Books by Roy Schwartzman
Research-based, comprehensive textbook covering public speaking, interpersonal communication, sma... more Research-based, comprehensive textbook covering public speaking, interpersonal communication, small group communication, interviewing, digital literacy (communicating with technology), & much more.
Articles/Chapters by Roy Schwartzman
Pandemic resilience: Vaccination resistance and hesitance, lessons from COVID-19, 2024
This chapter examines approaches to cultivating epistemic and argumentative resilience as means t... more This chapter examines approaches to cultivating epistemic and argumentative resilience as means to address vaccine hesitancy, with a focus on COVID-19 vaccinations in the United States. Moving beyond logistical conceptualizations of resilience in vaccine distribution, the analysis proposes a communication-centered framework emphasizing discernment and adaptive engagement with vaccine-related claims. Three community-based methods are evaluated for their potential to build resilience: deliberative polling, street epistemology, and deep canvassing. While these approaches have shown promise in addressing other polarized issues, their efficacy for vaccine hesitancy remains largely untested. The chapter critically assesses the strengths and limitations of each method, considering factors such as scalability, modality constraints, and potential for manipulation. Recommendations emphasize the importance of fostering ongoing, respectful discussions about vaccination and treating vaccine positions as continually negotiated claims rather than polarized commitments. This analysis contributes to the evolving discourse on vaccine hesitancy by proposing novel applications of community-engaged communication strategies. It calls for systematic research to empirically evaluate these methods’ impact on vaccine attitudes and uptake, while acknowledging the complexities involved in cultivating resilience to misinformation and building trust in vaccines.
Pandemic resilience: Vaccination resistance and hesitance, lessons from COVID-19, 2024
This chapter examines the complex relationship between eugenic fears and vaccine hesitancy, parti... more This chapter examines the complex relationship between eugenic fears and vaccine hesitancy, particularly in the context of the COVID-19 pandemic. It traces the historical roots of eugenics programs in Nazi Germany and the United States, exploring how these legacies inform contemporary concerns about vaccines as potential instruments of population control. The analysis reveals how historical injustices and ongoing inequities in healthcare access and vaccine distribution have reinforced mistrust among marginalized communities. The chapter discusses how eugenic concerns about vaccines often manifest as conspiracy narratives, sharing key features such as attributions of malevolent intent to powerful actors and positioning believers as victims. These narratives prove particularly resistant to refutation, adapting to incorporate counterarguments and evidence into their explanatory framework. To counteract eugenic fears driving vaccine hesitancy, the author proposes strategies to restore agency to marginalized communities and build trust through representation and engagement. Recommendations include increasing the participation of minoritized populations throughout the vaccine development and distribution process, leveraging trusted local institutions and community leaders, and utilizing social media to amplify empowering narratives about vaccination.
Current progress in arts and social studies research, vol. 4 , 2024
This study seeks to connect Chaim Perelman’s new rhetoric with critical theory, specifically Jürg... more This study seeks to connect Chaim Perelman’s new rhetoric with critical theory, specifically Jürgen Habermas’ ideal speech situation, to develop a more nuanced understanding of how argumentative strategies interact with power and ideology. Juxtaposing critical analysis of Perelman’s writings with Habermas’ ideal speech situation reveals that the universal audience, although conceived as a normative ideal for rational argumentation, is itself embedded in ideological contexts. The universal audience can function as a mechanism for legitimizing institutionalized power relationships and entitling individuals to exert authority. It also, however, possesses potential as a counter-ideological tool when synthesized with the ideal speech situation. This synthesis offers a more robust, although still nascent, framework for understanding the interplay between argumentation, ideology, and power.
Proceedings of the Seventh International Conference on Gender Research, 2024
At colleges and universities throughout the United States, academic advisors play a central role ... more At colleges and universities throughout the United States, academic advisors play a central role in stemming the tide of declining student enrollment and academic underachievement—especially in the wake of academic, physical, emotional, and interpersonal setbacks incurred during the COVID-19 pandemic. For many undergraduates, the mentoring relationship with their academic advisor provides the longest lasting and deepest connection with a faculty or staff member throughout their college experience. Increasingly, the expectations that institutions and students place on academic advisors have escalated far beyond simply guiding course selection and checking fulfillment of graduation requirements. While this more holistic approach to advising can cultivate a greater sense of belonging, it also places the advisors in a precarious position as the parameters of their responsibilities and the extent of caregiving continue to broaden. The ever-expanding expectations of caregiving placed on college academic advisors exemplify how pandemic-informed labor practices across many workplaces inadequately acknowledge caregivers while the care recipients may become overly dependent.
