To support staffing for the Academic Tutoring Program which provides free, out-of-school academic support to Grades K-12 students at their 2 Clubhouses in Paterson and Passaic — two of New Jersey’s most socio-economially challenged communities. As local proficiency rates in math and reading are far below state averages, this program helps to address urgent academic needs by offering high-quality tutoring from certified educators and quality instruction enriched by technology, interactive learning, and individualized support. Students receive tutoring in math and language arts, and time for sustained silent reading and skill-building on IXL, an online learning and assessment tool. Their goal is to serve at least 180 students consistently and thereby achieve measurable gains in academic performance and engagement. The Club provides boys and girls with youth development programming at their 2 Club units and several school sites in Paterson and Passaic, New Jersey.

For continued support of a second Social Worker at CQA I Elementary School. With the expansion of the School completed this school year, the two social workers are now counseling 500 total grades K-4 students, and providing supportive services to many of their families. CQA’s elementary school program complements their middle school program which enrolls 400 students and prepares scholars of early ages to become more academically competitive and successful. Social-Emotional Learning and culturally-informed counseling, which have always been a part of CQA’s program, have become more vital to their scholars’ health and well-being in a post-pandemic world. They expect that the counseling and services that the Social Workers provide to their scholars and families will result in a more positive school experience for them and better social and emotional health, which will ultimately result in academic gains. Their mission is to prepare students for eventual success in college, in the workforce, and in the community through CQA’s grades K-8 schools which integrate literacy, high standards-based academics, and culturally-responsive supportive services.

For support of a new Manager of Community Partnerships and AmeriCorps Member Experience who will play a key role in three areas: supporting incoming and active AmeriCorps members with critical administrative needs; engaging prospective AmeriCorps members through local partnerships and events; and expanding the capacity of their Learning and Development team. This position will help to better ensure that the enthusiastic young adults who choose to devote a year of service towards supporting NYC public school students and schools as City Year New York AmeriCorps members have transformational experiences. This Manager will be a key player in City Year’s desire to grow and diversify their AmeriCorps member team, which will ultimately then increase the number of under-resourced NYC public schools and students that they will support. City Year – New York expands educational and economic opportunities for children and young adults by partnering with long under-resourced NYC schools to help bridge the gap between what students need and what most schools are actually equipped to provide.

For continued support of the Associate Director of Elementary School Literacy, who is responsible for developing and codifying a rigorous, vertically-aligned elementary school literacy curriculum, serving a vital role in the development and implementation of their Science of Reading curriculum which hinges on phonics, fluency, and decodable texts. A majority of her/his time will be spent writing elementary school literacy curriculum and assessments, and giving feedback to school-based team members on literacy units and lesson plans. Additionally, the Associate Director will continue to ensure high-fidelity implementation of the curriculum by observing and modeling literacy lessons in DREAM’s elementary schools and by supporting effective intellectual preparations. DREAM Charter School is a Pre-K-12 public charter school network which prepares students for success at high-performing high schools and colleges through a rigorous academic program that develops critical thinkers who each demonstrate an ongoing love of learning, strong character, and commitments to wellness and active citizenship.

“To support their new Director of Early Childhood Achievement at East Harlem Scholars Academies, their sister public charter schools, who will lead their efforts to improve their Pre-K-2 scholars’ literacy skills as part of their multi-year Campaign for Literacy & STEM. The need for this project stems from the majority of their scholars entering Kindergarten behind in the basic literacy skills that they need to access grade-level content. The Pre-K-2 literacy component will foster high-quality curriculum implementation, effective teaching practices, and improved student learning outcomes as evidenced by better grades and assessment scores. The Director of Early Childhood Achievement will play a pivotal role in addressing the critical need for strong foundational literacy skills among young learners. EHTP’s mission is to prepare students with the academic skills, strength of character, and emotional well-being to excel academically, lead in their communities, and realize their best possible selves.

For renewed funding towards staffing two STEM (Science, Technology, Engineering, and Math) Labs, both sited within public housing, which bring tech literacy education to two target populations: middle school-aged youth in the Lower East Side of Manhattan and middle school-aged youth and teens in Bushwick/Bedford Stuyvesant in Brooklyn. Together, these labs will increase tech equity for youth residing in low-income communities, bringing the highest-quality, inquiry-led STEM education to an estimated 300 elementary school through high school aged youths each year. Grand Street Settlement provides comprehensive educational programs and social services to over 17,500 people of all ages living in high-need neighborhoods on the Lower East Side of Manhattan, and in Brooklyn’s Williamsburg and Bushwick neighborhoods.

