Deconstructing heteronormativity in the EFL classroom
1 recurso en línea (152 páginas) : ilustraciones color.
- Autores:
-
Ayala Bonilla, Dayana Alexandra
Barón Gómez, Harol Arley
- 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:001/2973
- Acceso en línea:
- http://repositorio.uptc.edu.co/handle/001/2973
- Palabra clave:
- Salones de clase - investigaciones
Efectividad del docente
Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas
Social justice
Heteronormativity
Oppression
Liberation
Identity
Discrimination
Sexuality
Diversity
Social change
- Rights
- openAccess
- License
- Copyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombia
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Deconstructing heteronormativity in the EFL classroom |
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Deconstructing heteronormativity in the EFL classroom |
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Deconstructing heteronormativity in the EFL classroom Salones de clase - investigaciones Efectividad del docente Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Social justice Heteronormativity Oppression Liberation Identity Discrimination Sexuality Diversity Social change |
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Deconstructing heteronormativity in the EFL classroom |
| title_full |
Deconstructing heteronormativity in the EFL classroom |
| title_fullStr |
Deconstructing heteronormativity in the EFL classroom |
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Deconstructing heteronormativity in the EFL classroom |
| title_sort |
Deconstructing heteronormativity in the EFL classroom |
| dc.creator.fl_str_mv |
Ayala Bonilla, Dayana Alexandra Barón Gómez, Harol Arley |
| dc.contributor.advisor.spa.fl_str_mv |
Carvajal Medina, Nancy Emilce |
| dc.contributor.author.none.fl_str_mv |
Ayala Bonilla, Dayana Alexandra Barón Gómez, Harol Arley |
| dc.subject.armarc.none.fl_str_mv |
Salones de clase - investigaciones Efectividad del docente Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas |
| topic |
Salones de clase - investigaciones Efectividad del docente Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Social justice Heteronormativity Oppression Liberation Identity Discrimination Sexuality Diversity Social change |
| dc.subject.proposal.spa.fl_str_mv |
Social justice Heteronormativity Oppression Liberation Identity Discrimination Sexuality Diversity Social change |
| description |
1 recurso en línea (152 páginas) : ilustraciones color. |
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2019-12-12T15:50:40Z |
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2019-12-12T15:50:40Z |
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2019 |
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Ayala Bonilla, D. A. & Barón Gómez, H. A. (2019). Deconstructing heteronormativity in the EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2973 |
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Ayala Bonilla, D. A. & Barón Gómez, H. A. (2019). Deconstructing heteronormativity in the EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2973 |
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eng |