This study investigates how advising evolves to become an extrapolation of the caregiving demands socially placed upon women in traditional, patriarchally structured families and workplaces. Using methods derived from critical incident theory that identify systemic crisis points and opportunities for intervention, the authors examine narratives of two women who serve as the lead advisors for their departments in southeastern United States universities. Their narratives delineate two double binds. First, the presumably bottomless reservoir of care demanded from women places nurturance of students in tension with career advancement and other care responsibilities (e.g., self and family). Second, setting boundaries to caregiving may generate accusations of insensitivity, but boundless care can accommodate and encourage learned helplessness among students. The investigation concludes with suggestions to reform institutional policies and build student resilience that equips them to learn independently.
.Ed Magazine, 2023
Abstract of Issue Theme:
The nature of education has transformed to become more holistic in seve... more Abstract of Issue Theme:
The nature of education has transformed to become more holistic in several ways — explicitly highlighting the importance of empathy, customizing instruction to the learner, foregrounding equity and inclusion, and providing emotional support as foundational to instruction. Therefore, studying the relationships between the modality of practice (online, hybrid, face-to-face, and the quality of education has become critically important.
Abstract of Article:
This article details ways that educational leaders can exhibit, practice, and build resilience on the personal, relational, and community level.
Communication Center Journal, 2023
As a response to ongoing student attrition and declining academic performance, a midsize (enrollm... more As a response to ongoing student attrition and declining academic performance, a midsize (enrollment = 17,743), minority-serving southeastern research (Carnegie R2) university initiated a “reboot” of high-enrollment general education courses. A key component of the reboot involved embedding undergraduate staff from the university’s oral communication center as peer guides to energize improvements in three areas: performance and retention, engagement, and student satisfaction.
This study examines the empirical evidence of how embedding undergraduate peer guides from a communication center can affect student success in the introductory, performance-based communication course. Measures related to each area targeted for improvement were applied to students (n = 406) in 16 rebooted sections of the introductory course with peer guides and control groups of students (n = 319) in sections without peer guides. Qualitative feedback on the peer guide experience was obtained from focus groups with peer guides and instructors who participated in the reboot.
No significant difference was found between students in the peer guide sections versus the control group in overall midterm or final grades, perceived quality of instruction, or student activity on the Canvas learning management system. Students in the reboot sections lagged behind their control group cohorts in reducing their communication apprehension. The decidedly mixed outcomes suggest the need for different types of involvement than the traditional consultative role that communication center tutors usually play.
Proceedings of the 6th International Conference on Gender Research, 2023
This study foregrounds the conflicting social pressures that women educators in the United States... more This study foregrounds the conflicting social pressures that women educators in the United States face in dealing with the ongoing COVID-19 pandemic in higher education. Narratives from three standpoints interweave to provide three perspectives on pandemicinformed practices that can build resilience as an inclusive rather than simply an individual process. The three points of view are: a mother in a non-tenure track teaching position who juggles caregiving duties; a male department head navigating how to energize allyship within a neoliberal educational system that suppresses acknowledgment and support of caretaking; and interactions among members of the Facebook group Pandemic Pedagogy, a global social media hub for educators adjusting to the pandemic's impact. Collectively, these standpoints constitute a critical autoethnographic multilogue to deconstruct and remediate the systemic gender inequities exposed and exacerbated by the pandemic. The three perspectives converge on implementing feminist ethics of care as both a philosophical and practical foundation for constructively cultivating resilience at the personal, community, and institutional levels.
