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tucsonhebrew academy
POZEZ EDUCATIONAL CAMPUS
TUCSON HEBREW ACADEMY
3888 EAST RIVER ROAD
TUCSON, ARIZONA 85718
520.529.3888 TEL
520.529.0646 FAX
WWW.THAAZ.ORG
The Tucson Hebrew Academy admits students of any race, color and national or ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school. The school does not discriminate on the basis of race, color andnational or ethnic origins in the administration of its educational policies, admissions, or financial aid policies, loan programs, and athletic or other school-administered programs.
CREATIVE: CHENEY & COMPANY PHOTOGRAPHY: ROGER HAWKINS AND SCHOOL ARCHIVE
The learning process at Tucson Hebrew Academy is charged
with the energy of discovery. The Academy is a
place of hands-on, interactive learning, where the classroom is
organized around students actively engaged. We view children as
having curious minds to respect and develop. Our students often
collaborate in small groups on projects, empowered as learners
and thinkers. Teachers encourage them by acting as coaches and
guides. Faculty members move among hubs of children, purpose-
fully discussing an assignment or cooperatively problem-solving.
The atmosphere in the classroom encourages self-assured self-
expression and develops respect for diverse points
of view. Teachers often use the Socratic method. As students
become fully engaged learners, they come to enjoy testing their
minds against the new challenges of the academic program.
The Academy creates a total learning environment.
Exploration and discovery, assimilation of knowledge, the search
for meaning in every subject, and mastery of skills characterize the
educational experience. A low student/teacher ratio allows faculty
members to manage this style of instruction, based on the most
up-to-date cognitive research.
EXPLORATION & DISCOVERY IN A
TO
TAL
LEA
RN
ING
EN
VIR
ON
ME
NT
CURIOUS—UNINHIBITED SELF-EXPRESSION
TUCSON HEBREW ACADEMY IS
AN INDEPENDENT SCHOOL FOR
CHILDREN FROM KINDERGARTEN
THROUGH EIGHTH GRADE.
a place of
high intellectual achievement
32
our unique approach:
academic curriculuman interdisciplinary & integrated course of study
judaic studies inform every disci-
pline as well, helping students understand the rele-
vance of their heritage to themselves and the world.
Both Lower and Middle School curricula feature sequen-
tial and interdisciplinary studies inextricably tying
together all subjects into a coherent whole. We surround
our students with the widest range of materials to
engage their curiosity and whet their appetites for learn-
ing. Computers with CD-ROM and Internet connections
are available in the computer center, library and in
classrooms. Through these resources, plus individually
tailored programs of study, our students
discover learning as a way of life.
Children learn best when the process is stimulating and
relevant. At Tucson Hebrew Academy, we strive to create
relevance by teaching within a framework that empha-
sizes connections. Our students gain a comprehensive
understanding of the nature of knowledge by breaking
down the walls that normally separate disciplines.
Rather than teaching subjects in isolation, we provide
interdisciplinary learning. By interweaving a variety of
subjects, our students gain a greater depth of knowl-
edge. In our Ni Hao (“HELLO”) China Program with the
Tucson Chinese Cultural Center, for example, fourth-
graders learn about that nation’s literature and poetry in
English, its rich culture and past in history, its monetary
system in math and its environment in science. Visual
arts, music and geography are also key components of
this unified course.
NURTURING CREATIVITY—ENCOURAGING EXPLORATION
“One of the things we love about THA is the strong senseof community on campus. The kids feel so at home andcomfortable here; it’s a special feeling that you don’t getin public school. It’s hard to describe in words, but easyto feel when you’re a part of it.”—jeff & sara artzi
DISCOVERY—A PROCESS STIMULATING & RELEVANT
LEA
RN
ING
TH
RO
UG
H
4
THINKING MATHEMATICALLY BECOMES AS NATURAL AS
TH
INK
ING
WIT
HLA
NG
UA
GE
a vision of excellence
our program of studyTECHNOLOGY
Computer technology is incorporated into the
Academy’s entire core curriculum for kindergarten
through eighth-grade. For example, kindergarten
and first-grade students participate in a unique
robotics program that teaches the fundamen-
tals of the programming language. As the students
move into the higher grades, they become computer
literate. By sixth-grade, all students are proficient in
Word, Excel and Publisher and have a strong under-
standing of how to effectively use the Internet as a
research tool to write papers for English, science and
other subjects. Technology in computer graphics, such
as Photoshop, Illustrator and InDesign, are offered
to Middle School students as part of Yearbook Enrich-
ment. The Academy offers all students a network
environment that allows access to shared
resources, information via the Internet, on-line encyclo-
pedias, libraries and other educational websites.
intersect and relate to each other so that our students
gain a greater understanding of how their world works.
