Piedmont College
School of Education
Syllabus Outline
Preparing Proactive Educators to Improve the Lives of Children
I.
Course
Title: Instructional Media and
Technology
Number: EDUC 601
Prerequisites: None
II.
Instructor: Dr.
James MacNeil
Office: Martens Botanical Center
Phone: 706-969-9153
Email: jimmacneil@alltel.net
Home: 706-878-7657
Office Hours: TBA.
III.
Time: 5-9:30
Days: Tuesday
8 week session
Class Location: Martens
Botanical
IV.
Text(s)
Required: None
Supplemental: None
V.
PIEDMONT COLLEGE
MISSION STATEMENT
Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a challenging and caring intellectual environment to encourage academic success and spiritual development.
To accomplish this mission, the College offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs. Instructional opportunities are also provided at distant locations to meet the needs of all students.
School of Education Mission Statement
The School of Education offers a variety of undergraduate and graduate programs to prepare teachers at the initial and advanced levels. Programs of study include undergraduate programs in Early Childhood Education, Middle Grades Education, and Special Education. Graduate programs at both the initial and advanced certification levels include master’s programs in Art Education, Early Childhood Education, Music Education, Special Education, four content areas in Secondary Education, as well as the Education Specialist in Instruction degree.
The
School of Education’s mission is focused on Mastering the Art of Teaching:
Preparing Proactive Educators to Improve the Lives of All Children. Supporting
this mission, we strive to prepare reflective, scholarly, proactive educators.
These practitioners effectively educate their own students to become
knowledgeable, inquisitive, and collaborative learners in diverse, democratic
learning communities.
Student’s Responsibility
Students
must assume full responsibility for knowledge of the policies, rules, and
regulations of the School of Education and the College, and of departmental
requirements concerning their individual programs.
It is the
responsibility of the student to become knowledgeable of and to observe all
regulations and procedures required by the program being pursued. In no case
will a regulation be waived or an exception be granted because a student pleads
ignorance of the regulation or asserts that the individual was not informed of
a specific requirement by an advisor or other College personnel.
Regulations
and procedures are subject to change pending rules of the Georgia Professional
Standards Commission.
Graduate
M.A.T. and M.A. Program Objectives:
The
objectives of the undergraduate education programs apply to candidates seeking
initial certification at the master’s level. Additionally, the Master of Arts
in Teaching (M.A.T.) and Master of Arts (M.A.) programs at Piedmont College
continue to provide the graduate candidate knowledge in the social and
educational development of students. Through an individualized program of study
based on the candidate’s undergraduate program, experience, and professional
goals, the programs seek to:
• provide
the candidate with the ability to communicate and teach effectively using an
interdisciplinary knowledge base and understanding of multidimensional
classrooms;
• use and
facilitate critical thinking skills;
• enhance
candidates’ content knowledge, integrating it with instructional technology;
• enable
candidates to interpret and assess educational research, and conduct their own
classroom-based research; and
• provide
experiences that enable candidates to assume roles as proactive, reflective,
and scholarly practitioners and develop their skills and abilities as
professional teachers.
An
educator is a professional role model who must adhere to the Georgia Code of
Ethics published by the state certification agency, The Professional Standards
Commission (PSC). The School of Education at Piedmont College and the Georgia
PSC believe that teachers should be held to the highest moral standards. The
School of Education maintains the right to deny a candidate admission to any
program for good cause, after an investigation is held, and a notice and
hearing are provided to the applicant. Initial Certification candidates must
undergo a criminal background check at the beginning of their first semester
and prior to student teaching. Applications to student teaching may be denied
based upon information provided in these background clearances. The consent
form for the background check is attached to the student teaching application and
requires a fee of $3.00. Before being hired by a Georgia public school system,
another background check including fingerprinting will be conducted by the
system. If a problem arises, the State of Georgia has the right to deny a
person a teaching certificate.
VI EDUC 601. Instructional Media and
Technology
The Instructional Media and Technology course is designed to familiarize
participants with technologies that are impacting, will impact, and could
potentially impact education. Applications and effective use of instructional
media in technology, including integration throughout the curriculum, use of
multimedia technology, computer-assisted instruction and practices, computers
and cooperative learning, computer simulations and problem solving, and the use
of computers as a management tool will be explored. Participants will develop a
unit of instruction incorporating technology to be used in the classroom.
(Field experience required.)
Core Candidate Learning Outcomes
(CLO):
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium), are addressed in this course.
1) Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring learning environment that encourages positive social interaction, active engagement in learning, and self regulation and collaboration The teacher additionally fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding.