What the Hell Was I Thinking? Reflections, Ruminations, and Revelations on Becoming a Department Chair, 2022
Becoming head of a profoundly collegial department with essentially zero turnover offered a logic... more Becoming head of a profoundly collegial department with essentially zero turnover offered a logical extension of my 14 years as a full professor at a thriving mid-size, minority-serving, research-intensive (Carnegie R2) university. Instead, I quickly found myself swirling in the vortex of severe, chronic crises: ongoing budget cuts, systemic inequities concentrated on the most vulnerable populations, and uncertainties associated with the pandemic. This critical autoethnography addresses how a department head can adopt the role of a critical advocate who addresses problematic institutional practices while fostering a care-based departmental culture of mutual support. My reflections foreground three themes: using critical advocacy to counteract professional vulnerability, building resilience in the neoliberal academy, and harnessing care to develop trauma-informed leadership.
The NCA-CCCC seeks to facilitate partnerships with community-based organizations that create sust... more The NCA-CCCC seeks to facilitate partnerships with community-based organizations that create sustainable change for underrepresented and/or vulnerable communities through the production and application of communication-related scholarship. Learn more about the NCA-CCCC's work through its inaugural host institution, UNC Greensboro, and find project videos, interviews with principal investigators, student stories, and more at cccc.uncg.edu.
Basic Communication Course Annual, 2022
The COVID-19 pandemic presents opportunities to foster resilience as an ongoing process of produc... more The COVID-19 pandemic presents opportunities to foster resilience as an ongoing process of productively adapting to crises and change. The fundamental communication course can serve a key role in building resilience on several levels: personal (for students and teachers), across courses and communication programs, and community-wide. Lessons learned from the pandemic include judiciously adopting new technological tools, counteracting regressive institutional resilience that resists change, and maximizing inclusivity in course design and delivery.
Communication and Theater Association of Minnesota Journal, 1995
The Communication and Theater Association of Minnesota Journal is published annually, usually dur... more The Communication and Theater Association of Minnesota Journal is published annually, usually during the siunmer by the COMMUNICATION AND THEATER ASSOCIATION OF MINNESOTA. Regular Membership in CTAM includes the journal subscription. CTAM membership information can be obtained from any of the ofGcers. Single issues of the journal can be purchased by contacting the treasurer or editor. Departments may place advertisements in the Journal by contacting the editor.
Communication instruction and the Gen Z classroom: Educational explorations, 2021
Martyrdom & Resistance, 1995
![Research paper thumbnail of Unpacking Privilege in Pandemic Pedagogy: Social Media Debates on Power Dynamics of Online Education [open access via URL]](https://attachments.academia-assets.com/73311438/thumbnails/1.jpg)
Journal of Communication Pedagogy, 2021
As one of the world’s major social media hubs dedicated to online education during the COVID-19 p... more As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested:
(1) rigor versus accommodation in calibrating standards for students, and
(2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege and marginalization in the structures and methods of online education. The pandemic starkly exposes disparities in access, equity, and inclusivity. Addressing these challenges will require explicit measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning rather than relying on institutions to revert to business as usual after this pandemic abates.
![Research paper thumbnail of Trumping Reason: Political Communication in the Post-Truth Era [open access]](https://attachments.academia-assets.com/68023826/thumbnails/1.jpg)
Rationalist Bias in Communication Theory, 2021
Why does support for Donald Trump remain resilient despite the preponderance of arguments and evi... more Why does support for Donald Trump remain resilient despite the preponderance of arguments and evidence that should refute so many of his claims? The answer lies in how Trump’s rhetoric fully embraces intuitively based rationales for allegiance. This chapter analyzes Donald Trump’s rhetoric throughout his campaign and presidency through the lens of moral foundations theory, which identifies clusters of value commitments that correlate with political allegiance. Trump activates connections with foundational values of his constituents through specific heuristic devices, especially loss aversion, availability, and representativeness. Synthesizing behavioral economics with the dramatistic rhetorical theories of Kenneth Burke reveals how Trump’s claims resist counterargument and what rhetorical resources offer potential avenues for alternative positions to gain traction.
