Webtoons as a didactic strategy to enhance intertextual competence in efl class.

El presente proyecto es una investigación acción cualitativa que propone una guía para trabajar con la plataforma Webtoon como estrategia para mejorar la competencia intertextual en la clase de inglés como lengua extranjera. El proyecto nació tras un esquema de observación con estudiantes de décimo...

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Autores:: Roa Bolaños, Zharick Dayanne

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2023

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.spa.fl_str_mv	Webtoons as a didactic strategy to enhance intertextual competence in efl class.
title	Webtoons as a didactic strategy to enhance intertextual competence in efl class.
spellingShingle	Webtoons as a didactic strategy to enhance intertextual competence in efl class. Alfabetización digital Competencia intertextual Intertextualidad Motivación activa Webtoon Active engagement Digital literacy Intertextuality Intertextual competence Webtoon
title_short	Webtoons as a didactic strategy to enhance intertextual competence in efl class.
title_full	Webtoons as a didactic strategy to enhance intertextual competence in efl class.
title_fullStr	Webtoons as a didactic strategy to enhance intertextual competence in efl class.
title_full_unstemmed	Webtoons as a didactic strategy to enhance intertextual competence in efl class.
title_sort	Webtoons as a didactic strategy to enhance intertextual competence in efl class.
dc.creator.fl_str_mv	Roa Bolaños, Zharick Dayanne
dc.contributor.advisor.spa.fl_str_mv	Reina Moreno, Vanessa Andrea
dc.contributor.author.none.fl_str_mv	Roa Bolaños, Zharick Dayanne
dc.subject.spa.fl_str_mv	Alfabetización digital Competencia intertextual Intertextualidad Motivación activa Webtoon
topic	Alfabetización digital Competencia intertextual Intertextualidad Motivación activa Webtoon Active engagement Digital literacy Intertextuality Intertextual competence Webtoon
dc.subject.keywords.eng.fl_str_mv	Active engagement Digital literacy Intertextuality Intertextual competence Webtoon
description	El presente proyecto es una investigación acción cualitativa que propone una guía para trabajar con la plataforma Webtoon como estrategia para mejorar la competencia intertextual en la clase de inglés como lengua extranjera. El proyecto nació tras un esquema de observación con estudiantes de décimo grado del Liceo Femenino Mercedes Nariño en Bogotá, Colombia en 2023. La situación problemática identificada reveló que los estudiantes no estaban decodificando exitosamente información presentada en diferentes tipos de formatos desde formato gráfico hasta información escrita, problematizando el trabajo con la Competencia Intertextual en el proceso de aprendizaje del inglés. El objetivo principal es desarrollar la creación de un Webtoon en el aula a través de un conjunto de etapas que permitirán a los estudiantes utilizar diferentes recursos desde el enfoque funcional – nocional, fomentando en el proceso el uso de la Competencia Intertextual y creando una nueva forma de mantener una participación activa de los estudiantes durante clase de inglés.
publishDate	2023
dc.date.issued.none.fl_str_mv	2023
dc.date.accessioned.none.fl_str_mv	2024-01-25T18:09:30Z
dc.date.available.none.fl_str_mv	2024-01-25T18:09:30Z
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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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/20.500.12209/19162
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. Secretaría de Educación, B. (Colombia). (2013). Proyecto 891 Media Fortalecida y mayor acceso a la educación superior: planeación y estrategias [Review of Proyecto 891 Media Fortalecida y mayor acceso a la educación superior: planeación y estrategias]. Centro de Documentación Secretaría de Educación Del Distrito; BOGOTÁ HUMANA.http://repositoriosed.educacionbogota.edu.co/handle/001/930 Allan Martin & Jan Grudziecki (2006) DigEuLit: Concepts and Tools for Digital Literacy Development, Innovation in Teaching and Learning in Information and Computer Sciences, 5:4, 249-267, DOI: 10.11120/ital.2006.05040249 Bakker, A., Demerouti, E., & Xanthopoulou, D. (2011). Cómo