Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders
This study analyzes some determinants of teaching quality in Master's degree programs in Engineering, taken into account the point of view of students, in a Colombian university, using mixed (quantitative-qualitative) research techniques. The study aggregates factors that are important in such...
- Autores:
-
Gabalán Coello, Jesús
Vásquez Rizo, Fredy Eduardo
Laurier, Michel
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2023
- Institución:
- Universidad Autónoma de Occidente
- Repositorio:
- RED: Repositorio Educativo Digital UAO
- Idioma:
- spa
- OAI Identifier:
- oai:red.uao.edu.co:10614/15544
- Acceso en línea:
- https://hdl.handle.net/10614/15544
https://doi.org/10.1080/15348431.2023.2212761
https://red.uao.edu.co/
- Palabra clave:
- Teacher assessment
Graduate engineering
Quantitative techniques
Qualitative techniques
Higher education
Evaluation
- Rights
- openAccess
- License
- Derechos reservados, Taylor y Francys Group, 2023
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Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders |
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Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders |
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Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders Teacher assessment Graduate engineering Quantitative techniques Qualitative techniques Higher education Evaluation |
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Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders |
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Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders |
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Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders |
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Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders |
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Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders |
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Gabalán Coello, Jesús Vásquez Rizo, Fredy Eduardo Laurier, Michel |
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Gabalán Coello, Jesús Vásquez Rizo, Fredy Eduardo Laurier, Michel |
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Teacher assessment Graduate engineering Quantitative techniques Qualitative techniques Higher education Evaluation |
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Teacher assessment Graduate engineering Quantitative techniques Qualitative techniques Higher education Evaluation |
| description |
This study analyzes some determinants of teaching quality in Master's degree programs in Engineering, taken into account the point of view of students, in a Colombian university, using mixed (quantitative-qualitative) research techniques. The study aggregates factors that are important in such contexts as the institutional environment, theory-practice balance in courses, professor who has experience as researcher, students’ characteristics as well as their previous experiences, and tutoring. These factors are interrelated. In this sense, issues such as professors’ methodology and research experience are highly valued by the students, whereas professors stress the importance of their work as a peer, that is to say being recognized in the academic community as a reference in the discipline. The implications of this research is to know and develop new methodologies to evaluate teacher’s performance but this time in graduate level, topic with fewer evidences than those in undergraduate level |
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Vásquez-Rizo, F. E.; Gabalán-Coello, J.; Laurier, M. (2023). Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders. Journal of Latinos and Education. p.p. 1-13. https://doi.org/10.1080/15348431.2023.2212761 |