![Research paper thumbnail of Risky Jews: Understanding Antisemitic Communication through a Social Intuition Framework [open access]](https://attachments.academia-assets.com/68023876/thumbnails/1.jpg)
Rationalist Bias in Communication Theory, 2021
Focusing on many previously untranslated articles in popular national magazines and newspapers, a... more Focusing on many previously untranslated articles in popular national magazines and newspapers, as well as works by prominent racial theorists, this chapter traces how outrage was systematically fomented against Jews in Nazi-era Germany, creating perceived imperatives for drastic discriminatory measures. Rather than locate the core of Nazi antisemitism in historical or psychological factors, this study approaches antisemitism using the theoretical framework of risk communication. The heuristics of risk perception reveal an array of rhetorical tactics that fomented visceral aversion impervious to logical refutation. Portrayals of Jews as embodying maximal and uncontrollable risk, political, academic, and mass media discourse converged on the theme of Jews as posing unacceptable dangers that required progressively more drastic measures to control. The principles of risk communication, especially the means of inflaming outrage, could furnish useful interpretive frames for analyzing current antisemitism and other types of repressive discourse.
![Research paper thumbnail of COVIDiots and Cogency: Heuristic Dynamics of Defying Pandemic Health Measures [open access]](https://attachments.academia-assets.com/68013132/thumbnails/1.jpg)
Rationalist Bias in Communication Theory, 2021
The COVID-19 pandemic in the United States spawns a perplexing polemic. Intransigent coronavirus ... more The COVID-19 pandemic in the United States spawns a perplexing polemic. Intransigent coronavirus skeptics who defy public health recommendations often get cast as ideological zealots or as perniciously ignorant. Both characterizations overlook a more fundamental epistemic opposition. The authors recast the conflict between COVID-19 skeptics and public health advocates as the rhetorical incompatibility between the deliberative, scientifically grounded public health experts and the intuitive, emotion-driven mental heuristics of the non-compliant. This study examines the discourse of COVID-19 misinformation purveyors on broadcast media and online. Their main contentions rely on heuristics and biases that collectively not only undermine trust in particular medical experts, but also undercut trust in the institutions and reasoning processes of science itself. The findings suggest ways that public health campaigns can become more effective by leveraging some of the intuitive drivers of attitudes and behaviors that scientists and argumentation theorists routinely dismiss as fallacious.
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Books by Roy Schwartzman
Articles/Chapters by Roy Schwartzman
This study investigates how advising evolves to become an extrapolation of the caregiving demands socially placed upon women in traditional, patriarchally structured families and workplaces. Using methods derived from critical incident theory that identify systemic crisis points and opportunities for intervention, the authors examine narratives of two women who serve as the lead advisors for their departments in southeastern United States universities. Their narratives delineate two double binds. First, the presumably bottomless reservoir of care demanded from women places nurturance of students in tension with career advancement and other care responsibilities (e.g., self and family). Second, setting boundaries to caregiving may generate accusations of insensitivity, but boundless care can accommodate and encourage learned helplessness among students. The investigation concludes with suggestions to reform institutional policies and build student resilience that equips them to learn independently.
The nature of education has transformed to become more holistic in several ways — explicitly highlighting the importance of empathy, customizing instruction to the learner, foregrounding equity and inclusion, and providing emotional support as foundational to instruction. Therefore, studying the relationships between the modality of practice (online, hybrid, face-to-face, and the quality of education has become critically important.
Abstract of Article:
This article details ways that educational leaders can exhibit, practice, and build resilience on the personal, relational, and community level.
This study examines the empirical evidence of how embedding undergraduate peer guides from a communication center can affect student success in the introductory, performance-based communication course. Measures related to each area targeted for improvement were applied to students (n = 406) in 16 rebooted sections of the introductory course with peer guides and control groups of students (n = 319) in sections without peer guides. Qualitative feedback on the peer guide experience was obtained from focus groups with peer guides and instructors who participated in the reboot.
No significant difference was found between students in the peer guide sections versus the control group in overall midterm or final grades, perceived quality of instruction, or student activity on the Canvas learning management system. Students in the reboot sections lagged behind their control group cohorts in reducing their communication apprehension. The decidedly mixed outcomes suggest the need for different types of involvement than the traditional consultative role that communication center tutors usually play.
