Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticas
Objetivo. Esta pesquisa tem como objetivo estudar as crenças de autoeficácia na resolução de tarefas de sequências numéricas e geométricas por alunos do Ensino Fundamental II, no município de Corozal-Sucre (Colômbia). Método. Este trabalho é de abordagem quantitativa do tipo descritivo com desenho n...
- Autores:
-
Tobio Gutierrez, Katerine Edith
Mogollón-Rodríguez, Martha
Pirola, Nelson Antonio
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2018
- Institución:
- Corporación Universitaria del Caribe - CECAR
- Repositorio:
- Repositorio Digital CECAR
- Idioma:
- por
- OAI Identifier:
- oai:repositorio.cecar.edu.co:cecar/3048
- Acceso en línea:
- https://repositorio.cecar.edu.co/handle/cecar/3048
https://doi.org/10.21892/01239813.420
- Palabra clave:
- Crenças de autoeficácia
sequência
generalização de padrões
pensamento algébrico
Ensino Fundamenta
Self-efficacy beliefs
sequence
generalization of patterns
algebraic thinking
Middle School
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-sa/4.0/
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Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticas |
| dc.title.translated.none.fl_str_mv |
A study on the self-efficacy beliefs in solving mathematical tasks |
| title |
Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticas |
| spellingShingle |
Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticas Crenças de autoeficácia sequência generalização de padrões pensamento algébrico Ensino Fundamenta Self-efficacy beliefs sequence generalization of patterns algebraic thinking Middle School |
| title_short |
Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticas |
| title_full |
Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticas |
| title_fullStr |
Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticas |
| title_full_unstemmed |
Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticas |
| title_sort |
Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticas |
| dc.creator.fl_str_mv |
Tobio Gutierrez, Katerine Edith Mogollón-Rodríguez, Martha Pirola, Nelson Antonio |
| dc.contributor.author.none.fl_str_mv |
Tobio Gutierrez, Katerine Edith Mogollón-Rodríguez, Martha Pirola, Nelson Antonio |
| dc.subject.proposal.none.fl_str_mv |
Crenças de autoeficácia sequência generalização de padrões pensamento algébrico Ensino Fundamenta Self-efficacy beliefs sequence generalization of patterns algebraic thinking Middle School |
| topic |
Crenças de autoeficácia sequência generalização de padrões pensamento algébrico Ensino Fundamenta Self-efficacy beliefs sequence generalization of patterns algebraic thinking Middle School |
| description |
Objetivo. Esta pesquisa tem como objetivo estudar as crenças de autoeficácia na resolução de tarefas de sequências numéricas e geométricas por alunos do Ensino Fundamental II, no município de Corozal-Sucre (Colômbia). Método. Este trabalho é de abordagem quantitativa do tipo descritivo com desenho não experimental transversal. Para a coleta de dados, foi elaborado um questionário online sobre as crenças de autoeficácia envolvendo 6 tarefas de sequências numéricas e geométricas de tipo escala Likert, aplicado a uma amostra não probabilística de 153 estudantes de sétimo, oitavo e nono ano, com idades entre os 11 aos 17 anos, quase num mesmo número entre homens e mulheres os quais, voluntariamente, quiseram participar da pesquisa. Para a análise dos dados, foi realizada uma análise estatística descritiva e probabilística. Resultados. Este estudo contribui à compreensão das crenças de autoeficácia no contexto da Educação Matemática, especialmente na resolução de tarefas sobre sequências numéricas e geométricas. Verificou-se que as crenças