The development of lower order critical reading strategies in third cycle students at a public school.

Este estudio ha contribuido al desarrollo de estrategias de orden inferior críticos de lectura basados en la floración taxonomía de los estudiantes de tercer ciclo en una escuela pública. El desarrollo de estrategias de lectura se inició con la idea de mejorar los estudiantes la comprensión de lec...

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Autores:: López Sánchez, Ferney Antonio

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2015

Institución:: Universidad Libre

Repositorio:: RIU - Repositorio Institucional UniLibre

Idioma:: spa

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repository_id_str
dc.title.spa.fl_str_mv	The development of lower order critical reading strategies in third cycle students at a public school.
title	The development of lower order critical reading strategies in third cycle students at a public school.
spellingShingle	The development of lower order critical reading strategies in third cycle students at a public school. Lectura Estrategias de lectura Educación Critical Eeading Bloom‟s revised taxonomy and domains for lower order Understanding and applying TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN LECTURA - ENSEÑANZA ENSEÑANZA - MÉTODOS ENSEÑANZA PÚBLICA Lectura crítica Taxonomía revisada de Bloom y dominios de orden inferior Comprensión y aplicación.
title_short	The development of lower order critical reading strategies in third cycle students at a public school.
title_full	The development of lower order critical reading strategies in third cycle students at a public school.
title_fullStr	The development of lower order critical reading strategies in third cycle students at a public school.
title_full_unstemmed	The development of lower order critical reading strategies in third cycle students at a public school.
title_sort	The development of lower order critical reading strategies in third cycle students at a public school.
dc.creator.fl_str_mv	López Sánchez, Ferney Antonio
dc.contributor.advisor.none.fl_str_mv	Baracaldo Guzmán, Deisy
dc.contributor.author.none.fl_str_mv	López Sánchez, Ferney Antonio
dc.subject.spa.fl_str_mv	Lectura Estrategias de lectura Educación
topic	Lectura Estrategias de lectura Educación Critical Eeading Bloom‟s revised taxonomy and domains for lower order Understanding and applying TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN LECTURA - ENSEÑANZA ENSEÑANZA - MÉTODOS ENSEÑANZA PÚBLICA Lectura crítica Taxonomía revisada de Bloom y dominios de orden inferior Comprensión y aplicación.
dc.subject.subjectenglish.eng.fl_str_mv	Critical Eeading Bloom‟s revised taxonomy and domains for lower order Understanding and applying
dc.subject.lemb.spa.fl_str_mv	TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN LECTURA - ENSEÑANZA ENSEÑANZA - MÉTODOS ENSEÑANZA PÚBLICA
dc.subject.proposal.spa.fl_str_mv	Lectura crítica Taxonomía revisada de Bloom y dominios de orden inferior Comprensión y aplicación.
description	Este estudio ha contribuido al desarrollo de estrategias de orden inferior críticos de lectura basados en la floración taxonomía de los estudiantes de tercer ciclo en una escuela pública. El desarrollo de estrategias de lectura se inició con la idea de mejorar los estudiantes la comprensión de lectura en Inglés como lengua extranjera (EFL) porque los alumnos mostraron comprensión de la lectura bajo un diagnóstico de una prueba de entrada para evaluar a los estudiantes la comprensión y los bajos niveles de lectura en la prueba del ICFES Saber-Pro de 2003 a 2010. La relevancia de este estudio se estableció en el diseño e implementación de seis guías de lectura que se desarrollaron los dominios de orden inferior tales como recordar, entender y aplicar necesario mejorar los estudiantes "la comprensión de lectura". El impacto de este estudio se concentró en cómo desarrollar Bloom taxonomía para las habilidades de orden inferior en un contexto específico en Bogotá. En este estudio se trabajó con la investigación cualitativa, investigación-acción Taggart (1988) (observación, planificación, acción, reflexión, planificación) y los métodos empíricos tales como la prueba de acceso para el diagnóstico de los estudiantes "habilidad en la lectura, y los métodos teóricos de la literatura revisión". Este estudio se centró en noveno grado con una población de 40 estudiantes en que se tomó el 25% de la muestra para el análisis de datos. Estudiantes artefactos "fueron la principal prueba, una encuesta semiestructurada y notas de campo se tomaron al azar para el análisis". Fue diseñado, implementado y evaluado seis guías de lectura para iniciar un proceso de orden inferior lectura crítica. Los resultados sobre los artefactos de los estudiantes "mostraron que el 92% de los estudiantes logra el dominio Recordar, el 86% de los estudiantes tiene el dominio de la comprensión, y el 93% de los alumnos logra el dominio de aplicación de estrategias de lectura crítica de orden inferior". Un estudio adicional se puede desarrollar en las habilidades de orden superior, tales como el análisis, la evaluación y la creación.
