# data[].attributes.body
Science allows for a more subjective view because it allows the people looking for the answers to think it through and then conduct experiments, make observations, and analyze data without simply inferring from personal bias and opinions with no evidence or experience.

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Please put down the question you most want to review in class today.

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Which review question do you want to start with? (put down two numbers)

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Which review question do you want to start with? (put down two numbers)

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Class #26 Learning Objectives for Human Impact

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How might we be able to tell which forces are driving global climate change? (individual)

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How might we be able to tell which forces are driving global climate change? (individual)

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https://www.bloomberg.com/graphics/2015-whats-warming-the-world/

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Which statement best matches the data? (individual)

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Which statement best matches the data? (individual)

# data[].attributes.headline
Which statement best matches the data? (individual)

# data[].attributes.subject
Which statement best matches the data? (individual)

# data[].attributes.headline
Which statement best matches the data? (individual)

# data[].attributes.subject
Which statement best matches the data? (individual)

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What is the difference between weather and climate? (individual)

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What is the difference between weather and climate? (individual)

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What is is this data showing about heavy metal pollution? (group)

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What is is this data showing about heavy metal pollution? (group)

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How is it expected that populations of seas turtles would change based on their nesting site? (group)

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How is it expected that populations of seas turtles would change based on their nesting site? (group)

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Is there a relationship between light sources and where turtles nest? (group)

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Is there a relationship between light sources and where turtles nest? (group)

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What is the above data showing about extinction on Each? (group)

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What is the above data showing about extinction on Each? (group)

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Class #26 Learning Objectives for Human Impact

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Review: How can humans impact bird species? 2 ways! (individual)

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Review: How can humans impact bird species? 2 ways! (individual)

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What is the data in the graph above showing? (individual)

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What is the data in the graph above showing? (individual)

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To what extent are the areas with the most threatened species those that are protected from habituate destruction? (individual)

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To what extent are the areas with the most threatened species those that are protected from habituate destruction? (individual)

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What trends do you see above? (individual)

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What trends do you see above? (individual)

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What effects can the removal of large carnivorous fish (pelagic predators) have on aquatic ecosystems? (group)

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What effects can the removal of large carnivorous fish (pelagic predators) have on aquatic ecosystems? (group)

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Who is contributing most to this decline? (group)

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Who is contributing most to this decline? (group)

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What is the infographic above showing? (group)

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What is the infographic above showing? (group)

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What trend do you see in the graph above? (group)

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What trend do you see in the graph above? (group)

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What has happened to natural resource availability in the last 50 years based on the above chart? (group)

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What has happened to natural resource availability in the last 50 years based on the above chart? (group)

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To what extent do humans rely on natural resources in current society? What specific resources do we rely on? (group)

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To what extent do humans rely on natural resources in current society? What specific resources do we rely on? (group)

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Review: What do trophic cascades tell us about the relationships between organisms in an environment? (individual)

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Review: What do trophic cascades tell us about the relationships between organisms in an environment? (individual)

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Class #25 Learning Objectives for Ecology Part #2

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How did the reintroduction of wolves impact yellowstone?

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How did the reintroduction of wolves impact yellowstone?

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To what extent does the data above match your observations in the last post? (group)

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To what extent does the data above match your observations in the last post? (group)

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Respond to the question in the picture above (group).

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Respond to the question in the picture above (group).

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What pattern do you see between the graphs above? (group)

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What pattern do you see between the graphs above? (group)

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Review Question: How do matter and energy move differently through ecosystems? (individual question) 

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Review Question: How do matter and energy move differently through ecosystems? (individual question) 

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Class #24 Learning Objectives for Ecology Part #1

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Make some observations of what life looks like in the pictures above? (individual question).

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Make some observations of what life looks like in the pictures above? (individual question).

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Hypothesize that could be determining the carrying capacity of sheep in the above picture (individual question).

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Hypothesize that could be determining the carrying capacity of sheep in the above picture (individual question).

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Does the data above match the data seen in the left graph? (group)

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Does the data above match the data seen in the left graph? (group)

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Based on the patterns of data in the graph above, what factors seem to be related to brine shrimp population changes? (group)

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Based on the patterns of data in the graph above, what factors seem to be related to brine shrimp population changes? (group)

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Take a look at the flower above. List different factors that could be influencing the growth and development of it. (individual question)

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Take a look at the flower above. List different factors that could be influencing the growth and development of it. (individual question)

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Class #21 Learning Objectives for Processes of Evolution

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Compare purebred cougars to hybrid. What does this tell us about the result of the conservation effort? (group)

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Compare purebred cougars to hybrid. What does this tell us about the result of the conservation effort? (group)

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What relationships do you see between the animals and their environments? (group)

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What relationships do you see between the animals and their environments? (group)

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Respond to the questions above (the environmental factors are to the right).

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Respond to the questions above (the environmental factors are to the right).

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Compare the left set of pictures to the right set of pictures. (individual)

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Compare the left set of pictures to the right set of pictures. (individual)

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Class #20 Learning Objectives for evidence for evolution

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What source of evidence do you believe is most convincing in regards to the evidence for evolution and why? (individual)

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What source of evidence do you believe is most convincing in regards to the evidence for evolution and why? (individual)

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Make observations about what is going on in the game below and then post them. (individual).

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Make observations about what is going on in the game below and then post them. (individual).

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https://www.brainpop.com/games/antibioticresistancegame/

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Make a prediction as to what the above plate will look like after 11 days. (Note that the bacteria are only in the white columns originally). (individual).

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Make a prediction as to what the above plate will look like after 11 days. (Note that the bacteria are only in the white columns originally). (individual).