los empleados mantienen su engagement en el trabajo / How do engaged employees stay engaged? Ciencia & Trabajo, 5(10). https://pesquisa.bvsalud.org/portal/resource/pt/lil658294?lang=es Bastidas, J. A., & Ibarra, G. M. (2011). A diagnosis of English language teaching in public elementary schools in Pasto, Colombia. How Journal, 18(1), 95-111. https://www.howjournalcolombia.org/index.php/how/article/download/54/54/ Bateman, J. A., & Wildfeuer, J. (2014). Defining units of analysis for the systematic analysis of comics: A discourse-based approach. Studies in Comics, 5(2), 373– 403. https://doi.org/10.1386/stic.5.2.373_1 Belshaw, D. (2014). The Essential Elements of Digital Literacies. Retrieved from http://digitalliteraci.es Benkharafa M. (2013). The present situation of the Arabic language and the Arab world commitment to arabization. Theory and Practice in Language Studies. 2013; 3(2): 201-208. http://academypublication.com/issues/past/tpls/vol03/02/tpls0302.pdf#page=3 Bermeo Lozano, V. A. (2021). El cómic: una estrategia didáctica para fortalecer la experiencia literaria. Universidad Pedagógica Nacional. Retrieved from http://hdl.handle.net/20.500.12209/16655. Berns, M. S. (1983). Functional Approaches to Language and Language Teaching: Another Look. Biezā, K. E. (2020). Digital Literacy: Concept and Definition. International Journal of Smart Education and Urban Society (IJSEUS), 11(2), 1-15. http://doi.org/10.4018/IJSEUS.2020040101 Blinova, Olga, Intertextual Competence: An Experimental Study of Advanced L1 Russian Learners of English (July 1, 2019). Blinova O.A. Intertextual competence: an experimental study of advanced L1 Russian learners of English // 11th International Conference on Education and New Learning Technologies, Palma, Spain. Pp. 6006-6069, 1-3 July, 2019, Available at SSRN: https://ssrn.com/abstract=3504167 or http://dx.doi.org/10.2139/ssrn.3504167 Bloome, D., & Egan-Robertson, A. (1993). The Social Construction of Intertextuality in Classroom Reading and Writing Lessons. Reading Research Quarterly, 28(4), 304. https://doi.org/10.2307/747928 Charmaz, K. (2006). Constructing Grounded Theory. SAGE Publications. Chicaiza Redín, V. E., & Curipallo Lizano, E. (2019). Functional – notional approach for English speaking skill development. Universidad Técnica De Ambato. Dirección De Posgrado. Maestria En La Enseñanza Del Idioma Inglés Como Lengua Extranjera, https://repositorio.uta.edu.ec/jspui/handle/123456789/30228 Clavijo Olarte, A. (2016). English teaching in the elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7-9. https://doi.org/10.14483/calj.v18n1.aa00 Copland, F. (2018). Observation and Fieldnotes. In: Phakiti, A., De Costa, P., Plonsky, L., Starfield, S. (eds) The Palgrave Handbook of Applied Linguistics Research Methodology. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137- 59900-1_12 D. Sacha, A. Stoffel, F. Stoffel, B. C. Kwon, G. Ellis and D. A. Keim, "Knowledge Generation Model for Visual Analytics," in IEEE Transactions on Visualization and Computer Graphics, vol. 20, no. 12, pp. 1604-1613, 31 Dec. 2014, doi: https://doi.org/10.1109/TVCG.2014.2346481 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59– 109. https://doi.org/10.3102/00346543074001059 Glaser B. G. & Strauss A. L. (1967). The discovery of grounded theory : strategies for qualitative research. Aldine Publishing. Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6a. ed..). México D.F.: McGraw-Hill Indah, D. O., & Wibowo, H. (2021). An analysis of reading literacy for college students through webtoon as interactive learning. Lingua: jurnal pendidikan bahasa /, 17(1). https://doi.org/https://doi.org/10.34005/lingua.v17i1.1367 J. Hernandez, Zicheng Liu, G. Hulten, D. DeBarr, K. Krum and Z. Zhang, "Measuring the engagement level of TV viewers," 2013 10th IEEE International Conference and Workshops on Automatic Face and Gesture Recognition (FG), 2013, pp. 1-7, Doi: 10.1109/FG.2013.6553742. Jin, D. Y. (2019a). Snack culture’s dream of big-screen culture: Korean webtoons’ transmedia storytelling. International Journal of Communication, 13, 2094–2115. Khusniyah, Nurul. (2021). The Practical Use of Online Comic Manga: Facilitating Students’ English Reading Engagement. AL-ISHLAH: Jurnal Pendidikan. 