publishDate	2015
dc.date.created.none.fl_str_mv	2015-11-06
dc.date.accessioned.none.fl_str_mv	2016-05-23T17:51:29Z
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dc.relation.references.eng.fl_str_mv	Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green Birkner, V (2003). Reading comprehension in teaching English as a foreign language. Retrieved from: http://www.monografias.com/trabajos68/readins-comprehension-teaching-english/readinscomprehension-teaching-english2.shtml Bosley, L (2008). “„I Don‟t Teach Reading‟: Critical Reading Instruction in Composition Courses,” Literacy Research and Instruction 47:4 (January 2008): 285–308 Burns, A. (2010). Doing action research for English Language Teaching. A guide for practioners. Routledge. New York. Calderón, S., Carvajal L.M., Guerrero, A.M., (2007). How to Improve Sixth Graders‟ Reading Comprehension through the Skimming Technique. PROFILE JOURNAL 8, 2007. ISSN 1657- 0790. Bogotá, Colombia. Pages 25-39 Carr, W. & Kemmis, S. (1986). Becoming Critical: education, knowledge and action research. Deakin University Press Carrell, P.L. (1998). Readability in ESL. Reading in a Foreign Language, 4, 21-40. Carrell, P.(1997). FieldWorking: Reading and Writing Research. Blair Press: Upper Saddle River, NJ Chiseri-Strater, Elizabeth and Bonnie Stone Sunstein (1997) "FieldWorking: Reading and Writing Research." Blair Press: Upper Saddle River, NJ. Correales, R. ,Mendivelso, O., Santacruz F,(2000). Reading comprehension: a viable challenge for public schools. PROFILE JOURNAL Vol. 1, 2000. Bogotá, Colombia. Pages 38-41. Cunnigham, P Allington, R.,(2010). Classrooms that Work: They Can All Read and Write (5th Edition). Pearson, 5th edition. Dalton, J. & Smith, D., (1986). Extending Children‟s Special Abilities: Strategies for primary classrooms (pp. 36-37). Denzin, N. K. (1970). The Research Act in Sociology. Chicago: Aldine Dole, J., Duffy G. (1991).Moving From the Old to the New: Research on Reading Comprehension Instruction- Review of Educational. University of Utah Duke, N., and P and Pearson, D (2001). How Can I Help Children Improve Their Comprehension? Ann Arbor, Michigan: Center for the Improvement of Early Reading Achievement (CIERA), Michigan State University Duke, N., and P and Pearson, D (2001). How Can I Help Children Improve Their Comprehension? Ann Arbor, Michigan: Center for the Improvement of Early Reading Achievement (CIERA), Michigan State University Echeverri, L.M., McNulty F(2003). Reading strategies to develop higher thinking skills for reading comprehension. PROFILE JOURNAL Vol. 12, No. 1, 2010. ISSN 1657-0790. Bogotá, Colombia. Pages 107-123 Estes T. H. (1999). Strategies for reading to learn. Available at www.reading strategies Hambling(1997). Collaborative action research. Cambridge University Press Harmer, J (2010). How to teach English. Pearson Longman Hayashi, M.(1999 ). "Where grammar and interaction meet: A study of co-participant completion in Japanese conversation human Studies 22:2–4. 475–499. Hollas, B (2002). Teaching your below-grade level students how to become strategic readers. Professional Development Inservice attended on October 16 at the Radisson Hotel in Knoxville, Tennessee. Irwin and Baker (1989). Understanding and teaching reading. Reading comprehension in teaching English as a foreign language. Kemmis, S., &McTaggart, R. (1998). The action research planner. Geelong, Victoria, Australia: Deakin University Press. Krathwohl, D. (2001). A revision on Bloom‟s taxonomy: an overview. Theory into practice. Volume 41, Number 4, autumn 2002..Pages. 