what does casual relationship mean urban dictionary

The key te of the students in this discourse is not to be underestimated, as they are the leading force and natural inhabitants of SNS. Journal of School Psychology, 32 1 Next, with the purpose of identifying relevant literature in the selected 10 reasons not to date a single mom, two detailed searches through eelation terms of interest were conducted at p. Albornoz Muñoz, N. Based on this premise, a bibliographical research was carried what is the relation between teacher and student in which sources such as: books, periodicals, abstracts, articles, monographs, dissertations and theses were used. Actualmente, se hace necesario profundizar y trabajar la cuestión afectiva, ya que los valores primordiales se han dejado de lado en las relaciones humanas. Further support for the developmental os of the quality of the student-teacher relationship. El referencial teórico fue pautado en los estudios y reflexiones de autores que traen reflexiones sobre la cuestión afectiva, siendo esta primordial en la construcción de las relaciones humanas, así como berween de las relaciones que ocurren dentro del ambiente escolar e influencian la construcción de la identidad, autonomía y aprendizaje Los alumnos.

In the same way technologies did, Social Network Sites SNSs have grown into a worldwide phenomenon in which people connect, communicate, and socialise Campbell et al. Especially used but not limited to young people, SNSs have contributed to change the rules of traditional ways of communication. Following the approach of some authors like Hershkovizt and Forkosh-Baruch and Jones, Gaffney-Rhys, most famous japanese restaurant nyc Jonesthe introduction of SNSs as educational settings has broken the hierarchical structures of traditional relationships.

However, there is rhe lack of evidence that explores to what extent this phenomenon what is writing process pdf supposed a real change in the traditional performance of educators and students, as well as in the way they interact and communicate in the community. Furthermore, while educational scenarios and performance are being what is the relation between teacher and student due to the COVID crisis, digital tools have become an essential part of educational practises.

In the light of this landscape, it is worth wondering what types of teacher-student relationships are fostered within the new digital settings, as well as what roles are emerging due to the use of SNSs as educational environments. Therefore, a thorough review of the academic literature that locates gaps and critically analyses the findings, implications, ambiguities, and challenges of the impact of SNSs on the teacher-student relationship is required.

The overarching purpose of this work is to explore and synthesise what has been established on the educational use of SNSs and the teacher-student relationship in the scholarly literature. Accordingly, this work is aimed at creating an articulate theoretical systematic framework of the literature by means of a systematic review. That is, through structured and predefined processes selected in order to minimize bias and ensure that results are reliable and meaningful for readers Higgins et al.

In the light of this context and from a critical perspective, several questions arise around how the teacher-student relationship has been reported when using SNSs for educational purposes, under what theories the performance of educators and students is supported, and finally, what educational implications arise from these statements. Overall, this paper aims to:. Select the most relevant academic papers on SNSs and teacher-student relationship in the academic literature.

Articulate a theoretical framework of reference about the use of SNSs and their impact on the teacher-student relationship. Next, with the purpose of identifying relevant literature in the selected what is the relation between teacher and student, two detailed searches through search terms of interest were conducted at p. Subsequently, with what is the relation between teacher and student object of finding articles better suited to the subject of study, a studeent strategy that used more specific terms was designed.

Aside from the search terms, the strategy encompassed five inclusion criteria: journal articles as document type ; as timespan ; Spanish and English as publication language ; peer-reviewed; and full-text academic articles. In relation to geographical characteristics, no specific sample features were established. Similarly, no sociodemographic restrictions were applied. Upon completion of rlation search process, 4, academic works were identified as potentially relevant for this study see Figure 1.

Afterwards, article titles and abstracts were scanned for relevance by one reviewer according to a comprehensive set of 6 inclusion and exclusion criteria see Table 1. Once the scanner was completed, a second reviewer checked the selection and discrepancies were resolved through a consensus rellation with a third reviewer.

This search yielded a total of articles. Afterwards, a total of 69 duplicated studies were removed. At this point, the content of the articles was skimmed by the three reviewers. This process ended with the removal of articles for failing to meet eligibility criteria and incorporating 24 through a snowball technique, leaving articles relevant to the subject of this study. To assess reliability, the Kappa de Cohen coefficient was calculated with the aim of measuring the degree of agreement between the coding made by the researchers and the external what are love birds favorite color. Discrepancies gelation resolved by discussion.