13. 2223-2230. 10.35445/alishlah.v13i3.1265. Kwon, J. (2014). Korean Webtoons go global with LINE. Medium. https://medium.com/the-headline/korean-webtoons-go-global-with-lineb82f3920580e Laine, E. (1985). The Notional-Functional Approach: Teaching the Real Language in Its Natural Context. Martin, A. & Grudziecki, J. (2006) DigEuLit: Concepts and Tools for Digital Literacy Development, Innovation in Teaching and Learning in Information and Computer Sciences, 5:4, 249-267, DOI: 10.11120/ital.2006.05040249 Merabti, Z., & Benzoukh, H. Using Intertextuality as an Approach to Improve EFL Students’ Critical Writing the Case of Second Year LMD Students at the Department of Letters and English Language-Kasdi Merbah University OuarglaAlgeria. Ministerio de Educación Nacional (2006). Formar en lenguas extranjeras: Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf Novanti, E. A., & Suprayogi, S. (2021). WEBTOONS POTENTIALS TO ENHANCE EFL STUDENTS’ VOCABULARY. Journal of Research on Language Education(JoRLE), 2(2), 2723–5092. https://doi.org/10.33365/jorle.v2i2.1311 Parsons, S.A., Nuland, L.R., & Parsons, A.W. (2014). The ABCs of student engagement. Phi Delta Kappan, 95 (8), 23-27. https://kappanonline.org/abcs-student-engagement-parsons-nuland/ PEI. (n.d.). LICEO FEMENINO MERCEDES NARIÑO. Retrieved October 5, 2022, from https://liceofemeninomercedesn.edupage.org/a/pei Piñeros, F. C., & Sepúlveda, Y. (2017). El cómic: un pretexto para mejorar la lectura intertextual con estudiantes de grado séptimo. Universidad Distrital Francisco José de Caldas. https://repository.udistrital.edu.co/bitstream/handle/11349/6994/SepúlvedaChocon táYadira2017.pdf?sequence=1&isAllowed=y Maguire P (2001) Uneven ground: Feminisms and action research. In: Reason P, Bradbury H (eds) Handbook of action research: Participative inquiry and practice. SAGE, London. Salkowitz, R. (2021, November). Webtoon CEO Sees Massive Growth And New Opportunities In U.S. Market. Forbes. https://www.forbes.com/sites/robsalkowitz/2021/11/02/webtoon-ceo-seesmassive-growth-and-new-opportunities-in-us-market/?sh=1212ab5f7707 Sánchez García, S. (2011). Relaciones intertextuales y competencia literaria en la obra narrativa de Fernando Alonso. Ocnos. Revista De Estudios Sobre Lectura, (7), 7-22. https://doi.org/10.18239/ocnos_2011.07.01 Turski, M. (2001). Intertextual competence: The reader’s key to the treasure. Adam Mickiewicz University. https://repozytorium.amu.edu.pl/bitstream/10593/18351/1/21turski.pdf Tyner, Kathleen. "Audiences, intertextuality, and new media literacy." (Mar. 2009): 25- 31. University of Texas at Austin Vargas, A., Tejada, H., & Colmenares, S. (2008). Estándares básicos de competencias en lenguas extranjeras (inglés): una lectura crítica. Lenguaje, 36(1), 241–275. https://doi.org/10.25100/lenguaje.v36i1.4863 European Commission (2004) Key Competences for Lifelong Learning: a European Reference Framework Directorate-General for Education and Culture (online at http://europa.eu.int/comm/education/policies/2010/doc/basicframe.pdf) Departamento Administrativo Nacional De Estadística. (n.d.). DANE. Retrieved October 4, 2022, from https://www.dane.gov.co
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spelling	Reina Moreno, Vanessa AndreaRoa Bolaños, Zharick Dayanne2024-01-25T18:09:30Z2024-01-25T18:09:30Z2023http://hdl.handle.net/20.500.12209/19162instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El presente proyecto es una investigación acción cualitativa que propone una guía para trabajar con la plataforma Webtoon como estrategia para mejorar la competencia intertextual en la clase de inglés como lengua extranjera. El proyecto nació tras un esquema de observación con estudiantes de décimo grado del Liceo Femenino Mercedes Nariño en Bogotá, Colombia en 2023. La situación problemática identificada reveló que los estudiantes no estaban decodificando exitosamente información presentada en diferentes tipos de formatos desde formato gráfico hasta información escrita, problematizando el trabajo con la Competencia Intertextual en el proceso de aprendizaje del inglés. El objetivo principal es desarrollar la creación de un Webtoon