1-54 Kurland, D (2000). “What is Critical Reading?” Retrieved February 10, 2007 fromhttp://www.critical-reading.com/ Lebauer, R. (1998). Lessons from the rock on the role of reading. Available at // langue.Hyper.Chubu.ac.jp/jalt/pub/t/t/98/lebauer.html Mahmood, K (2005). Department of Library & Information Science University of the Punjab What is critical reading. http://www.powershow.com/view2b/3ed9a8 MjQyY/Critical_Reading_ powerpoint_ppt_presentation McMillan, and Hearn , (2008). Handbook for formative assessment. Routledge. Miller, D(2007). Reading with Meaning: Teaching Comprehension in the Primary Grades. Stenhouse Publishers Oxford, R (1990). Language learning strategies: what evey teacher should know. Newbury House Publisher. Pearson & Fielding ( 1991).Comprehension instruction: What makes sense now, what might make sense soon. Reading Online, 5(2). Pressley, M. (2001). Comprehension instruction: What makes sense now, what might make sense soon. Reading Online, 5(2). Ríos, S., & Valcárcel, A. (2005). Reading: A meaningful way to promote learning English in high school. PROFILE JOURNAL 6, 2005. Bogotá, Colombia. Pages 59-72. Ryder, R., & Graves, M. (1997). Using the Internet to enhance students‟ reading, writing, and information-gathering skills. Journal of Adolescent & Adult Literacy, 40(4), 244-254 Spache & Berg’s, (1994). Developing critical reading skills in EFL classroom. Universitas Kristen Indonesia Sparks, J.E. and Carl E. Johnson. 1980. Reading for Power and Flexibility. Toronto: Glencoe Press. Wallace, C. (2009). Critical Language Awareness: Key Principles for a Course on Critical Reading. In P. Hedge, N. Andon, & M. Dewey (Eds.), English Language Teaching. (pp. 489- 503). London: Routledge Weinstein, C. and Mayer, R. (1986). The teaching of learning strategies. In M. C. Wittrock (ed.), Handbook of Research on Teaching (3rd Ed.). New York: Macmillan. Williams and Burden (2006). Motivation and experience in Foreign Language Learning. Peter Lang AG. International Academic Publishers, Bern.
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spelling	Baracaldo Guzmán, DeisyLópez Sánchez, Ferney AntonioBogotá2016-05-23T17:51:29Z2016-05-23T17:51:29Z2015-11-06https://hdl.handle.net/10901/8298instname:Universidad Librereponame:Repositorio Institucional Universidad LibreEste estudio ha contribuido al desarrollo de estrategias de orden inferior críticos de lectura basados en la floración taxonomía de los estudiantes de tercer ciclo en una escuela pública. El desarrollo de estrategias de lectura se inició con la idea de mejorar los estudiantes la comprensión de lectura en Inglés como lengua extranjera (EFL) porque los alumnos mostraron comprensión de la lectura bajo un diagnóstico de una prueba de entrada para evaluar a los estudiantes la comprensión y los bajos niveles de lectura en la prueba del ICFES Saber-Pro de 2003 a 2010. La relevancia de este estudio se estableció en el diseño e implementación de seis guías de lectura que se desarrollaron los dominios de orden inferior tales como recordar, entender y aplicar necesario mejorar los estudiantes "la comprensión de lectura". El impacto de este estudio se concentró en cómo desarrollar Bloom taxonomía para las habilidades de orden inferior en un contexto específico en Bogotá. En este estudio se trabajó con la investigación cualitativa, investigación-acción Taggart (1988) (observación, planificación, acción, reflexión, planificación) y los métodos empíricos tales como la prueba de acceso para el diagnóstico de los estudiantes "habilidad en la lectura, y los métodos teóricos de la literatura revisión". Este estudio se centró en noveno grado con una población de 40 estudiantes en que se tomó el 25% de la muestra para el análisis de datos. Estudiantes artefactos "fueron la principal prueba, una encuesta semiestructurada y notas de campo se tomaron al azar para el análisis". Fue diseñado, implementado y evaluado seis guías de lectura para iniciar un proceso de orden inferior lectura crítica. Los resultados sobre los artefactos de los estudiantes "mostraron que el 92% de los estudiantes logra el dominio Recordar, el 86% de los estudiantes tiene el dominio de la comprensión, y el 93% de los alumnos logra el dominio de aplicación de estrategias de lectura crítica de orden inferior". Un estudio adicional se puede desarrollar en las habilidades de orden superior, tales como el análisis, la evaluación y la creación.This study contributed to the development of lower order critical reading strategies based on Bloom‟s taxonomy in third cycle students at a public school. The development of reading strategies started with the idea of improving students reading comprehension in English as a foreign language (EFL) because pupils showed low reading comprehension diagnosed with an entry test to evaluate students comprehension