EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning
1 recurso en línea (125 páginas) : ilustraciones color, tablas.
- Autores:
-
Torres Sanabria, Mónica Cristina
Vera Hernández, Andrea Katherine
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/2976
- Acceso en línea:
- http://repositorio.uptc.edu.co/handle/001/2976
- Palabra clave:
- Inglés - Desarrollo de habilidades comunicativas
Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas
Technological tools
Culture
Early oral practices
Rural students
- Rights
- openAccess
- License
- Copyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombia
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EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning |
| title |
EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning |
| spellingShingle |
EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning Inglés - Desarrollo de habilidades comunicativas Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Technological tools Culture Early oral practices Rural students |
| title_short |
EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning |
| title_full |
EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning |
| title_fullStr |
EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning |
| title_full_unstemmed |
EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning |
| title_sort |
EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning |
| dc.creator.fl_str_mv |
Torres Sanabria, Mónica Cristina Vera Hernández, Andrea Katherine |
| dc.contributor.advisor.spa.fl_str_mv |
Viáfara González, John Jairo |
| dc.contributor.author.none.fl_str_mv |
Torres Sanabria, Mónica Cristina Vera Hernández, Andrea Katherine |
| dc.subject.armarc.none.fl_str_mv |
Inglés - Desarrollo de habilidades comunicativas Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas |
| topic |
Inglés - Desarrollo de habilidades comunicativas Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Technological tools Culture Early oral practices Rural students |
| dc.subject.proposal.spa.fl_str_mv |
Technological tools Culture Early oral practices Rural students |
| description |
1 recurso en línea (125 páginas) : ilustraciones color, tablas. |
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2019 |
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2019-12-12T16:14:06Z |
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2019-12-12T16:14:06Z |
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2019 |
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Torres Sanabria, M. C. & Vera Hernández, A. K. (2019). EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2976 |
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http://repositorio.uptc.edu.co/handle/001/2976 |
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Torres Sanabria, M. C. & Vera Hernández, A. K. (2019). EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2976 |
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http://repositorio.uptc.edu.co/handle/001/2976 |
| dc.language.iso.spa.fl_str_mv |
eng |
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eng |
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Alanazi, M. H. (2019). A Study of the Preservice Trainee Teachers Problems in Designing Lesson Plans. Arab World English Journal (AWEJ), 170. Bashan, B., & Holsblat, R. (2017). Reflective Journal as a Research Tool: The case of student teachers' development of teamwork. Cogent Education, 2 Beatty, K. (2013). Teaching and Researching Computer Assisted language Learning. Routledge. Bell, J. (2005). Doing your Research Project. A guide for first-time researchers in education, health and social science. London: Open University Press. Breitmayer, B. (1991). Triangualtion in Qualitative Research: Issues of Conceptual Clarity and Purpose. Qualitative nursing research: A contemporary dialogue , 227. Brière, J.