2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
3) Student Learning: The reflective teacher understands how students develop and learn and can provide well-managed learning opportunities that support students’ intellectual, social, and personal growth.
4) Diversity: The teacher committed to the ideals of the democratic classroom understands that learners are the products of their innate talents/disabilities, preferred learning styles, and cultural experiences and can adapt instruction to meet diverse needs.
5) Instructional Strategies: The teacher understands and uses a variety of instructional strategies to proactively encourage the development of student critical thinking, problem solving, and performance skills.
6) Assessment Strategies: The teacher understands and uses a variety of assessment strategies to encourage the continual intellectual, social, and personal growth of students to become knowledgeable, inquisitive learners.
7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom.
8) Planning Instruction: The reflective, scholarly, and knowledgeable teacher plans and manages instruction based upon knowledge of subject matter/pedagogy, students, the community, and curriculum goals.
9) Reflection and Professional Development: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, and who actively seeks opportunities for the continual development of a personal pedagogy.
10) Collaboration and Relationships: The proactive teacher communicates and interacts with other educators, parents/families, and the community to support student learning and well being.
Early Childhood Graduate Candidate
Learning Outcomes:
11) Constructivist Practices: The proactive, scholarly, and reflective teacher models and provides opportunities for constructivist practices.
12) Informed Teachers: The proactive, scholarly, and reflective teacher is an informed professional.
13) Scholarly Work: The proactive, reflective teacher actively engages in scholarly work.
14) Action Research: The proactive, scholarly, and reflective teacher participates in action research.
Secondary Graduate Candidate Learning
Outcomes:
For both Initial and Advanced Certification Programs
15) Research: The teacher refines instructional practices informed by critical consideration of relevant research and by the application of action research as an ongoing aspect of practice.
16) Democratic Classroom: The teacher guides students toward involvement in activities which provide skills and dispositions to fulfill the roles of a citizen engaged in pursuing the ideals of democracy.
17) Philosophical Orientation: The teacher studies initiatives, patterns, trends and policies for their philosophical underpinnings as part of a continuing assessment of the efficacy of those underpinnings.
18) Integrity: The teacher pursues her/his professional practices with a strong sense of mission beyond keeping a job, and with a keen sense of ethical integrity.
19) Philosophical Pragmatism: The teacher maintains an intellectual spiral in which practices are improved by conceptual refinements, which are in turn refined by assessing the results of implementations over time.
For Advanced Certification Programs
20) Modeling and Mentoring: The teacher both models best practices and accepts responsibility to mentor new and veteran teachers.
21) Professional Discourse: The teacher participates actively in the professional discourses related to the field of certification – at the school and in regional and national venues.
22) Proactive Involvement: The teacher takes advantage of opportunities to influence the school toward curricula, instructional practices, policies and professional climate which result in students acquiring more durable knowledge and skills and in-depth understanding, as well as positive dispositions toward learning.
VIII Expected Outcomes
a. Learn to use basic functions and features of a PC operating system
b. Produce a variety of text/graphics/mail merge documents using a word processor
c. Develop presentations using available presentation software
d. Develop spreadsheets that include formulas, graphs, alpha and numeric data, statistical analysis, data extraction etc.
e. Setup and use various email systems to communicate with colleagues, course instructor, and service providers
f. Evaluate websites and plan, design, create and publish a website in support of instructional goals
g. Use browser software to locate and manipulate information and instructional resources from the world wide web
h. Investigate, evaluate and design a Web Quest for classroom use
i. Review, evaluate, classify, organize and purchase instructional and productivity software.
j. Learn to identify modeling vs simulation software and how each may be used in the classroom setting
k. Identify instructional goals in the classroom, school or school system which can be satisfied with internet technology
l. Become familiar with instructional materials on the internet and plan how they can be incorporated into the learning process
m. Become familiar with the diagnosis and simple repair of technology equipment
n. Become familiar with the operation of common classroom technology including video cameras, desktop and laptop computers, TV/VCR combinations and other instructional support items
o. Design a unit of study including goals, objectives, activities, resources, technologies and assessments using applications and resources discussed in the course.
IX. COURSE POLICIES:
1.Class Attendance & Participation:
Attendance, timeliness, and participation are required and part of your grade. The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.
The allotted number of excused absences is as follows:
* All eight-week classes: 1 absence
Only those absences due to emergencies will be excused. Please contact me prior to absence when at all possible; work missed due to an excused absence may be made up. It is the student’s responsibility to inform the professor in writing how he or she plans to make up the work. The writing should include a statement about why the student was absent and a detailed quality description of the process you undertook to make up the work as well as a comprehensive summary of the content that was covered in class. It is your responsibility to contact the professor prior to absence. Failure to do so will result in an unexcused absence. Any candidate who missed more than one class will be asked to drop the course or will receive an F at the end of the semester. Notes cannot easily duplicate many of the experiences of the course, and it is essential that students be in attendance.
Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.
Tardies to class are considered a rude interruption. While everyone has circumstances which create lateness, repeated tardiness is unexcused. Three tardies will equal one absence regardless of the nature of the tardy .Please be on time!
2.Written Work:
Use APA style (5th ed.).All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva or similar font. Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.).Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks. Each paper should have a cover sheet with your name, course number and name, assignment, and date clearly typed on the front.
For example (double spaced and centered),
Your name;
Title: Instructional Media and
Technology
Number: EDUC 601
Quality is important! All work submitted should reflect your professionalism and college-level work. Your writings and reflections will be assessed according to the depth, breadth, clarity and accuracy they convey.
Be sure to keep a duplicate copy of all submitted work for your own records. Papers or projects will only be returned to the student in person; grades will not be posted in compliance with FERPA requirements.
3.Academic Integrity:
By accepting admission to Piedmont College, each student makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception. This class will be conducted in strict observance of the policy. Following are the requirements of the Academic Integrity Policy currently in force:
Academic integrity is an ethical issue of great importance to Piedmont College and society at large. The values of integrity and honesty are important enough to justify serious efforts to enforce them. To protect the integrity of the grading system and to affirm the importance of honesty and accountability in the academic community, the College imposes strict penalties for academic dishonesty.
Academic dishonesty is defined as follows:
1. Cheating: Intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise.
2. Fabrication: Intentional falsification or unauthorized invention of any information or citation in an academic exercise.
3. Facilitating academic dishonesty: Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty.
4. Plagiarism: Intentionally or knowingly representing the words or ideas of another as one’s own in any academic exercise.
A student found responsible for any act of academic dishonesty, including a first offense, will be subject to dismissal form the College unless specific and significant mitigating factors are present…(please review the Student Handbook for remainder of policy).
All work submitted must be your original work created in and for this course. It should be properly referenced using APA (including information from the internet). Double dipping, that is handing in the same assignment for two or more classes, is not permitted.
4.Special Considerations:
Piedmont College makes every effort to provide candidates with learning disabilities equal access to all academic programs. Reasonable and appropriate accommodations are coordinated through the Academic Support Office. Candidates are obligated to self-disclose and are responsible for providing accurate and current (not older than three years) documentation of their learning disability to the Director of Academic Support before receiving accommodations. Candidates with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special needs known to the professor/instructor during the first class session.
5.Assignments:
Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings and complete the assigned learning log activities before coming to class in order to facilitate quality discussions. Think about how the readings relate/could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.
All work for the course is to be in on time, or handed in on an agreed upon future date. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.
Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.
X GRADING
In addition to the criteria listed under “Course Policies and Procedures,” grading will be determined using the weights listed above and the following scale:
WORK MEETS STANDARD OF EXCELLENCE
Grade of A
1. Completes assignment conscientiously and thoroughly, going well beyond basic requirements. The objective(s) outlined in the task description are fully addressed.
2. Discussion demonstrates a thorough understanding of the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are exemplified at a scholarly level.
3. Descriptions and reflections are rich with depth, breadth, clarity, and accuracy.
4. Written and oral communication: Error free grammatically with very minimal proofreading and correction required. Presented in a very professional manner.
WORK EXCEEDS ACCEPTABLE STANDARD
Grade of B
1. Completes assignment very well, going beyond basic requirements. The objective(s) outlined on the task description are effectively addressed.
2. Discussion demonstrates an adequate understanding of the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are exhibited at a scholarly level.
3. Descriptions and reflections are good with moderate depth, breadth, clarity, and accuracy.
4. Written and oral communication: Close to error free grammatically. May require minimal proofreading and correction. Presented in a professional manner.
WORK
MEETS ACCEPTABLE STANDARD BUT NEEDS
IMPROVEMENT
Grade of C
1. Completes assignment but indicative of weak preparation, meeting basic requirements of the objective(s) outlined in the task description.
2. Discussion displays a vague understanding of the concepts, principles, and generalizations specific to the task with some conflicting and/or confusing statements. Originality of thought and creativity are limited.
3. Descriptions and reflections are satisfactory with little depth, breadth, clarity, and/or accuracy.
4. Written and oral communication: Requires a fair amount of proofreading due to repeated errors and correction of grammatical mistakes. Presented in a minimally professional manner.
WORK DOES NOT MEET ACCEPTABLE STANDARD
Grade of D
1. Does not complete assignment, little attention given to basic requirements. The objective(s) outlined in the task description are not met.