and low reading levels in the ICFES test Saber-Pro from 2003 to 2010.The relevance of this study was set on the design and implementation of six reading guides that developed lower order domains such as remembering, understanding and applying necessary to improve students‟ reading comprehension. The impact of this study was concentrated on how to develop Bloom‟s taxonomy for lower order skills in a specific context in Bogotá. This study worked with qualitative research, action research by Kemmis and McTaggart (1988) (observation, planning, action, reflection, planning) and empirical methods such as the entry test to diagnose the students‟ ability on reading, and theoretical methods for the literature review. This study focused on ninth graders with a population of 40 students where the 25% of the sample was taken for data analysis. Students‟ artifacts were the main evidence, a semi-structured survey and fieldnotes were taken at random for analysis. It was designed, implemented, and evaluated six reading guides to start a process of lower order critical reading. Results on students‟ artifacts showed that 92% of the students achieved the Remembering domain, 86% of students got the understanding domain, and 93 % of pupils achieved the Applying domain for lower order critical reading strategies. A further study can be developed on higher order skills such as analyzing, evaluating and creating.PDFapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Atribución-NoComercial-SinDerivadas 2.5 Colombiainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2LecturaEstrategias de lecturaEducaciónCritical EeadingBloom‟s revised taxonomy and domains for lower orderUnderstanding and applyingTESIS - FACULTAD CIENCIAS DE LA EDUCACIÓNMAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERASEDUCACIÓNLECTURA - ENSEÑANZAENSEÑANZA - MÉTODOSENSEÑANZA PÚBLICALectura críticaTaxonomía revisada de Bloom y dominios de orden inferiorComprensión y aplicación.The development of lower order critical reading strategies in third cycle students at a public school.info:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/masterThesisBloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, GreenBloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, GreenBloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, GreenBirkner, V (2003). Reading comprehension in teaching English as a foreign language. Retrieved from: http://www.monografias.com/trabajos68/readins-comprehension-teaching-english/readinscomprehension-teaching-english2.shtmlBosley, L (2008). “„I Don‟t Teach Reading‟: Critical Reading Instruction in Composition Courses,” Literacy Research and Instruction 47:4 (January 2008): 285–308Burns, A. (2010). Doing action research for English Language Teaching. A guide for practioners. Routledge. New York.Calderón, S., Carvajal L.M., Guerrero, A.M., (2007). How to Improve Sixth Graders‟ Reading Comprehension through the Skimming Technique. PROFILE JOURNAL 8, 2007. ISSN 1657- 0790. Bogotá, Colombia. Pages 25-39Carr, W. & Kemmis, S. (1986). Becoming Critical: education, knowledge and action research. Deakin University PressCarrell, P.L. (1998). Readability in ESL. Reading in a Foreign Language, 4, 21-40.Carrell, P.(1997). FieldWorking: Reading and Writing Research. Blair Press: Upper Saddle River, NJChiseri-Strater, Elizabeth and Bonnie Stone Sunstein (1997) "FieldWorking: Reading and Writing Research." Blair Press: Upper Saddle River, NJ.Correales, R. ,Mendivelso, O., Santacruz F,(2000). Reading comprehension: a viable challenge for public schools. PROFILE JOURNAL Vol. 1, 2000. Bogotá, Colombia. Pages 38-41.Cunnigham, P Allington, R.,(2010). Classrooms that Work: They Can All Read and Write (5th Edition). Pearson, 5th edition.Dalton, J. & Smith, D., (1986). Extending Children‟s Special Abilities: Strategies for primary classrooms (pp. 36-37).Denzin, N. K. (1970). The Research Act in Sociology. Chicago: AldineDole, J., Duffy G. (1991).Moving From the Old to the New: Research on Reading Comprehension Instruction- Review of Educational. University of UtahDuke, N., and P and Pearson, D (2001). How Can I Help Children Improve Their Comprehension? Ann Arbor, Michigan: Center for the Improvement of Early Reading Achievement (CIERA), Michigan State UniversityDuke, N., and P and Pearson, D (2001). How Can I Help Children Improve Their Comprehension? Ann Arbor, Michigan: Center for the Improvement of Early Reading Achievement (CIERA), Michigan State UniversityEcheverri, L.M., McNulty F(2003). Reading strategies to develop higher thinking skills for reading comprehension. PROFILE JOURNAL Vol. 12, No. 1, 2010. ISSN 1657-0790. Bogotá, Colombia. Pages 107-123Estes T. H. (1999). Strategies for reading to learn. Available at www.reading strategiesHambling(1997). Collaborative action research. Cambridge University PressHarmer, J (2010). How to teach English. Pearson LongmanHayashi, M.