en el aula a través de un conjunto de etapas que permitirán a los estudiantes utilizar diferentes recursos desde el enfoque funcional – nocional, fomentando en el proceso el uso de la Competencia Intertextual y creando una nueva forma de mantener una participación activa de los estudiantes durante clase de inglés.Submitted by Zharick Roa (zdroab@upn.edu.co) on 2023-12-04T13:30:22Z No. of bitstreams: 3 Licencia.pdf: 426196 bytes, checksum: 3bf9a7a516f5f9f11f320510da0b4596 (MD5) WEBTOONS EFL.pdf: 3594161 bytes, checksum: 000151821c5c713f8e3581120d1bdc30 (MD5) Autorizacionesss.pdf: 2833906 bytes, checksum: 6a9af715c533f0da5925da5380ca430e (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto, las palabras claves deben ser ingresadas una a una y no separadas por comas.. Por favor, ajustar y enviar de nuevo. on 2023-12-04T20:35:30Z (GMT)Submitted by Zharick Roa (zdroab@upn.edu.co) on 2023-12-04T20:51:31Z No. of bitstreams: 3 Licencia.pdf: 426196 bytes, checksum: 3bf9a7a516f5f9f11f320510da0b4596 (MD5) WEBTOONS EFL.pdf: 3594161 bytes, checksum: 000151821c5c713f8e3581120d1bdc30 (MD5) Autorizacionesss.pdf: 2833906 bytes, checksum: 6a9af715c533f0da5925da5380ca430e (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-12-04T21:24:00Z (GMT) No. of bitstreams: 3 Licencia.pdf: 426196 bytes, checksum: 3bf9a7a516f5f9f11f320510da0b4596 (MD5) WEBTOONS EFL.pdf: 3594161 bytes, checksum: 000151821c5c713f8e3581120d1bdc30 (MD5) Autorizacionesss.pdf: 2833906 bytes, checksum: 6a9af715c533f0da5925da5380ca430e (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-01-25T18:09:30Z (GMT) No. of bitstreams: 3 Licencia.pdf: 426196 bytes, checksum: 3bf9a7a516f5f9f11f320510da0b4596 (MD5) WEBTOONS EFL.pdf: 3594161 bytes, checksum: 000151821c5c713f8e3581120d1bdc30 (MD5) Autorizacionesss.pdf: 2833906 bytes, checksum: 6a9af715c533f0da5925da5380ca430e (MD5)Made available in DSpace on 2024-01-25T18:09:30Z (GMT). No. of bitstreams: 3 Licencia.pdf: 426196 bytes, checksum: 3bf9a7a516f5f9f11f320510da0b4596 (MD5) WEBTOONS EFL.pdf: 3594161 bytes, checksum: 000151821c5c713f8e3581120d1bdc30 (MD5) Autorizacionesss.pdf: 2833906 bytes, checksum: 6a9af715c533f0da5925da5380ca430e (MD5) Previous issue date: 2023Licenciado en Español e InglésPregradoThe present project is qualitative action research that proposes a guide to work with the platform Webtoon as a strategy for enhancing the Intertextual Competence in the EFL class (English as a Foreign Language class). The project was born after an observation scheme with tenth grade students of the Liceo Femenino Mercedes Nariño in Bogotá, Colombia in 2023. The problematic situation identified revealed that students were not successfully decoding information presented in different types of formats such as graphic to written information, failing to work with the Intertextual Competence in the process of learning English. The main goal is to develop the creation of a Webtoon in the classroom through a set of stages that will allow students to use different resources from the functional – notional approach fostering in the process the use of Intertextual Competence and creating a new way to keep an active engagement from students throughout English class.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad 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 InternationalAlfabetización digitalCompetencia intertextualIntertextualidadMotivación activaWebtoonActive engagementDigital literacyIntertextualityIntertextual competenceWebtoonWebtoons as a didactic strategy to enhance intertextual competence in efl class.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAlcaldía Mayor. Secretaría de Educación, B. (Colombia). (2013). Proyecto 891 Media Fortalecida y mayor acceso a la educación superior: planeación y estrategias [Review of Proyecto 891 Media Fortalecida y mayor acceso a la educación superior: planeación y estrategias]. Centro de Documentación Secretaría de Educación Del Distrito; BOGOTÁ HUMANA.http://repositoriosed.educacionbogota.edu.co/handle/001/930Allan Martin & Jan Grudziecki (2006) DigEuLit: Concepts and Tools for Digital Literacy Development, Innovation in Teaching and Learning in Information and Computer Sciences, 5:4, 249-267, DOI: 