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Respositorio Educativo Digital UAO |
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Vásquez-Rizo, F. E.; Gabalán-Coello, J.; Laurier, M. (2023). Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders. Journal of Latinos and Education. p.p. 1-13. https://doi.org/10.1080/15348431.2023.2212761 1534-8431 Universidad Autónoma de Occidente Respositorio Educativo Digital UAO |
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Journal of Latinos and Education |
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Arnekrans, A., Armbruster, E., Shindelar, L., & Feehery, S. (2018). Required counseling experiences in graduate programs: A policy recommendation. Journal of Counselor Leadership & Advocacy, 5(2), 170–180. https://doi.org/ 10.1080/2326716X.2018.1489314 Batty, H., Scott, G., & Stevens, K. (2022). A blended learning approach to practice placement in an education setting at Sheffield Hallam University – a qualitative evaluation. Physiotherapy, 114, 71–72. https://doi.org/10.1016/j.physio. 2021.12.008 Bernard, H. (2011). How to evaluate, improve and value higher education?. De Boeck. Chandra, P., Tomitsch, M., & Large, M. (2020). Innovation education programs: A review of definitions, pedagogy, frameworks and evaluation measures. European Journal of Innovation Management, 24(4), 1268–1291. https://doi. org/10.1108/EJIM-02-2020-0043 Chen, W., Mason, S., Staniszewski, C., Upton, A., & Valley, M. (2012). Assessing the quality of teachers ́ teaching practices. Educational Assessment, Evaluation and Accountability, 24(1), 25–41. https://doi.org/10.1007/s11092-011- 9134-2 Christoforidou, M., & Kyriakides, L. (2021). Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation, 70(1), 101051. https://doi.org/10.1016/j. stueduc.2021.101051 Coombes, A., & Ponta, O. (2022). Building community engagement and teacher support in education: Qualitative findings from process evaluations in two exceptional settings. Journal of Development Effectiveness, 1–18. https://doi. org/10.1080/19439342.2022.2067889 Darwin, S. (2016). What higher education teachers think about quantitative student evaluation. Springer International Publishing David, S. A., & Hill, C. (2021). Postgraduate students’ experiences and perspectives on transformation of teaching and learning in tertiary education. Education + Training, 63(4), 562–578. https://doi.org/10.1108/ET-05-2020-0122 Ding, C. S. (2009). Measurement issues in designing and implementing longitudinal evaluation studies. Educational Assessment, Evaluation and Accountability, 21(2), 155–171. https://doi.org/10.1007/s11092-008-9067-6 Ewing, A. M. (2012). Estimating the impact of relative expected grade on student evaluations of teachers. Economics of Education Review, 31(1), 141–154. https://doi.org/10.1016/j.econedurev.2011.10.002 Fajadet, J., Prendergast, B., & Wijns, W. (2021). EuroPCR 2021: The next milestone on the road to excellence in postgraduate education. EuroIntervention: Journal of EuroPcr, 17(1), 13–15. https://doi.org/10.4244/EIJV17I1A1 Friess, W. A., & Goupee, A. J. (2020). Using continuous peer evaluation in team-based engineering capstone projects: A case study. IEEE Transactions on Education, 63(2), 82–87. https://doi.org/10.1109/TE.2020.2970549 Gabalán Coello, J., & Vásquez Rizo, F. E. (2020). La calidad profesoral desde la percepción del ingeniero en formación [Professor quality assessed by student engineers]. Revista Cubana de Educación Superior [Cuban Journal of Higher Education], 39(1), 1–21. https://doi.org/10.35575/rvucn.n57a3 Gonzaga Alves, M. T., & Xavier, F. P. (2018). Multidimensional indicators to evaluate school infrastructure: Elementary schools. Cadernos de Pesquisa [Research Notebooks], 48(169), 708–747. https://doi.org/10.1590/198053145455 Haidar, F. T. (2021). The applicability of the course experience questionnaire in accounting education in Saudi Arabia. Journal of Accounting, Finance & Auditing Studies, 7(3), 184–207. https://doi.org/10.32602/jafas.2021.025 Hallinger, P. (2010). Using faculty evaluation to improve teaching quality: A longitudinal case study of higher education in Southeast Asia. Educational Assessment, Evaluation and Accountability, 22(4), 253–274. https://doi.org/10.1007/ s11092-010-9108-9 James, D. E., Schraw, G., & Kuch, F. (2015). Using the sampling margin of error to assess the interpretative validity of student evaluations of teaching. Assessment & Evaluation in Higher Education, 40(8), 1123–1141. https://doi.org/10. 1080/02602938.2014.972338 Kahloun, F., & Ayachi Ghannouchi, S. (2018). Evaluation of the criteria and indicators that determine quality in higher education: A questionnaire proposal. Springer International Publishing. https://doi.org/10.1007/978-3-319-59480-456 Kent-Waters, J., Seago, O., & Smith, L. (2018). A compendium of assessment techniques in higher education: From students’ perspectives. University of Leeds Lekwa, A. J., Reddy, L. A., & Shernoff, E. S. (2020). The magnitude and precision of estimates of change in formative teacher assessment. School Psychology, 35(2), 137–145. https://doi.org/10.1037/spq0000355 Liao, H., & Hitchcock, J. (2018). Reported credibility techniques in higher education evaluation studies that use qualitative methods: A research synthesis. Evaluation and Program Planning, 68, 157–165. https://doi.org/10.1016/ j.evalprogplan.2018.03.005 Lindgreen, A., DiBenedetto, C. A., Brodie, R. J., & Zenker, S. (2022). Teaching: How to ensure quality teaching, and how to recognize teaching qualifications. Industrial Marketing Management, 100, 1–5. https://doi.org/10.1016/j.indmar man.2021.11.008 Mohammed, A. A., Baig, A. H., & Gururajan, R. (2020). Proposal of a guide for talent evaluation and management based on a qualitative and three-staged approach: A case of the higher education sector. Journal of Applied Research in Higher Education, 12(5), 1045–1078. https://doi.org/10.1108/JARHE-10-2018-0220 Parylo, O., Zepeda, S. J., & Bengtson, E. (2012). Principals ́ experiences of being evaluated: A phenomenological study. Educational Assessment, Evaluation and Accountability, 24(3), 215–238. https://doi.org/10.1007/s11092-012-9150-x Patton, M. Q. (2014). How to use qualitative methods in evaluation. SAGE Publications Inc Pounder, J., Hung Lam, E., & Groves, J. M. (2016). Faculty-student engagement in teaching observation and assessment: A Hong Kong initiative. Assessment & Evaluation in Higher Education, 41(8), 1193–1205. https://doi.org/10.1080/ 02602938.2015.1071779 Reategui, E., Pires, A., Carniato, M., & Franco, S. R. K. (2020). Evaluation of Brazilian research output in education: Confronting international and national contexts. Scientometrics: An International Journal for All Quantitative Aspects of the Science of Science, Communication in Science and Science Policy, 125(1), 427–444. https://doi.org/10.1007/ s11192-020-03617-z Rockoff, J., & Speroni, C. (2011). Subjective and objective evaluations of teacher effectiveness: Evidence from New York City. Journal of Labour Economics, 18(5), 687–696. https://doi.org/10.1016/j.labeco.2011.02.004 Sovetkanova, D., Turgunbayeva, B., Chinibayeva, G., Aiman, B., & Imansydykova, N. (2021). Innovative methods and technologies of training specialists in postgraduate pedagogical education. International Journal of Emerging Technologies in Learning, 16(19), 109–123. https://doi.org/10.3991/ijet.v16i19.26041 Sun, H., & Richardson, J. (2016). Student ́s perceptions of the academic environment and approaches to studying in British postgraduate business education. Assessment & Evaluation in Higher Education, 41(3), 384–399. https://doi. org/10.1080/02602938.2015.1017755 Sun, J., Wu, J., Tian, J., Huynh, V. N., & Nakamori, Y. (2017). A knowledge management approach to evaluation of ability and environment for graduate research. International Journal of Knowledge & Systems Science, 8(3), 13–33. https://doi.org/10.4018/IJKSS.2017070102 Vlachopoulos, D., & Makri, A. (2021). Quality teaching in online higher education: The perspectives of 250 online tutors on technology and pedagogy. International Journal of Emerging Technologies in Learning (Ijet), 16(6), 40–56. https:// doi.org/10.3991/ijet.v16i06.20173 Wilkinson, K. L. (2022). Evaluating a structured online peer evaluation system among graduate-level communication capstone students through action research. Online Learning, 26(1), 93–129. https://doi.org/10.24059/olj.v26i1.3077 Yin, H., & Wang, W. (2015). Assessing and improving the quality of undergraduate teaching in China: The course experience questionnaire. Assessment & Evaluation in Higher Education, 40(8), 1032–1049. https://doi.org/10.1080/ 02602938.2014.963837JOURNAL OF LATINOS AND EDUCATION13 |
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Gabalán Coello, JesúsVásquez Rizo, Fredy Eduardovirtual::5337-1Laurier, Michel2024-04-17T15:51:08Z2024-04-17T15:51:08Z2023Vásquez-Rizo, F. E.; Gabalán-Coello, J.; Laurier, M. (2023). Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the Stakeholders. Journal of Latinos and Education. p.p. 1-13. https://doi.org/10.1080/15348431.2023.22127611534-8431https://hdl.handle.net/10614/15544https://doi.org/10.1080/15348431.2023.2212761Universidad Autónoma de OccidenteRespositorio Educativo Digital UAOhttps://red.uao.edu.co/This study analyzes some determinants of teaching quality in Master's degree programs in Engineering, taken into account the point of view of students, in a Colombian university, using mixed (quantitative-qualitative) research techniques. The study aggregates factors that are important in such contexts as the institutional environment, theory-practice balance in courses, professor who has experience as researcher, students’ characteristics as well as their previous experiences, and tutoring. These factors are interrelated. In this sense, issues such as professors’ methodology and research experience are highly valued by the students, whereas professors stress the importance of their work as a peer, that is to say being recognized in the academic community as a reference in the discipline. The implications of this research is to know and develop new methodologies to evaluate teacher’s performance but this time in graduate level, topic with fewer evidences than those in undergraduate level13 páginasapplication/pdfspaTaylor & Francis GroupReino UnidoDerechos reservados, Taylor y Francys Group, 2023https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2Characteristics and Well Practices About Teaching Learning Process in Graduate Programs According to the StakeholdersArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85131Journal of Latinos and EducationArnekrans, A., Armbruster, E., Shindelar, L., & Feehery, S. (2018). Required counseling experiences in graduate programs: A policy recommendation. Journal of Counselor Leadership & Advocacy, 5(2), 170–180. https://doi.org/ 10.1080/2326716X.2018.1489314Batty, H., Scott, G., & Stevens, K. (2022). A blended learning approach to practice placement in an education setting at Sheffield Hallam University – a qualitative evaluation. Physiotherapy, 114, 71–72. https://doi.org/10.1016/j.physio. 