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Adams, M. & Bell, L. A. (2016). Teaching for Diversity and Social Justice. New York, NY: Routledge Apple, M. (2012). Can Education Change Society. New York and London: Routledge Ary, D., Jacobs, L. & Sorensen, C. (2010). Introduction to Research in Education. Belmont, Wadsworth: Cengage Learning. Barker, R. L. (2003). The social work dictionary (5th Ed.). Washington, DC: NASW Press. Barrera, M. & Cantor, S. (2007). Socio-Cultural Stereotypes: Exploring Students’ Perceptions Regarding Social Issues. HOW, 14. 161-173. Boyd, A. S. (2017). Social Justice in Social Justice Literacies in the English Classroom: Teaching Practice in Action. New York, NY: Teachers College Press. Browne, J. R. (2012). Walking the equity talk: A guide for culturally courageous leadership in school communities. Thousand Oaks, CA: Corwin Press doi: 10.4135/9781452275468 Chamot, A. Barnhardt, S. & Dirstine, S. (1998). Conducting Action Research in the Foreign Language Classroom. New York. National Capital Language Resource Center. Clausen, C. A. (2006). The Montgomery Coalition for Adult English. Literacy (MCAEL). Retrieved at URL: http://www.mcael.org/uploads/File/instructor_library/MCAEL Creswell, J. W. (2016). 30 Essential Skills for the Qualitative Researcher. Thousand Oaks CA: Sage Publishers Creswell, J. W. (2011). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. Boston MA: Pearson Education Inc Denscombe, M. (2007). The good research guide for small-scale social research projects. (3rd ed.). New York: McGraw-Hill. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research. Sage. Denzin N. K. (1989). Strategies of Multiple Triangulation. The Research Act: A theoretical Introduction to Sociological Methods. New York: McGraw Hill. Denzin, N. K. (1970). The research act. Chicago: Aldine Publishing Farrell, K., Gupta, N.,and Queen, M. (2004) "Interrupting Heteronormativity: Lesbian, Gay, Bisexual, and Transgender Pedagogy and Responsible Teaching at Syracuse University". New York: The Graduate School of Syracuse University. Field, L.S., Labbo, L.D., Wilhelm, R.W. and Garrett, A.W. 1996. To touch, to feel, to see: Artifacts in the elementary school classroom. Social Education, 60(3). 141–143. Ferfolja, T. & Stavrou, E. (2015). Workplace experiences of Australian lesbian and gay teachers: findings from a national survey. Canadian Journal of Educational Administration and Policy, 173. 113-138. Foucault, M. (1978). The history of sexuality (Vol. 1). (R. Hurley, Trans.). New York: Random House. Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury. Freire, P. & Betto, F. (1985). Essa escola chamada vida. São Paulo:Atica. Freire, P. (1998). Pedagogy of the Heart. New York: Continuum. García, C. (2007). Diversidad Sexual en la Escuela. Dinámicas Pedagógicas para Enfrentar la Homofobia. Bogotá: Colombia: Colombia Diversa. Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th Ed.). Boston: Pearson. Goffman, E. (1968). Stigma: Notes on the Management of Spoiled Identity. London: Pelican. Goffman, E. (1967). Interaction Ritual. Chicago: Aldine. Goffman, E. (1963). Estigma. La identidad deteriorada. Buenos Aires: Ed. Amorrortu Gómez, L. F. & Leal, M. (2015). Transactional Reading in EFL learning: A path to promoting critical thinking through urban legends. Colomb. Appl. Linguist. J. 17(2), pp. 229-245 Goodhand, M. (2014). Teachers’ Perceptions of Heteronormativity in Elementary Schools: The Hidden and Evaded Curricula of Gender Diversity. Chapel Hill, NC: University of North Carolina. Habarth, J. M. (2008). THINKING ‘STRAIGHT’: HETERONORMATIVITY AND ASSOCIATED OUTCOMES ACROSS SEXUAL