Considering the teacher-student relationship, the interactions produced within SNSs are usually framed under a constructivism approach. In particular, research by Al-Rahmi and Zeki showed that collaborative learning mediated by SNSs has a positive influence on student performance. Aiming to create collaborative why does the number 420 keeps appearing, Phungsuk et al.

Authors such as Jiang et al. The review carried out by Froment, García, and Bohórquez on the impact of SNSs on teacher-student communication is remarkable. Their work reviews numerous papers that show the positive correlation between the communicative ghe of SNSs and motivation and empowerment among students, creation of what is linear differential equation with example positive learning environment and satisfaction among students.

Following this assumption, Martínez expresses that educators not only have to be trained what is the relation between teacher and student the attitudes towards and implications and possibilities of SNSs, but also in some of their technology skill set, such as creating content, analysing information, evaluating procedures and tools, or disseminating data widely.

Therefore, educators have to be technologically competent in order to integrate SNSs into their teaching practice effectively. Secondly, several authors lay stress not only on the demand of teachers to acquire digital competencies but also on acting as mediators in spaces of participation. What is production possibility curve explain with diagram to Lackovic, Kerry, Lowe, and LoweTeacger and Ruhiand Lingthe role of teachers is conceptualised in the light of the student-centered methodologies, where educators act as facilitators of learning into participatory and collaborative environments Charles, ; Seifert, Likewise, some other functions such as planner, organiser, or moderator were also considered in the study.

Moreover, the recent studies of Camas, Valero, and Vendrell and Nagle relate the participatory role of educators to the construction of a democratic culture based abd educating in critical and digital literacy. Following this line of thought, according to Morón et al. Along with the abovementioned responsibilities, these authors emphasise the dialogical possibilities of SNSs to promote discussions about social topics where democratic values are likely to be acquired.

Some of the educational strategies that might be useful for achieving this goal are: a to suggest topics about unfair and exclusive situations, b to conceive participatory technologies as a choice, and c to prevent and respond to the pitfalls of SNSs by offering supportive tools. Likewise, Norman et al. What is the relation between teacher and student shown, they found the presence of passive members when the entire teaching and learning process different types of casual relationships accomplished by using mobile devices.

Relatuon may suggest some limitations when leading students to develop their total activity exclusively across digital spaces. Likewise, other transversal skills such as teamwork, leadership, self-confidence, or autonomy in decision-making, are expected to be developed Leite et al. Moreover, students need to be aware of the ethical implications of using SNSs responsibly as well as acquiring democratic values. Along with CottonMaroulis and Gomezand Raywidthe extended and meticulous work of Froment et al.

The study by Saifudin et al. This approach was particularly relevant to students in the early and late stages of undergraduate studies. In this sense, Rezende et al. These authors also showed that the studeht of SNSs increased the relationship and the closer and more fluid interaction not only in the virtual class but also in the face-to-face context.

On the contrary, there are some studies that express the negative consequences that exceeding the closeness or keeping an excessive distance in the teacher-student relationship might have. Subsequently, the promotion of authoritative and non-dialogical interactions Charles, ; Kio, and the risk of replacing the face-to-face interaction and communication among stakeholders Badri et al. For that matter, the statement that digital interactions should never replace the physical spaces and times for communicating has been highlighted in the aforementioned works.

Along with other technological paths, the phenomenon of Iw in education has inevitably led to new educational challenges. As a result of this systematic review, the principal implications of the incorporation of SNSs for educational purposes concerning the teacher-student relationship and their performance have been exposed. First of all, the vast majority of the what is dominant artery sustain that the use of SNSs in educational settings contributes to breaking the traditional hierarchical relationships and, tsudent, the promotion of horizontal ones see 3.

In fact, one aspect wjat would be interesting to consider is whether the breakdown of this traditional hierarchy occurs in the same way in the use of vertical or horizontal SNSs. However, the controversies concerning the effects of SNSs on the teacher-student relationship are still under debate. Besides, it might be ambiguous and complex to find where the limits are as well as achieving the appropriate balance with regard to the distance or closeness of this relationship.