2021.12.008Bernard, H. (2011). How to evaluate, improve and value higher education?. De Boeck.Chandra, P., Tomitsch, M., & Large, M. (2020). Innovation education programs: A review of definitions, pedagogy, frameworks and evaluation measures. European Journal of Innovation Management, 24(4), 1268–1291. https://doi. org/10.1108/EJIM-02-2020-0043Chen, W., Mason, S., Staniszewski, C., Upton, A., & Valley, M. (2012). Assessing the quality of teachers ́ teaching practices. Educational Assessment, Evaluation and Accountability, 24(1), 25–41. https://doi.org/10.1007/s11092-011- 9134-2Christoforidou, M., & Kyriakides, L. (2021). Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation, 70(1), 101051. https://doi.org/10.1016/j. stueduc.2021.101051Coombes, A., & Ponta, O. (2022). Building community engagement and teacher support in education: Qualitative findings from process evaluations in two exceptional settings. Journal of Development Effectiveness, 1–18. https://doi. org/10.1080/19439342.2022.2067889Darwin, S. (2016). What higher education teachers think about quantitative student evaluation. Springer International PublishingDavid, S. A., & Hill, C. (2021). Postgraduate students’ experiences and perspectives on transformation of teaching and learning in tertiary education. Education + Training, 63(4), 562–578. https://doi.org/10.1108/ET-05-2020-0122Ding, C. S. (2009). Measurement issues in designing and implementing longitudinal evaluation studies. Educational Assessment, Evaluation and Accountability, 21(2), 155–171. https://doi.org/10.1007/s11092-008-9067-6Ewing, A. M. (2012). Estimating the impact of relative expected grade on student evaluations of teachers. Economics of Education Review, 31(1), 141–154. https://doi.org/10.1016/j.econedurev.2011.10.002Fajadet, J., Prendergast, B., & Wijns, W. (2021). EuroPCR 2021: The next milestone on the road to excellence in postgraduate education. EuroIntervention: Journal of EuroPcr, 17(1), 13–15. https://doi.org/10.4244/EIJV17I1A1Friess, W. A., & Goupee, A. J. (2020). Using continuous peer evaluation in team-based engineering capstone projects: A case study. IEEE Transactions on Education, 63(2), 82–87. https://doi.org/10.1109/TE.2020.2970549Gabalán Coello, J., & Vásquez Rizo, F. E. (2020). La calidad profesoral desde la percepción del ingeniero en formación [Professor quality assessed by student engineers]. Revista Cubana de Educación Superior [Cuban Journal of Higher Education], 39(1), 1–21. https://doi.org/10.35575/rvucn.n57a3Gonzaga Alves, M. T., & Xavier, F. P. (2018). Multidimensional indicators to evaluate school infrastructure: Elementary schools. Cadernos de Pesquisa [Research Notebooks], 48(169), 708–747. https://doi.org/10.1590/198053145455Haidar, F. T. (2021). The applicability of the course experience questionnaire in accounting education in Saudi Arabia. Journal of Accounting, Finance & Auditing Studies, 7(3), 184–207. https://doi.org/10.32602/jafas.2021.025Hallinger, P. (2010). Using faculty evaluation to improve teaching quality: A longitudinal case study of higher education in Southeast Asia. Educational Assessment, Evaluation and Accountability, 22(4), 253–274. https://doi.org/10.1007/ s11092-010-9108-9James, D. E., Schraw, G., & Kuch, F. (2015). Using the sampling margin of error to assess the interpretative validity of student evaluations of teaching. Assessment & Evaluation in Higher Education, 40(8), 1123–1141. https://doi.org/10. 