ORIENTATION (dissertation). University of Michigan. Jacobson, T. (2018). Making a Difference: What Research Has to Say About Social Justice in the Classroom. Virginia English Journal, 68(1), 35–46. Retrieved from http://biblio.uptc.edu.co:2179/login.aspx?direct=true&db=eue&AN=137072084&lang=es&site=ehost-live Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26 Jones, E., Farina, A., Hastorf, A., Markus, H., Miller DT. & Scott, R. (1984): Social Stigma: The Psychology of Marked Relationshipsm. New York: Freeman Kantor, M. (2009). Homophobia: the state of sexual bigotry. (2nd ed.) Westport, CT: Praeger. Lander, R. (2018). Queer English language teacher identity: A narrative exploration in Colombia. Profile: Issues in Teachers’ Professional Development, 20(1), 89-101. https://doi.org/10.15446/profile.v20n1.63658. Londoño, R. A., Estupiñán, M. C., & Idárraga, L. E. T. (2012). Sociolingüística: enfoques pragmático y variacionista. Ecoe Ediciones Ingraham, C. (1996). ‘The Heterosexual Imaginary: Feminist Sociology and Theories of Gender’. Queer Theory/Sociology. 168-193. Meyer, E. (2009). Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools. New York: Teacher’s College Press. Ministerio de Educación Nacional (2006). “Estándares Básicos de Competencias en Lengua Extranjera: “Inglés”[cartilla 22].Bogotá, Colombia: Imprenta Nacional Ministerio de Educación Nacional (2016). “Pedagogical Principles and Guidelines: Suggested English Curriculum”. Bogotá, Colombia: authors. Taken from: http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2015%20Pedagogical%20Principles%20and%20Guidelines.pdf Mojica, C. P., & Castañeda-Peña, H. (2017). A learning experience of the gender perspective in English teaching contexts. PROFILE Issues in Teachers’ Professional Development, 19(1), 139-153. http://dx.doi.org/10.15446/profile.v19n1.56209 Nunan, D. (2004). Task-based Language Teaching. Cambridge University Press. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press. Rodríguez-Bonces, M & Rodríguez-Bonces, J. (2010). Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn. Profile: Issues in Teachers' Professional Development,12, (2). 165-178. Rondón, F. (2012). LGBT Students’ Short Range Narratives and Gender Performance in the EFL Classroom. Colombian Applied Linguistics Journal, 14 (1), 77-91. Samacá, Y. (2012). On Rethinking Our Classrooms: A Critical Pedagogy View. HOW, 19. 194-208. Sayce, L. (1998): Stigma, discrimination and social exclusion: What's in a word?. Journal of Mental Health (7) 4, 331-343. doi: 10.1080/09638239817932 Sirbu, A. (2015).The Significance of Language as a Tool of Communication. PROQUEST SciTech Journals, PROQUEST Engineering Journals, PROQUEST Illustrata: Technology, PROQUEST Technology , 405-406. Stewart, D.W. & Shamdasani, P. N. (1990). Focus groups: Theory and practices. Newbury Park: Sage. Strauss, A. L. (1997). Mirrors and Masks (Ed.2). New York: Routledge. Teaching Tolerance (2016). Social Justice Standards.” Retrieved from www.tolerance.org/sites/default/files/2017-06/ TT_Social_Justice_Standards_0.pdf Thompson, C. L. (2017), Heteronormativity in a Rural School Community: An Autoethnography. Rotterdam, The Netherlands: Sense Publishers. Wagenknecht, P. (2007).Was ist Heteronormativität? Zu Geschichte und Gehalt des Begriffs.17-34. Weinberg, G. (1973). Society and the Healthy Homosexual. New York, NY: Doubleday. |