Children learn the basic cornerstones of mathematics
and develop mathematical comprehension, striking a
balance between learning facts and the appreciation of
mathematical concepts.
SCIENCE
In science, students far exceed didactic learning. They
act as mathematicians, scientists and technology experts
as they wrestle with the actual
problems facing our world, such as dangers to the
environment, global overpopulation, disease control and
genetic engineering. The program engages students
through real-life applications of obtaining and analyzing
data. Students use a combination of mathematics,
science and technology to address Earth’s challenges,
emulating the work of experts in these fields.
Tucson Hebrew Academy is a research-based school.
Our program is driven by the latest pedagogical research
on how children learn most effectively. In every grade,
the academy emphasizes teaching
excellence, not simply the presentation of infor-
mation. We strive to capitalize on each child’s unique
way of learning and thinking. While our students follow a
directed course of study, teachers constantly challenge
each individual to exceed the assigned work by exploring
and thinking independently. Thus, the educational expe-
rience stretches the intellect, creating adventuresome
learners. Tucson Hebrew Academy strives for the highest
standards in mathematics, science and technology.
MATHEMATICS
At the Academy, thinking mathematically becomes as
natural as thinking with language. We demonstrate how
the subjects of mathematics, science and technology
“Our children received the Jewish education that we wereunable to give them. In addition,they gained an outstanding secular education that could only be taught in small class-rooms from caring and commit-ted teachers. They have beencompletely prepared for their high school and college years.”—janis & danny gasch
7
the basic skills of both expository and creative writing
are the emphasis. Our research-based curriculum
ensures that each student reads, spells and learns
correct use of English grammar, developing strong
abilities in oral expression and vocabulary.
COMMUNITY SERVICE
As a Jewish institution, Tucson Hebrew Academy
teaches each student to embrace his or her individual
obligation to improve the world. We integrate the con-
cept of tikkun olam (responsibility for repairing
the world) throughout the curriculum. Our Community
Service Program makes it possible for each student to
contribute time and effort meaningfully to the welfare of
others. In middle grades, the Academy requires students
to perform public service each year. Stu-
dents choose from a myriad of opportunities, through-
out the Tucson metropolitan area. Whether working with
the aged, serving in a food pantry or cleaning Sabino
Canyon, our students learn the importance of service to
the community. Younger students take part in age-
appropriate service activities. making a differ-
ence in the lives of others gives our
students the enthusiasm to seek this kind of satisfaction
throughout their lives.
HISTORY/SOCIAL STUDIES
History and social studies emphasize the interdepen-
dent nature of humanity. As we enter a new millennium
in a world shrinking through cyber-communications and
ease of travel, it is critical that students know about peo-
ple in other places and learn to draw upon the experi-
ence of people from previous times. This understanding
will enable them to compete and suc-
ceed in the multicultural “world
village” of their adult years. Lower School students
move from learning first about their own culture to
learning about other societies, both in the contemporary
and historical contexts.
A four-year sequence in the Middle School covers West-
ern Civilization from ancient times forward, culminating
with our eighth-grade American Studies Program.
READING, WRITING AND LITERATURE
The study of literature complements history and
social studies. In seventh-grade, for instance, reading
coordinates with the year-long focus on modern Euro-
pean history incorporating such great masterpieces
as Cyrano de Bergerac, Oliver Twist, The Count of Monte
Cristo, Animal Farm and The Diary of Anne Frank.