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What additional information do the above graphs show us about antibiotics? (group)

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What additional information do the above graphs show us about antibiotics? (group)

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What is happening to the effectiveness of antibiotics overtime? (group)

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What is happening to the effectiveness of antibiotics overtime? (group)

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How do drugs interact with our nervous system? (individual)

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How do drugs interact with our nervous system? (individual)

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Class #19 Learning objectives for drugs and the nervous system

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How do drugs interact with our nervous system? (individual)

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How do drugs interact with our nervous system? (individual)

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Explain what the above diagram is showing (individual)

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Review the process by which neurons send and carry signals from last class. Then answer the three questions above using this process. (group)

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Review the process by which neurons send and carry signals from last class. Then answer the three questions above using this process. (group)

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Review the process by which neurons send and carry signals. Afterwards pick one feature you believe is especially critical to this process and explain why it is below. (group)

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Review the process by which neurons send and carry signals. Afterwards pick one feature you believe is especially critical to this process and explain why it is below. (group)

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2) Joaquin suffers from multiple sclerosis (MS) which causes the insulation around the nervous axon to break down. Which part of the nervous system signal is being impacted? (individual)

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2) Joaquin suffers from multiple sclerosis (MS) which causes the insulation around the nervous axon to break down. Which part of the nervous system signal is being impacted? (individual)

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A) Chemical

B) Electrical

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1) Raquel is taking SSRIs to treat clinical depression. These prevent some neurotransmitters from being taken back into the cell once released. Which part of the nervous system signal is being impacted? (individual)

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1) Raquel is taking SSRIs to treat clinical depression. These prevent some neurotransmitters from being taken back into the cell once released. Which part of the nervous system signal is being impacted? (individual)

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A) Chemical

B) Electrical

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What is the relationship between "Structure and Function" based on the differences between sensory tissues we saw? (individual)

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What is the relationship between "Structure and Function" based on the differences between sensory tissues we saw? (individual)

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Compare and contrast the structures of sensory tissues seen above. (group)

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Compare and contrast the structures of sensory tissues seen above. (group)

# data[].attributes.headline
Compare and contrast the structures of sensory tissues seen above. (group)

# data[].attributes.subject
Compare and contrast the structures of sensory tissues seen above. (group)

# data[].attributes.headline
Compare and contrast the structures of sensory tissues seen above. (group)

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Compare and contrast the structures of sensory tissues seen above. (group)

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"Everything we sense in the environment around us is energy"

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"Everything we sense in the environment around us is energy"

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Evaluate the claim above… to what extent is it true or false for each of our senses. (group)

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Final Immune System Question: Identify a pattern in the data above (individual).

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Final Immune System Question: Identify a pattern in the data above (individual).

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What is a vaccine and how does it work? (individual)

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Class #17 Learning Objectives for Immune Part 2  

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Hypothesize that the difference in measles spread would look like when ~95% of children are vaccines versus only ~80%. (individual)

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Hypothesize that the difference in measles spread would look like when ~95% of children are vaccines versus only ~80%. (individual)

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•https://fred.publichealth.pitt.edu/measles

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How did Salt Lake City respond to the 1918 Spanish Influenza epidemic? Was it effective? (group)

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How did Salt Lake City respond to the 1918 Spanish Influenza epidemic? Was it effective? (group)

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https://www.influenzaarchive.org/cities/city-saltlakecity.html

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Why are mutation rates of pathogens important for understanding disease?  (individual)

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Why are mutation rates of pathogens important for understanding disease?  (individual)

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Review #1: What differences between bacteria and viruses impact how we can treat them medically? (individual)

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Review #1: What differences between bacteria and viruses impact how we can treat them medically? (individual)

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Class #14: Immune System and Disease Part 2

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Class #14: Immune System and Disease Part 2

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Class #16 learning objectives for immune and disease

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How do we protect ourselves from pathogens? (individual)

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How do we protect ourselves from pathogens? (individual)

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Individual response to the question above.

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Individual response to the question above.

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Make some observations as to how life might have been like during the 1918-1919 pandemic. (individual)

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Make some observations as to how life might have been like during the 1918-1919 pandemic. (individual)

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Examine the graph above and make a hypothesis as to what could be impacting the pattern(s) seen in the data. (individual)

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Examine the graph above and make a hypothesis as to what could be impacting the pattern(s) seen in the data. (individual)

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What is the size of the disease causing pathogens we are talking about? Put the following in order from largest to smallest (virus, bacteria, ribosome, human egg cell, water molecule) (individual)

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What is the size of the disease causing pathogens we are talking about? Put the following in order from largest to smallest (virus, bacteria, ribosome, human egg cell, water molecule) (individual)

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https://learn.genetics.utah.edu/content/cells/scale/

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2) Pick two of your answers from Question #1 and say how they are different from one another. (individual)

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2) Pick two of your answers from Question #1 and say how they are different from one another. (individual)

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1) What types of things can cause disease? (individual)

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1) What types of things can cause disease? (individual)

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Class #13 Meiosis and Reproductive Strategies Learning Objectives

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How do organism’s structures, functions, and behaviors support their ability to reproduce? (individual answer)

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How do organism’s structures, functions, and behaviors support their ability to reproduce? (individual answer)

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How do organism’s structures, functions, and behaviors support their ability to reproduce? (individual answer)

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How do organism’s structures, functions, and behaviors support their ability to reproduce? (individual answer)

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Compare and contrast the different strategies for sex cell production between males and females. Include WHY they are different. (group)

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Compare and contrast the different strategies for sex cell production between males and females. Include WHY they are different. (group)