Identifying and expressing emotion to improve written production in EFL.
This qualitative research is framed within the paradigm of action research, and its purpose is to know the impact of identifying and expressing emotions in the development of written production in EFL with third graders of the CEDID Guillermo Cano Isaza. The statement of problem arose from the obser...
- Autores:
-
Agualimpia Linares, Samantha Geraldine
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/19755
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/19755
- Palabra clave:
- Emotion
Emotion identification
Emotion expression
Written production
English as foreign language
Emoción
Identificación de emociones
Expresión de emociones
Producción escrita
Inglés como lengua extranjera
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
| id |
RPEDAGO2_743ebde27ae67f7cab7a425b4133a42c |
|---|---|
| oai_identifier_str |
oai:repository.pedagogica.edu.co:20.500.12209/19755 |
| network_acronym_str |
RPEDAGO2 |
| network_name_str |
Repositorio Institucional UPN |
| repository_id_str |
|
| dc.title.eng.fl_str_mv |
Identifying and expressing emotion to improve written production in EFL. |
| title |
Identifying and expressing emotion to improve written production in EFL. |
| spellingShingle |
Identifying and expressing emotion to improve written production in EFL. Emotion Emotion identification Emotion expression Written production English as foreign language Emoción Identificación de emociones Expresión de emociones Producción escrita Inglés como lengua extranjera |
| title_short |
Identifying and expressing emotion to improve written production in EFL. |
| title_full |
Identifying and expressing emotion to improve written production in EFL. |
| title_fullStr |
Identifying and expressing emotion to improve written production in EFL. |
| title_full_unstemmed |
Identifying and expressing emotion to improve written production in EFL. |
| title_sort |
Identifying and expressing emotion to improve written production in EFL. |
| dc.creator.fl_str_mv |
Agualimpia Linares, Samantha Geraldine |
| dc.contributor.advisor.spa.fl_str_mv |
Martínez Cifuentes, Diana |
| dc.contributor.author.none.fl_str_mv |
Agualimpia Linares, Samantha Geraldine |
| dc.subject.eng.fl_str_mv |
Emotion Emotion identification Emotion expression Written production English as foreign language |
| topic |
Emotion Emotion identification Emotion expression Written production English as foreign language Emoción Identificación de emociones Expresión de emociones Producción escrita Inglés como lengua extranjera |
| dc.subject.keywords.spa.fl_str_mv |
Emoción Identificación de emociones Expresión de emociones Producción escrita Inglés como lengua extranjera |
| description |
This qualitative research is framed within the paradigm of action research, and its purpose is to know the impact of identifying and expressing emotions in the development of written production in EFL with third graders of the CEDID Guillermo Cano Isaza. The statement of problem arose from the observation sessions, where a certain level of aggressivity, and little to no use of the written foreign language in the English class besides the vocabulary acquisition were identified. It aims to improve students’ emotional identification and expression while enhancing their written production skills. The data collection instruments used in this research were participative observation, field notes, artifacts, and interviews. In the end, students went from using loose vocabulary to creating full sentences with pronouns, verbs, and complements. |
| publishDate |
2024 |
| dc.date.accessioned.none.fl_str_mv |
2024-06-24T16:27:17Z |
| dc.date.available.none.fl_str_mv |
2024-06-24T16:27:17Z |
| dc.date.issued.none.fl_str_mv |
2024 |
| dc.type.local.spa.fl_str_mv |
Tesis/Trabajo de grado - Monografía - Pregrado |
| dc.type.coar.eng.fl_str_mv |
http://purl.org/coar/resource_type/c_7a1f |
| dc.type.driver.eng.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
| format |
http://purl.org/coar/resource_type/c_7a1f |
| dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/20.500.12209/19755 |
