of Honor WE WANT HONOR. WE WANT RESPECT. WE WANT OUR DR. STONE BACK IN FULL CONTROL. DEAF OF HONOR WE WORK TOGETHER AS ONE FOR OUR DEAF CHILDREN OF HIGHER EDUCATION. TOGETHER! TOGETHER! TOGETHER! SUPPORT! SUPPORT! BREAK THROUGH! BREAK THROUGH! CHANGE! CHANGE! PANIC! PANIC! WHAT! WHAT! NO VOICE!!! WHAT! WHAT! ASL! ASL! BE SEEN! BE SEEN! EYES WE LEARN! EARS WE UNHEAR! HANDS WE SIGNTALK! ASL! ASL! AMERCIAN SIGN LANGUAGE! OH, LORD, HELP US BREAK THROUGH. EDUCATE PEOPLE ABOUT OUR WORLD WE ARE SO PROUD OF. WE WANT HONOR. WE WANT RESPECT. WE WANT OUR DR. STONE BACK IN FULL CONTROL. DEAF OF HONOR Break Down! Break Down! Break Down! BREAK DOWN! BREAK DOWN! BREAK DOWN!!! THE BARRIER THE LOWER EXPECTATIONS OF THE DEAF THE DEAF CAN'T... LEARN ENGLISH. BE EDUCATED IN ENGLISH. READ ENGLISH.

75. Dr in deaf education at Arkansas State teacher’s College (now the University of CentralArkansas) in Conway in 1954. He moved back to his native state to teach http://www.lyon.edu/webdata/groups/Public Relations/Hicks-honorary degrees 02.ht

Dr. Doin Hicks, Wanda McClung Hicks receive honorary degrees at Lyon College May 6, 2002 Dr. Doin E. Hicks, a native of Ozark County, Mo., and his wife, Wanda McClung Hicks, a native of Sheridan, received honorary degrees Saturday at Lyon College’s 130th commencement exercises. Seventy-nine graduating seniors in the Class of 2002 received diplomas at the ceremony at the nationally ranked liberal arts college located in the Ozark Foothills. The careers of Dr. and Mrs. Hicks, the honorary degree recipients, have been dedicated to improving the lives of those with hearing and visual impairments, as well as other disabilities, through education. The couple now reside in Deale, Maryland. Dr. Hicks, a native of Ozark County, Mo., attended Lyon College (then Arkansas College), where he was senior class president. He graduated cum laude with a bachelor’s degree in speech in 1953. He completed the post-bachelor program in deaf education at Arkansas State Teacher’s College (now the University of Central Arkansas) in Conway in 1954. He moved back to his native state to teach and coach football and track at the Missouri School for the Deaf in Fulton, where he remained until 1960. In the meantime, he completed work on a master’s degree in secondary education at the University of Arkansas at Fayetteville. In 1960, Hicks moved into administration, becoming principal of the Arkansas School for the Deaf in Little Rock where he served until 1964. In 1966 he earned a Doctor of Education degree from the University of Arkansas at Fayetteville, specializing in administration, secondary education and special education. Hicks then headed for Dallas to become director of the Pilot School for the Deaf. There, he established the federally sponsored Center for Services to Deaf-Blind Children in the Southwestern United States.

76. Sign Language May Help Deaf Children Learn English recently ideas about how best to teach language to the long simmering debate Shoulddeaf children be taught English—an option known as bilingual education? http://www.apa.org/monitor/apr98/amer.html

VOLUME 29 , NUMBER 4 -April 1998 Sign language may help deaf children learn English Research reveals some unexpected benefits of American Sign Language. By Beth Azar Monitor staff L anguage learning in the deaf community is in critical condition. Despite efforts to mainstream deaf children into public schools and to develop new techniques for teaching English to deaf children, the average deaf high school graduate reads and writes at the fourth-grade level, say deaf education experts. Until recently ideas about how best to teach language to deaf children were based more on strong feelings than science. Some psychologists hope to change that. They’re stepping in to provide a scientific base to the long simmering debate: Should deaf children be taught American Sign Language (ASL) first and then be taught English—an option known as bilingual education? Or should they be taught English only? English-only education provides either oral training, which concentrates on lip reading and written English, or 'total communication' training, which uses oral English as well as signed English. Signed English is simply English translated into signs, and linguists don’t consider it a language per se. In contrast, ASL is as different from English as any foreign language, with its own vocabulary and grammatical structure. Oral-only and total communication training have dominated American education of deaf and hard of hearing children over the past 20 years. More than 90 percent of deaf children are born to hearing parents, many of whom want their children in English-only programs. They assume that learning ASL will impede learning English and that English-only programs will best facilitate it.