-F. (1986). Cultural Understanding through Cross Cultural Analysis. The French Review, 60(2), 203-208. Brown, H. (1994). Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Burns, A., & Joyce, H. (1997). Focus on Speaking. New South Wales, AUS: National Center for English Language Teaching and Reasearch Bygate, M. (1987). Speaking. Oxford: Oxford University Press Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Philadelphia, Clevedon, Toronto, Sydney, Johannesburg : Multilingual Matter LTD Byram, M., & Morgan, C. (1994). Teaching and Learning Language and Culture . Clevedon, Philadelphia, Adelaide : MULTILINGUAL MATTERS LTD Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the Intercultural Dimension Practical Introduction for Teachers. Strasbourg: Council of Europe . Byram, M., Morgan, C., & Colleagues. (1994). Teaching and Learning language and Culture. Clevedon, Philadelphia, Adelaide: Multilingual Matters LTD. Camacho, K. V. (2009). Intercultural Learning Experienced through the Communicative Approach for the Development of 7th graders' Speaking Skill at Instituto Técnico industrial Rafael Reyes in Duitama. Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1, 27. Chomsky, N. (2000). The Architecture of Language. Oxford: Oxford University Press . Conole, G. (2008). Listening to the Learner Voice: The ever Changing Landscape of Technology use for language Students. ReCALL, 124-140. Cresswell, J. (2009). RESEARCH DESIGN Qualitative, Quantitative and Mixed Methods Approaches. Los Angeles, London, New Delhi, Singapore: SAGE. Daza Gomez, M. F. (2016). Analysis and Evolution of the ICT Educational Policies in Colombia. Texas Schoolar Works University of Texas Libraries, 14-21. Doganay, Y., Ashirimbetova, M., & Davis, B. (2013). Making Culture Happen in the English Language Classroom. English Language Teaching, 11-16. Fahri, H. (2015).THE ROLE OF TECHNOLOGY IN EFL CLASSROOM. IJEE (Indonesian Journal of English Education). Fereday, J., & Muir-Cochrane, E. (2006). Demonstraring Rigor using Thematic Analysis: a Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 80-92. Fotos, S., & M. Browne, C. (2011). The Development of CALL and Current Options. En S. Fotos, & C. M.Browne, New Perspectives on CALL for Second Language Classroom (pág. 9). Mahwah, NJ, USA: Lawrence Erlbaum Associates, Inc. Publishers Fundación Escuela Nueva, Volvamos a la gente. (s.f.). Fundación Escuela Nueva, Volvamos a la gente. February 16th 2019, Fundación Escuela Nueva, Volvamos a la gente: Retrieved from: http//www.escuelanueva.org/portal1/en/who-we-are/escuela-nueva-activa-model/model-s-history.html Fundacionescuelanuev. (3 de October de 2013). Fundación Escuela Nueva: Unlocking skills and Potential. February 27th 2019, Fundación Escuela Nueva: Unlocking skills and Potential: Retrieved from: http://escuelanueva.org/portal1/en/who-we-are/escuela-nueva-activa-model.html Furstenberg, G. (1997). Teaching with Technology: what is at stake? ADFL Bulleting, 28(3), 21-25. Garrett, N. (2009). Computer- Assisted Language Learning trends and Isuues Revisited: Integrating Innovation. The Modern Language Journal, 720 Gee, J., & Crawford, V. (1998). Two kinds of teenagers: Language, identity and social class. En K. Alvermann, H. D. d., S. Moore, & W. D., Reconceptualizing the Litteracies in Adolescents' lifes. (p. 225-245). Mahwah, NJ, US.: Lawrence Erlbaum Associates Publishers. Ghasemi, B., & Hashemi, M. (2011). ICT: Newwave in English language learning/teaching. Procedia, Social and behavioral sciences, 3099. Gibbs, G. (2007). Thematic Coding and Categorizing. Ananalyzing qualitative data., 38-56. Gilakjani, A. P. (2014). A Detailed Analysis over Some Important Issues towards Using Computer Technology