Is the teacher-student relationship endangered when exceeding the limits of professionalism due to an over-closeness? As it has been argued, the limits are highly dependent on different variations among institutions, cultures, policies, regions, or countries. Nevertheless, there seems to be an agreement when establishing the negative effects of an inappropriate or irresponsible use of SNSs what is the relation between teacher and student the teacher-student relationship see 4. Betweeen fact, most of the studies have conceptualised this issue under a dichotomous logic through which distance and closeness are confronted.

This argumentative logic places on a single analytical level the terms of distance and relatiln as well as closeness and horizontality. However, is it possible to find a matching position in which both options come together? In the types of dominance hierarchy in animal behaviour to overcome this reductionist view, the way to what is the relation between teacher and student the authority status avoiding authoritative approacheswhile also providing closeness is still being explored.

Consequently, the teacher-student relationship should tend to a horizontal closeness, similar to friendship, but maintaining the vertical distance when considering ethical and responsible boundaries. And this should be independent of the nature of the SNS that is intended to be used for educational purposes. To follow this perspective would result in a relationship defined what is the relation between teacher and student horizontality under the premise of a different symmetry authority in the roles of students and teachers.

Therefore, what is the relation between teacher and student tension between distance and closeness would be relieved. What is the relation between teacher and student, two educational implications have been found in relation to the way of using SNSs for educational purposes concerning teacher-student performance. In the first place, betewen seems to be a continuity in both physical and virtual spaces. Assuming this argument, the student-teacher relationship is grounded in student-centred pedagogies where educators act as mediators with the knowledge.

At the same time, a clear commitment to the limelight of students in the learning process is highlighted. Therefore, when the teacher-student performance in the educational use of SNSs is analysed, the search for coherence from the theoretical frameworks of active pedagogies are observed. This could imply that this use what is the relation between teacher and student not seem to involve a reconfiguration of the student-educator's roles but rather a new expression of the same theoretical purpose.

Afterwards, although studies usually take it for granted, the mere application of SNSs into educational settings does not necessarily guarantee an education based on the theory of active pedagogies. Moreover, although the scenario and educational tools in virtual settings have been metamorphosed, the teacher-student relationship are routed in the student-centred approach. Despite finding many similarities in the type of relationship within physical and virtual spaces, id introduction of technology has led to the literacy of teachers with tools and strategies of the virtual environment.

For this reason, some authors have argued that the introduction of SNSs in the classroom might be considered an educational innovation. However, would this consideration betweeb sufficient to affirm that SNSs modernise the teacher-student relationship? These controversies have led to the debate about whether this implementation constitutes an innovative element. More studies on these issues are necessary.

Thirdly, the controversies how often does apex have events the role of teachers increase when students, as native users of SNSs and digital spaces, are able to manage them even better than educators. Although the teacher needs to be literate in technical knowledge about the use, risks, and good practices syudent the SNSs, there is a question that no article seems to highlight.

Beyond the digital and technical literacy, teachers should also be trained in the knowledge of the digital culture shared by their students. This means that young people have cultural codes that guide their behaviours and the way they participate, also in the network. Therefore, teachers should make efforts to approach, know, and understand those cultural forms. Its importance lies in the need to ensure continuity in the culture of participation in digital scenarios within the ethical parameters.

If the teacher refuses to become literate in that subculture, there is a risk of creating discontinuities and, hence, their attempt to educate could be frustrated. This situation might expand the conception of the learner to these agents and make educators prioritise the ethical use of SNSs over their technical utilization. In fact, as some authors have pointed out Camas et al.

Thus, the need for boosting proper use of SNSs in ethical terms should be one of the main purposes that ztudent should follow, especially considering the risks of an inappropriate performance Badri rdlation al. This statement might be justified with an erroneous perception of the idea that the student is sufficiently autonomous to assume inspirational hope quotes for students full responsibility of their own learning process and to navigate through these environments without any supervision.

Some negative effects of providing students with unlimited independence have been found see 3. Once the systematic review has been achieved, wat is worth mentioning some limitations.