| dc.identifier.instname.spa.fl_str_mv |
instname:Universidad Pedagógica Nacional |
| dc.identifier.reponame.spa.fl_str_mv |
reponame: Repositorio Institucional UPN |
| dc.identifier.repourl.none.fl_str_mv |
repourl: http://repositorio.pedagogica.edu.co/ |
| url |
http://hdl.handle.net/20.500.12209/19755 |
| identifier_str_mv |
instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/ |
| dc.language.iso.spa.fl_str_mv |
eng |
| language |
eng |
| dc.relation.references.spa.fl_str_mv |
Alcaldía Mayor de Bogotá. (2016). Emociones para la vida Programa de Educación Socioemocional. Obtenido de Secretaría de Educación de Bogotá: https://www.educacionbogota.edu.co/portal_institucio Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, vol 18, 13-25. Bisquerra Alzina, R. (2003). EDUCACIÓN EMOCIONAL Y COMPETENCIAS BÁSICAS PARA LA VIDA. Revista de Investigación Educativa, 7-43. Bisquerra Alzina, R., & Pérez Escoda, N. (2007). Las competencias emocionales. Educación XXI(10), 61-82. doi:https://doi.org/10.5944/educxx1.1.10.297 Bryant, A., & Charmaz, K. (2007). The SAGE Handbook of Grounded Theory. London: SAGE Publications. Burns, A. (2010). Doing Action Research in English Language Teaching. Ney York: Routledge. Casassus, J. (2017). Una introducción a la Educación Emocional. Revista Latinoamericana de Políticas y Administración de la Educación, 121-130. CEDID Guillermo Cano Isaza. (2016). COLEGIO TÉCNICO CEDID GUILLERMO CANO ISAZA. Obtenido de http://www.cedidguillermocanoisaza.edu.co/PEI_Diurno.html Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (Sixth ed.). New York: Routledge. Cortés Castillo, L. M. (2014). Conocimiento, poder, comunicación y su relación con el ordenamiento territorial. Orbis. Revista Científica Ciencias Humanas, 138-148. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Strasbourg: Council of Europe Publishing. Obtenido de www.coe.int/lang-cefr. Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and mixed methods approaches (Third ed.). Nebraska, United States of America: SAGE publications Inc. Criado, R. (2013). A critical review of the Presentation-Practice-Production Model (PPP) in Foreign Language Teaching. En R. M. Casas, Homenaje a Francisco Gutiérrez Díez (págs. 97-115). Murcia, Spain: Editum. Ediciones Universidad de Murcia. Obtenido de https://d1wqtxts1xzle7.cloudfront.net/31583876/Criado_A_critical_Review_of_PPP_2013.pdf20130812-13196-m8cuza-libre-libre.pdf?1376334700=&response-content-disposition=inline%3B+filename%3DA_critical_review_of_the_Presentation_Pr.pdf&Expires=1713594484&Sign Diaz Restrepo, D., & Osorio Aristizabal, A. L. (2017). Teaching English Applying Emotional Intelligence. Universidad Tecnológica de Pereira, Pereira. Halliday, M., & Matthiessen, C. (2014). Halliday’s introduction to functional grammar (4th ed.). New York: Routledge. Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion Regulation in Early Childhood: Implications for Socioemotional. American Psychological Association, 48-53. Hatch, J. A. (2002). DOING QUALITATIVE RESEARCH IN EDUCATION SETTINGS. New York: STATE UNIVERSITY OF NEW YORK PRESS. Hedge, T. (2000). Teaching and Learning in the Language Classroom. New York: Oxford University Press . Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Obtenido de Ministerio de Educación Nacional: https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf Ministerio de Educación Nacional. (2016). Derechos Básicos de Aprendizaje. Obtenido de Colombia Aprende: https://www.colombiaaprende.edu.co/sites/default/files/files_public/2022-06/DBA-TRANSICIÓN-Y-PRIMARIA_Inglés-min.pdf Ministerio de Educación Nacional. (2016). Mallas de aprendizaje de inglés: Para transición a 5° de primaria . Obtenido de Colombia Aprende : https://eco.colombiaaprende.edu.co/wp-content/uploads/2021/10/Mallas-de-Aprendizaje_VF-1-1.pdf Nessel, D., & Dixon, C. (2008). Using the Language Experience Approach with English Language Learners. Thousand Oaks, California, United States : Corwing Press. Nieto Gavilan, M. F. (2020). Improving writing skills in third graders through planning strategies. Universidad