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Carvajal Medina, Nancy Emilcea9eae6902910dae189adb8ae637d4601-1Ayala Bonilla, Dayana Alexandrab8d8f39fb527acb9661bd196a7102297-1Barón Gómez, Harol Arleyef53caaf90f608040f163e2e31a8a8e3-12019-12-12T15:50:40Z2019-12-12T15:50:40Z2019Ayala Bonilla, D. A. & Barón Gómez, H. A. (2019). Deconstructing heteronormativity in the EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2973http://repositorio.uptc.edu.co/handle/001/29731 recurso en línea (152 páginas) : ilustraciones color.As English as a Foreign Language (EFL) pre-service teachers and Colombian citizens we have experienced and witnessed how heteronormativity has permeated all levels of education leading students to rejection, discrimination, and suicide. This Participatory Action Research study based on Social Justice Principles implemented in the EFL classroom of two public schools explores tenth grade students’ (re)constructions of their understandings and notions about their own and others’ identities, sexuality, diversity, and the consequences and presence of discrimination in their daily life. Informed by data from questionnaires, students’ artifacts and focus group interview, researchers identified students’ individual processes disclosed in three different stages of oppression, liberation, and change. Starting with their experiences of oppression due to the need of belonging, the liberation of the self, and finally their need and hope for social change through EFL as a tool.Bibliografía y webgrafía: páginas 141-145PregradoLicenciado 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_abf2Deconstructing heteronormativity in the EFL classroomTrabajo 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_970fb48d4fbd8a85Adams, M. & Bell, L. A. (2016). Teaching for Diversity and Social Justice. New York, NY: RoutledgeApple, M. (2012). Can Education Change Society. New York and London: RoutledgeAry, D., Jacobs, L. & Sorensen, C. (2010). Introduction to Research in Education. Belmont, Wadsworth: Cengage Learning.Barker, R. L. (2003). The social work dictionary (5th Ed.). Washington, DC: NASW Press.Barrera, M. & Cantor, S. (2007). Socio-Cultural Stereotypes: Exploring Students’ Perceptions Regarding Social Issues. HOW, 14. 161-173.Boyd, A. S. (2017). Social Justice in Social Justice Literacies in the English Classroom: Teaching Practice in Action. New York, NY: Teachers College Press.Browne, J. R. (2012). Walking the equity talk: A guide for culturally courageous leadership in school communities. Thousand Oaks, CA: Corwin Press doi: 10.4135/9781452275468Chamot, A. Barnhardt, S. & Dirstine, S. (1998). Conducting Action Research in the Foreign Language Classroom. New York. National Capital Language Resource Center.Clausen, C. A. (2006). The Montgomery Coalition for Adult English. Literacy (MCAEL). Retrieved at URL: http://www.mcael.org/uploads/File/instructor_library/MCAELCreswell, J. W. (2016). 30 Essential Skills for the Qualitative Researcher. Thousand Oaks CA: Sage PublishersCreswell, J. W. (2011). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. Boston MA: Pearson Education IncDenscombe, M. (2007). The good research guide for small-scale social research projects. (3rd ed.). New York: McGraw-Hill.Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research. Sage.Denzin N. K. (1989). Strategies of Multiple Triangulation. The Research Act: A theoretical Introduction to Sociological Methods. New York: McGraw Hill.Denzin, N. K. (1970). The research act. Chicago: Aldine PublishingFarrell, K., Gupta, N.,and Queen, M. (2004) "Interrupting Heteronormativity: Lesbian, Gay, Bisexual, and Transgender Pedagogy and Responsible Teaching at Syracuse University". New York: The Graduate School of Syracuse University.Field, L.S., Labbo, L.D., Wilhelm, R.W. and Garrett, A.W. 1996. To touch, to feel, to see: Artifacts in the elementary school classroom. Social Education, 60(3). 141–143.Ferfolja, T. & Stavrou, E. (2015). Workplace experiences of Australian lesbian and gay teachers: findings from a national survey. Canadian Journal of Educational Administration and Policy, 173. 113-138.Foucault, M. (1978). The history of sexuality (Vol. 1). (R. Hurley, Trans.). New York: Random House.Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury.Freire, P. & Betto, F. (1985). Essa escola chamada vida. São Paulo:Atica.Freire, P. (1998). Pedagogy of the Heart. New York: Continuum.García, C. (2007). Diversidad Sexual en la Escuela. Dinámicas Pedagógicas para Enfrentar la Homofobia. Bogotá: Colombia: Colombia Diversa.Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th Ed.). Boston: Pearson.Goffman, E. (1968). Stigma: Notes on the Management of Spoiled Identity. London: Pelican.Goffman, E. (1967). Interaction Ritual. Chicago: Aldine.Goffman, E. (1963). Estigma. La identidad deteriorada. Buenos Aires: Ed. AmorrortuGómez, L. F. & Leal, M. (2015). Transactional Reading in EFL learning: A path to promoting critical thinking through urban legends. Colomb. Appl. Linguist. J. 17(2), pp. 229-245Goodhand, M. (2014). Teachers’ Perceptions of Heteronormativity in Elementary Schools: The Hidden and Evaded Curricula of Gender Diversity. Chapel Hill, NC: University of North Carolina.Habarth, J. M. (2008). THINKING ‘STRAIGHT’: HETERONORMATIVITY AND ASSOCIATED OUTCOMES ACROSS SEXUAL ORIENTATION (dissertation). University of Michigan.Jacobson, T. (2018). Making a Difference: What Research Has to Say About Social Justice in the Classroom. Virginia English Journal, 68(1), 35–46. Retrieved from http://biblio.uptc.edu.co:2179/login.aspx?direct=true&db=eue&AN=137072084&lang=es&site=ehost-liveJohnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26Jones, E., Farina, A., Hastorf, A., Markus, H., Miller DT. & Scott, R. (1984): Social Stigma: The Psychology of Marked Relationshipsm. New York: FreemanKantor, M. (2009). Homophobia: the state of sexual bigotry. (2nd ed.) Westport, CT: Praeger.Lander, R. (2018). Queer English language teacher identity: A narrative exploration in Colombia. Profile: Issues in Teachers’ Professional Development, 20(1), 89-101. https://doi.org/10.15446/profile.v20n1.63658.Londoño, R. A., Estupiñán, M. C., & Idárraga, L. E. T. (2012). Sociolingüística: enfoques pragmático y variacionista. Ecoe EdicionesIngraham, C. (1996). ‘The Heterosexual Imaginary: Feminist Sociology and Theories of Gender’. Queer Theory/Sociology. 168-193.Meyer, E. (2009). Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools. New York: Teacher’s College Press.Ministerio de Educación Nacional (2006). “Estándares Básicos de Competencias en Lengua Extranjera: “Inglés”[cartilla 22].Bogotá, Colombia: Imprenta NacionalMinisterio de Educación Nacional (2016). “Pedagogical Principles and Guidelines: Suggested English Curriculum”. Bogotá, Colombia: authors. Taken from: http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2015%20Pedagogical%20Principles%20and%20Guidelines.pdfMojica, C. P., & Castañeda-Peña, H. (2017). A learning experience of the gender perspective in English teaching contexts. PROFILE Issues in Teachers’ Professional Development, 19(1), 139-153. http://dx.doi.org/10.15446/profile.v19n1.56209Nunan, D. (2004). Task-based Language Teaching. Cambridge University Press.Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.Rodríguez-Bonces, M & Rodríguez-Bonces, J. (2010). Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn. Profile: Issues in Teachers' Professional Development,12, (2). 165-178.Rondón, F. (2012). LGBT Students’ Short Range Narratives and Gender Performance in the EFL Classroom. Colombian Applied Linguistics Journal, 14 (1), 77-91.Samacá, Y. (2012). On Rethinking Our Classrooms: A Critical Pedagogy View. HOW, 19. 194-208.Sayce, L. (1998): Stigma, discrimination and social exclusion: What's in a word?. Journal of Mental Health (7) 4, 331-343. doi: 10.1080/09638239817932Sirbu, A. (2015).The Significance of Language as a Tool of Communication. PROQUEST SciTech Journals, PROQUEST Engineering Journals, PROQUEST Illustrata: Technology, PROQUEST Technology , 405-406.Stewart, D.W. & Shamdasani, P. N. (1990). Focus groups: Theory and practices. Newbury Park: Sage.Strauss, A. L. (1997). Mirrors and Masks (Ed.2). New York: Routledge.Teaching Tolerance (2016). Social Justice Standards.” Retrieved from www.tolerance.org/sites/default/files/2017-06/ TT_Social_Justice_Standards_0.pdfThompson, C. L. (2017), Heteronormativity in a Rural School Community: An Autoethnography. Rotterdam, The Netherlands: Sense Publishers.Wagenknecht, P. (2007).Was ist Heteronormativität? Zu Geschichte und Gehalt des Begriffs.17-34.Weinberg, G. (1973). Society and the Healthy Homosexual. 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BlbCBub21icmUgZGUgbGEgcGFydGUgbyBsYXMgcGFydGVzIHF1ZSBlbCBBdXRvciBPcmlnaW5hbCB5L28gZWwgTGljZW5jaWFudGUgaHViaWVyZW4gZGVzaWduYWRvIHBhcmEgbGEgYXRyaWJ1Y2nDs24gKHYuZy4sIHVuIGluc3RpdHV0byBwYXRyb2NpbmFkb3IsIGVkaXRvcmlhbCwgcHVibGljYWNpw7NuKSBlbiBsYSBpbmZvcm1hY2nDs24gZGUgbG9zIGRlcmVjaG9zIGRlIGF1dG9yIGRlbCBMaWNlbmNpYW50ZSwgdMOpcm1pbm9zIGRlIHNlcnZpY2lvcyBvIGRlIG90cmFzIGZvcm1hcyByYXpvbmFibGVzOyBlbCB0w610dWxvIGRlIGxhIE9icmEgc2kgZXN0w6EgcHJvdmlzdG87IGVuIGxhIG1lZGlkYSBkZSBsbyByYXpvbmFibGVtZW50ZSBmYWN0aWJsZSB5LCBzaSBlc3TDoSBwcm92aXN0bywgZWwgSWRlbnRpZmljYWRvciBVbmlmb3JtZSBkZSBSZWN1cnNvcyAoVW5pZm9ybSBSZXNvdXJjZSBJZGVudGlmaWVyKSBxdWUgZWwgTGljZW5jaWFudGUgZXNwZWNpZmljYSBwYXJhIHNlciBhc29jaWFkbyBjb24gbGEgT2JyYSwgc2Fsdm8gcXVlIHRhbCBVUkkgbm8gc2UgcmVmaWVyYSBhIGxhIG5vdGEgc29icmUgbG9zIGRlcmVjaG9zIGRlIGF1dG9yIG8gYSBsYSBpbmZvcm1hY2nDs24gc29icmUgZWwgbGljZW5jaWFtaWVudG8gZGUgbGEgT2JyYTsgeSBlbiBlbCBjYXNvIGRlIHVuYSBPYnJhIERlcml2YWRhLCBhdHJpYnVpciBlbCBjcsOpZGl0byBpZGVudGlmaWNhbmRvIGVsIHVzbyBkZSBsYSBPYnJhIGVuIGxhIE9icmEgRGVyaXZhZGEgKHYuZy4sICJUcmFkdWNjacOzbiBGcmFuY2VzYSBkZSBsYSBPYnJhIGRlbCBBdXRvciBPcmlnaW5hbCwiIG8gIkd1acOzbiBDaW5lbWF0b2dyw6FmaWNvIGJhc2FkbyBlbiBsYSBPYnJhIG9yaWdpbmFsIGRlbCBBdXRvciBPcmlnaW5hbCIpLiBUYWwgY3LDqWRpdG8gcHVlZGUgc2VyIGltcGxlbWVudGFkbyBkZSBjdWFscXVpZXIgZm9ybWEgcmF6b25hYmxlOyBlbiBlbCBjYXNvLCBzaW4gZW1iYXJnbywgZGUgT2JyYXMgRGVyaXZhZGFzIHUgT2JyYXMgQ29sZWN0aXZhcywgdGFsIGNyw6lkaXRvIGFwYXJlY2Vyw6EsIGNvbW8gbcOtbmltbywgZG9uZGUgYXBhcmVjZSBlbCBjcsOpZGl0byBkZSBjdWFscXVpZXIgb3RybyBhdXRvciBjb21wYXJhYmxlIHkgZGUgdW5hIG1hbmVyYSwgYWwgbWVub3MsIHRhbiBkZXN0YWNhZGEgY29tbyBlbCBjcsOpZGl0byBkZSBvdHJvIGF1dG9yIGNvbXBhcmFibGUuCmQuCVBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgZXMgdW5hIGNvbXBvc2ljacOzbiBtdXNpY2FsOgppLglSZWdhbMOtYXMgcG9yIGludGVycHJldGFjacOzbiB5IGVqZWN1Y2nDs24gYmFqbyBsaWNlbmNpYXMgZ2VuZXJhbGVzLiBFbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIGF1dG9yaXphciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgeSBkZSByZWNvbGVjdGFyLCBzZWEgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgU0FZQ08pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIChwb3IgZWplbXBsbyBXZWJjYXN0KSBsaWNlbmNpYWRhIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcywgc2kgbGEgaW50ZXJwcmV0YWNpw7NuIG8gZWplY3VjacOzbiBkZSBsYSBvYnJhIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBvcmllbnRhZGEgcG9yIG8gZGlyaWdpZGEgYSBsYSBvYnRlbmNpw7NuIGRlIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLgppaS4JUmVnYWzDrWFzIHBvciBGb25vZ3JhbWFzLiBFbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIHJlY29sZWN0YXIsIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIGxvcyBjb25zYWdyYWRvcyBwb3IgbGEgU0FZQ08pLCB1bmEgYWdlbmNpYSBkZSBkZXJlY2hvcyBtdXNpY2FsZXMgbyBhbGfDum4gYWdlbnRlIGRlc2lnbmFkbywgbGFzIHJlZ2Fsw61hcyBwb3IgY3VhbHF1aWVyIGZvbm9ncmFtYSBxdWUgVXN0ZWQgY3JlZSBhIHBhcnRpciBkZSBsYSBvYnJhICjigJx2ZXJzacOzbiBjb3ZlcuKAnSkgeSBkaXN0cmlidXlhLCBlbiBsb3MgdMOpcm1pbm9zIGRlbCByw6lnaW1lbiBkZSBkZXJlY2hvcyBkZSBhdXRvciwgc2kgbGEgY3JlYWNpw7NuIG8gZGlzdHJpYnVjacOzbiBkZSBlc2EgdmVyc2nDs24gY292ZXIgZXN0w6EgcHJpbW9yZGlhbG1lbnRlIGRlc3RpbmFkYSBvIGRpcmlnaWRhIGEgb2J0ZW5lciB1bmEgdmVudGFqYSBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS4KZS4JR2VzdGnDs24gZGUgRGVyZWNob3MgZGUgQXV0b3Igc29icmUgSW50ZXJwcmV0YWNpb25lcyB5IEVqZWN1Y2lvbmVzIERpZ2l0YWxlcyAoV2ViQ2FzdGluZykuIFBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgc2VhIHVuIGZvbm9ncmFtYSwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgKHBvciBlamVtcGxvLCB3ZWJjYXN0KSB5IGRlIHJlY29sZWN0YXIsIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIEFDSU5QUk8pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpLCBzdWpldGEgYSBsYXMgZGlzcG9zaWNpb25lcyBhcGxpY2FibGVzIGRlbCByw6lnaW1lbiBkZSBEZXJlY2hvIGRlIEF1dG9yLCBzaSBlc3RhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBlc3TDoSBwcmltb3JkaWFsbWVudGUgZGlyaWdpZGEgYSBvYnRlbmVyIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLgo1LiBSZXByZXNlbnRhY2lvbmVzLCBHYXJhbnTDrWFzIHkgTGltaXRhY2lvbmVzIGRlIFJlc3BvbnNhYmlsaWRhZC4KQSBNRU5PUyBRVUUgTEFTIFBBUlRFUyBMTyBBQ09SREFSQU4gREUgT1RSQSBGT1JNQSBQT1IgRVNDUklUTywgRUwgTElDRU5DSUFOVEUgT0ZSRUNFIExBIE9CUkEgKEVOIEVMIEVTVEFETyBFTiBFTCBRVUUgU0UgRU5DVUVOVFJBKSDigJxUQUwgQ1VBTOKAnSwgU0lOIEJSSU5EQVIgR0FSQU5Uw41BUyBERSBDTEFTRSBBTEdVTkEgUkVTUEVDVE8gREUgTEEgT0JSQSwgWUEgU0VBIEVYUFJFU0EsIElNUEzDjUNJVEEsIExFR0FMIE8gQ1VBTFFVSUVSQSBPVFJBLCBJTkNMVVlFTkRPLCBTSU4gTElNSVRBUlNFIEEgRUxMQVMsIEdBUkFOVMONQVMgREUgVElUVUxBUklEQUQsIENPTUVSQ0lBQklMSURBRCwgQURBUFRBQklMSURBRCBPIEFERUNVQUNJw5NOIEEgUFJPUMOTU0lUTyBERVRFUk1JTkFETywgQVVTRU5DSUEgREUgSU5GUkFDQ0nDk04sIERFIEFVU0VOQ0lBIERFIERFRkVDVE9TIExBVEVOVEVTIE8gREUgT1RSTyBUSVBPLCBPIExBIFBSRVNFTkNJQSBPIEFVU0VOQ0lBIERFIEVSUk9SRVMsIFNFQU4gTyBOTyBERVNDVUJSSUJMRVMgKFBVRURBTiBPIE5PIFNFUiBFU1RPUyBERVNDVUJJRVJUT1MpLiBBTEdVTkFTIEpVUklTRElDQ0lPTkVTIE5PIFBFUk1JVEVOIExBIEVYQ0xVU0nDk04gREUgR0FSQU5Uw41BUyBJTVBMw41DSVRBUywgRU4gQ1VZTyBDQVNPIEVTVEEgRVhDTFVTScOTTiBQVUVERSBOTyBBUExJQ0FSU0UgQSBVU1RFRC4KNi4gTGltaXRhY2nDs24gZGUgcmVzcG9uc2FiaWxpZGFkLgpBIE1FTk9TIFFVRSBMTyBFWElKQSBFWFBSRVNBTUVOVEUgTEEgTEVZIEFQTElDQUJMRSwgRUwgTElDRU5DSUFOVEUgTk8gU0VSw4EgUkVTUE9OU0FCTEUgQU5URSBVU