A four-year sequence, starting in fifth-grade, cultivates
serious research and writing skills utilizing the nation-
ally-recognized Basic Writing Skills program. In Lower
School, the Academy has introduced the Junior Great
Books Program. Emphasizing the Socratic method, this
program develops in-depth reading compre-
hension, critical thinking and inter-
pretive discussion skills. Poetry and
6
EN
AB
LED
TO
SU
CC
EE
DIN
TH
EM
ULT
ICU
LTU
RA
L“W
OR
LDV
ILLAG
E”
OUR PROGRAM IS DRIVEN BY THE LATEST PEDAGOGICAL RESEARCH
“THA’s small class size enables the teachers to really get toknow their students—and the kids to really know their teach-ers. This allows for a more individualized, content driven curriculum which promotes positive interaction and enhancesthe learning process. And, as our recent THA graduate adds,"THA rocks!"—dot kret
TIKKUN OLAM: RESPONSIBILITY FOR REPAIRING THE WORLD
98
ATHLETICS/PHYSICAL FITNESS
Our physical fitness program is designed to keep stu-
dents healthy and energetic. Tucson Hebrew Academy is
a member of the president’s council on
physical fitness and sports. This pro-
gram tests children’s flexibility, endurance and strength.
Students participate in a battery of challenging tests,
including pull-ups or push-ups, sit-ups, a quarter-mile or
mile run, a shuttle-run to test quickness and agility, and
a “v-sit” reach to measure flexibility.
As we have grown increasingly aware of the importance
of physical activity for our children, THA has responded
by offering a challenge and competitive
interscholastic and intramural
athletics program, promoting fitness, team-
work, sportsmanship and, of course, sheer fun. Our
programs include basketball, soccer, track and field,
and volleyball.
FINE ARTS
Our commitment to the fine arts is apparent as you
walk through the Academy. children’s art-
work covers the walls, and their
singing voices exude the spirit of
the academy. Visual arts, music and drama are
woven throughout the curriculum. Artists are considered
part of their cultural milieu. For instance, when studying
Shakespeare, students learn the music, art and dramatic
techniques of his time. Our drama ensemble produces
theatrical events throughout the year. School children
participate in grade-level performances that reflect the
secular and Judaic studies programs.
In music, students become familiar with composers
and music from around the world and throughout time.
Beginning in kindergarten, students make music and
use rhythm instruments from various cultures. Our
choir is invited to perform in the community. The stu-
dent band gives our young musicians the opportunity to
hone their skills in an ensemble setting. As a comple-
ment to their classroom studies, our students take fine
arts field trips to various local galleries, museums, con-
certs, opera and theater productions and symphony
dress rehearsals.
PR
OM
OT
ING
FIT
NE
SS
,T
EA
MW
OR
K,
SP
OR
TS
MA
NS
HIP
AN
D,
OF
CO
UR
SE
,S
HE
ER
FU
N
VISUAL ARTS, MUSIC AND DRAMA ARE WOVEN THROUGHOUT THE CURRICULUM
“My older son discovered his passion for art with his Middleschool art teacher. He is now an assistant art director in Holly-wood.”—martha sampson,mother of bryan langer ’94
ADVENTURESOME AND CONFIDENT
Q: HOW DO I APPLY TO THA?
A: YOU MAY CALL THE ADMISSIONS
OFFICE AT (520) 529-3888 X104 OR
E-MAIL RSEBOLD@THAAZ.ORG TO
HAVE A BROCHURE/APPLICATION
MAILED TO YOU.
Q: IS THA ACCREDITED? A: THA IS
ACCREDITED BY THE NORTH CENTRAL
ASSOC. COMMISSION ON ACCREDITA-
TION & SCHOOL IMPROVEMENT. THA
IS ALSO A MEMBER OF THE NATIONAL
ASSOC. OF INDEPENDENT SCHOOLS.
Q: DOES THE ACADEMY HAVE
ATHLETIC TEAMS? A: THERE ARE
MANY INTERSCHOLASTIC TEAMS
FOR BOTH MIDDLE SCHOOL BOYS’
AND GIRLS’ SPORTS THROUGHOUT
THE YEAR.
Q: WHAT DOES THA LOOK FOR IN
AN APPLICANT? A: THE ACADEMY
LOOKS FOR APPLICANTS WHO ARE
WELL ROUNDED, CURIOUS AND
CAN BENEFIT FROM A RIGOROUS
ACADEMIC PROGRAM.
Q: WHY SEND MY CHILD TO THA?