1080/02602938.2014.972338Kahloun, F., & Ayachi Ghannouchi, S. (2018). Evaluation of the criteria and indicators that determine quality in higher education: A questionnaire proposal. Springer International Publishing. https://doi.org/10.1007/978-3-319-59480-456Kent-Waters, J., Seago, O., & Smith, L. (2018). A compendium of assessment techniques in higher education: From students’ perspectives. University of LeedsLekwa, A. J., Reddy, L. A., & Shernoff, E. S. (2020). The magnitude and precision of estimates of change in formative teacher assessment. School Psychology, 35(2), 137–145. https://doi.org/10.1037/spq0000355Liao, H., & Hitchcock, J. (2018). Reported credibility techniques in higher education evaluation studies that use qualitative methods: A research synthesis. Evaluation and Program Planning, 68, 157–165. https://doi.org/10.1016/ j.evalprogplan.2018.03.005Lindgreen, A., DiBenedetto, C. A., Brodie, R. J., & Zenker, S. (2022). Teaching: How to ensure quality teaching, and how to recognize teaching qualifications. Industrial Marketing Management, 100, 1–5. https://doi.org/10.1016/j.indmar man.2021.11.008Mohammed, A. A., Baig, A. H., & Gururajan, R. (2020). Proposal of a guide for talent evaluation and management based on a qualitative and three-staged approach: A case of the higher education sector. Journal of Applied Research in Higher Education, 12(5), 1045–1078. https://doi.org/10.1108/JARHE-10-2018-0220Parylo, O., Zepeda, S. J., & Bengtson, E. (2012). Principals ́ experiences of being evaluated: A phenomenological study. Educational Assessment, Evaluation and Accountability, 24(3), 215–238. https://doi.org/10.1007/s11092-012-9150-xPatton, M. Q. (2014). How to use qualitative methods in evaluation. SAGE Publications IncPounder, J., Hung Lam, E., & Groves, J. M. (2016). Faculty-student engagement in teaching observation and assessment: A Hong Kong initiative. Assessment & Evaluation in Higher Education, 41(8), 1193–1205. https://doi.org/10.1080/ 02602938.2015.1071779Reategui, E., Pires, A., Carniato, M., & Franco, S. R. K. (2020). Evaluation of Brazilian research output in education: Confronting international and national contexts. Scientometrics: An International Journal for All Quantitative Aspects of the Science of Science, Communication in Science and Science Policy, 125(1), 427–444. https://doi.org/10.1007/ s11192-020-03617-zRockoff, J., & Speroni, C. (2011). Subjective and objective evaluations of teacher effectiveness: Evidence from New York City. Journal of Labour Economics, 18(5), 687–696. https://doi.org/10.1016/j.labeco.2011.02.004Sovetkanova, D., Turgunbayeva, B., Chinibayeva, G., Aiman, B., & Imansydykova, N. (2021). Innovative methods and technologies of training specialists in postgraduate pedagogical education. International Journal of Emerging Technologies in Learning, 16(19), 109–123. https://doi.org/10.3991/ijet.v16i19.26041Sun, H., & Richardson, J. (2016). Student ́s perceptions of the academic environment and approaches to studying in British postgraduate business education. Assessment & Evaluation in Higher Education, 41(3), 384–399. https://doi. org/10.1080/02602938.2015.1017755Sun, J., Wu, J., Tian, J., Huynh, V. N., & Nakamori, Y. (2017). A knowledge management approach to evaluation of ability and environment for graduate research. International Journal of Knowledge & Systems Science, 8(3), 13–33. https://doi.org/10.4018/IJKSS.2017070102Vlachopoulos, D., & Makri, A. (2021). Quality teaching in online higher education: The perspectives of 250 online tutors on technology and pedagogy. 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Assessment & Evaluation in Higher Education, 40(8), 1032–1049. https://doi.org/10.1080/ 02602938.2014.963837JOURNAL OF LATINOS AND EDUCATION13Teacher assessmentGraduate engineeringQuantitative techniquesQualitative techniquesHigher educationEvaluationComunidad generalPublicationde9588ce-124a-4069-a8f5-5aaba67a1b62virtual::5337-1de9588ce-124a-4069-a8f5-5aaba67a1b62virtual::5337-1https://scholar.google.es/citations?user=55g9LTYAAAAJ&hl=esvirtual::5337-10000-0003-1398-6174virtual::5337-1https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000675962virtual::5337-1LICENSElicense.txtlicense.txttext/plain; charset=utf-81672https://red.uao.edu.co/bitstreams/740869d2-61ae-4ef4-96de-5e4758e69b44/download6987b791264a2b5525252450f99b10d1MD51ORIGINALCharacteristics_and_well_practices_about_teaching_learning_process_in_graduate_programs_according_to_the_stakeholders.pdfArchivo