into the EFL Classrooms. Universal Journal of Educational Research, 147. Hammer, M., Wiseman, R., Rasmussen, J., & Bruschke, J. (1998). A test of Anxiety/uncertainty Management Theory: The Intercultural Adaptation Context. Communication Quarterly, 46(3), 309-326. Hernandez, M. G. (2016). Involving University students in Intercultural Communicative Competence Activities through the use of Cultural products and practices. ENLETAWA Journal, 13-32. Hobson, A. J., & Townsend, A. (2010). Interviewing as educational research method(s). En A. J. Hobson, & A. Townsend, Educational Research and Inquiry (págs. 223-228). London: Continuum editors: D.Hartas Huttenlocher, P. R. (1990). Morphometric Study of Human Cerebral Cortex Development. Neuropsychologia, 28(6), 517-527. Ilter, B. G. (2009). Effect of Technology on Motivation in EFL Classrooms. Turkish Online Journal of Distance Education-TOJDE, 10, 155. Jamieson, J., Chapelle, C., & Preiss, S. (2005). CALL Evaluation by Developers, a Teacher, and Students. CALICO Journal, 93-138. Kline, R. (2012). A Model for Improving Rural Schools: Escuela Nueva in Colombia and Guatemala. (C. University, Ed.) Current Issues in Comparative Education, Teachers College, 172 Knutson, E. M. (2006). Cross-cultural Awareness for Second/Foreign Language Learners. The Canadian Modern Language Review, 597. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press Inc. Lake, R. (2002). Enhancing Acquisition through Music. The Journal of the Imagination in Language Teaching and Learning, 104. Levy, M. (2009). Technologies in Use for Second Language Learning. The Modern Language Journal, 776. Lewin, K. (1946). Action Research and Minority Problems . Journal of Social Issues, 37-39. Liddicoat, A. J., & Scarino, A. (2013). Intercultural Language Teaching and Learning. Sussex: John Wiley & Sons. Lim, K. M., & Shen, H. Z. (2006). Integration of Computers into an EFL reading Classroom. ReCALL, 212-229. McDaniel, R. W., & Bach, C. A. (1996). Focus group Research: the Question of Scientific Rigor. Rehabilitation Nursing Research, 5, 53-59. Mckay, P., & Robinson, M. (1997). Language Teachers and Technology: The Litterature and Teachers' Perceptions. The role of Technology in the Learning of Asian Languages, 11-28. Mineducación. (2014, May 4). La Educación es de todos, Mineducación. February 15th, 2019, from La Educación es de todos, Mineducación: Retrieved from https://www.mineducacion.gov.co/1621/articles-89869_archivo_pdf4.pdf Ministerio de Educación Nacional . (2006). Centro virtual de Noticias . February, 15th ,2019, Centro virtual de Noticias, Retrieved from: https://www.mineducacion.gov.co/cvn/1665/article-115174.html Ministerio de Educación Nacional. (2006). CVN Centro Virtual de Noticias. February 15th, 2019, CVN Centro Virtual de Noticias, Retrieved from: https://www.mineducacion.gov.co/cvn/1665/article-115174.html Ministerio de Educación Nacional. (2016). Colombia Bilingue- Colombia Aprende. February 15th, 2019, Colombia Bilingue- Colombia Aprende, Retrieved from: http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/colombiabilingue/dbacurriculo/cartillas_mallas_aprendizaje/Mallas%20de%20Aprendizaje.pdf Ministerio de Educación Nacional. (2016). Colombia Bilingue-Colombia Aprende. Colombia Bilingue-Colombia Aprende: Retrieved from: http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/colombiabilingue/dbacurriculo/cartillas_mallas_aprendizaje/Mallas%20de%20Aprendizaje.pdf Mohamed, S. B., Rahman, M. F., Shamsuddin, S. N., & Rashid, R. A. (2017). Developing Speaking Skills using Virtual Speaking Buddy. International Journal of Emerging Technologies in Learning (iJET), 12(5), 195-201. Moore, Z. (1999). Technology and Teaching Culture in the L2 Classroom: an Introduction. Journal of Educational Computing Research, 1-9. Moradi, H. (2015). The role of Technology in the Development of Language skills. International Journal of English and Education, 112,114. Moran, P. (2001). Language and Culture in teaching Culture: Perspective in Practice. Boston, MA: Heinle & Heinle Muhammad, R., & Ijaz, M. (2013). Focus Group Interview as a tool for Qualitative Research: An Analysis. Pakistan Journal of Social Sciences (PJSS), 33, 192. Murray, D. E. (2007). Creating Technology-rich English Language Learning Environment. E J. Cummins, & C. Davison, International Handbook of English Language Teaching. 