10.11120/ital.2006.05040249Bakker, A., Demerouti, E., & Xanthopoulou, D. (2011). Cómo los empleados mantienen su engagement en el trabajo / How do engaged employees stay engaged? Ciencia & Trabajo, 5(10). https://pesquisa.bvsalud.org/portal/resource/pt/lil658294?lang=esBastidas, J. A., & Ibarra, G. M. (2011). A diagnosis of English language teaching in public elementary schools in Pasto, Colombia. How Journal, 18(1), 95-111. https://www.howjournalcolombia.org/index.php/how/article/download/54/54/Bateman, J. A., & Wildfeuer, J. (2014). Defining units of analysis for the systematic analysis of comics: A discourse-based approach. Studies in Comics, 5(2), 373– 403. https://doi.org/10.1386/stic.5.2.373_1Belshaw, D. (2014). The Essential Elements of Digital Literacies. Retrieved from http://digitalliteraci.esBenkharafa M. (2013). The present situation of the Arabic language and the Arab world commitment to arabization. Theory and Practice in Language Studies. 2013; 3(2): 201-208. http://academypublication.com/issues/past/tpls/vol03/02/tpls0302.pdf#page=3Bermeo Lozano, V. A. (2021). El cómic: una estrategia didáctica para fortalecer la experiencia literaria. Universidad Pedagógica Nacional. Retrieved from http://hdl.handle.net/20.500.12209/16655.Berns, M. S. (1983). Functional Approaches to Language and Language Teaching: Another Look.Biezā, K. E. (2020). Digital Literacy: Concept and Definition. International Journal of Smart Education and Urban Society (IJSEUS), 11(2), 1-15. http://doi.org/10.4018/IJSEUS.2020040101Blinova, Olga, Intertextual Competence: An Experimental Study of Advanced L1 Russian Learners of English (July 1, 2019). Blinova O.A. Intertextual competence: an experimental study of advanced L1 Russian learners of English // 11th International Conference on Education and New Learning Technologies, Palma, Spain. Pp. 6006-6069, 1-3 July, 2019, Available at SSRN: https://ssrn.com/abstract=3504167 or http://dx.doi.org/10.2139/ssrn.3504167Bloome, D., & Egan-Robertson, A. (1993). The Social Construction of Intertextuality in Classroom Reading and Writing Lessons. Reading Research Quarterly, 28(4), 304. https://doi.org/10.2307/747928Charmaz, K. (2006). Constructing Grounded Theory. SAGE Publications.Chicaiza Redín, V. E., & Curipallo Lizano, E. (2019). Functional – notional approach for English speaking skill development. Universidad Técnica De Ambato. Dirección De Posgrado. Maestria En La Enseñanza Del Idioma Inglés Como Lengua Extranjera, https://repositorio.uta.edu.ec/jspui/handle/123456789/30228Clavijo Olarte, A. (2016). English teaching in the elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7-9. https://doi.org/10.14483/calj.v18n1.aa00Copland, F. (2018). Observation and Fieldnotes. In: Phakiti, A., De Costa, P., Plonsky, L., Starfield, S. (eds) The Palgrave Handbook of Applied Linguistics Research Methodology. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137- 59900-1_12D. Sacha, A. Stoffel, F. Stoffel, B. C. Kwon, G. Ellis and D. A. Keim, "Knowledge Generation Model for Visual Analytics," in IEEE Transactions on Visualization and Computer Graphics, vol. 20, no. 12, pp. 1604-1613, 31 Dec. 2014, doi: https://doi.org/10.1109/TVCG.2014.2346481Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59– 109. https://doi.org/10.3102/00346543074001059Glaser B. G. & Strauss A. L. (1967). The discovery of grounded theory : strategies for qualitative research. Aldine Publishing.Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6a. ed..). México D.F.: McGraw-HillIndah, D. O., & Wibowo, H. (2021). An analysis of reading literacy for college students through webtoon as interactive learning. Lingua: jurnal pendidikan bahasa /, 17(1). https://doi.org/https://doi.org/10.34005/lingua.v17i1.1367J. Hernandez, Zicheng Liu, G. Hulten, D. DeBarr, K. Krum and Z. Zhang, "Measuring the engagement level of TV viewers," 2013 10th IEEE International Conference and Workshops on Automatic Face and Gesture Recognition (FG), 2013, pp. 1-7, Doi: 10.1109/FG.2013.6553742.Jin, D. Y. (2019a). 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Webtoons as a didactic strategy to enhance intertextual competence in efl class.

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