texto completo del artículo de revista, PDFapplication/pdf439906https://red.uao.edu.co/bitstreams/9fd952d2-5061-4fb4-8d74-40da8c7e863a/download5ee191ba679518ab327a7198b4615bf2MD52TEXTCharacteristics_and_well_practices_about_teaching_learning_process_in_graduate_programs_according_to_the_stakeholders.pdf.txtCharacteristics_and_well_practices_about_teaching_learning_process_in_graduate_programs_according_to_the_stakeholders.pdf.txtExtracted texttext/plain55632https://red.uao.edu.co/bitstreams/14c583e1-8451-46a0-b568-234c909f5d13/download680240c57d8f13f1421caa419919d524MD53THUMBNAILCharacteristics_and_well_practices_about_teaching_learning_process_in_graduate_programs_according_to_the_stakeholders.pdf.jpgCharacteristics_and_well_practices_about_teaching_learning_process_in_graduate_programs_according_to_the_stakeholders.pdf.jpgGenerated Thumbnailimage/jpeg14263https://red.uao.edu.co/bitstreams/d037e519-b991-46ba-9a5e-1803291328a4/downloada3b5f1e7fb66581030bc79c0ced48141MD5410614/15544oai:red.uao.edu.co:10614/155442024-04-22 15:55:27.747https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos reservados, Taylor y Francys Group, 2023open.accesshttps://red.uao.edu.coRepositorio Digital Universidad Autonoma de Occidenterepositorio@uao.edu.coPHA+RUwgQVVUT1IgYXV0b3JpemEgYSBsYSBVbml2ZXJzaWRhZCBBdXTDs25vbWEgZGUgT2NjaWRlbnRlLCBkZSBmb3JtYSBpbmRlZmluaWRhLCBwYXJhIHF1ZSBlbiBsb3MgdMOpcm1pbm9zIGVzdGFibGVjaWRvcyBlbiBsYSBMZXkgMjMgZGUgMTk4MiwgbGEgTGV5IDQ0IGRlIDE5OTMsIGxhIERlY2lzacOzbiBhbmRpbmEgMzUxIGRlIDE5OTMsIGVsIERlY3JldG8gNDYwIGRlIDE5OTUgeSBkZW3DoXMgbGV5ZXMgeSBqdXJpc3BydWRlbmNpYSB2aWdlbnRlIGFsIHJlc3BlY3RvLCBoYWdhIHB1YmxpY2FjacOzbiBkZSBlc3RlIGNvbiBmaW5lcyBlZHVjYXRpdm9zLiBQQVJBR1JBRk86IEVzdGEgYXV0b3JpemFjacOzbiBhZGVtw6FzIGRlIHNlciB2w6FsaWRhIHBhcmEgbGFzIGZhY3VsdGFkZXMgeSBkZXJlY2hvcyBkZSB1c28gc29icmUgbGEgb2JyYSBlbiBmb3JtYXRvIG8gc29wb3J0ZSBtYXRlcmlhbCwgdGFtYmnDqW4gcGFyYSBmb3JtYXRvIGRpZ2l0YWwsIGVsZWN0csOzbmljbywgdmlydHVhbCwgcGFyYSB1c29zIGVuIHJlZCwgSW50ZXJuZXQsIGV4dHJhbmV0LCBpbnRyYW5ldCwgYmlibGlvdGVjYSBkaWdpdGFsIHkgZGVtw6FzIHBhcmEgY3VhbHF1aWVyIGZvcm1hdG8gY29ub2NpZG8gbyBwb3IgY29ub2Nlci4gRUwgQVVUT1IsIGV4cHJlc2EgcXVlIGVsIGRvY3VtZW50byAodHJhYmFqbyBkZSBncmFkbywgcGFzYW50w61hLCBjYXNvcyBvIHRlc2lzKSBvYmpldG8gZGUgbGEgcHJlc2VudGUgYXV0b3JpemFjacOzbiBlcyBvcmlnaW5hbCB5IGxhIGVsYWJvcsOzIHNpbiBxdWVicmFudGFyIG5pIHN1cGxhbnRhciBsb3MgZGVyZWNob3MgZGUgYXV0b3IgZGUgdGVyY2Vyb3MsIHkgZGUgdGFsIGZvcm1hLCBlbCBkb2N1bWVudG8gKHRyYWJham8gZGUgZ3JhZG8sIHBhc2FudMOtYSwgY2Fzb3MgbyB0ZXNpcykgZXMgZGUgc3UgZXhjbHVzaXZhIGF1dG9yw61hIHkgdGllbmUgbGEgdGl0dWxhcmlkYWQgc29icmUgw6lzdGUuIFBBUkFHUkFGTzogZW4gY2FzbyBkZSBwcmVzZW50YXJzZSBhbGd1bmEgcmVjbGFtYWNpw7NuIG8gYWNjacOzbiBwb3IgcGFydGUgZGUgdW4gdGVyY2VybywgcmVmZXJlbnRlIGEgbG9zIGRlcmVjaG9zIGRlIGF1dG9yIHNvYnJlIGVsIGRvY3VtZW50byAoVHJhYmFqbyBkZSBncmFkbywgUGFzYW50w61hLCBjYXNvcyBvIHRlc2lzKSBlbiBjdWVzdGnDs24sIEVMIEFVVE9SLCBhc3VtaXLDoSBsYSByZXNwb25zYWJpbGlkYWQgdG90YWwsIHkgc2FsZHLDoSBlbiBkZWZlbnNhIGRlIGxvcyBkZXJlY2hvcyBhcXXDrSBhdXRvcml6YWRvczsgcGFyYSB0b2RvcyBsb3MgZWZlY3RvcywgbGEgVW5pdmVyc2lkYWQgIEF1dMOzbm9tYSBkZSBPY2NpZGVudGUgYWN0w7phIGNvbW8gdW4gdGVyY2VybyBkZSBidWVuYSBmZS4gVG9kYSBwZXJzb25hIHF1ZSBjb25zdWx0ZSB5YSBzZWEgZW4gbGEgYmlibGlvdGVjYSBvIGVuIG1lZGlvIGVsZWN0csOzbmljbyBwb2Ryw6EgY29waWFyIGFwYXJ0ZXMgZGVsIHRleHRvIGNpdGFuZG8gc2llbXByZSBsYSBmdWVudGUsIGVzIGRlY2lyIGVsIHTDrXR1bG8gZGVsIHRyYWJham8geSBlbCBhdXRvci4gRXN0YSBhdXRvcml6YWNpw7NuIG5vIGltcGxpY2EgcmVudW5jaWEgYSBsYSBmYWN1bHRhZCBxdWUgdGllbmUgRUwgQVVUT1IgZGUgcHVibGljYXIgdG90YWwgbyBwYXJjaWFsbWVudGUgbGEgb2JyYS48L3A+Cg== |