753. New York, NY, USA: Springer. Nacional, M. d. (2010). mineducacion.gov.co. October 17th, 2019, de mineducacion.gov.co, Retrieved from: https://www.mineducacion.gov.co/1759/articles-340089_archivopdf_orientaciones_pedagogicas_tomoI.pdf Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge, New york, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo.: Cambridge Univeristy Press. Patil, Z. (2008). Rethinking the Objectives of Teaching English in Asia. Asian EFL Journal, 10(4), 231. Pearce, C., Arnold, M., Phillips, C., & Dwan, K. (2010). Methodological Considerations of Digital Video Observation: Beyond Conversation Analysis. International Journal of Multiple Research Approaches , 91. Pennington, M. C. (1996). The power of CALL. Houston: Athelstan. Posada, J. H., & Guevara, Y. A. (2016). Raising Intercultural Awareness through Speaking Tasks in 5th graders-. Pereira, Risaralda Report, T. H. (2005). The Horizon Report. Stanford: NMC: The New Media Consortium , Sparking Inovative Learning and Creativity Rojas, Y. A. (2017). An ICT tool in a rural school: a Drawback for Language students at school? ENLETAWA Journal, 11, 91-109. Rugg, D. (2010). An Introduction to Triangulation. Switzerland: UNAIDS Monitoring and Evaluation Division Salaberry, M. (1998). On Input Processing, true Language Competence, and Peddagogical Bandwagons: a Reply to Sanz and VanPatten. Canadian Modern Language Review, 54(2), 274-285. Savignon, S. J., & Sysoyev, P. V. (2002). Sociocultural strategies for a Dialogue of Cultures. The Modern Language Journal , 508. Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to Children. London, New York: Longman. Schoepp, K. (2001). Reasons for Using Songs in the ESL/EFL Classroom. The Internet TESL Journal, 3. Soderman, A. K., & Oshio, T. (2008). The social and cultural contexts of second language acquisition. European Early Childhood Education Research Journal, 299. Spitzberg, B. H., & Chagnon, G. (2009). Conceptualizing Intercultural Competence. The sage Handbook of Intercultural Competence , 2-53. Stringer, E. T. (2014). Action Research. Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE. Swaran, C., Mohtar, T., Abdullah, N., & Mat, M. (2015). Developing the Speaking Skill among ESL Elementary Learners. The Asian Journal of English Language and Pedagogy, 162. Tinio, V. L. (2003). ICT in Education. E-ASEAN Task Force. Tinio, V. (2003). United Nations, digital library. Recuperado el 17 de october de 2019, de United Nations, digital library: https://digitallibrary.un.org/record/524544?ln=en Ur, P. (1991). A Course in Language Teaching. Cambridge, New york, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi.: Cambridge University Press. Usaquén, M. E. (2011). Adolscet Students' Intercultural Awareness when using Culture-Based Materials in the English Class. PROFILE Journal, 14, 29-48 Vega, D. (2013). Colombia's Digital Agenda: Sucesses and the challenges ahead. The Global Information Technology Report, 111-117 Bailey, K. M. (2014). Classroom research, teacher research, and action research in language teaching. Teaching English as a second or foreign language, 601-612. Warschauer, M., & Kern, R. (2001). Network Based Language Teaching: Concepts and Practice. Cambridge. Wiebe, G., & Kabata, K. (2010). 'students' and instructors' attitudes toward the use of CALL in Foreign Language teaching and Learning. Computer Assisted Language Learning, 4. Yunus, M. M., Salehi, H., & Amini, M. (2016). Impact of using CALL on Iranian EFL Learners Vocabulary Knowledge. English Language Teaching, 9(1), 173-187 Zhang, S. (2009). The Role of Input, Interaction and Output in the Development of Oral Fluency. CCSE Journal, 91. |