Pedagógica Nacional, Language Department, Bogotá. Perego, E. (November de 2005). Writing (2nd edition). Obtenido de The Electronic Journal for English as a Second Language: http://tesl-ej.org/ej35/r3.pdf Peter Salovey, J. D. (1990). Emotional Intelligence. IMAGINATION, COGNITION AND PERSONALITY, Vol. 9(3), 185-211. doi:10.2190/DUGG-P24E-52WK-6CDG Pons, F., Harris, P., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierachical organization. European Journal of Developmental Psychology, 127-152. Rojas Sánchez, L. B. (2022). La Regulación de la Ira, a través del Taller Literario. Universidad Pedagógica Nacional, Departamento de Educación, Bogotá. Saldaña, J. (2011). Fundamentals of Qualitative Research. New York: Oxford University Press. Senado de la República. (mayo de 2021). Obtenido de Proyecto de Ley número 438 de 2021 senado: http://www.secretariasenado.gov.co/legibus/legibus/gacetas/2021/GC_0376_2021.pdf Solano Galmés, R. (2020). Educación Emocional en el aula de inglés como lengua extranjera: una propuesta didáctica para segundo de Educación Primaria. Universitat Jaume I, Castellón de la Plana, Spain. Velazco Ortíz, K. J., & Espinoza Esquivel, L. D. (2022). LA EDUCACIÓN EMOCIONAL Y LA LITERATURA INFANTIL COMO UN BINOMIO QUE CONSTRUYE EDUCACIÓN PARA LA VIDA. Universidad Pedagógica Nacional, Departamento de Educación, Bogotá. Wang, Y., & Guo, M. (2014). A Short Analysis of Discourse Coherence. Journal of Language Teaching and Research, 460-465. |
| dc.rights.uri.none.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights.accessrights.none.fl_str_mv |
info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| dc.rights.creativecommons.none.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International |
| rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 Attribution-NonCommercial-NoDerivatives 4.0 International |
| eu_rights_str_mv |
openAccess |
| dc.format.mimetype.spa.fl_str_mv |
application/pdf |
| dc.publisher.spa.fl_str_mv |
Universidad Pedagógica Nacional |
| dc.publisher.program.spa.fl_str_mv |
Licenciatura en Español y Lenguas Extranjeras |
| dc.publisher.faculty.spa.fl_str_mv |
Facultad de Humanidades |
| institution |
Universidad Pedagógica Nacional |
| bitstream.url.fl_str_mv |
http://repository.pedagogica.edu.co/bitstream/20.500.12209/19755/5/Identifying%20and%20Expressing%20Emotion%20to%20Improve%20Written%20Production%20in%20EFL.pdf.jpg http://repository.pedagogica.edu.co/bitstream/20.500.12209/19755/3/license.txt http://repository.pedagogica.edu.co/bitstream/20.500.12209/19755/4/202403250091453-06%20JUN%2024%20SAMANTHA%20AGUALIMPIA.pdf http://repository.pedagogica.edu.co/bitstream/20.500.12209/19755/1/Identifying%20and%20Expressing%20Emotion%20to%20Improve%20Written%20Production%20in%20EFL.pdf |
| bitstream.checksum.fl_str_mv |
fb302412c4e65132a9a64aa3d7316262 8a4605be74aa9ea9d79846c1fba20a33 ebce8d158fff4e2a30de42d919f58380 8aad04d2523e0202b202a7659476864a |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio Institucional Universidad Pedagógica Nacional |
| repository.mail.fl_str_mv |
repositorio@pedagogica.edu.co |
| _version_ |
1814445293163249664 |
| spelling |
Martínez Cifuentes, DianaAgualimpia Linares, Samantha Geraldine2024-06-24T16:27:17Z2024-06-24T16:27:17Z2024http://hdl.handle.net/20.500.12209/19755instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This qualitative research is framed within the paradigm of action research, and its purpose is to know the impact of identifying and expressing emotions in the development of written production in EFL with third graders of the CEDID Guillermo Cano Isaza. The statement of problem arose from the observation sessions, where a certain level of aggressivity, and little to no use of the written foreign language in the English class besides the vocabulary acquisition were identified. It aims to improve students’ emotional identification and expression while enhancing their written production skills. The data collection instruments used in this research were participative observation, field notes, artifacts, and interviews. In the end, students went from using