77. TITLE the school in France and deaf of a education were open a the deaf a school, hem teacherof his students deaf. One guy watched Abbe teach of his students how to http://mbhs.bergtraum.k12.ny.us/~n8408/asl.html

History of ASL History involed with the ASL the men name were Abbe de l'Epee, Laurent Clerc and Thomas Hopkins Gallaudet. They were develop sign language for deaf education in Paris, France and they were to come in the United States for deaf education learning how to sing language of deaf young education and they were successful. Abbe de l'Epee was in U.S. When Abbe de l'Epee was born in France he was curious how deaf people can communicate. He was figure out of his created a sign language and he became a teacher of young deaf a education in the school in France and deaf of a education were open a school in France then the children were learning sign language and deaf people too learning sign. American one guy visisted in France where the deaf a school, hem teacher of his students deaf. One guy watched Abbe teach of his students how to learning sign language and guy ask Abbe if can he came in American and Abbe was said fine with he visit in American. When Abbe already in American and he was watch that different from American and French beacuse in French was so beautiful place and American different not beautiful but nice place anyway he teach in Washintion D.C. and he liked in teacher in there so he teach so long time there sometime visited his family in French. Thomas H. Gallaudet and Laurent Clerc were interested to teach to use sign language in the deaf schools and they were succcessful in teaching in deaf children. My opinion of the deaf develop good education and easy way to commu- nication. It is good that Abbe, Thomas and Laurent taughtto sign language. If they did not use sign language we would be and no one would use stuck no use sign langauage for the deaf. I thank use Abbe and Thomas and Laurent for their help in developing sign langauage and schools too.

78. The College Planner - Links To Education & Funding Sites Sign/Oral http//www.gallaudet.edu/ Oral deaf education Informationabout schools to teach deaf children how to speak and lipread. http://www.thecollegeplanner.com/links.htm

The College Planner For in-depth information on Education Planning, Investment Ideas, Savings Strategies and much, much more! Helping you plan for a college education Check out a sample newsletter! GO! The College Planner Newsletter SAVE hundred's, if not thousands of dollars, in college education cost by using the practical information contained in the monthly newsletter If you have comments or questions about the newsletter or it's contents, email to: rwlewis@thecollegeplanner.com Subscribe to the monthly newsletter! Money back guarantee! GO! Home Subscribe About Us ... Input Links Tip Contest! Win A Subscription! Guest Contributor Column NEW! The College Planner Discussion Forum Members Links We will be continually searching the web to find links that we feel could be helpful to you. Because there are literally thousands of potential sites, the list is always being up-dated, with new sites being added and old ones deleted. If you find a site that you feel would be of help to others, or find something objectionable on any of these links, please email us with the site address, so we can post it on, or delete it from this page. Thanks! rwlewis@thecollegeplanner.com

79. Itinerant Tools And Treasures As part of a national project to unite and support deaf education at all levelsbirth and all of us learning new things about the students we teach (or will http://www.fsdb.k12.fl.us/rmc/training/itinerant/interact.html

Itinerant Tools and Treasures Welcome Staff Info Requirements Contents ... References PD Home Interaction This section offers participants the opportunity to interact with peer professionals and search for additional resources and information related to serving students with hearing loss. Special thanks to the people working behind the scenes at Deafed.net ! As part of a national project to unite and support deaf education at all levels birth through pre-service teacher preparation, Deafed.net is now developing a Virtual Professional Development Network . This course is one of the first products integrated into the Virtual Professional Development Network. Discussions will benefit experienced professionals in-field, professionals changing to a new area of the field and needing information, and all of us learning new things about the students we teach (or will teach)! Interaction Opportunities Discussion Forums In partnership with Deafed.net, a discussion forum section for the Florida Deaf Education Professional Development Online Community has been created.

80. ENHANCING EDUCATIONAL OPPORTUNITIES FOR HISPANIC STUDENTS WHO ARE DEAF and Sign Language) approach to teach sign language the quality of communication withtheir deaf child had age of the respondents, years of education, and years http://www.ncela.gwu.edu/miscpubs/nysabe/vol9/deaf.htm

New York State Association for Bilingual Education v9 p7-13, Summer 1994 ENHANCING EDUCATIONAL OPPORTUNITIES FOR HISPANIC STUDENTS WHO ARE DEAF Maureen A. Smith Abstract : There is a great deal of diversity among those individuals identified as hearing impaired. This diversity stems from the nature of the loss, its degree, cause, whether it occurred before or after speech and language developed, and whether the individual has deaf or hearing parents. More recently, professionals in deaf education have had to recognize the increasing ethnic diversity represented with this population. Specifically, professional are becoming aware of the unique challenge being faced by Hispanic students who are hearing impaired. The purpose of this article is to review some basic facts about hearing impairment then discuss the effects this disability can have on Hispanic students. Specific suggestions are offered for meeting the needs of these students and their families. INTRODUCTION Some Facts About People Who are Hearing Impaired EDUCATION OF STUDENTS WHO HAVE HEARING IMPAIRMENTS The Effect of Parental Hearing Status on School Achievement of Deaf Students Parental hearing status can have a major influence on the quality and quantity of linguistic experiences available to young children who are deaf. Hearing parents, perhaps already devastated by their child's hearing loss, face the enormous task of learning how to communicate and interact with their child. Most hearing parents choose educational programs for their children which emphasize either an oral approach (speech and speech reading) or a combined approach (speech, speech reading, and sign language). On the other hand, deaf parents are already aware of the ramifications of hearing loss and are more likely to have an intact language system for communicating and interacting with their child. Typically, that language is American Sign Language (ASL). Like Spanish, French, or any other spoken language, ASL has been recognized as an intact language (Markowicz, 1977; Wilbur, 1979; Woodward, 1982) and is currently the fourth most commonly used language in the United States.

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