(1) rigor versus accommodation in calibrating standards for students, and
(2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege and marginalization in the structures and methods of online education. The pandemic starkly exposes disparities in access, equity, and inclusivity. Addressing these challenges will require explicit measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning rather than relying on institutions to revert to business as usual after this pandemic abates.
This study investigates how advising evolves to become an extrapolation of the caregiving demands socially placed upon women in traditional, patriarchally structured families and workplaces. Using methods derived from critical incident theory that identify systemic crisis points and opportunities for intervention, the authors examine narratives of two women who serve as the lead advisors for their departments in southeastern United States universities. Their narratives delineate two double binds. First, the presumably bottomless reservoir of care demanded from women places nurturance of students in tension with career advancement and other care responsibilities (e.g., self and family). Second, setting boundaries to caregiving may generate accusations of insensitivity, but boundless care can accommodate and encourage learned helplessness among students. The investigation concludes with suggestions to reform institutional policies and build student resilience that equips them to learn independently.
The nature of education has transformed to become more holistic in several ways — explicitly highlighting the importance of empathy, customizing instruction to the learner, foregrounding equity and inclusion, and providing emotional support as foundational to instruction. Therefore, studying the relationships between the modality of practice (online, hybrid, face-to-face, and the quality of education has become critically important.
Abstract of Article:
This article details ways that educational leaders can exhibit, practice, and build resilience on the personal, relational, and community level.
This study examines the empirical evidence of how embedding undergraduate peer guides from a communication center can affect student success in the introductory, performance-based communication course. Measures related to each area targeted for improvement were applied to students (n = 406) in 16 rebooted sections of the introductory course with peer guides and control groups of students (n = 319) in sections without peer guides. Qualitative feedback on the peer guide experience was obtained from focus groups with peer guides and instructors who participated in the reboot.
No significant difference was found between students in the peer guide sections versus the control group in overall midterm or final grades, perceived quality of instruction, or student activity on the Canvas learning management system. Students in the reboot sections lagged behind their control group cohorts in reducing their communication apprehension. The decidedly mixed outcomes suggest the need for different types of involvement than the traditional consultative role that communication center tutors usually play.
(1) rigor versus accommodation in calibrating standards for students, and
(2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege and marginalization in the structures and methods of online education. The pandemic starkly exposes disparities in access, equity, and inclusivity. Addressing these challenges will require explicit measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning rather than relying on institutions to revert to business as usual after this pandemic abates.
prevalent reactions to PWDs clustered around non-acknowledgment (preferring to read or use their phones, or not initiating any interaction). These findings may reflect the need to more actively stimulate direct personal interactions with people who are unfamiliar or
different, which the current generation of digitally saturated college students often finds challenging.
*Inviting community dialogue from residents across the city.
*Collecting questions about areas of concern.
*Sharing resources and expertise for answering those questions.
*Connecting participants with tools to influence decision-making and policy.
*Making both the community concerns and the resources available online and interpreted in a community display at the museum.
*Developing a program model for Greensboro that can be adapted and expanded.
This study examines the empirical evidence of how embedding undergraduate peer guides from a communication center can affect student success in the introductory, performance-based communication course. Measures related to each area targeted for improvement were applied to students (n = 406) in 16 rebooted sections of the introductory course with peer guides and control groups of students (n = 319) in sections without peer guides. Qualitative feedback on the peer guide experience was obtained from focus groups with peer guides and instructors who participated in the reboot.
No significant difference was found between students in the peer guide sections versus the control group in overall midterm or final grades, perceived quality of instruction, or student activity on the Canvas learning management system. Students in the reboot sections lagged behind their control group cohorts in reducing their communication apprehension. The decidedly mixed outcomes raise questions about optimal usage of peer guides. Studies documenting positive effects of peer mentors on student performance suggest the need for deeper, more regular, and more structured involvement than the traditional consultative role that communication center tutors usually play. Results point to the need for more clearly targeting peer guide roles toward cultivating dispositions and behaviors already known to affect student performance, engagement, and satisfaction.
1. What value can personal testimony have when disembodied and presented in a medium more manipulable by the audience (via editing, selective viewing, etc.)?