2. Discussion displays severe misconceptions about the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are lacking.
3. Descriptions and reflections are weak, lacking depth, breadth, clarity, and/or accuracy.
4. Written and oral communication: Work contains repeated errors and omits important details. Work does not show proofreading or correction of grammatical mistakes. Lacks professional presentation.
Note: If a candidate receives a grade below a C on an assignment (excluding midterm and final) he or she may resubmit the work and receive up to 10 points added to the original grade. The number of points added will depend on the quality of the resubmitted work. Additionally, the work must be resubmitted by the next class meeting.
Incomplete grades are only given in the
event of illness or other extenuating circumstances. Approval
for an incomplete must be given by the instructor and the dean of the
appropriate school.
Grades to be determined by following legend:
Short Web Quest 20% Due Week 4
Initial Web Page 20% Due
Week 5
Hot List 10% Due Week 4
Lesson Plan 10% Due
Week 7
Class Participation & Discussion Board
Postings 10% Ongoing
Final Project 30%
Due Week 8
XI
Class Schedule
Class 1
Introduction to the Internet -
history/background.
Reference:
Lerner,
M. (2002). Learn the net. Michael Lerner Productions. Retrieved January
28, 2003, from: http://www.learnthenet.com/english/index.html
Djoudi, M. & Harous, S.
(2001, November). Simplifying the learning process over the internet. T.H.E.
Journal. Retrieved January 28, 2003, from: http://www.thejournal.com/magazine/vault/A3738.cfm
Web to: http://www.webteacher.org/macnet/indextc.html
Web Teacher Tutorial
http://www.matisse.net/files/glossary.html
Glossary of Internet Terms
http://www.zakon.org/robert/internet/timeline/
Hobbes' Internet Timeline
Assignment
of Words Due Week 2
Netiquette - Proper behavior and attitude for global communication.
Reference:
Shea, V. (1998). The core rules of netiquette (excerpts from her book, Netiquette) . Retrieved January 28, 2003, from: http://www.albion.com/netiquette/corerules.html
Brainstorm uses of technology in the classroom of tomorrow–
Small groups will report back with their “Top Ten” list.
Web to:
http://virtual-architecture.wm.edu/Telecollaboration/index.html
Telecollaboration
Searching the WWW - Start your engines!!! Making
effective use of your search time
Reference:
Dodge, B. (2002) Four nets for better searching. Retrieved January 28, 2003, from: http://webquest.sdsu.edu/searching/fournets.htm
Salpeter, J. (2001, February). In search of the perfect search engine. Technology & Learning. Retrieved January 28, 2003, from: http://www.techlearning.com/db_area/archives/TL/200102/picksofmonth.html
Killmer, K.A. & Koppel, N.B. (2002, August). So much information, so little time: Evaluating web resources with search engines. T.H.E. Journal. Retrieved January 28, 2003, from: http://www.thejournal.com/magazine/vault/A4101.cfm
Web to:
http://kathyschrock.net/slideshows/searching/frame0001.htm Effective Search Strategies Slide Show
Web to:
http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html Effective Search Strategies
Class 2
Accessing the World Wide Web – Finding the Appropriate
Starting Points!
Review: How to search
Search Engines vs
Directories
What’s out there?
Animation
sites
http://www.animationfactory.com/
http://www.animation-station.com/
http://www.animationlibrary.com/a-l/
http://www.bellsnwhistles.com/
http://www.feebleminds-gifs.com/
http://www.webdeveloper.com/animations/
Review with
Kathy Schrock Quiz
http://school.discovery.com/schrockguide/ Kathy Schrock’s Guide for Educators
http://highschoolace.com/ace/ace.cfm High School Hub
http://www.davis.k12.ut.us/ets/k-12site.htm ETS: Educational Technology Support
http://www.techlearning.com/content/reviews/articles/hotlist_curric.html Educational Resources Hotlist
Lab: Internet Scavenger Hunt –What have I learned about searching
Disk Defragmentation, History, Disk Cleanup, Cookies
Accessing Shareware and Freeware
Web to:
TUCOWS (http://www.tucows.com) Freeware and Shareware, both Mac and PC
HW Read
the following article. Comment on the use of the Internet in a classroom
setting and respond to the
comments of other students.