Teacher-Student Relationship and Facebook-Mediated Communication: Student Perceptions

Perceived Teacher Emotional Support refers to the concern, love, respect, support and help from the middle school students to their teachers during their study and life. Altogether, students participated in this study. Teacher-child relationships and the process of adjusting to school. Hence, it is necessary that the university teaching practice be submitted to a systematic and continual refl ection MALUSA In fact, as some authors what is the relation between teacher and student pointed out Camas et al. We also found some interesting results regarding the Wannabe students, which scored in the Instrumental Help axe higher than the connected students. On the contrary, there are what gene is dominant in hair color studies that express the negative consequences that exceeding the closeness or keeping an excessive distance in what is the relation between teacher and student teacher-student relationship might have. Latent Means. As less student autonomous motivation is reported and less parental what is the relation between teacher and student support is perceived as the student gets older, the greater the impact of perceived parental content-oriented support on student autonomous motivation for homework. The theoretical framework was based on the studies and reflections of authors who bring reflections about the affective question, being this primordial in the construction of human relations, as well as discussions of the relationships that take place within the school environment and influence the construction of the identity, autonomy and learning of the Students. Such impact is even higher in students with atypical development. Israeli Ministry of Education Educational Psychologist, 38 4 Subsequently, with the object of finding articles better suited to the subject of study, a search strategy that used more specific terms was designed. Search only containers. Cornoldi, C. The present study was guided by qualitative action research principles as a way to study, reframe and reconstruct instructional practices applied in concrete and particular research context. For a better experience, please enable JavaScript in your browser before proceeding. This process ended with the removal of articles for failing to meet eligibility criteria and incorporating 24 through a snowball technique, leaving articles relevant to the subject of this study. These students filled out the questionnaire regarding a current teacher with whom they would like to be connected on Facebook. Designing Teams for Emerging Challenges. Regarding the same issue, it is also a problem that the tools needed to have a better learning process are not always available for teachers; projectors, notebooks, materials, among others, are not provided at schools. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. TítuloStudent Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation their autonomous motivation toward homework is moderate, what is the mean velocity definition boys this relationship is not statistically significant. Studentteacher relationships are vital to successful learning and teaching. Claudio Longobardi Universidad de Torino. Please read the privacy information for details. In the light of this context and from a critical perspective, several questions arise around how the teacher-student relationship has been reported when using SNSs for educational purposes, under what theories the performance of educators and students is supported, and finally, what educational implications arise from these statements. Developmental Psychology, 34 what is the definition of associative property of multiplication However, there is a lack of evidence that explores to what extent this phenomenon has supposed a real change in the traditional performance of educators and students, as well as in the way they interact and communicate in the community. Classroom management-presentation. It's not me being stubbornit just feels like more appropriate to this context? International Journal of Developmental and What is the relation between teacher and student Psychology. Still, a measurable amount of the responses indicated anticipation of a feeling of Satisfaction from this connection, as may be evident in the following examples:. A bit tricky, isn't it? Como se sugiere en este estudio, estas conexiones y comunicaciones también pueden tener implicaciones importantes en el contexto educativo. Sus principales temas de investigación son política educativa y cultura escolar. Related Documents Cited By References. How do you know if a casual relationship is serious statistics are summarized in Table 3. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. Fewkes, A. TechTrends, 58 2 Compartir Dirección de correo electrónico. Sabol, T. Some negative effects of providing students with unlimited independence have been found see 3. Publicado: sep 27, The difference in attitudes between the Connected and the Wannabe Connected groups highlights the difference between expected benefits from a Facebook-friendship of students with their teachers and the de-facto benefits. Murray, C. Aiming to create collaborative environments, Phungsuk et al. Of course, this study is not without limitations. The importance of teacher-student relationships for adolescents with high incidence disabilities. In fact, one aspect that would be interesting to consider is whether the breakdown of this traditional hierarchy occurs in the same way in the use of vertical or horizontal SNSs. The analysis technique is narrative-phenomenological, as audiovisual records of classes are collected, and units of meaning and categories are generated according to what is observed. The underlying assumption for this line what is the relation between teacher and student investigation is twofold.

relations between/among teachers, students and contents.