To support the new role of Juniors Academy Director at the Pinkerton Clubhouse in Harlem, a program which serves middle school youth (ages 10-12) who are facing significant academic challenges. The Director will implement an engaging curriculum that ignites youths’ curiosities and challenges them to excel academically. The program provides daily homework support and enriching learning experiences to strengthen their math and literacy skills, ensuring a stronger transition to high school. At the Juniors Academy, as in all Madison after-school programs, they focus on building strong, supportive relationships between staff and youth, as well as fostering peer connections that create a sense of belonging and help young people grow into confident, caring individuals. The mission of Madison Square Boys & Girls Club is to enhance the lives of New York City kids who by reason of economic or social factors are most in need of its services.

To support the new Senior Director, Community Relations and Program Design who will oversee the continued expansion of their Children’s Education Program to help address critical learning gaps in literacy, math, and Social-Emotional Learning skills among thousands of public school elementary students due to lost school time during the recent COVID-19 pandemic. With weekly individualized support from trained New York Cares volunteers, students will, over the course of the school year, improve their reading and math skills, and also their awareness of helpful Social-Emotional Learning coping skills. Critical tasks will include: an ongoing partnership with the schools and agencies served; quality assurance during program curriculum implementation, evaluation, and refinement; and close coordination with colleagues on the recruitment, training, and management of Children’s Education Program Volunteers and Volunteer Team Leaders. New York Cares is NYC’s largest volunteer management organization, mobilizing some 36,000 caring New Yorkers in volunteer service projects each year so as to better meet pressing community needs.

For renewed funding of the Reading Specialist, the Math Specialist, and the English as a Second Language Teacher at their Oasis After School Academy, who help provide targeted instruction to students struggling to achieve grade level within these three subject areas. The After-School Academy offers 130 children academic and socio-emotional interventions every weekday, from 3:30 to 6:00 p.m., over 40 weeks (September through mid-June), serving children from Kindergarten through 7th Grade. Children who need individualized attention in language arts or math are pulled out to work in small groups with these Oasis math or reading specialists. The English as a Second Language Teacher works with the large number of children enrolled in the program who are English language learners. Located in Paterson, NJ, Oasis offers a holistic pathway out of poverty through educational and vocational training programs. It assists women to enter and better succeed in the workforce, and it helps children to better flourish academically, and to stay in school.

Towards the salary of a new Program Associate position who will support the efforts of PENCIL’s four Program Managers who each have a portfolio of schools and corporate partners which they manage for its School Partnership Program, and who will also support their coaching of Future Ready NYC Schools that equitably encourage career-connected learning. This new staff role entails: the coordinating of logistics with school principals and teachers; liaising with corporate partners; and supporting data entry and program evaluation processes. This will minimize their Program Managers’ needs to spend time on planning and logistics, giving them more time to focus on content delivery and on developing enhanced relationships with students, teachers, principals, and numerous corporate volunteers. PENCIL brings business volunteers together with NYC public schools for sustained student-focused volunteering with a focus on college and career readiness through programs that include the School Partnership Program, the Internship Program, and Principal for a Day.

To support a Coordinator for the Family Literacy Initiative who builds literacy skills and social and emotional learning for young people attending QCH’s school- and center-based year-round afterschool programs. The initiative engages not just children but entire families, creating a supportive environment where literacy skills are practiced and integrated into daily life. The Literacy Coordinator will work with afterschool staff to help them to now incorporate the Freedom Schools teaching model (successfully utilized at their two summer program sites) into QCH’s year-round literacy efforts. The Freedom Schools program will better strengthen QCH’s overall-literacy strategies, offering their staff members improved insights and afterschool teaching practices. QCH is a multi-site, community-based settlement house serving low-income families in neighborhoods across the Borough of Queens.