2. How can mediated survivor testimonies serve as tools for preventing and counteracting prejudice?
As survivors of genocides pass away, their firsthand testimonies increasingly will be accessible primarily through video archives. The preservation of memory through video archives also exacts a price. Once a survivor’s testimony enters the archive, it risks becoming ossified as a static monument. The video preserves the definitive record not only of that survivor’s life, but it also endures as an instantiation of archetypal narrative templates that channel perceptions into familiar storylines. As these narrative patterns become embedded as expectations, they risk obscuring or marginalizing the complex panoply of ways the survivors dealt with their situations.
This project takes Holocaust survivor testimonies as its point of departure in assessing the pedagogical challenges and opportunities of video testimonies. Discussions focus on three types of mediated testimony: early non-fiction televised chronicles of Holocaust survivors (particularly the first appearance of a survivor, on the 1953 U.S. television series This Is Your Life); archival video testimonies; and “unsettled testimony” consisting of less structured, first-person testimonies that reveal the challenges of discursive representation. The final category includes testimonies of Holocaust survivors independently recorded by the author. Each type of testimony offers distinct advantages and limitations in reducing prejudice and increasing productive engagement with the global immigration crises that many politicians continue to foment into nativism and xenophobia.
Critical examination of each medium of testimony leads to recommendations regarding how to provide more thorough, nuanced understanding of refugees and immigrants in the present. Testimony from immigrants could put into practice several key lessons gleaned from Holocaust survivor testimony. At the micronarrative level, individual testimonies can provide counterexamples to categorical generalizations about immigrants. Attention at this level focuses on providing detailed context and background to demonstrate how immigrants do not necessarily align with how they are categorized by media and politicians. At the mesonarrative level, the diversity of narratives can activate themes and characterizations absent or suppressed in collective portrayals of immigrants. Metanarrative testimony reframes immigrants by offering new narratives that can reframe the role of immigrants in society, suggesting storylines that treat immigrants as contributors rather than invaders.
Each poem speaks as the body of each protagonist, articulating how representations of the body play a central role in constituting candidates. Collectively, the poems and the narrative analysis track the evolution of a larger cultural narrative linking malfunctioning female bodies with professional malfeasance and moral decrepitude.
testimonies to wider, current audiences and issues. This presentation highlights several examples of these research-grounded creative works spanning various media.
*Folkston, Georgia
*Not a Moment to Lose
*What the Forest Teaches Us: Lesson 1
*The Solo Accompanist
*Aftermath
*A Winter Afternoon at Congaree Swamp
Available at: http://ir.uiowa.edu/ijls/vol10/iss1/38
>YouTube: https://www.youtube.com/channel/UCYegfLhvXSdvdCfRSyUFRRA...
>TV: Public Television Channel 23 in Greenville, Jacksonville & New Bern, NC: https://www.gpattv23.org/about-us
Here's the raw footage: https://us02web.zoom.us/.../7_NAizhDnfv2Njq1KoQ7lNjGFWXjK...
RADIO:
>Friday, September 18th at 11am then the following Tuesday, September 22nd at 11am on WCOM 103.5FM. Anyone wishing to listen on the radio may do so at 11am (either day) at this link:
https://tunein.com/radio/WCOM-LP-1035-s39265/
So click that link on that day and at that time for the livestream. It also airs on radio stations throughout the east region of NC.
It also airs in Virginia on:
WMVA, WHEE in Martinsville, VA
WDVA in Danville, VA
WKBY in Chatham, VA
In North Carolina on:
WYNC in Yanceyville, NC
WCOM in Chapel Hill, NC
PBS East in NC
Curtis Media - WPFT in NC
NC Policy Watch
WNOS New Bern, NC
In South Carolina on:
WTDF-The Point
In Louisiana on:
WKSY - 8 Station Manager
In the Washington D.C. area on:
WERA - Arlington, VA
Topic: What is the difference between "News" & "Journalism"? And do we in the U.S. need to separate the two to establish what is legitimate?
The objective of the show is to elevate the discussion to examine both sides of a topic equally - to seek understanding and why both sides "seek justice" in their perspective. For by elevating the relevant points of a topic, we may better, more holistically understand how to transcend the conflicts embedded within.
http://www.guilford.edu/student-…/student-media/…/index.aspx