A: THA OFFERS A CLASSIC INDEPEN-
DENT SCHOOL EXPERIENCE PROVID-
ING ITS STUDENTS WITH SKILLS TO
THINK CRITICALLY, WRITE EFFECTIVELY
AND PROBLEM SOLVE CREATIVELY.
Q: IS FINANCIAL AID AVAILABLE?
A: UNDERSTANDING THAT NOT EVERY
FAMILY CAN AFFORD FULL TUITION,
THA PROVIDES FINANCIAL ASSIS-
TANCE TO FAMILIES ON THE BASIS OF
DEMONSTRATED FINANCIAL NEED.
Q: WHAT IS THE TYPICAL CLASS SIZE?
A: GRADES 1–4 RANGE FROM 12–18
STUDENTS. GRADES 5–8 VARY FROM
12–22 STUDENTS.
Q: HOW LONG IS THE SCHOOL DAY?
A: SCHOOL BEGINS AT 8:00 A.M.
AND ENDS AT 3:30 P.M., MONDAY
THROUGH FRIDAY.
Q: WHAT IS THE CUT-OFF AGE
FOR KINDERGARTEN ADMISSION?
A: A CHILD MUST BE FIVE YEARS
OLD BY SEPTEMBER 1 OF THE YEAR
OF KINDERGARTEN ADMISSION.
Q: HOW DO I ARRANGE FOR A VISIT
TO THE SCHOOL? A: A VISIT TO THE
SCHOOL FOR BOTH PARENTS AND
CHILD IS A REQUIRED PART OF THE
APPLICATION PROCESS. CALL THE
SCHOOL OFFICE (520) 529-3888.
Q: HOW ARE GENERAL AND JUDAIC
STUDIES TAUGHT? A: THA’S CURRICU-
LUM PROVIDES A UNIQUE MULTICUL-
TURAL INTERDISCIPLINARY PROGRAM
WITHIN A MORAL AND ETHICAL
FRAMEWORK.
13
COMPARATIVE JUDAISM
As a community day school our unique experiential
prayer program sensitizes children to the major move-
ments in Judaism. Students learn the philosophy,
history and ritual of each movement in Judaism, which
they apply during prayer services. A comparative
Judaism/Tefillah program for grades six through eight
introduces children to the richness and complexity
of Tefillah throughout the Jewish community. They study
the Orthodox, Conservative and Reform experiences.
Our students develop an appreciation and
understanding of the many ways
Judaism is celebrated. K’lal Yisrael
becomes a real part of their life, philosophy, history
and practice.
HEBREW LANGUAGE
Our approach is to teach modern Hebrew as a living
language. Starting in kindergarten, students begin to
acquire the language through listening and respond-
ing—they learn to think in Hebrew, not
merely to translate. This provides them
with the essential building blocks of language, allowing
them to communicate both quickly and effectively.
Our students are encouraged to take linguistic risks,
allowing them to acquire language skills more rapidly.
Instructors use real-life language experiences so that
Jewish culture is central to the study of language. We
couple the aural/oral approach with a strong foundation
in reading, writing, spelling and the composition of
thoughtful, cogent essays.
12
a living heritage
the judaic studies program
Judaic studies at the Academy are unique in the
Southwest and in the nation. Judaic studies are inter-
woven with secular studies. This approach enables our
students to acquire a heightened consciousness of
Jewish heritage, tradition, culture, ethics and values as
relevant to their lives. They study the Bible, Jewish holi-
days and traditions dynamically through games, play,
dance and songs. This highly innovative
curriculum demonstrates to our students that
Jewish ethics and history are related in significant
ways to world history, science, mathematics, literature
and the arts.
JUDAIC STUDIES ARE INTERWOVEN WITH
SE
CU
LAR
ST
UD
IES
“Both of our daughters are growingup to be sensitive, caring and empa-thetic young people who have adeep sense of commitment to theirJewish heritage and an understand-ing of their Jewish roots. We couldhave asked for nothing more impor-tant for our girls, and feel that bysending them to THA, we were ableto do for them what no other schoolcould have done.”—dr. lionel &karen faitelson
1514
the lower school
kindergarten–grade four
Our writing curriculum emphasizes expository and
creative writing skills, which enable our students to
develop the ability to communicate clearly, concisely
and effectively.