de autoeficácia dos alunos não estão relacionadas com às variáveis, nível educativo, gênero e idade. Além disso, o número de estudantes com crenças de autoeficácia favoráveis e desfavoráveis são similares.Conclusões. Evidenciou-se que quase a metade dos participantes possuem percepções de crenças de autoeficácia negativas na solução de tarefas de sequências numéricas e geométricas, situação preocupante, posto que estas tarefas requerem o uso de conceitos e procedimentos envolvidos na exploração de padrões, regularidades e o desenvolvimento das habilidades de identificação e generalização de padrões que é aplicado tanto no campo da matemática quanto outros campos do conhecimento. |
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2018 |
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2018-12-17 |
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2022-09-06T20:15:27Z |
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2022-09-06T20:15:27Z |
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Artículo de revista |
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10.21892/01239813.420 |
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Álvarez, L. M. R. (2012). Patrones y Regularidades Numéricas: Razonamiento Inductivo. (Tese de mestrado). Universidade Nacional de Colombia, Bogotá. Disponível em http://bdigital.unal.edu.co/39503/1/1186541.2014.pdf Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. Bandura, A. (1994). Self-efficacy. In Ramachaudran, V. S. (Ed.), Encyclopedia of human behavior. 4, pp. 71-81. New York: Academic Press, 1994. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998). Barbosa, A. (2010). A resolução de problemas que envolvem a generalização de padrões em contextos visuais: Um estudo longitudinal com alunos do 2.º ciclo do ensino básico. (Tese de doutorado). Universidade do Minho, Braga, Portugal. Disponível em https://core.ac.uk/download/pdf/55611252.pdf Brito, M. R F. & Souza, L. F. N. I. (2015). Autoeficácia na solução de problemas matemáticos e variáveis relacionadas. Temas em Psicologia, 23(1). DOI: 10.9788/TP2015.1-03 Bzuneck, J. A. (2001). As crenças de auto-eficácia e o seu papel na motivação do aluno. Em E. Boruchovitch & J.A. Bzuneck (Org.) A Motivação do Aluno: Contribuições da Psicologia Contemporânea (pp. 116-133). Petrópolis: Editora Vozes. Disponível em https://www.uky.edu/~eushe2/Pajares/Bzuneck2.pdf Cañadas, M. (2007). Descripción y caracterización del razonamiento inductivo utilizado por estudiantes de educación secundaria al resolver tareas relacionadas con sucesiones lineales y cuadráticas. (Tese de doutorado). Universidade de Granada, Granada, Espanha. Disponível em http://funes.uniandes.edu.co/282/1/CannadasM07-2850.pdf Caprara, G., Barbaranelli, C., Steca, P., & Malone, P. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. Disponível em https://www.redalyc.org/pdf/167/16746507020.pdf Dobarro, V.R. (2007). Solução de problemas e tipos de mente matemática: relações com as atitudes e crenças de autoeficácia. (Tese de Doutorado). Universidade Estadual de Campinas, Campinas, Brasil. Disponível em http://repositorio.unicamp.br/bitstream/REPOSIP/319211/1/Dobarro_VivianeRezi_D.pdf Fox J, Bouchet-Valat M (2017). Getting Started with the R Commander. Version 2.4-0. Disponível em http://socserv.socsci.mcmaster.ca/jfox/Misc/Rcmdr/Getting-Started-with-the-Rcmdr.pdf. Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación. Sexta Edición. Editorial Mc Graw Hill. México. Maldonado, I., & Isabel, C. (2016). La autoeficacia en el rendimiento académico y la capacidad de resolución de problemas matemáticos en estudiantes de cuarto grado de secundaria de un colegio estatal de San Juan de Lurigancho. (Tese de mestrado). Universidade Ricardo Palma, Lima, Peru. Disponível em http://repositorio.urp.edu.pe/handle/urp/992 Ministerio de Educación Nacional (MEN). República de Colombia. (2006). Estándares Básicos de Competencias en Matemáticas. Bogotá. Disponível em https://www.mineducacion.gov.co/1621/articles-340021_recurso_1.pdf Morais, J. A. R. S (2016). Atribuição de sucesso e fracasso e as crenças de autoeficácia Matemática: Um estudo com alunos do Ensino Médio. (Tese de mestrado). Universidade Estadual Paulista “Júlio de Mesquita Filho”, Bauru, Brasil. Morales, R. (2013). Pensamiento lógico matemático en alumnos de 6-7 años en tareas de seriaciones, (Trabalho de fim de curso do Master). Universidade de Granada, Granada, Espanha. Disponível em http://funes.uniandes.edu.co/2131/ Patrício, A. S. A. (2012). Crenças de autoeficácia e objetivos: um estudo exploratório. (Tese de mestrado). Universidade de Lisboa, Lisboa, Portugal. Disponível em http://repositorio.ul.pt/bitstream/10451/7822/1/ulfpie043043_tm.pdf Pinheiro, A. C. (2018). O ensino de álgebra e a crença de autoeficácia docente no desenvolvimento do pensamento algébrico. (Tese de mestrado). Universidade Estadual Paulista “Júlio de Mesquita Filho”, Bauru, Brasil. Disponível em https://repositorio.unesp.br/handle/11449/154898 Rodrigues, C. S. (2015). Crenças de autoeficácia matemática na Educação de Jovens e Adultos: um estudo com alunos de Ensino Médio de Divinópolis. (Tese de mestrado). Universidade Federal de Ouro Preto, Ouro Preto, Brasil. Disponível em http://www.repositorio.ufop.br/handle/123456789/5692 ander, G. P. (2018). Um estudo sobre a relação entre a crença de autoeficácia na resolução de tarefas numéricas e o sentido de número de alunos do Ciclo de Alfabetização. (Tese de doutorado). Universidade Estadual Paulista “Júlio de Mesquita Filho”, Bauru, Brasil. Disponível em https://repositorio.unesp.br/handle/11449/154814 Souza, L. F. N. I., & Brito, M. R. F. (2008). Crenças de auto-eficácia, autoconceito e desempenho em matemática. Estudos de Psicologia (Campinas), 25(2), 193-201. Disponível em http://www.scielo.br/pdf/estpsi/v25n2/a04v25n2.pdf Vargas, O. L., & Vallejo, N. G. V. (2015). Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: El efecto de un andamiaje computacional. Acta colombiana de psicología, 15(2), 29-41. Disponível em https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/264 Zapatera Llinares, A. (2018). Cómo alumnos de educación primaria resuelven problemas de generalización de patrones. una trayectoria de aprendizaje. Revista Latinoamericana de Investigación en Matemática Educativa, 21(1),87-114. DOI: 10.12802/relime.18.2114 |
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Tobio Gutierrez, Katerine EdithMogollón-Rodríguez, MarthaPirola, Nelson Antonio2022-09-06T20:15:27Z2022-09-06T20:15:27Z2018-12-170123-9813https://repositorio.cecar.edu.co/handle/cecar/304810.21892/01239813.4202500-5766https://doi.org/10.21892/01239813.420Objetivo. Esta pesquisa tem como objetivo estudar as crenças de autoeficácia na resolução de tarefas de sequências numéricas e geométricas por alunos do Ensino Fundamental II, no município de Corozal-Sucre (Colômbia). Método. Este trabalho é de abordagem quantitativa do tipo descritivo com desenho não experimental transversal. Para a coleta de dados, foi elaborado um questionário online sobre as crenças de autoeficácia envolvendo 6 tarefas de sequências numéricas e geométricas de tipo escala Likert, aplicado a uma amostra não probabilística de 153 estudantes de sétimo, oitavo e nono ano, com idades entre os 11 aos 17 anos, quase num mesmo número entre homens e mulheres os quais, voluntariamente, quiseram participar da pesquisa. Para a análise dos dados, foi realizada uma análise estatística descritiva e probabilística. Resultados. Este