Required:
Johnson, D. (1999). Designing research projects students (and teachers) love. Multimedia Schools, 6(5) . Retrieved January 28, 2003, from: http://www.doug-johnson.com/dougwri/designing.pdf
March, T.(2001, June). Working the web for education: Theory and practice on integrating the web for learning. Retrieved January 28, 2003, from: http://www.ozline.com/learning/theory.html
Washenberger, M. (2001, September). Classroom web sites and student success. T.H.E. Journal. Retrieved January 28, 2003, from: http://www.thejournal.com/magazine/vault/A3616.cfm
Web to:
http://virtual-architecture.wm.edu/ Virtual Architecture by Judi Harris
http://schoolnotes.com SchoolNotes
Class 3
Hot List Time
Curriculum design issues in using the Internet – Is the
Site any Good?
What
makes a good site?
How
do you evaluate a site?
Evaluation
forms
Try
mine for 2 sites
Find
3 others to use
Create
your own
Swap
for peer review
Reference:
Beck, S. E. (2002). The good, the bad, and the ugly: Why it’s a good idea to evaluate web sources. Retrieved January 28, 2003, from: http://lib.nmsu.edu/instruction/eval.html
McKenzie, J. (2001, February). From trivial pursuit to essential questions and standards-based learning. From Now On 10(5). Retrieved January 28, 2003, from: http://www.fno.org/feb01/pl.html
Green, D.W. & O’Brien, T. (2002, June). The internet and the upper elementary classroom: Making a difference? From Now On 11(9). Retrieved January 28, 2003, from: http://www.fno.org/jun02/impact.html
Web to:
http://www.lesley.edu/library/guides/research/evaluating_web.html Evaluating Web Sites: Criteria for the Classroom
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html Finding Information on the Internet: A Tutorial
Class
4
Hot List Time- Hand it in and present your top site—10 minutes maximum
Debate: Identify Debaters (each student will take
part in one debate, drawn by lot). Time will be given in class for teams to
work on research and strategies. Debates will be on week 7.
Introduction to Web Quest
Kathy
Schrock’s site
Webquest
of webquests
Short
vs Long
How
to design one
Web to: http://webquest.sdsu.edu/webquest.html The Web Quest Home Page
Reference:
Yoder, M. (1999, April). The student webquest: A productive and thought-provoking use of the internet. Learning & Leading With Technology 26(7), 6-9, 52-53. Retrieved January 28, 2003, from: http://www.lesley.edu/faculty/myoder/webquest.pdf
March, T. (2000, November/December). The 3 r’s of WebQuests: Let’s keep them real, rich, and relevant. MultiMedia Schools 7(6). Retrieved January 28, 2003, from: http://www.infotoday.com/MMSchools/nov00/march.htm
March, T. (2000, October). WebQuests 101: Tips on choosing and assessing
WebQuests
MultiMedia Schools 7(5). Retrieved January 28, 2003, from: http://www.infotoday.com/MMSchools/oct00/march.htm
HW Design short term web quest for
presentation to class
Demonstration of Livetext
http://www.thejournal.com you should get this
Class
5
Debate time
Simulations
What are they?
How are
they different from models?
How can they be used in the
classroom?
Find one to present to your
sub-group
Sub Group will choose
one to present to class
Web to:
http://www.mste.uiuc.edu/listservs/listserv.html Teaching and Educational Related LISTSERV Listings
Web Authoring
Reference:
Otto, J. C. (2002, February). Building a great web site. T.H.E. Journal. Retrieved January 28, 2003, from: http://www.thejournal.com/magazine/vault/A3879.cfm
Ruffini, M. (2001, March). Blueprint to develop a great web site. T.H.E. Journal. Retrieved January 28, 2003, from: http://www.thejournal.com/magazine/vault/A3389.cfm
Web to:
http://205.146.39.13/linktuts/webstart.htm Getting Started with HTML
http://school.discovery.com/schrockguide/yp/iypabout.html Kathy Schrock's Guide to HTML Resources
http://archive.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html Beginner’s Guide to HTML
Creating an HTML Web page.
Design Issues, Planning with a Concept Map
Web to:
http://www.utc.edu/Units/teaching-resource-center/FacultyDevelopment/ConceptMapping/ Concept Mapping and Curriculum Design
Present Design of PERFECT Web Page
Web Page in HTML
and/or
Web Page in Word
and/or
Web Page in Front Page and/or
Web Page in Dream Weaver
Geocities
Tripod
Myspace
HW On
the discussion board, comment on the Internet as a medium for education and
educational research and respond
to the comments of at least two other students.
Required:
Donlan, L. (1998). Visions of online projects dance in my head. Multimedia Schools. Retrieved January 28, 2003, from: http://www.infotoday.com/MMSchools/jan98/story.htm
McKenzie, J. (2000, April). The new lesson plan. From Now On: The Educational Technology Journal 9(8). Retrieved January 28, 2003, from: http://fno.org/apr2000/newplan.html
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