Fourth-graders and kindergartners participate in an
in-depth, first-of-its-kind Ni Hao (“HELLO”) China pro-
gram with the Tucson Chinese Cultural Center. Fourth-
graders study the country and culture of China and
the inner workings of a Cultural Center. They learn to
become business managers, curators, grant writers
and other specialists of a gallery as well as incipient
“experts” on China. They create their own Cultural
Center, which is open to the public at the Academy.
Kindergartners spend six weeks in their unique
collaboration between our Academy and the Cultural
Center, learning about Chinese family and cultural life.
The Lower School provides a safe, nurturing
environment, one that encourages each child to
reach his or her academic and creative potential. We
have made a special commitment to our youngest learn-
ers. Our kindergarten, first- and second-grade classes
each have a teacher and a paraprofessional to work with
the students. We recognize the developmental differ-
ences in young children and reach each child at his or
her own maturational stage. Our low student/teacher
ratio permits us to guide children purposefully and
gently to the next academic, social and emotional level.
Individual and small group instruction in reading is
based on the latest educational research available, and
provides an optimum environment for
the success of our emergent readers.
Throughout the Lower School, we emphasize critical
thinking along with basic skills. The Junior Great Books
Program introduces our students to the finest of chil-
dren’s literature. It focuses on interpretive reading, writ-
ing and discussion through the Socratic method.
WE RECOGNIZE DEVELOPMENTAL DIFFERENCES
INY
OU
NG
CH
ILD
RE
NA
ND
RE
AC
HE
AC
HC
HIL
DA
TH
ISO
RH
ER
OW
NM
AT
UR
AT
ION
AL
STA
GE
"Our daughter has attended THA for the past two years. She's happy, confident, and is receiving a great education.But, most importantly, THA provides her with values and a cornerstone of her moral foundation."—rebecca foley
WE EMPHASIZE COMMUNICATING CLEARLY, CONCISELY AND EFFECTIVELY
17
service to the community is an essential
component of our philosophy. leadership
opportunities are encouraged through the Student
Council. Extracurricular activities are also an integral
part of the Academy’s total learning experience.
Students participate in the publication of a school
newspaper and yearbook, theatrical productions, as
well as interscholastic and intramural athletics.
Through an academically rigorous
program, students in grades five through eight
learn to master the skills that serve them in high school
and beyond. They learn comprehensively. A four-year
sequence covers Western civilization from ancient
Sumeria, Israel, Egypt, Greece and Rome to modern
times. A school-wide expository-writing sequence builds
critical research and writing skills that enable students
to organize and present coherent, articulate essays and
research papers.
Blended throughout the curriculum are studies in
music, art, drama and creative writing as well as Judaic
studies. Students acquire a mastery of modern Hebrew
language and history. For example, when studying
ancient Egyptian civilization in social studies, students
paint hieroglyphics in art class and learn ancient Hebrew
songs in Judaic studies to create a deeper understand-
ing of historical contexts.
The Middle School curriculum encourages students
to appreciate the classical arts, providing them field
trips to operas, museums and phil-
harmonic concerts. Children learn to appreci-
ate the beauty of Shakespeare’s language and poetry.
A four-year Shakespearean sequence exposes students
to Julius Caesar, Romeo and Juliet, The Merchant of
Venice and Othello. Students also participate in a
Shakespeare Festival at the Academy.
the middle school
grades five–eight
FIE
LDT
RIP
ST
OO
PE
RA
S,
MU
SE
UM
S
AND PHILHARMONIC CONCERTS
“Rachel has thrived bothacademically and sociallyat THA. The small class sizegives her a greater opportu-nity to express her opinionsin class, and she does sowith great confidence. Theteachers are extremely car-ing and supportive, and areable to give each studentthe attention that theyneed. When Rachel has dif-ficulty with a concept, theynotice it, and work with heruntil she gets it. I knowthat she is in good hands at THA.”—nanci levy
LAB
OR
AT
OR
YT
OC
ON
CE
RT
HA
LL
EXPLORING THE WORLD FROM
1918
a caring faculty
teachers as guides & friends
The Academy holds its faculty to the highest standards
of training and performance. We recruit our
faculty from across the united
states and other countries to find
the best teachers for our students. We nourish our
faculty’s intellectual, social and professional growth
through our Faculty Excellence Funds that enable staff
to attend classes, seminars and workshops and obtain
advanced degrees.