loose vocabulary to creating full sentences with pronouns, verbs, and complements.Submitted by Samantha Geraldine Agualimpia Linares (sgagualimpial@upn.edu.co) on 2024-06-06T22:29:21Z No. of bitstreams: 2 Identifying and Expressing Emotion to Improve Written Production in EFL.pdf: 2925299 bytes, checksum: 8aad04d2523e0202b202a7659476864a (MD5) Licencia de uso.pdf: 433234 bytes, checksum: ebce8d158fff4e2a30de42d919f58380 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-06-07T18:03:13Z (GMT) No. of bitstreams: 2 Identifying and Expressing Emotion to Improve Written Production in EFL.pdf: 2925299 bytes, checksum: 8aad04d2523e0202b202a7659476864a (MD5) Licencia de uso.pdf: 433234 bytes, checksum: ebce8d158fff4e2a30de42d919f58380 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2024-06-24T16:27:17Z (GMT) No. of bitstreams: 2 Identifying and Expressing Emotion to Improve Written Production in EFL.pdf: 2925299 bytes, checksum: 8aad04d2523e0202b202a7659476864a (MD5) Licencia de uso.pdf: 433234 bytes, checksum: ebce8d158fff4e2a30de42d919f58380 (MD5)Made available in DSpace on 2024-06-24T16:27:17Z (GMT). No. of bitstreams: 2 Identifying and Expressing Emotion to Improve Written Production in EFL.pdf: 2925299 bytes, checksum: 8aad04d2523e0202b202a7659476864a (MD5) Licencia de uso.pdf: 433234 bytes, checksum: ebce8d158fff4e2a30de42d919f58380 (MD5) Previous issue date: 2024Licenciado en Español y Lenguas ExtranjerasPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalEmotionEmotion identificationEmotion expressionWritten productionEnglish as foreign languageEmociónIdentificación de emocionesExpresión de emocionesProducción escritaInglés como lengua extranjeraIdentifying and expressing emotion to improve written production in EFL.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAlcaldía Mayor de Bogotá. (2016). Emociones para la vida Programa de Educación Socioemocional. Obtenido de Secretaría de Educación de Bogotá: https://www.educacionbogota.edu.co/portal_institucioBar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, vol 18, 13-25.Bisquerra Alzina, R. (2003). EDUCACIÓN EMOCIONAL Y COMPETENCIAS BÁSICAS PARA LA VIDA. Revista de Investigación Educativa, 7-43.Bisquerra Alzina, R., & Pérez Escoda, N. (2007). Las competencias emocionales. Educación XXI(10), 61-82. doi:https://doi.org/10.5944/educxx1.1.10.297Bryant, A., & Charmaz, K. (2007). The SAGE Handbook of Grounded Theory. London: SAGE Publications.Burns, A. (2010). Doing Action Research in English Language Teaching. Ney York: Routledge.Casassus, J. (2017). Una introducción a la Educación Emocional. Revista Latinoamericana de Políticas y Administración de la Educación, 121-130.CEDID Guillermo Cano Isaza. (2016). COLEGIO TÉCNICO CEDID GUILLERMO CANO ISAZA. Obtenido de http://www.cedidguillermocanoisaza.edu.co/PEI_Diurno.htmlCohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (Sixth ed.). New York: Routledge.Cortés Castillo, L. M. (2014). Conocimiento, poder, comunicación y su relación con el ordenamiento territorial. Orbis. Revista Científica Ciencias Humanas, 138-148.Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Strasbourg: Council of Europe Publishing. Obtenido de www.coe.int/lang-cefr.Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and mixed methods approaches (Third ed.). Nebraska, United States of America: SAGE publications Inc.Criado, R. (2013). A critical review of the Presentation-Practice-Production Model (PPP) in Foreign Language Teaching. En R. M. Casas, Homenaje a Francisco Gutiérrez Díez (págs. 97-115). Murcia, Spain: Editum. Ediciones Universidad de Murcia. Obtenido de https://d1wqtxts1xzle7.cloudfront.net/31583876/Criado_A_critical_Review_of_PPP_2013.pdf20130812-13196-m8cuza-libre-libre.pdf?1376334700=&response-content-disposition=inline%3B+filename%3DA_critical_review_of_the_Presentation_Pr.pdf&Expires=1713594484&SignDiaz Restrepo, D., & Osorio Aristizabal, A. L. (2017). Teaching English Applying Emotional Intelligence. Universidad Tecnológica de Pereira, Pereira.Halliday, M., & Matthiessen, C. (2014). Halliday’s introduction to functional grammar (4th ed.). New York: Routledge.Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion Regulation in Early Childhood: Implications for Socioemotional. American Psychological Association, 48-53.Hatch, J. A. (2002). DOING QUALITATIVE RESEARCH IN EDUCATION SETTINGS. New York: STATE UNIVERSITY OF NEW YORK PRESS.Hedge, T. (2000). Teaching and Learning in the Language Classroom. New York: Oxford University Press .Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Obtenido de Ministerio de Educación Nacional: https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdfMinisterio de Educación Nacional. (2016). Derechos Básicos de Aprendizaje. Obtenido de Colombia Aprende: https://www.colombiaaprende.edu.co/sites/default/files/files_public/2022-06/DBA-TRANSICIÓN-Y-PRIMARIA_Inglés-min.pdfMinisterio de Educación Nacional. (2016). Mallas de aprendizaje de inglés: Para transición a 5° de primaria . Obtenido de Colombia Aprende : https://eco.colombiaaprende.edu.co/wp-content/uploads/2021/10/Mallas-de-Aprendizaje_VF-1-1.pdfNessel, D., & Dixon, C. (2008). Using the Language Experience Approach with English Language Learners. Thousand Oaks, California, United States : Corwing Press.Nieto Gavilan, M. F. (2020). Improving writing skills in third graders through planning strategies. Universidad Pedagógica Nacional, Language Department, Bogotá.Perego, E. (November de 2005). Writing (2nd edition). Obtenido de The Electronic Journal for English as a Second Language: http://tesl-ej.org/ej35/r3.pdfPeter Salovey, J. D. (1990). Emotional Intelligence. IMAGINATION, COGNITION AND PERSONALITY, Vol. 9(3), 185-211. doi:10.2190/DUGG-P24E-52WK-6CDGPons, F., Harris, P., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierachical organization. European Journal of Developmental Psychology, 127-152.Rojas Sánchez, L. B. (2022). La Regulación de la Ira, a través del Taller Literario. Universidad Pedagógica Nacional, Departamento de Educación, Bogotá.Saldaña, J. (2011). Fundamentals of Qualitative Research. New York: Oxford University Press.Senado de la República. (mayo de 2021). Obtenido de Proyecto de Ley número 438 de 2021 senado: http://www.secretariasenado.gov.co/legibus/legibus/gacetas/2021/GC_0376_2021.pdfSolano Galmés, R. (2020). Educación Emocional en el aula de inglés como lengua extranjera: una propuesta didáctica para segundo de Educación Primaria. Universitat Jaume I, Castellón de la Plana, Spain.Velazco Ortíz, K. J., & Espinoza Esquivel, L. D. (2022). LA EDUCACIÓN EMOCIONAL Y LA LITERATURA INFANTIL COMO UN BINOMIO QUE CONSTRUYE EDUCACIÓN PARA LA VIDA. Universidad Pedagógica Nacional, Departamento de Educación, Bogotá.Wang, Y., & Guo, M. (2014). A Short Analysis of Discourse Coherence. Journal of Language Teaching and Research, 460-465.THUMBNAILIdentifying and Expressing Emotion to Improve Written Production in EFL.pdf.jpgIdentifying and Expressing Emotion to Improve Written Production in EFL.pdf.jpgIM Thumbnailimage/jpeg2360http://repository.pedagogica.edu.co/bitstream/20.500.12209/19755/5/Identifying%20and%20Expressing%20Emotion%20to%20Improve%20Written%20Production%20in%20EFL.pdf.jpgfb302412c4e65132a9a64aa3d7316262MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/19755/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202403250091453-06 JUN 24 SAMANTHA AGUALIMPIA.pdf202403250091453-06 JUN 24 SAMANTHA AGUALIMPIA.pdfLICENCIA APROBADAapplication/pdf433234http://repository.pedagogica.edu.co/bitstream/20.500.12209/19755/4/202403250091453-06%20JUN%2024%20SAMANTHA%20AGUALIMPIA.pdfebce8d158fff4e2a30de42d919f58380MD54ORIGINALIdentifying and Expressing Emotion to Improve Written Production in EFL.pdfIdentifying and Expressing Emotion to Improve Written Production in EFL.pdfapplication/pdf2925299http://repository.pedagogica.edu.co/bitstream/20.500.12209/19755/1/Identifying%20and%20Expressing%20Emotion%20to%20Improve%20Written%20Production%20in%20EFL.pdf8aad04d2523e0202b202a7659476864aMD5120.500.12209/19755oai:repository.pedagogica.edu.co:20.500.12209/197552024-06-24 23:00:50.716Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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 |