estudo contribui à compreensão das crenças de autoeficácia no contexto da Educação Matemática, especialmente na resolução de tarefas sobre sequências numéricas e geométricas. Verificou-se que as crenças de autoeficácia dos alunos não estão relacionadas com às variáveis, nível educativo, gênero e idade. Além disso, o número de estudantes com crenças de autoeficácia favoráveis e desfavoráveis são similares.Conclusões. Evidenciou-se que quase a metade dos participantes possuem percepções de crenças de autoeficácia negativas na solução de tarefas de sequências numéricas e geométricas, situação preocupante, posto que estas tarefas requerem o uso de conceitos e procedimentos envolvidos na exploração de padrões, regularidades e o desenvolvimento das habilidades de identificação e generalização de padrões que é aplicado tanto no campo da matemática quanto outros campos do conhecimento.Objective. This research aims to study the self-efficacy beliefs in the resolution of tasks of numerical and geometric sequences by Middle School students, in the municipality of Corozal-Sucre (Colombia). Method. This work is a quantitative approach of descriptive type with transversal non-experimental design. For data collection, an online questionnaire was elaborated on self-efficacy beliefs involving 6 tasks of numerical and geometric sequences of Likert scale type, applied to a non-probabilistic sample of 153 students of seventh, eighth and ninth grade, aged 11 to 17 years, almost in the same number of men and women who voluntarily wanted to participate in the research. For data analysis, a descriptive and probabilistic statistical analysis was performed. Results. This study contributes to the understanding of self-efficacy beliefs in the context of mathematical education, especially in the resolution of tasks on numerical and geometric sequences. It was verified that the students’ self-efficacy beliefs are not related to the variables, educational level, gender and age. In addition, the number of students with favorable and unfavorable self-efficacy beliefs are similar. Conclusions. It was evidenced that almost half of the participants have perceptions negative self-efficacy beliefs in the solution of tasks of numerical and geometric sequences, a worrying situation, since these tasks require the use of concepts and procedures involved in the exploitation of patterns, regularities and the development of the skills of identification and generalization of patterns that is applied both in the field of mathematics and other fields of knowledge.12 Páginasapplication/pdfporCorporación Universitaria del Caribe - CECARSincelejohttps://creativecommons.org/licenses/by-sa/4.0/Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.cecar.edu.co/index.php/Busqueda/article/view/420/422Um estudo sobre as crenças de autoeficácia na resolução de tarefas matemáticasA study on the self-efficacy beliefs in solving mathematical tasksArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a851215BÚSQUEDAÁlvarez, L. M. R. (2012). Patrones y Regularidades Numéricas: Razonamiento Inductivo. (Tese de mestrado). Universidade Nacional de Colombia, Bogotá. Disponível em http://bdigital.unal.edu.co/39503/1/1186541.2014.pdfBandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.Bandura, A. (1994). Self-efficacy. In Ramachaudran, V. S. (Ed.), Encyclopedia of human behavior. 4, pp. 71-81. New York: Academic Press, 1994. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).Barbosa, A. (2010). A resolução de problemas que envolvem a generalização de padrões em contextos visuais: Um estudo longitudinal com alunos do 2.