For the continued support of their Educator Support Project Manager who is responsible for strengthening their offerings for their youngest learners, and for better ensuring that their teachers have the resources needed to utilize ReadWorks with fidelity. The science of reading makes clear that early childhood learners need to read texts from which they can repeatedly practice applying their decoding skills from their phonics lessons. Using the topics in their Article-A-Day Scope & Sequence, ReadWorks will further expand their offerings of decodable texts for beginning readers to practice decoding while also building knowledge in a cohesive, structured manner. ReadWorks is on the cutting-edge of the science of reading by bringing together the two critical pieces of learning to read – word recognition and language comprehension – into one easy package for teachers to use to supplement their phonics curricula. ReadWorks successfully seeks to improve teacher effectiveness and raise student achievement in reading comprehension through research-based, classroom-proven instructional practices and curricula, and through free, open-access online technology.

For the new Senior Managing Director of Strategy responsible for overseeing the various workstreams related to tracking progress toward their goals to: (1) double 3rd Grade literacy outcomes in the South Ward of Newark by 2030; and (2) increase growth in the NJ educator pipeline through better managing their local recruitment initiatives. These two core goals are central to the bet they are making that if they can advance literacy outcomes for 3rd graders in one area of Newark, that they can then replicate this work and exponentially increase outcomes and pathways to higher opportunities for young people across the State. This new position will build the scope and size of TFA’s Corps Member program, while also impacting the larger education landscape by convening leaders, experts, and data together to inform best practices in literacy instruction for teaching students across the state.

For continued support of the Vice President of Regional Impact who oversees the entire scope of Corps Member programming for the New York region, helping to better ensure that teachers deliver meaningful outcomes for students, while also developing their own leadership skills and vision for systemic change. Working in close collaboration with the TFA Tri-State Support Hub, this staff member helps to ensure that all of their nearly 400 Corps Members in NYC are having an impact with students, driving towards their NY 2030 goal to double 8th Grade math outcomes in 5 districts, and have the local context that is required to sustain teachers in their positions. The Vice President of Regional Impact will: (1) Serve as the regional point of contact to drive student outcomes through Corps Member programming; (2) Build upon New York’s process for hiring Corps Members into high-need, hard-to-fill positions across NYC school partners; and (3) Drive programming for local NY Corps Members that will supplement their coaching support.

For continued support of the Senior Manager of Student Enrollment and Public School Partnerships who is responsible for driving GO’s efforts to expand student enrollment, strengthen public school partnerships, and deepen family engagement. This role remains instrumental in sustaining and expanding GO’s reach across their three core programs – GO Summer, GO School, and GO Families. They will build upon their successes, deepen their impact, and ensure that more students from under-resourced communities have access to the academic and social-emotional support that they need to thrive. Through targeted outreach, deeper collaboration with school partners, and revamped enrollment processes, GO is positioned to serve 800 students in the coming year. The GO Project seeks to boost academic achievement and promote healthy social and emotional development in children and families by providing year-round educational and family support services to academically struggling public school children in grades K-8 in Lower Manhattan and Brooklyn.

For renewed funding of their Mental Health First Aid (“MHFA”) Learning Coordinator who plays a critical role in ensuring that BRC staff are equipped to respond effectively to behavioral health crises and provide trauma-informed, evidence-based care across their programs. This role is responsible for implementing and integrating evidence-based practices that equip staff with the knowledge and skills necessary to effectively support individuals living with mental illness and manage their crisis situations.Through comprehensive training initiatives, the MHFA Learning Coordinator ensures that BRC’s workforce is well-prepared to recognize, intervene, and respond appropriately to mental health and substance use challenges, enhancing service quality across the organization. BRC will expand this initiative by training new staff in MHFA as part of their onboarding process, recertifying employees, and further embedding MHFA principles into daily program operations. Over the long term, this initiative will not only enhance the quality of services provided to clients but also contribute to a more confident, well-equipped, and supported workforce. BRC is a leading provider of housing and services to New York City’s neediest, helping nearly 13,000 individuals each year develop the tools to move from homelessness and hopelessness to health and self-sufficiency.

For continued support of the Community Outreach Coordinator who researches, develops, sustains, enhances, and expands relationships with community-based organizations to increase the organizations’ referrals of families to CFC. The Community Outreach Coordinator is their first point of contact with new community partners, and serves as their primary liaison with Early Head Start and Head Start Programs, community centers, hospitals, and other community-based organizations. The Outreach Coordinator will work to increase referrals and to establish embedded partner relationships by which CFC therapists provide services on-site at partner organizations thereby extending their reach across the Bronx and providing families access to their services within their own local neighborhoods. CFC serves pregnant mothers and parents with children from birth to age five in the Bronx, providing parent-child therapy and group services, in English and Spanish, to address trauma, nurture family relationships, and build resilience. Through their extensive network of community partners, they reach families in need.