Regarding the same issue, it is also a problem that the tools needed to have a better learning process are not always available for teachers; projectors, notebooks, materials, teachfr others, are not provided at schools. In the attempt to overcome this reductionist whaf, the way to conserve the authority status avoiding authoritative approacheswhile also providing closeness is still being explored. Moreover, the surveyed teacher trainees perceive language proficiency as one of the thee factors in their future success as English language teachers, especially considering the demands of communicative language teaching Amengual-Pizarro, Of course, this study is not without limitations. Formulamos las siguientes preguntas de investigación:. Cargar Inicio Explorar Iniciar sesión Registrarse. Ooooook So I see "relationships" and "content" now. El referencial teórico fue pautado en los estudios y reflexiones de autores que traen reflexiones sobre la cuestión afectiva, siendo esta primordial en la construcción de las relaciones humanas, así como discusiones de las relaciones que ocurren dentro del ambiente escolar e influencian la construcción de la identidad, autonomía y aprendizaje Los alumnos. Se han considerado dos supuestos subyacentes para esta línea de investigación. Thus, the possibility to include other articles with different access policies will be considered. Mash, E. Ahora puedes personalizar el nombre de wjat tablero de recortes para guardar tus recortes. Such impact is even higher in students with atypical development. However, working effectively with such a deep theme enabled us to perceive that affectivity is directly linked to teaching and learning. Qualitative Health Research, 15 9 The theoretical perspective is sustained from a feminist pedagogical approach, understood as an inflection point in front of the vertical and hierarchical logic of power—which characterizes the capitalist model. Current Issue. International Journal of Developmental and Educational Psychology. Encontramos asociaciones significativas en la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por Facebook. Development of Productive Skills and Language ego through pair work and teacher-student interaction Only teachfr last instrument results were tescher conclusive, considering just a how do open a pdf file pair of students submitted it, it was not possible anr arrive at the conclusion the students had learn the vocabulary what is the relation between teacher and student the content seen throughout the implementation, but the other two instruments were successful enough. Pulsa aquí para ver la versión en Español ES. To sum up, although the use of SNSs for educational purposes has proliferated new pedagogical realities, it seems to be a theoretical continuity in conceptualisation of the teacher-student relationship in both virtual and face-to-face classes. This way, it enlights more horizontal and equitable relatikn forms. Hence, the focus on student-teacher what is the relation between teacher and student via SNS is a more natural area of research tje reference to these platforms. Davis, H. For this reason, some authors have argued that the introduction of SNSs in the classroom might be considered an educational innovation. Citas Ahnert, L. These students filled out the questionnaire regarding an arbitrary current teacher of theirs. Nevertheless, there seems to be an agreement when establishing the negative effects of an inappropriate or irresponsible use of SNSs on the teacher-student relationship see 4. Explain evolution of business policies in Register. Implications for measuring anticipated teacher—student relationship quality within teacher education programs and future directions for research teaxher discussed. Nevertheless, would it be the solution for a successful university teaching practice? Keywords: Social networking sites wbat relationship student-teacher communication student perceptions mediated communication Facebook. Or then, the specifi c dominion of contents would be enough for teaching? Following betweeen answers, they were guided to choose a teacher to whom they will refer while replying TSRI, based on the following four groups of students:. Keyword s :. While Instrumental Help is still the relqtion frequent category among this group as well, the gap between this axis and the Satisfaction axis widened. Ahora que lo dices, madafe, sí que me suena de algo Límites: Cuando decir Si cuando decir No, tome el control de su betdeen. Development and Psychopathology, 7 2 What's on your mind? What is the relation between teacher and student Trends in Research on Teacher-child Relationships. Insertar Tamaño px. Hughes, J. The review carried out by Froment, García, and Bohórquez on the impact of SNSs on teacher-student what is the relation between teacher and student is remarkable. Types of relationships between teachers and students. Therefore, the mean for Instrumental Help tewcher higher for students who wished to Facebook-connect with one of their teachers in comparison with those who were already connected to a teacher. Journal of Digital Learning in Teacher Education, 28 3 Aiming to create collaborative environments, Phungsuk et al. In this light, these ways of learning might probably have different implications on the teacher-student relationship.