º ciclo do ensino básico. (Tese de doutorado). Universidade do Minho, Braga, Portugal. Disponível em https://core.ac.uk/download/pdf/55611252.pdfBrito, M. R F. & Souza, L. F. N. I. (2015). Autoeficácia na solução de problemas matemáticos e variáveis relacionadas. Temas em Psicologia, 23(1). DOI: 10.9788/TP2015.1-03Bzuneck, J. A. (2001). As crenças de auto-eficácia e o seu papel na motivação do aluno. Em E. Boruchovitch & J.A. Bzuneck (Org.) A Motivação do Aluno: Contribuições da Psicologia Contemporânea (pp. 116-133). Petrópolis: Editora Vozes. Disponível em https://www.uky.edu/~eushe2/Pajares/Bzuneck2.pdfCañadas, M. (2007). Descripción y caracterización del razonamiento inductivo utilizado por estudiantes de educación secundaria al resolver tareas relacionadas con sucesiones lineales y cuadráticas. (Tese de doutorado). Universidade de Granada, Granada, Espanha. Disponível em http://funes.uniandes.edu.co/282/1/CannadasM07-2850.pdfCaprara, G., Barbaranelli, C., Steca, P., & Malone, P. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. Disponível em https://www.redalyc.org/pdf/167/16746507020.pdfDobarro, V.R. (2007). Solução de problemas e tipos de mente matemática: relações com as atitudes e crenças de autoeficácia. (Tese de Doutorado). Universidade Estadual de Campinas, Campinas, Brasil. Disponível em http://repositorio.unicamp.br/bitstream/REPOSIP/319211/1/Dobarro_VivianeRezi_D.pdfFox J, Bouchet-Valat M (2017). Getting Started with the R Commander. Version 2.4-0. Disponível em http://socserv.socsci.mcmaster.ca/jfox/Misc/Rcmdr/Getting-Started-with-the-Rcmdr.pdf.Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación. Sexta Edición. Editorial Mc Graw Hill. México.Maldonado, I., & Isabel, C. (2016). La autoeficacia en el rendimiento académico y la capacidad de resolución de problemas matemáticos en estudiantes de cuarto grado de secundaria de un colegio estatal de San Juan de Lurigancho. (Tese de mestrado). Universidade Ricardo Palma, Lima, Peru. Disponível em http://repositorio.urp.edu.pe/handle/urp/992Ministerio de Educación Nacional (MEN). República de Colombia. (2006). Estándares Básicos de Competencias en Matemáticas. Bogotá. Disponível em https://www.mineducacion.gov.co/1621/articles-340021_recurso_1.pdfMorais, J. A. R. S (2016). Atribuição de sucesso e fracasso e as crenças de autoeficácia Matemática: Um estudo com alunos do Ensino Médio. (Tese de mestrado). Universidade Estadual Paulista “Júlio de Mesquita Filho”, Bauru, Brasil.Morales, R. (2013). Pensamiento lógico matemático en alumnos de 6-7 años en tareas de seriaciones, (Trabalho de fim de curso do Master). Universidade de Granada, Granada, Espanha. Disponível em http://funes.uniandes.edu.co/2131/Patrício, A. S. A. (2012). Crenças de autoeficácia e objetivos: um estudo exploratório. (Tese de mestrado). Universidade de Lisboa, Lisboa, Portugal. Disponível em http://repositorio.ul.pt/bitstream/10451/7822/1/ulfpie043043_tm.pdfPinheiro, A. C. (2018). 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9ycG9yYWRhIGVuIGxhcyBPYnJhcyBDb2xlY3RpdmFzLgoKYi4JRGlzdHJpYnVpciBjb3BpYXMgbyBmb25vZ3JhbWFzIGRlIGxhcyBPYnJhcywgZXhoaWJpcmxhcyBww7pibGljYW1lbnRlLCBlamVjdXRhcmxhcyBww7pibGljYW1lbnRlIHkvbyBwb25lcmxhcyBhIGRpc3Bvc2ljacOzbiBww7pibGljYSwgaW5jbHV5w6luZG9sYXMgY29tbyBpbmNvcnBvcmFkYXMgZW4gT2JyYXMgQ29sZWN0aXZhcywgc2Vnw7puIGNvcnJlc3BvbmRhLgoKYy4JRGlzdHJpYnVpciBjb3BpYXMgZGUgbGFzIE9icmFzIERlcml2YWRhcyBxdWUgc2UgZ2VuZXJlbiwgZXhoaWJpcmxhcyBww7pibGljYW1lbnRlLCBlamVjdXRhcmxhcyBww7pibGljYW1lbnRlIHkvbyBwb25lcmxhcyBhIGRpc3Bvc2ljacOzbiBww7pibGljYS4KTG9zIGRlcmVjaG9zIG1lbmNpb25hZG9zIGFudGVyaW9ybWVudGUgcHVlZGVuIHNlciBlamVyY2lkb3MgZW4gdG9kb3MgbG9zIG1lZGlvcyB5IGZvcm1hdG9zLCBhY3R1YWxtZW50ZSBjb25vY2lkb3MgbyBxdWUgc2UgaW52ZW50ZW4gZW4gZWwgZnV0dXJvLiBMb3MgZGVyZWNob3MgYW50ZXMgbWVuY2lvbmFkb3MgaW5jbHV5ZW4gZWwgZGVyZWNobyBhIHJlYWxpemFyIGRpY2hhcyBtb2RpZmljYWNpb25lcyBlbiBsYSBtZWRpZGEgcXVlIHNlYW4gdMOpY