For heightened support of key staff in their January, 2025 launch of an Article 31 Mental Health Clinic which will provide short- and/or long-term mental health counseling to individuals aged 13 and older. This Clinic will establish The Center as one of just a few behavioral health clinics on the East Coast, and among a select few nationwide, to deliver LGBTQ-competent treatment to youth and adults in a community center setting and/or by telehealth. The Center will make further enhancements to its data systems and to the capacity of its data and evaluation team members, allowing for an expanded technological infrastructure that will better integrate its mental health and other health-related services. The Center will implement a strategic marketing platform to better raise potential clients’ awareness levels, better ensuring that the most vulnerable populations are informed about available services. The Center is the largest LGBTQ multi-service organization on the East Coast, providing programs and services to help community members lead healthy and successful lives, celebrating their diversity, with increased justice and opportunities.

For renewed staffing support for the Fair Futures for Youth in Prevention/Prevention Aftercare Program which seeks to improve academic, career, and housing outcomes for youth. It includes targeted 1:1 coaching, tutoring, and social and emotional support designed to help young people navigate unique challenges and successfully transition into adulthood. Renewed support would partially support: Fair Futures Coaches, who are instrumental to the Fair Futures model; and a new Fair Futures Coach & Education Specialist. This new position will allow NAC to expand its capacity to serve more young people, and provide them with tailored academic and educational supports by which they can better achieve their full potential. Fair Futures, funded by the NYC Administration for Children’s Services (“ACS”), currently only serves youths aged 13 – 26 who are in foster care. NAC’s goal is to demonstrate the effectiveness of the Fair Futures for Youth in Prevention program so that it might become a City-wide, ACS-funded program which is not just for youths in foster care. NAC’s mission is to provide innovative high-quality services in support of birth, foster, and adoptive families caring primarily for children with special healthcare needs, which includes children with severe physical disabilities, emotional and behavioral challenges, and developmental disabilities.

Towards the hiring of a new Clinical Director (CD) to better support middle school aged students afflicted with pressing, complex mental health needs (including: ADHD; Autism Spectrum Disorder; Conduct Disorder; PTSD; Anxiety; and Depression), as well as to provide support for acute crises. The CD will provide a full scope of accessible, culturally-responsive, mental healthcare services, including interventions with students during their middle school years – a period when research says intervention can be most effective. The Arthur Project will work with 320 total students who attend two schools in the Bronx and one school in Brooklyn. The CD will serve a direct caseload of 20 additional students, while also supporting the clinical needs of the entire caseload. In addition to providing direct services to their most complex students, the CD will help to train their young clients’ mentors (graduate school Social Work students who are future clinicians in training), in culturally-appropriate, research-based practices. The Arthur Project thus seeks to create a replicable model to professionalize traditional mentoring by utilizing clinically-focused Social Work graduate school students as mentors, who better hone their skills by helpfully working intensively with middle school-aged youths.

For renewed funding for the Bronx Youth Center Director of Clinical Supervision who, along with the team of 5 social workers under her supervision, provides individualized counseling and conducts supportive therapeutic groups for youth ages 12-24, helping them to replicate The Door’s model more fully at this expanded South Bronx site. This role has transformed their work at the BYC, better ensuring that youth have consistent and immediate access to mental health support. Having a Director-level role with LCSW licensure and clinical supervision experience has made it much easier to hire social workers at entry-levels, as they have an experienced manager who can provide targeted supervision and training. This has enabled the BYC mental health team to significantly increase their support to the area’s young people, including an increased number of individual and group therapy sessions. The Director and her team provide a variety of crucial services, including individualized counseling, crisis intervention, supportive group services, engagement outreach, wellness checks, case management, referral support, and conflict mediation.