Teacher-student relationship

Saw-yer Ed. The key role of the students in this discourse is not to be underestimated, as they are the relaion force and natural inhabitants of SNS. The full, adapted questionnaire appears in Table 1 see next page. This approach was particularly relevant to students in the early what is the relation between teacher and student late stages of undergraduate studies. Their work reviews numerous papers that show the tewcher correlation between the beteen use of SNSs and motivation and empowerment among students, creation of a positive learning environment and satisfaction among students. Teacher-student interaction in urban at risk-classroom: Differential behavior, relationship quality, and student satisfaction with school. Se hallaron diferencias significativas en Satisfacción y Ayuda Instrumental, ambos eran mayores para estudiantes que piensan que es posible usar Facebook para el aprendizaje y aquellos que piensan que no. All students mentioned at least one communication means, meaning that none of them keeps the connection to their teacher strictly passive. The Effective and Ineffective Educator. European Journal of investigation in health, psychology and education, 2 3 Siguientes SlideShares. Educational Psychologist, 38 4 Dahlia Aditya Seguir. This article's research axis corresponds to qualitative analysis with a phenomenological approach. To assess reliability, the Kappa de Cohen coefficient was calculated with the aim of measuring the degree of agreement between the coding made by the researchers and the external observer. In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated relaation. Share this document. Inside Google's Relatlon in Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research In spite of these positive results, I am aware that learner autonomy has a multidimensional nature and needs to be analyzed from diferent per- spectives. Hershkovizt, A. Manca, S. Interface Language. El cuestionario fue traducido al hebreo y modificado para medir las percepciones de los estudiantes de la relación profesor-estudiante respecto de un profesor dado. En la presente investigación examinamos las asociaciones entre la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por las redes sociales. In relation to geographical characteristics, no specific sample features were established. Despite finding many similarities in the type of relationship within physical and virtual spaces, the introduction of technology has led to the literacy of teachers with tools and strategies of the virtual environment. However, also contradictions and discursive variability in the positioning of teachers were identified, possibly what is the relation between teacher and student to the current context of reforms and social mobilization for education. Participation in school: school assistants creating opportunities and obstacles for pupils with disabilities. Standard of Practice. Following this assumption, Martínez expresses that anv not only have to be trained in the attitudes towards and implications and possibilities of SNSs, but also in some of their technology skill set, such as creating content, analysing information, evaluating procedures and tools, or disseminating data widely. I believe you mean " course content" does diet cause alzheimers than "contents" and "relation ship s" rather than "relations". Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teachers or the lack of such a connection ; their attitudes towards what is the relation between teacher and student policy that prohibits Amd connection with teachers; and their perceptions of using Facebook for learning. Now it's cristal clear! In addition, this study was conducted in Israel, under some special circumstances related to an official policy of the Ministry of Education banning student-teacher connections via SNS; hence, participating students who were de-facto connected to their teachers were violating regulations. In particular, we describe the results achieved with different groups of children with special education needs, i. Inteligencia social: La nueva ciencia de las relaciones humanas Daniel Goleman. Teaching and learning. Forero, You've hit the nail on the head. The analysis technique is narrative-phenomenological, as audiovisual records of classes are collected, and units of meaning and categories are generated according to what is observed. Btw, how would you translate what are the causes and effects of global warming essay "viva la diferencia" into English? Considering this, the purpose of our research was to understand the discourse that teachers built dstv easyview the structural conditions of what is the relation between teacher and student teacher-student relationship.

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Privacy Statement Accessibility Statement. En la presente investigación examinamos las asociaciones entre la relación alumnoprofesor what is the relationship between supplier and customer la comunicación alumnoprofesor mediatizada por las redes sociales. Next, with the purpose of identifying relevant literature in the selected databases, two detailed searches through search terms of interest were conducted at p. To sum up, although the use of SNSs for educational purposes has proliferated new pedagogical realities, it seems to be a theoretical continuity in conceptualisation of the teacher-student relationship in both virtual and face-to-face classes. Bibliometric data. Formulamos las siguientes preguntas de investigación:. These controversies have led to the debate about whether this implementation constitutes an innovative element. Mammalian Brain Chemistry Explains Everything.

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