(1999 ). "Where grammar and interaction meet: A study of co-participant completion in Japanese conversation human Studies 22:2–4. 475–499.Hollas, B (2002). Teaching your below-grade level students how to become strategic readers. Professional Development Inservice attended on October 16 at the Radisson Hotel in Knoxville, Tennessee.Irwin and Baker (1989). Understanding and teaching reading. Reading comprehension in teaching English as a foreign language.Kemmis, S., &McTaggart, R. (1998). The action research planner. Geelong, Victoria, Australia: Deakin University Press.Krathwohl, D. (2001). A revision on Bloom‟s taxonomy: an overview. Theory into practice. Volume 41, Number 4, autumn 2002..Pages. 1-54Kurland, D (2000). “What is Critical Reading?” Retrieved February 10, 2007 fromhttp://www.critical-reading.com/Lebauer, R. (1998). Lessons from the rock on the role of reading. Available at // langue.Hyper.Chubu.ac.jp/jalt/pub/t/t/98/lebauer.htmlMahmood, K (2005). Department of Library & Information Science University of the Punjab What is critical reading. http://www.powershow.com/view2b/3ed9a8 MjQyY/Critical_Reading_ powerpoint_ppt_presentationMcMillan, and Hearn , (2008). Handbook for formative assessment. Routledge.Miller, D(2007). Reading with Meaning: Teaching Comprehension in the Primary Grades. Stenhouse PublishersOxford, R (1990). Language learning strategies: what evey teacher should know. Newbury House Publisher. Pearson & Fielding ( 1991).Comprehension instruction: What makes sense now, what might make sense soon. Reading Online, 5(2).Pressley, M. (2001). Comprehension instruction: What makes sense now, what might make sense soon. Reading Online, 5(2).Ríos, S., & Valcárcel, A. (2005). Reading: A meaningful way to promote learning English in high school. PROFILE JOURNAL 6, 2005. Bogotá, Colombia. Pages 59-72.Ryder, R., & Graves, M. (1997). Using the Internet to enhance students‟ reading, writing, and information-gathering skills. Journal of Adolescent & Adult Literacy, 40(4), 244-254Spache & Berg’s, (1994). Developing critical reading skills in EFL classroom. Universitas Kristen IndonesiaSparks, J.E. and Carl E. Johnson. 1980. Reading for Power and Flexibility. Toronto: Glencoe Press.Wallace, C. (2009). Critical Language Awareness: Key Principles for a Course on Critical Reading. In P. Hedge, N. Andon, & M. Dewey (Eds.), English Language Teaching. (pp. 489- 503). London: RoutledgeWeinstein, C. and Mayer, R. (1986). The teaching of learning strategies. In M. C. Wittrock (ed.), Handbook of Research on Teaching (3rd Ed.). New York: Macmillan.Williams and Burden (2006). Motivation and experience in Foreign Language Learning. Peter Lang AG. International Academic Publishers, Bern.ORIGINAL1.PROJECT 28 OCTUBRE 2015.pdf1.PROJECT 28 OCTUBRE 2015.pdfLópezSánchezFerneyAntonio2015application/pdf4063515http://repository.unilibre.edu.co/bitstream/10901/8298/1/1.PROJECT%2028%20OCTUBRE%202015.pdff458decfe77bc14825535b4a1820ea6cMD51Ferney Alfonso López Sanchez.pdfFerney Alfonso López Sanchez.pdfapplication/pdf532828http://repository.unilibre.edu.co/bitstream/10901/8298/4/Ferney%20Alfonso%20L%c3%b3pez%20Sanchez.pdfa27e277920e91ed893452009ef2b2b01MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.unilibre.edu.co/bitstream/10901/8298/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52THUMBNAIL1.PROJECT 28 OCTUBRE 2015.pdf.jpg1.PROJECT 28 OCTUBRE 2015.pdf.jpgIM Thumbnailimage/jpeg6715http://repository.unilibre.edu.co/bitstream/10901/8298/3/1.PROJECT%2028%20OCTUBRE%202015.pdf.jpgd7de8875df8fd7cd0e3731d3bea6f2b4MD53Ferney Alfonso López Sanchez.pdf.jpgFerney Alfonso López Sanchez.pdf.jpgIM Thumbnailimage/jpeg27457http://repository.unilibre.edu.co/bitstream/10901/8298/5/Ferney%20Alfonso%20L%c3%b3pez%20Sanchez.pdf.jpg9edbaf75b952e740437c12c9213827c4MD5510901/8298oai:repository.unilibre.edu.co:10901/82982024-04-09 06:00:51.221Repositorio Institucional Unilibrerepositorio@unilibrebog.edu.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

The development of lower order critical reading strategies in third cycle students at a public school.

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