To support the Director of Health Education who develops and leads programming that reaches children and families in shelters, domestic violence safe houses, and schools, “meeting people where they are” with tools to live healthier, more empowered lives, and helping to lead a path out of homelessness. TFH integrates primary medical and mental health services with health education, life skills training, and social supports in a whole-family care model. The primary purpose is to improve long-term health outcomes and stability for families experiencing homelessness by integrating compassionate healthcare with dynamic, culturally responsive health education. These families often face complex barriers to health — ranging from trauma and chronic disease to food insecurity and lack of basic resources. For these communities, healthcare alone is not enough. TFH meets these challenges holistically through innovative education programs that promote prevention, self-care, and life skills development. The Floating Hospital is the only federally qualified health center focusing on healthcare for homeless children and their families.

The Cummings Fund annually makes additional grants to qualified charities to which the Advisory Board Members requested the Fund to make a donation.

To support a new Supervising Social Worker position, significantly increasing their capacity to expand and deepen their social work support across their six Harlem sites. This person will: work directly with their teenage students over the summer and at their 2 sites that serve teenagers throughout the year; implement and supervise 12 Columbia University MSW interns, overseeing their direct practice work with youth across six sites; and train and evaluate their youth development staff who work with students year-round in trauma-informed practices, crisis management, and Social Emotional Learning. A core responsibility will be to guide student-led efforts to meaningfully shape mental health and wellness initiatives to better support their specific needs. Through this effort, they will extend improved services to an additional 840 youths within their programs who do not currently receive social work support. The Boys & Girls Club of Harlem provides access and opportunities for youth and their families in Harlem, serving over 2,200 grade K-12 students across five public school sites and their clubhouse by filling the “gap hours” between school and home.

Towards helping to fund its new Chief of Staff and Strategy, a senior level position whose duties will include: overseeing the creation of a new strategic plan to guide their direction for the next three to five years; the establishment of a rigorous evaluation framework to assess program effectiveness and impact; the oversight of quality improvement processes to ensure high quality service delivery; the maintenance of strong relationships with stakeholders; and the use of data-driven insights to more timely identify patterns and trends which may impact upon their clients. As BronxWorks moves forward over the next three to five years, a position of this kind is helpful to their remaining within the vanguard of the Bronx’s human service ecosystem. BronxWorks is a settlement house whose mission is to improve the economic and social well-being of low-income individuals and families in the Bronx who are most in need.

To support staffing to update and improve upon their volunteer training programs to reflect their renewed strategic direction centered on strengthening volunteer engagement, enhancing the quality and accessibility of training, and expanding their capacity to advocate more effectively for children in foster care. CASA volunteers are a lifeline for youth in foster care, advocating for their best interests in court, schools, healthcare, and housing. Their current training model—though comprehensive—requires updates to better ensure that volunteers are equipped with the most current research, trauma-informed practices, and advocacy strategies to meet the complex needs of the children whom they serve. CASA Essex will refine its existing 60+ training topics, integrate interactive learning methods, and incorporate real-world simulations to provide volunteers with a deeper understanding of the complex issues youth in foster care face. CASA trains and empowers community volunteers to speak-up and promote the welfare of foster children who have been removed from their homes because of abuse and neglect by providing a safety net of support, advocacy, and mentorship.

To hire a Training Instructor who will work closely with CASES’ new Chief Training & Program Operations Officer to develop and implement an organization-wide management and leadership training initiative for the more than 120 staff members across their more than 30 programs whose responsibilities include managing other staff. This initiative will address key organizational priorities, including enhanced staff satisfaction, retention, and professional development, thereby improving work quality as they then deliver improved direct improved support to the more than 12,000 people annually served by CASES programs. CASES works to increase public safety through innovative services that reduce crime and incarceration, improve behavioral health, promote recovery and rehabilitation, and create opportunities for success in the community.

To support an additional full-time Advocate Supervisor for their Bronx program, their busiest Borough with consistently long waitlists for CASA’s services, who will be responsible for supervising a team of some 25 volunteer Advocates to ensure vulnerable children and young people receive the quality of services they need to thrive. This position will allow CASA to serve approximately 75-100 additional children and youth over the course of one year—many of whom are currently on their waitlist and at risk of falling through the cracks of the overburdened child welfare system. CASA-NYC will recruit, train, and supervise approximately 25 volunteer Advocates to work with the new Advocate Supervisor to ensure that vulnerable young people receive the housing, mental health, educational, and wraparound services they need to thrive. CASA’s mission is to ensure that children involved in the child welfare system have their needs met and rights protected, and move out of foster care and into permanent, safe and loving homes, as quickly as possible.