1RFRCBQT1IgREHDkU8gQUxHVU5PLCBTRUEgUE9SIFJFU1BPTlNBQklMSURBRCBFWFRSQUNPTlRSQUNUVUFMLCBQUkVDT05UUkFDVFVBTCBPIENPTlRSQUNUVUFMLCBPQkpFVElWQSBPIFNVQkpFVElWQSwgU0UgVFJBVEUgREUgREHDkU9TIE1PUkFMRVMgTyBQQVRSSU1PTklBTEVTLCBESVJFQ1RPUyBPIElORElSRUNUT1MsIFBSRVZJU1RPUyBPIElNUFJFVklTVE9TIFBST0RVQ0lET1MgUE9SIEVMIFVTTyBERSBFU1RBIExJQ0VOQ0lBIE8gREUgTEEgT0JSQSwgQVVOIENVQU5ETyBFTCBMSUNFTkNJQU5URSBIQVlBIFNJRE8gQURWRVJUSURPIERFIExBIFBPU0lCSUxJREFEIERFIERJQ0hPUyBEQcORT1MuIEFMR1VOQVMgTEVZRVMgTk8gUEVSTUlURU4gTEEgRVhDTFVTScOTTiBERSBDSUVSVEEgUkVTUE9OU0FCSUxJREFELCBFTiBDVVlPIENBU08gRVNUQSBFWENMVVNJw5NOIFBVRURFIE5PIEFQTElDQVJTRSBBIFVTVEVELgo3LiBUw6lybWluby4KYS4JRXN0YSBMaWNlbmNpYSB5IGxvcyBkZXJlY2hvcyBvdG9yZ2Fkb3MgZW4gdmlydHVkIGRlIGVsbGEgdGVybWluYXLDoW4gYXV0b23DoXRpY2FtZW50ZSBzaSBVc3RlZCBpbmZyaW5nZSBhbGd1bmEgY29uZGljacOzbiBlc3RhYmxlY2lkYSBlbiBlbGxhLiBTaW4gZW1iYXJnbywgbG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgcXVlIGhhbiByZWNpYmlkbyBPYnJhcyBEZXJpdmFkYXMgbyBDb2xlY3RpdmFzIGRlIFVzdGVkIGRlIGNvbmZvcm1pZGFkIGNvbiBlc3RhIExpY2VuY2lhLCBubyB2ZXLDoW4gdGVybWluYWRhcyBzdXMgbGljZW5jaWFzLCBzaWVtcHJlIHF1ZSBlc3RvcyBpbmRpdmlkdW9zIG8gZW50aWRhZGVzIHNpZ2FuIGN1bXBsaWVuZG8gw61udGVncmFtZW50ZSBsYXMgY29uZGljaW9uZXMgZGUgZXN0YXMgbGljZW5jaWFzLiBMYXMgU2VjY2lvbmVzIDEsIDIsIDUsIDYsIDcsIHkgOCBzdWJzaXN0aXLDoW4gYSBjdWFscXVpZXIgdGVybWluYWNpw7NuIGRlIGVzdGEgTGljZW5jaWEuCmIuCVN1amV0YSBhIGxhcyBjb25kaWNpb25lcyB5IHTDqXJtaW5vcyBhbnRlcmlvcmVzLCBsYSBsaWNlbmNpYSBvdG9yZ2FkYSBhcXXDrSBlcyBwZXJwZXR1YSAoZHVyYW50ZSBlbCBwZXLDrW9kbyBkZSB2aWdlbmNpYSBkZSBsb3MgZGVyZWNob3MgZGUgYXV0b3IgZGUgbGEgb2JyYSkuIE5vIG9ic3RhbnRlIGxvIGFudGVyaW9yLCBlbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gYSBwdWJsaWNhciB5L28gZXN0cmVuYXIgbGEgT2JyYSBiYWpvIGNvbmRpY2lvbmVzIGRlIGxpY2VuY2lhIGRpZmVyZW50ZXMgbyBhIGRlamFyIGRlIGRpc3RyaWJ1aXJsYSBlbiBsb3MgdMOpcm1pbm9zIGRlIGVzdGEgTGljZW5jaWEgZW4gY3VhbHF1aWVyIG1vbWVudG87IGVuIGVsIGVudGVuZGlkbywgc2luIGVtYmFyZ28sIHF1ZSBlc2EgZWxlY2Npw7NuIG5vIHNlcnZpcsOhIHBhcmEgcmV2b2NhciBlc3RhIGxpY2VuY2lhIG8gcXVlIGRlYmEgc2VyIG90b3JnYWRhICwgYmFqbyBsb3MgdMOpcm1pbm9zIGRlIGVzdGEgbGljZW5jaWEpLCB5IGVzdGEgbGljZW5jaWEgY29udGludWFyw6EgZW4gcGxlbm8gdmlnb3IgeSBlZmVjdG8gYSBtZW5vcyBxdWUgc2VhIHRlcm1pbmFkYSBjb21vIHNlIGV4cHJlc2EgYXRyw6FzLiBMYSBMaWNlbmNpYSByZXZvY2FkYSBjb250aW51YXLDoSBzaWVuZG8gcGxlbmFtZW50ZSB2aWdlbnRlIHkgZWZlY3RpdmEgc2kgbm8gc2UgbGUgZGEgdMOpcm1pbm8gZW4gbGFzIGNvbmRpY2lvbmVzIGluZGljYWRhcyBhbnRlcmlvcm1lbnRlLgo4LiBWYXJpb3MuCmEuCUNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuCmIuCVNpIGFsZ3VuYSBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSByZXN1bHRhIGludmFsaWRhZGEgbyBubyBleGlnaWJsZSwgc2Vnw7puIGxhIGxlZ2lzbGFjacOzbiB2aWdlbnRlLCBlc3RvIG5vIGFmZWN0YXLDoSBuaSBsYSB2YWxpZGV6IG5pIGxhIGFwbGljYWJpbGlkYWQgZGVsIHJlc3RvIGRlIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEgeSwgc2luIGFjY2nDs24gYWRpY2lvbmFsIHBvciBwYXJ0ZSBkZSBsb3Mgc3VqZXRvcyBkZSBlc3RlIGFjdWVyZG8sIGFxdcOpbGxhIHNlIGVudGVuZGVyw6EgcmVmb3JtYWRhIGxvIG3DrW5pbW8gbmVjZXNhcmlvIHBhcmEgaGFjZXIgcXVlIGRpY2hhIGRpc3Bvc2ljacOzbiBzZWEgdsOhbGlkYSB5IGV4aWdpYmxlLgpjLglOaW5nw7puIHTDqXJtaW5vIG8gZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgc2UgZXN0aW1hcsOhIHJlbnVuY2lhZGEgeSBuaW5ndW5hIHZpb2xhY2nDs24gZGUgZWxsYSBzZXLDoSBjb25zZW50aWRhIGEgbWVub3MgcXVlIGVzYSByZW51bmNpYSBvIGNvbnNlbnRpbWllbnRvIHNlYSBvdG9yZ2FkbyBwb3IgZXNjcml0byB5IGZpcm1hZG8gcG9yIGxhIHBhcnRlIHF1ZSByZW51bmNpZSBvIGNvbnNpZW50YS4KZC4JRXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLgo= 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