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Escuela de Idiomas |
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Viáfara González, John Jairo2d31d28ead3f34ada5d7940e1e6f281d-1Torres Sanabria, Mónica Cristina37ab01589d49c8e24e9dd592663f8ba8-1Vera Hernández, Andrea Katherine2ad97a553064b196f0c20f8d996341c8-12019-12-12T16:14:06Z2019-12-12T16:14:06Z2019Torres Sanabria, M. C. & Vera Hernández, A. K. (2019). EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2976http://repositorio.uptc.edu.co/handle/001/29761 recurso en línea (125 páginas) : ilustraciones color, tablas.Early instructions of English as a foreign language are a current tendency in Colombia, although it is noticeable that pupils from rural contexts encounter difficulties to communicate orally in English altering their social interaction skills. This study intended to propitiate spaces to early development of speaking skills of rural primary students from Boyacá, by using technology combined with intercultural contents such as English speaking countries‟ traditions, following a qualitative approach alongside action research. Workshops were applied in three momentums: pre-workshop, workshop and post workshop; the instruments for supporting data collection were focus groups interviews, video recording teacher‟s journals. This study aimed to inquire about; first, what dimensions in rural primary students‟ early oral practices are apparent when they use technological tools to guide their intercultural learning? Followed by how do rural students perceive technological tools employed to guide their intercultural learning when they are developing early oral practices? Along with what intercultural attitudes do rural students manifest when they use technological tools in their early oral practices about English speaking countries traditions? Within the findings of this research, students expressed their acceptance towards technological tools. They prepared oral communication by welcoming other cultures when they imagined themselves being immersed in foreign backgrounds. In order to structure communicative situations, learners reviewed previous linguistic and cultural contents. Regarding technological outcomes, it was encountered that technological tools were a source of empowerment in relation to culture. Technology represented a positive impact in regards to students‟ appropriation and exploration of foreign traditions. Also, it served as a source of motivation that entrusted learners towards actively participate in the EFL classroom. Similarly, technology was seen as a source of linguistic and cultural input. When students had their first encounters with contents belonging to the foreign culture, they expressed willingness; they started a process where they compared, inquired, and embraced foreign culture features. Then, it caused students conceive imaginary scenarios where they were immersed in the foreign culture, thus, they experienced contrasting emotions which ranged from excitement and enjoyment to insecurity and fear to be misunderstood when they made use of the foreign language.Bibliografía y webgrafía: páginas 103-109PregradoLicenciado en Idiomas Modernos Español - Inglésapplication/pdfengUniversidad Pedagógica y Tecnológica de ColombiaEscuela de IdiomasFacultad de Ciencias de la EducaciónLicenciatura en Idiomas ModernosCopyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombiahttps://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_abf2EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learningTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Alanazi, M. H. (2019). A Study of the Preservice Trainee Teachers Problems in Designing Lesson Plans. Arab World English Journal (AWEJ), 170.Bashan, B., & Holsblat, R. (2017). Reflective Journal as a Research Tool: The case of student teachers' development of teamwork. Cogent Education, 2Beatty, K. (2013). Teaching and Researching Computer Assisted language Learning. Routledge.Bell, J. (2005). Doing your Research Project. A guide for first-time researchers in education, health and social science. London: Open University Press.Breitmayer, B. (1991). Triangualtion in Qualitative Research: Issues of Conceptual Clarity and Purpose. Qualitative nursing research: A contemporary dialogue , 227.Brière, J.-F. (1986). Cultural Understanding through Cross Cultural Analysis. The French Review, 60(2), 203-208.Brown, H. (1994). Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.Burns, A., & Joyce, H. (1997). Focus on Speaking. New South Wales, AUS: National Center for English Language Teaching and ReasearchBygate, M. (1987). Speaking. Oxford: Oxford University PressByram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Philadelphia, Clevedon, Toronto, Sydney, Johannesburg : Multilingual Matter LTDByram, M., & Morgan, C. (1994). Teaching and Learning Language and Culture . Clevedon, Philadelphia, Adelaide : MULTILINGUAL MATTERS LTDByram, M., Gribkova, B., & Starkey, H. (2002). Developing the Intercultural Dimension Practical Introduction for Teachers. Strasbourg: Council of Europe .Byram, M., Morgan, C., & Colleagues. (1994). Teaching and Learning language and Culture. Clevedon, Philadelphia, Adelaide: Multilingual Matters LTD.Camacho, K. V. (2009). Intercultural Learning Experienced through the Communicative Approach for the Development of 7th graders' Speaking Skill at Instituto Técnico industrial Rafael Reyes in Duitama.Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1, 27.Chomsky, N. (2000). The Architecture of Language. Oxford: Oxford University Press .Conole, G. (2008). Listening to the Learner Voice: The ever Changing Landscape of Technology use for language Students. ReCALL, 124-140.Cresswell, J. (2009). RESEARCH DESIGN Qualitative, Quantitative and Mixed Methods Approaches. Los Angeles, London, New Delhi, Singapore: SAGE.Daza Gomez, M. F. (2016). Analysis and Evolution of the ICT Educational Policies in Colombia. Texas Schoolar Works University of Texas Libraries, 14-21.Doganay, Y., Ashirimbetova, M., & Davis, B. (2013). Making Culture Happen in the English Language Classroom. English Language Teaching, 11-16.Fahri, H. (2015).THE ROLE OF TECHNOLOGY IN EFL CLASSROOM. IJEE (Indonesian Journal of English Education).Fereday, J., & Muir-Cochrane, E. (2006). 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BlbCBub21icmUgZGUgbGEgcGFydGUgbyBsYXMgcGFydGVzIHF1ZSBlbCBBdXRvciBPcmlnaW5hbCB5L28gZWwgTGljZW5jaWFudGUgaHViaWVyZW4gZGVzaWduYWRvIHBhcmEgbGEgYXRyaWJ1Y2nDs24gKHYuZy4sIHVuIGluc3RpdHV0byBwYXRyb2NpbmFkb3IsIGVkaXRvcmlhbCwgcHVibGljYWNpw7NuKSBlbiBsYSBpbmZvcm1hY2nDs24gZGUgbG9zIGRlcmVjaG9zIGRlIGF1dG9yIGRlbCBMaWNlbmNpYW50ZSwgdMOpcm1pbm9zIGRlIHNlcnZpY2lvcyBvIGRlIG90cmFzIGZvcm1hcyByYXpvbmFibGVzOyBlbCB0w610dWxvIGRlIGxhIE9icmEgc2kgZXN0w6EgcHJvdmlzdG87IGVuIGxhIG1lZGlkYSBkZSBsbyByYXpvbmFibGVtZW50ZSBmYWN0aWJsZSB5LCBzaSBlc3TDoSBwcm92aXN0bywgZWwgSWRlbnRpZmljYWRvciBVbmlmb3JtZSBkZSBSZWN1cnNvcyAoVW5pZm9ybSBSZXNvdXJjZSBJZGVudGlmaWVyKSBxdWUgZWwgTGljZW5jaWFudGUgZXNwZWNpZmljYSBwYXJhIHNlciBhc29jaWFkbyBjb24gbGEgT2JyYSwgc2Fsdm8gcXVlIHRhbCBVUkkgbm8gc2UgcmVmaWVyYSBhIGxhIG5vdGEgc29icmUgbG9zIGRlcmVjaG9zIGRlIGF1dG9yIG8gYSBsYSBpbmZvcm1hY2nDs24gc29icmUgZWwgbGljZW5jaWFtaWVudG8gZGUgbGEgT2JyYTsgeSBlbiBlbCBjYXNvIGRlIHVuYSBPYnJhIERlcml2YWRhLCBhdHJpYnVpciBlbCBjcsOpZGl0byBpZGVudGlmaWNhbmRvIGVsIHVzbyBkZSBsYSBPYnJhIGVuIGxhIE9icmEgRGVyaXZhZGEgKHYuZy4sICJUcmFkdWNjacOzbiBGcmFuY2VzYSBkZSBsYSBPYnJhIGRlbCBBdXRvciBPcmlnaW5hbCwiIG8gIkd1acOzbiBDaW5lbWF0b2dyw6FmaWNvIGJhc2FkbyBlbiBsYSBPYnJhIG9yaWdpbmFsIGRlbCBBdXRvciBPcmlnaW5hbCIpLiBUYWwgY3LDqWRpdG8gcHVlZGUgc2VyIGltcGxlbWVudGFkbyBkZSBjdWFscXVpZXIgZm9ybWEgcmF6b25hYmxlOyBlbiBlbCBjYXNvLCBzaW4gZW1iYXJnbywgZGUgT2JyYXMgRGVyaXZhZGFzIHUgT2JyYXMgQ29sZWN0aXZhcywgdGFsIGNyw6lkaXRvIGFwYXJlY2Vyw6EsIGNvbW8gbcOtbmltbywgZG9uZGUgYXBhcmVjZSBlbCBjcsOpZGl0byBkZSBjdWFscXVpZXIgb3RybyBhdXRvciBjb21wYXJhYmxlIHkgZGUgdW5hIG1hbmVyYSwgYWwgbWVub3MsIHRhbiBkZXN0YWNhZGEgY29tbyBlbCBjcsOpZGl0byBkZSBvdHJvIGF1dG9yIGNvbXBhcmFibGUuCmQuCVBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgZXMgdW5hIGNvbXBvc2ljacOzbiBtdXNpY2FsOgppLglSZWdhbMOtYXMgcG9yIGludGVycHJldGFjacOzbiB5IGVqZWN1Y2nDs24gYmFqbyBsaWNlbmNpYXMgZ2VuZXJhbGVzLiBFbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIGF1dG9yaXphciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgeSBkZSByZWNvbGVjdGFyLCBzZWEgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgU0FZQ08pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIChwb3IgZWplbXBsbyBXZWJjYXN0KSBsaWNlbmNpYWRhIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcywgc2kgbGEgaW50ZXJwcmV0YWNpw7NuIG8gZWplY3VjacOzbiBkZSBsYSBvYnJhIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBvcmllbnRhZGEgcG9yIG8gZGlyaWdpZGEgYSBsYSBvYnRlbmNpw7NuIGRlIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLgppaS4JUmVnYWzDrWFzIHBvciBGb25vZ3JhbWFzLiBFbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIHJlY29sZWN0YXIsIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIGxvcyBjb25zYWdyYWRvcyBwb3IgbGEgU0FZQ08pLCB1bmEgYWdlbmNpYSBkZSBkZXJlY2hvcyBtdXNpY2FsZXMgbyBhbGfDum4gYWdlbnRlIGRlc2lnbmFkbywgbGFzIHJlZ2Fsw61hcyBwb3IgY3VhbHF1aWVyIGZvbm9ncmFtYSBxdWUgVXN0ZWQgY3JlZSBhIHBhcnRpciBkZSBsYSBvYnJhICjigJx2ZXJzacOzbiBjb3ZlcuKAnSkgeSBkaXN0cmlidXlhLCBlbiBsb3MgdMOpcm1pbm9zIGRlbCByw6lnaW1lbiBkZSBkZXJlY2hvcyBkZSBhdXRvciwgc2kgbGEgY3JlYWNpw7NuIG8gZGlzdHJpYnVjacOzbiBkZSBlc2EgdmVyc2nDs24gY292ZXIgZXN0w6EgcHJpbW9yZGlhbG1lbnRlIGRlc3RpbmFkYSBvIGRpcmlnaWRhIGEgb2J0ZW5lciB1bmEgdmVudGFqYSBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS4KZS4JR2VzdGnDs24gZGUgRGVyZWNob3MgZGUgQXV0b3Igc29icmUgSW50ZXJwcmV0YWNpb25lcyB5IEVqZWN1Y2lvbmVzIERpZ2l0YWxlcyAoV2ViQ2FzdGluZykuIFBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgc2VhIHVuIGZvbm9ncmFtYSwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgKHBvciBlamVtcGxvLCB3ZWJjYXN0KSB5IGRlIHJlY29sZWN0YXIsIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIEFDSU5QUk8pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpLCBzdWpldGEgYSBsYXMgZGlzcG9zaWNpb25lcyBhcGxpY2FibGVzIGRlbCByw6lnaW1lbiBkZSBEZXJlY2hvIGRlIEF1dG9yLCBzaSBlc3RhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBlc3TDoSBwcmltb3JkaWFsbWVudGUgZGlyaWdpZGEgYSBvYnRlbmVyIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLgo1LiBSZXByZXNlbnRhY2lvbmVzLCBHYXJhbnTDrWFzIHkgTGltaXRhY2lvbmVzIGRlIFJlc3BvbnNhYmlsaWRhZC4KQSBNRU5PUyBRVUUgTEFTIFBBUlRFUyBMTyBBQ09SREFSQU4gREUgT1RSQSBGT1JNQSBQT1IgRVNDUklUTywgRUwgTElDRU5DSUFOVEUgT0ZSRUNFIExBIE9CUkEgKEVOIEVMIEVTVEFETyBFTiBFTCBRVUUgU0UgRU5DVUVOVFJBKSDigJxUQUwgQ1VBTOKAnSwgU0lOIEJSSU5EQVIgR0FSQU5Uw41BUyBERSBDTEFTRSBBTEdVTkEgUkVTUEVDVE8gREUgTEEgT0JSQSwgWUEgU0VBIEVYUFJFU0EsIElNUEzDjUNJVEEsIExFR0FMIE8gQ1VBTFFVSUVSQSBPVFJBLCBJTkNMVVlFTkRPLCBTSU4gTElNSVRBUlNFIEEgRUxMQVMsIEdBUkFOVMONQVMgREUgVElUVUxBUklEQUQsIENPTUVSQ0lBQklMSURBRCwgQURBUFRBQklMSURBRCBPIEFERUNVQUNJw5NOIEEgUFJPUMOTU0lUTyBERVRFUk1JTkFETywgQVVTRU5DSUEgREUgSU5GUkFDQ0nDk04sIERFIEFVU0VOQ0lBIERFIERFRkVDVE9TIExBVEVOVEVTIE8gREUgT1RSTyBUSVBPLCBPIExBIFBSRVNFTkNJQSBPIEFVU0VOQ0lBIERFIEVSUk9SRVMsIFNFQU4gTyBOTyBERVNDVUJSSUJMRVMgKFBVRURBTiBPIE5PIFNFUiBFU1RPUyBERVNDVUJJRVJUT1MpLiBBTEdVTkFTIEpVUklTRElDQ0lPTkVTIE5PIFBFUk1JVEVOIExBIEVYQ0xVU0nDk04gREUgR0FSQU5Uw41BUyBJTVBMw41DSVRBUywgRU4gQ1VZTyBDQVNPIEVTVEEgRVhDTFVTScOTTiBQVUVERSBOTyBBUExJQ0FSU0UgQSBVU1RFRC4KNi4gTGltaXRhY2nDs24gZGUgcmVzcG9uc2FiaWxpZGFkLgpBIE1FTk9TIFFVRSBMTyBFWElKQSBFWFBSRVNBTUVOVEUgTEEgTEVZIEFQTElDQUJMRSwgRUwgTElDRU5DSUFOVEUgTk8gU0VSw4EgUkVTUE9OU0FCTEUgQU5URSBVU1RFRCBQT1IgREHDkU8gQUxHVU5PLCBTRUEgUE9SIFJFU1BPTlNBQklMSURBRCBFWFRSQUNPTlRSQUNUVUFMLCBQUkVDT05UUkFDVFVBTCBPIENPTlRSQUNUVUFMLCBPQkpFVElWQSBPIFNVQkpFVElWQSwgU0UgVFJBVEUgREUgREHDkU9TIE1PUkFMRVMgTyBQQVRSSU1PTklBTEVTLCBESVJFQ1RPUyBPIElORElSRUNUT1MsIFBSRVZJU1RPUyBPIElNUFJFVklTVE9TIFBST0RVQ0lET1MgUE9SIEVMIFVTTyBERSBFU1RBIExJQ0VOQ0lBIE8gREUgTEEgT0JSQSwgQVVOIENVQU5ETyBFTCBMSUNFTkNJQU5URSBIQVlBIFNJRE8gQURWRVJUSURPIERFIExBIFBPU0lCSUxJREFEIERFIERJQ0hPUyBEQcORT1MuIEFMR1VOQVMgTEVZRVMgTk8gUEVSTUlURU4gTEEgRVhDTFVTScOTTiBERSBDSUVSVEEgUkVTUE9OU0FCSUxJREFELCBFTiBDVVlPIENBU08gRVNUQSBFWENMVVNJw5NOIFBVRURFIE5PIEFQTElDQVJTRSBBIFVTVEVELgo3LiBUw6lybWluby4KYS4JRXN0YSBMaWNlbmNpYSB5IGxvcyBkZXJlY2hvcyBvdG9yZ2Fkb3MgZW4gdmlydHVkIGRlIGVsbGEgdGVybWluYXLDoW4gYXV0b23DoXRpY2FtZW50ZSBzaSBVc3RlZCBpbmZyaW5nZSBhbGd1bmEgY29uZGljacOzbiBlc3RhYmxlY2lkYSBlbiBlbGxhLiBTaW4gZW1iYXJnbywgbG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgcXVlIGhhbiByZWNpYmlkbyBPYnJhcyBEZXJpdmFkYXMgbyBDb2xlY3RpdmFzIGRlIFVzdGVkIGRlIGNvbmZvcm1pZGFkIGNvbiBlc3RhIExpY2VuY2lhLCBubyB2ZXLDoW4gdGVybWluYWRhcyBzdXMgbGljZW5jaWFzLCBzaWVtcHJlIHF1ZSBlc3RvcyBpbmRpdmlkdW9zIG8gZW50aWRhZGVzIHNpZ2FuIGN1bXBsaWVuZG8gw61udGVncmFtZW50ZSBsYXMgY29uZGljaW9uZXMgZGUgZXN0YXMgbGljZW5jaWFzLiBMYXMgU2VjY2lvbmVzIDEsIDIsIDUsIDYsIDcsIHkgOCBzdWJzaXN0aXLDoW4gYSBjdWFscXVpZXIgdGVybWluYWNpw7NuIGRlIGVzdGEgTGljZW5jaWEuCmIuCVN1amV0YSBhIGxhcyBjb25kaWNpb25lcyB5IHTDqXJtaW5vcyBhbnRlcmlvcmVzLCBsYSBsaWNlbmNpYSBvdG9yZ2FkYSBhcXXDrSBlcyBwZXJwZXR1YSAoZHVyYW50ZSBlbCBwZXLDrW9kbyBkZSB2aWdlbmNpYSBkZSBsb3MgZGVyZWNob3MgZGUgYXV0b3IgZGUgbGEgb2JyYSkuIE5vIG9ic3RhbnRlIGxvIGFudGVyaW9yLCBlbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gYSBwdWJsaWNhciB5L28gZXN0cmVuYXIgbGEgT2JyYSBiYWpvIGNvbmRpY2lvbmVzIGRlIGxpY2VuY2lhIGRpZmVyZW50ZXMgbyBhIGRlamFyIGRlIGRpc3RyaWJ1aXJsYSBlbiBsb3MgdMOpcm1pbm9zIGRlIGVzdGEgTGljZW5jaWEgZW4gY3VhbHF1aWVyIG1vbWVudG87IGVuIGVsIGVudGVuZGlkbywgc2luIGVtYmFyZ28sIHF1ZSBlc2EgZWxlY2Npw7NuIG5vIHNlcnZpcsOhIHBhcmEgcmV2b2NhciBlc3RhIGxpY2VuY2lhIG8gcXVlIGRlYmEgc2VyIG90b3JnYWRhICwgYmFqbyBsb3MgdMOpcm1pbm9zIGRlIGVzdGEgbGljZW5jaWEpLCB5IGVzdGEgbGljZW5jaWEgY29udGludWFyw6EgZW4gcGxlbm8gdmlnb3IgeSBlZmVjdG8gYSBtZW5vcyBxdWUgc2VhIHRlcm1pbmFkYSBjb21vIHNlIGV4cHJlc2EgYXRyw6FzLiBMYSBMaWNlbmNpYSByZXZvY2FkYSBjb250aW51YXLDoSBzaWVuZG8gcGxlbmFtZW50ZSB2aWdlbnRlIHkgZWZlY3RpdmEgc2kgbm8gc2UgbGUgZGEgdMOpcm1pbm8gZW4gbGFzIGNvbmRpY2lvbmVzIGluZGljYWRhcyBhbnRlcmlvcm1lbnRlLgo4LiBWYXJpb3MuCmEuCUNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuCmIuCVNpIGFsZ3VuYSBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSByZXN1bHRhIGludmFsaWRhZGEgbyBubyBleGlnaWJsZSwgc2Vnw7puIGxhIGxlZ2lzbGFjacOzbiB2aWdlbnRlLCBlc3RvIG5vIGFmZWN0YXLDoSBuaSBsYSB2YWxpZGV6IG5pIGxhIGFwbGljYWJpbGlkYWQgZGVsIHJlc3RvIGRlIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEgeSwgc2luIGFjY2nDs24gYWRpY2lvbmFsIHBvciBwYXJ0ZSBkZSBsb3Mgc3VqZXRvcyBkZSBlc3RlIGFjdWVyZG8sIGFxdcOpbGxhIHNlIGVudGVuZGVyw6EgcmVmb3JtYWRhIGxvIG3DrW5pbW8gbmVjZXNhcmlvIHBhcmEgaGFjZXIgcXVlIGRpY2hhIGRpc3Bvc2ljacOzbiBzZWEgdsOhbGlkYSB5IGV4aWdpYmxlLgpjLglOaW5nw7puIHTDqXJtaW5vIG8gZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgc2UgZXN0aW1hcsOhIHJlbnVuY2lhZGEgeSBuaW5ndW5hIHZpb2xhY2nDs24gZGUgZWxsYSBzZXLDoSBjb25zZW50aWRhIGEgbWVub3MgcXVlIGVzYSByZW51bmNpYSBvIGNvbnNlbnRpbWllbnRvIHNlYSBvdG9yZ2FkbyBwb3IgZXNjcml0byB5IGZpcm1hZG8gcG9yIGxhIHBhcnRlIHF1ZSByZW51bmNpZSBvIGNvbnNpZW50YS4KZC4JRXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLgo= 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