For continued support of their Career Development Specialist who works with the Post-Secondary Pathways (“PSP”) Coordinator to provide job placement and retention services to PSP participants within their high school (and high school equivalency) programs. PSP is built upon the foundation of their successful college-access program received by all students in their high school portfolio, but it adds other alternative post-secondary options to create productive pathways for those high school graduates who may wish to instead presently pursue careers that do not require a college degree. PSP allows these at-risk high school students to explore all post-secondary options, earn industry-recognized credentials, graduate debt-free, and pursue 21st Century careers which pay a good living wage. The Career Development Specialist assists youths with obtaining employment, retaining positions, and/or advancing in their chosen careers. East Side House is a settlement house which serves the Mott Haven section of the South Bronx, providing residents with the education and technology skills that they need to create economic and civic opportunities for themselves, their families, and the Bronx community.

Towards the salary of their Education Advocate, a new but key position for supporting their students’ academic progression, both for students enrolled in current cycles and for its many alumni. The Exalt model focuses upon developing Individual Program Plans (IPPs) that academically support each young person which include: initial school placement (and transfer, if necessary); tutoring; and ongoing academic support. Since the COVID-19 pandemic, their students continue to be chronically truant, extremely academically behind (“over-aged/under-credited”), and typically reading at 4th grade levels. The new Education Advocate will: support students through their IPPs; facilitate both in-person and virtual tutoring sessions on a bi-weekly basis; provide crucial academic support; collaborate with other staff as needed to assess each student’s IPP progress; cultivate and sustain partnerships with key stakeholders in NYC; build school collaborations around credit recovery for their young people; and manage educational data collection and strategies. Exalt Youth raises the expectations of personal success for court-involved youths aged 15-19 by combining a rigorous, culturally-responsive curriculum with: paid internships; individualized support/advocacy to better navigate the education/justice systems; and a dedicated alumni network for ongoing areas of needed assistance.

For continued partial support of the Senior Vice President of Impact and Strategy who oversees their efforts to ensure that GSS achieves its goal of creating a culture of compliance- and performance-driven improvement, while decreasing risk to the agency. The Senior Vice President oversees their Compliance, Risk Management, Government Contracts, and Evaluation teams, which lead all aspects of GSS contract development and management for their 115-plus government contracts. This helps to better ensure that all deliverables are achieved and reported upon in a timely manner, and that GSS staff are fully supported in the initial and ongoing implementations of their government-funded program initiatives. The Senior Vice President also works to ensure that GSS adheres to all government reporting and compliance measures, and that GSS has an actionable plan in place to respond to critical incidents in a way that is just to everyone involved. Finally, the Senior Vice President oversees all aspects of data, evaluation and continuous quality improvement for GSS’ 95-plus programs, better ensuring that they are impact driven and data informed.

Towards supporting the Director of Talent Acquisition & Onboarding who leads Henry Street’s efforts to strengthen recruitment, hiring, onboarding, and retention across the agency, and who oversees a Talent Acquisition team presently comprised of two full-time staff: a Recruiter; and a Recruiting Coordinator. The Director works with staff leadership across the large agency to manage and support enhanced recruitment and onboarding efforts, offering the full range of recruitment or supportive recruitment, depending upon the needs of the program and individual hiring needs. Because their success as a settlement house agency wholly depends upon the strength and commitment of their staff, it is essential: that they attract the best candidates; that all of their staff are onboarded effectively and understand their specific roles; and that they invest in and retain their employees by providing them with thoughtful opportunities to learn and grow. Henry Street Settlement serves some 50,000 people annually via its 19 program sites across Manhattan’s Lower East Side, providing comprehensive social, health care, and educational services.

For support of a new Salesforce System Administrator position that will build their organization’s capacity to better track, measure, and articulate the full impact of their many community-based programs serving Bronx youths and their families. The Administrator will work closely with the Associate Executive Director, Division Directors, Program Directors, and community partners to examine and establish enhanced organizational systems for training and supporting staff in: Utilizing and customizing their Salesforce data management system; Prioritizing key statistical data in each program area that can be used to enhance program quality and track participants’ progress over time; and Supporting New Settlement’s ongoing development and communications efforts. New Settlement provides educational and community service programs for children and families residing in the Southwest Bronx.