While the energy of learning is at the core of Tucson
Hebrew Academy, it is our faculty that is the fundamen-
tal cornerstone of the Academy experience.
Our teachers act as mentors, guides and
friends to students. They instruct and motivate,
allowing students to sharpen their skills and gain confi-
dence by performing on their own. As a result, students
learn by doing: solving problems, reasoning, communi-
cating and making leaps of creativity. Dedicated and
accessible well beyond the classroom, teachers make
use of all “teachable moments,” even those that may
casually arise in the corridors, at lunch, before or after
school or on the playing fields, to convey information
or teach values.
Students and parents can communicate
with teachers easily. Every faculty member
has voicemail and email. All faculty members work
together as a team. The Academy takes the unusual step
of giving teachers time to collaborate daily on content,
methods and pedagogy. Teachers for each grade meet to
discuss class projects and curriculum, coordinate long-
and short-term assignments and evaluate individual stu-
dent’s progress. They meet regularly within departments
and across disciplines and grade levels to share their
academic expertise, enabling them to integrate material
sequentially across the curriculum.DEDICATED AND ACCESSIBLE
OU
RT
EA
CH
ER
SA
RE
INSTRUCT AND MOTIVATE, ALLO
WIN
GS
TU
DE
NT
ST
OS
HA
RP
EN
SK
ILLSA
ND
GA
INC
ON
FID
EN
CE
“Each day Darien and Nolan attend THA, they are given the gift of knowing they are loved, respectedand accepted for who they are. They have gained a great amount of confidence and self-esteem know-ing they are safe to be themselves.In return, Darien and Nolan areable to give back to THA and theirteachers by working and learning at their greatest potential. THA hasalso given them a tremendous sense of connection to their Jewishheritage and to the Jewish commu-nity.”—gwen ferrill
THA programs
beyond the classroom
FACILITIES
Located in contemporary buildings on the campus of
the Jewish Federation of Southern Arizona, Tucson
Hebrew Academy provides comfortable modern class-
rooms, an up-to-date computer center, a library, a music
room, fully appointed science laboratories, and a Glatt
kosher cafeteria. Also at our disposal are the outstand-
ing athletic facilities of the jewish
community center.
ADMISSIONS & ACCREDITATION
The Tucson Hebrew Academy admits students of
any race, color and national or ethnic origin to all the
rights, privileges, programs and activities generally
accorded or made available to students at the school.
Tucson Hebrew Academy holds accreditation from the
National Association of Independent Schools (NAIS)
and the North Central Association Commission on
Accreditation and School Improvement (NCA).
For more information please contact Ronnie
Sebold, Director of Admissions: rsebold@thaaz.org
or 520-529-3888 x104.
EXTRACURRICULAR ACTIVITIES & CLUBS
A wide range of lively activities spark enthusiasm beyond
the classroom. Chess club, choir, art club, cooking and
drama are among the after-school activities that attract
our students throughout the grades. The choir performs
a repertoire of American and Jewish songs for various
events in the community. Any Middle School student
who wishes may participate in drama productions. In
Lower School, each grade creates a special program in
which every child performs before an audience. This
helps develop our children’s confi-
dence, presence and poise.
FOR PARENTS
Throughout the year, the Academy offers a variety
of workshops and seminars for
parents concerning parenting, developmental
psychology and current educational issues. In addition,
many parents participate in the life of the Academy
through fundraising projects, holiday celebrations
and other activities sponsored by the Parent Teacher
Student Organization (PTSO).
For more information about
the Tucson Hebrew Academy
or to schedule a school visit,
please call (520) 529-3888.
A WIDE RANGE OF ACTIVITIES BEYOND THE CLASSROOM ENRICHES SCHOOL LIFE
L’DOR V’DOR
FROM GENERATION TO GENERATION
FOR 57 CENTURIES, JEWISH HERITAGE HAS BEEN
HANDLED WITH CARE FROM GENERATION TO GENERATION.
AS WE ENTER THE 21ST CENTURY OF OUR ERA, TUCSON
HEBREW ACADEMY LINKS THESE TIMELESS VALUES OF
LEARNING AND GOODNESS, IN AN UNBROKEN SEQUENCE,
TO OUR NEXT GENERATION.
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