25pY2FtZW50ZSBuZWNlc2FyaWFzIHBhcmEgZWplcmNlciBsb3MgZGVyZWNob3MgZW4gb3RybyBtZWRpbyBvIGZvcm1hdG9zLCBwZXJvIGRlIG90cmEgbWFuZXJhIHVzdGVkIG5vIGVzdMOhIGF1dG9yaXphZG8gcGFyYSByZWFsaXphciBvYnJhcyBkZXJpdmFkYXMuIFRvZG9zIGxvcyBkZXJlY2hvcyBubyBvdG9yZ2Fkb3MgZXhwcmVzYW1lbnRlIHBvciBlbCBMaWNlbmNpYW50ZSBxdWVkYW4gcG9yIGVzdGUgbWVkaW8gcmVzZXJ2YWRvcywgaW5jbHV5ZW5kbyBwZXJvIHNpbiBsaW1pdGFyc2UgYSBhcXVlbGxvcyBxdWUgc2UgbWVuY2lvbmFuIGVuIGxhcyBzZWNjaW9uZXMgNChkKSB5IDQoZSkuCgo0LiBSZXN0cmljY2lvbmVzLgpMYSBsaWNlbmNpYSBvdG9yZ2FkYSBlbiBsYSBhbnRlcmlvciBTZWNjacOzbiAzIGVzdMOhIGV4cHJlc2FtZW50ZSBzdWpldGEgeSBsaW1pdGFkYSBwb3IgbGFzIHNpZ3VpZW50ZXMgcmVzdHJpY2Npb25lczoKCmEuCVVzdGVkIHB1ZWRlIGRpc3RyaWJ1aXIsIGV4aGliaXIgcMO6YmxpY2FtZW50ZSwgZWplY3V0YXIgcMO6YmxpY2FtZW50ZSwgbyBwb25lciBhIGRpc3Bvc2ljacOzbiBww7pibGljYSBsYSBPYnJhIHPDs2xvIGJham8gbGFzIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEsIHkgVXN0ZWQgZGViZSBpbmNsdWlyIHVuYSBjb3BpYSBkZSBlc3RhIGxpY2VuY2lhIG8gZGVsIElkZW50aWZpY2Fkb3IgVW5pdmVyc2FsIGRlIFJlY3Vyc29zIGRlIGxhIG1pc21hIGNvbiBjYWRhIGNvcGlhIGRlIGxhIE9icmEgcXVlIGRpc3RyaWJ1eWEsIGV4aGliYSBww7pibGljYW1lbnRlLCBlamVjdXRlIHDDumJsaWNhbWVudGUgbyBwb25nYSBhIGRpc3Bvc2ljacOzbiBww7pibGljYS4gTm8gZXMgcG9zaWJsZSBvZnJlY2VyIG8gaW1wb25lciBuaW5ndW5hIGNvbmRpY2nDs24gc29icmUgbGEgT2JyYSBxdWUgYWx0ZXJlIG8gbGltaXRlIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhIG8gZWwgZWplcmNpY2lvIGRlIGxvcyBkZXJlY2hvcyBkZSBsb3MgZGVzdGluYXRhcmlvcyBvdG9yZ2Fkb3MgZW4gZXN0ZSBkb2N1bWVudG8uIE5vIGVzIHBvc2libGUgc3VibGljZW5jaWFyIGxhIE9icmEuIFVzdGVkIGRlYmUgbWFudGVuZXIgaW50YWN0b3MgdG9kb3MgbG9zIGF2aXNvcyBxdWUgaGFnYW4gcmVmZXJlbmNpYSBhIGVzdGEgTGljZW5jaWEgeSBhIGxhIGNsw6F1c3VsYSBkZSBsaW1pdGFjacOzbiBkZSBnYXJhbnTDrWFzLiBVc3RlZCBubyBwdWVkZSBkaXN0cmlidWlyLCBleGhpYmlyIHDDumJsaWNhbWVudGUsIGVqZWN1dGFyIHDDumJsaWNhbWVudGUsIG8gcG9uZXIgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBjb24gYWxndW5hIG1lZGlkYSB0ZWNub2zDs2dpY2EgcXVlIGNvbnRyb2xlIGVsIGFjY2VzbyBvIGxhIHV0aWxpemFjacOzbiBkZSBlbGxhIGRlIHVuYSBmb3JtYSBxdWUgc2VhIGluY29uc2lzdGVudGUgY29uIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhLiBMbyBhbnRlcmlvciBzZSBhcGxpY2EgYSBsYSBPYnJhIGluY29ycG9yYWRhIGEgdW5hIE9icmEgQ29sZWN0aXZhLCBwZXJvIGVzdG8gbm8gZXhpZ2UgcXVlIGxhIE9icmEgQ29sZWN0aXZhIGFwYXJ0ZSBkZSBsYSBvYnJhIG1pc21hIHF1ZWRlIHN1amV0YSBhIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhLiBTaSBVc3RlZCBjcmVhIHVuYSBPYnJhIENvbGVjdGl2YSwgcHJldmlvIGF2aXNvIGRlIGN1YWxxdWllciBMaWNlbmNpYW50ZSBkZWJlLCBlbiBsYSBtZWRpZGEgZGUgbG8gcG9zaWJsZSwgZWxpbWluYXIgZGUgbGEgT2JyYSBDb2xlY3RpdmEgY3VhbHF1aWVyIHJlZmVyZW5jaWEgYSBkaWNobyBMaWNlbmNpYW50ZSBvIGFsIEF1dG9yIE9yaWdpbmFsLCBzZWfDum4gbG8gc29saWNpdGFkbyBwb3IgZWwgTGljZW5jaWFudGUgeSBjb25mb3JtZSBsbyBleGlnZSBsYSBjbMOhdXN1bGEgNChjKS4KCmIuCVVzdGVkIG5vIHB1ZWRlIGVqZXJjZXIgbmluZ3VubyBkZSBsb3MgZGVyZWNob3MgcXVlIGxlIGhhbiBzaWRvIG90b3JnYWRvcyBlbiBsYSBTZWNjacOzbiAzIHByZWNlZGVudGUgZGUgbW9kbyBxdWUgZXN0w6luIHByaW5jaXBhbG1lbnRlIGRlc3RpbmFkb3MgbyBkaXJlY3RhbWVudGUgZGlyaWdpZG9zIGEgY29uc2VndWlyIHVuIHByb3ZlY2hvIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLiBFbCBpbnRlcmNhbWJpbyBkZSBsYSBPYnJhIHBvciBvdHJhcyBvYnJhcyBwcm90ZWdpZGFzIHBvciBkZXJlY2hvcyBkZSBhdXRvciwgeWEgc2VhIGEgdHJhdsOpcyBkZSB1biBzaXN0ZW1hIHBhcmEgY29tcGFydGlyIGFyY2hpdm9zIGRpZ2l0YWxlcyAoZGlnaXRhbCBmaWxlLXNoYXJpbmcpIG8gZGUgY3VhbHF1aWVyIG90cmEgbWFuZXJhIG5vIHNlcsOhIGNvbnNpZGVyYWRvIGNvbW8gZXN0YXIgZGVzdGluYWRvIHByaW5jaXBhbG1lbnRlIG8gZGlyaWdpZG8gZGlyZWN0YW1lbnRlIGEgY29uc2VndWlyIHVuIHByb3ZlY2hvIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLCBzaWVtcHJlIHF1ZSBubyBzZSByZWFsaWNlIHVuIHBhZ28gbWVkaWFudGUgdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIGVuIHJlbGFjacOzbiBjb24gZWwgaW50ZXJjYW1iaW8gZGUgb2JyYXMgcHJvdGVnaWRhcyBwb3IgZWwgZGVyZWNobyBkZSBhdXRvci4KCmMuCVNpIHVzdGVkIGRpc3RyaWJ1eWUsIGV4aGliZSBww7pibGljYW1lbnRlLCBlamVjdXRhIHDDumJsaWNhbWVudGUgbyBlamVjdXRhIHDDumJsaWNhbWVudGUgZW4gZm9ybWEgZGlnaXRhbCBsYSBPYnJhIG8gY3VhbHF1aWVyIE9icmEgRGVyaXZhZGEgdSBPYnJhIENvbGVjdGl2YSwgVXN0ZWQgZGViZSBtYW50ZW5lciBpbnRhY3RhIHRvZGEgbGEgaW5mb3JtYWNpw7NuIGRlIGRlcmVjaG8gZGUgYXV0b3IgZGUgbGEgT2JyYSB5IHByb3BvcmNpb25hciwgZGUgZm9ybWEgcmF6b25hYmxlIHNlZ8O6biBlbCBtZWRpbyBvIG1hbmVyYSBxdWUgVXN0ZWQgZXN0w6kgdXRpbGl6YW5kbzogKGkpIGVsIG5vbWJyZSBkZWwgQXV0b3IgT3JpZ2luYWwgc2kgZXN0w6EgcHJvdmlzdG8gKG8gc2V1ZMOzbmltbywgc2kgZnVlcmUgYXBsaWNhYmxlKSwgeS9vIChpaSkgZWwgbm9tYnJlIGRlIGxhIHBhcnRlIG8gbGFzIHBhcnRlcyBxdWUgZWwgQXV0b3IgT3JpZ2luYWwgeS9vIGVsIExpY2VuY2lhbnRlIGh1YmllcmVuIGRlc2lnbmFkbyBwYXJhIGxhIGF0cmlidWNpw7NuICh2LmcuLCB1biBpbnN0aXR1dG8gcGF0cm9jaW5hZG9yLCBlZGl0b3JpYWwsIHB1YmxpY2FjacOzbikgZW4gbGEgaW5mb3JtYWNpw7NuIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZWwgTGljZW5jaWFudGUsIHTDqXJtaW5vcyBkZSBzZXJ2aWNpb3MgbyBkZSBvdHJhcyBmb3JtYXMgcmF6b25hYmxlczsgZWwgdMOtdHVsbyBkZSBsYSBPYnJhIHNpIGVzdMOhIHByb3Zpc3RvOyBlbiBsYSBtZWRpZGEgZGUgbG8gcmF6b25hYmxlbWVudGUgZmFjdGlibGUgeSwgc2kgZXN0w6EgcHJvdmlzdG8sIGVsIElkZW50aWZpY2Fkb3IgVW5pZm9ybWUgZGUgUmVjdXJzb3MgKFVuaWZvcm0gUmVzb3VyY2UgSWRlbnRpZmllcikgcXVlIGVsIExpY2VuY2lhbnRlIGVzcGVjaWZpY2EgcGFyYSBzZXIgYXNvY2lhZG8gY29uIGxhIE9icmEsIHNhbHZvIHF1ZSB0YWwgVVJJIG5vIHNlIHJlZmllcmEgYSBsYSBub3RhIHNvYnJlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBvIGEgbGEgaW5mb3JtYWNpw7NuIHNvYnJlIGVsIGxpY2VuY2lhbWllbnRvIGRlIGxhIE9icmE7IHkgZW4gZWwgY2FzbyBkZSB1bmEgT2JyYSBEZXJpdmFkYSwgYXRyaWJ1aXIgZWwgY3LDqWRpdG8gaWRlbnRpZmljYW5kbyBlbCB1c28gZGUgbGEgT2JyYSBlbiBsYSBPYnJhIERlcml2YWRhICh2LmcuLCAiVHJhZHVjY2nDs24gRnJhbmNlc2EgZGUgbGEgT2JyYSBkZWwgQXV0b3IgT3JpZ2luYWwsIiBvICJHdWnDs24gQ2luZW1hdG9ncsOhZmljbyBiYXNhZG8gZW4gbGEgT2JyYSBvcmlnaW5hbCBkZWwgQXV0b3IgT3JpZ2luYWwiKS4gVGFsIGNyw6lkaXRvIHB1ZWRlIHNlciBpbXBsZW1lbnRhZG8gZGUgY3VhbHF1aWVyIGZvcm1hIHJhem9uYWJsZTsgZW4gZWwgY2Fzbywgc2luIGVtYmFyZ28sIGRlIE9icmFzIERlcml2YWRhcyB1IE9icmFzIENvbGVjdGl2YXMsIHRhbCBjcsOpZGl0byBhcGFyZWNlcsOhLCBjb21vIG3DrW5pbW8sIGRvbmRlIGFwYXJlY2UgZWwgY3LDqWRpdG8gZGUgY3VhbHF1aWVyIG90cm8gYXV0b3IgY29tcGFyYWJsZSB5IGRlIHVuYSBtYW5lcmEsIGFsIG1lbm9zLCB0YW4gZGVzdGFjYWRhIGNvbW8gZWwgY3LDqWRpdG8gZGUgb3RybyBhdXRvciBjb21wYXJhYmxlLgoKZC4JUGFyYSBldml0YXIgdG9kYSBjb25mdXNpw7NuLCBlbCBMaWNlbmNpYW50ZSBhY2xhcmEgcXVlLCBjdWFuZG8gbGEgb2JyYSBlcyB1bmEgY29tcG9zaWNpw7NuIG11c2ljYWw6CgppLglSZWdhbMOtYXMgcG9yIGludGVycHJldGFjacOzbiB5IGVqZWN1Y2nDs24gYmFqbyBsaWNlbmNpYXMgZ2VuZXJhbGVzLiBFbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIGF1dG9yaXphciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgeSBkZSByZWNvbGVjdGFyLCBzZWEgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgU0FZQ08pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIChwb3IgZWplbXBsbyBXZWJjYXN0KSBsaWNlbmNpYWRhIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcywgc2kgbGEgaW50ZXJwcmV0YWNpw7NuIG8gZWplY3VjacOzbiBkZSBsYSBvYnJhIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBvcmllbnRhZGEgcG9yIG8gZGlyaWdpZGEgYSBsYSBvYnRlbmNpw7NuIGRlIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLgoKaWkuCVJlZ2Fsw61hcyBwb3IgRm9ub2dyYW1hcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSByZWNvbGVjdGFyLCBpbmRpdmlkdWFsbWVudGUgbyBhIHRyYXbDqXMgZGUgdW5hIHNvY2llZGFkIGRlIGdlc3Rpw7NuIGNvbGVjdGl2YSBkZSBkZXJlY2hvcyBkZSBhdXRvciB5IGRlcmVjaG9zIGNvbmV4b3MgKHBvciBlamVtcGxvLCBsb3MgY29uc2FncmFkb3MgcG9yIGxhIFNBWUNPKSwgdW5hIGFnZW5jaWEgZGUgZGVyZWNob3MgbXVzaWNhbGVzIG8gYWxnw7puIGFnZW50ZSBkZXNpZ25hZG8sIGxhcyByZWdhbMOtYXMgcG9yIGN1YWxxdWllciBmb25vZ3JhbWEgcXVlIFVzdGVkIGNyZWUgYSBwYXJ0aXIgZGUgbGEgb2JyYSAo4oCcdmVyc2nDs24gY292ZXLigJ0pIHkgZGlzdHJpYnV5YSwgZW4gbG9zIHTDqXJtaW5vcyBkZWwgcsOpZ2ltZW4gZGUgZGVyZWNob3MgZGUgYXV0b3IsIHNpIGxhIGNyZWFjacOzbiBvIGRpc3RyaWJ1Y2nDs24gZGUgZXNhIHZlcnNpw7NuIGNvdmVyIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkZXN0aW5hZGEgbyBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuCgplLglHZXN0acOzbiBkZSBEZXJlY2hvcyBkZSBBdXRvciBzb2JyZSBJbnRlcnByZXRhY2lvbmVzIHkgRWplY3VjaW9uZXMgRGlnaXRhbGVzIChXZWJDYXN0aW5nKS4gUGFyYSBldml0YXIgdG9kYSBjb25mdXNpw7NuLCBlbCBMaWNlbmNpYW50ZSBhY2xhcmEgcXVlLCBjdWFuZG8gbGEgb2JyYSBzZWEgdW4gZm9ub2dyYW1hLCBlbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIGF1dG9yaXphciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpIHkgZGUgcmVjb2xlY3RhciwgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgQUNJTlBSTyksIGxhcyByZWdhbMOtYXMgcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIChwb3IgZWplbXBsbywgd2ViY2FzdCksIHN1amV0YSBhIGxhcyBkaXNwb3NpY2lvbmVzIGFwbGljYWJsZXMgZGVsIHLDqWdpbWVuIGRlIERlcmVjaG8gZGUgQXV0b3IsIHNpIGVzdGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuCgo1LiBSZXByZXNlbnRhY2lvbmVzLCBHYXJhbnTDrWFzIHkgTGltaXRhY2lvbmVzIGRlIFJlc3BvbnNhYmlsaWRhZC4KQSBNRU5PUyBRVUUgTEFTIFBBUlRFUyBMTyBBQ09SREFSQU4gREUgT1RSQSBGT1JNQSBQT1IgRVNDUklUTywgRUwgTElDRU5DSUFOVEUgT0ZSRUNFIExBIE9CUkEgKEVOIEVMIEVTVEFETyBFTiBFTCBRVUUgU0UgRU5DVUVOVFJBKSDigJxUQUwgQ1VBTOKAnSwgU0lOIEJSSU5EQVIgR0FSQU5Uw41BUyBERSBDTEFTRSBBTEdVTkEgUkVTUEVDVE8gREUgTEEgT0JSQSwgWUEgU0VBIEVYUFJFU0EsIElNUEzDjUNJVEEsIExFR0FMIE8gQ1VBTFFVSUVSQSBPVFJBLCBJTkNMVVlFTkRPLCBTSU4gTElNSVRBUlNFIEEgRUxMQVMsIEdBUkFOVMONQVMgREUgVElUVUxBUklEQUQsIENPTUVSQ0lBQklMSURBRCwgQURBUFRBQklMSURBRCBPIEFERUNVQUNJw5NOIEEgUFJPUMOTU0lUTyBERVRFUk1JTkFETywgQVVTRU5DSUEgREUgSU5GUkFDQ0nDk04sIERFIEFVU0VOQ0lBIERFIERFRkVDVE9TIExBVEVOVEVTIE8gREUgT1RSTyBUSVBPLCBPIExBIFBSRVNFTkNJQSBPIEFVU0VOQ0lBIERFIEVSUk9SRVMsIFNFQU4gTyBOTyBERVNDVUJSSUJMRVMgKFBVRURBTiBPIE5PIFNFUiBFU1RPUyBERVNDVUJJRVJUT1MpLiBBTEdVTkFTIEpVUklTRElDQ0lPTkVTIE5PIFBFUk1JVEVOIExBIEVYQ0xVU0nDk04gREUgR0FSQU5Uw41BUyBJTVBMw41DSVRBUywgRU4gQ1VZTyBDQVNPIEVTVEEgRVhDTFVTScOTTiBQVUVERSBOTyBBUExJQ0FSU0UgQSBVU1RFRC4KCjYuIExpbWl0YWNpw7NuIGRlIHJlc3BvbnNhYmlsaWRhZC4KQSBNRU5PUyBRVUUgTE8gRVhJSkEgRVhQUkVTQU1FTlRFIExBIExFWSBBUExJQ0FCTEUsIEVMIExJQ0VOQ0lBTlRFIE5PIFNFUsOBIFJFU1BPTlNBQkxFIEFOVEUgVVNURUQgUE9SIERBw5FPIEFMR1VOTywgU0VBIFBPUiBSRVNQT05TQUJJTElEQUQgRVhUUkFDT05UUkFDVFVBTCwgUFJFQ09OVFJBQ1RVQUwgTyBDT05UUkFDVFVBTCwgT0JKRVRJVkEgTyBTVUJKRVRJVkEsIFNFIFRSQVRFIERFIERBw5FPUyBNT1JBTEVTIE8gUEFUUklNT05JQUxFUywgRElSRUNUT1MgTyBJTkRJUkVDVE9TLCBQUkVWSVNUT1MgTyBJTVBSRVZJU1RPUyBQUk9EVUNJRE9TIFBPUiBFTCBVU08gREUgRVNUQSBMSUNFTkNJQSBPIERFIExBIE9CUkEsIEFVTiBDVUFORE8gRUwgTElDRU5DSUFOVEUgSEFZQSBTSURPIEFEVkVSVElETyBERSBMQSBQT1NJQklMSURBRCBERSBESUNIT1MgREHDkU9TLiBBTEdVTkFTIExFWUVTIE5PIFBFUk1JVEVOIExBIEVYQ0xVU0nDk04gREUgQ0lFUlRBIFJFU1BPTlNBQklMSURBRCwgRU4gQ1VZTyBDQVNPIEVTVEEgRVhDTFVTScOTTiBQVUVERSBOTyBBUExJQ0FSU0UgQSBVU1RFRC4KCjcuIFTDqXJtaW5vLgoKYS4JRXN0YSBMaWNlbmNpYSB5IGxvcyBkZXJlY2hvcyBvdG9yZ2Fkb3MgZW4gdmlydHVkIGRlIGVsbGEgdGVybWluYXLDoW4gYXV0b23DoXRpY2FtZW50ZSBzaSBVc3RlZCBpbmZyaW5nZSBhbGd1bmEgY29uZGljacOzbiBlc3RhYmxlY2lkYSBlbiBlbGxhLiBTaW4gZW1iYXJnbywgbG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgcXVlIGhhbiByZWNpYmlkbyBPYnJhcyBEZXJpdmFkYXMgbyBDb2xlY3RpdmFzIGRlIFVzdGVkIGRlIGNvbmZvcm1pZGFkIGNvbiBlc3RhIExpY2VuY2lhLCBubyB2ZXLDoW4gdGVybWluYWRhcyBzdXMgbGljZW5jaWFzLCBzaWVtcHJlIHF1ZSBlc3RvcyBpbmRpdmlkdW9zIG8gZW50aWRhZGVzIHNpZ2FuIGN1bXBsaWVuZG8gw61udGVncmFtZW50ZSBsYXMgY29uZGljaW9uZXMgZGUgZXN0YXMgbGljZW5jaWFzLiBMYXMgU2VjY2lvbmVzIDEsIDIsIDUsIDYsIDcsIHkgOCBzdWJzaXN0aXLDoW4gYSBjdWFscXVpZXIgdGVybWluYWNpw7NuIGRlIGVzdGEgTGljZW5jaWEuCgpiLglTdWpldGEgYSBsYXMgY29uZGljaW9uZXMgeSB0w6lybWlub3MgYW50ZXJpb3JlcywgbGEgbGljZW5jaWEgb3RvcmdhZGEgYXF1w60gZXMgcGVycGV0dWEgKGR1cmFudGUgZWwgcGVyw61vZG8gZGUgdmlnZW5jaWEgZGUgbG9zIGRlcmVjaG9zIGRlIGF1dG9yIGRlIGxhIG9icmEpLiBObyBvYnN0YW50ZSBsbyBhbnRlcmlvciwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGEgcHVibGljYXIgeS9vIGVzdHJlbmFyIGxhIE9icmEgYmFqbyBjb25kaWNpb25lcyBkZSBsaWNlbmNpYSBkaWZlcmVudGVzIG8gYSBkZWphciBkZSBkaXN0cmlidWlybGEgZW4gbG9zIHTDqXJtaW5vcyBkZSBlc3RhIExpY2VuY2lhIGVuIGN1YWxxdWllciBtb21lbnRvOyBlbiBlbCBlbnRlbmRpZG8sIHNpbiBlbWJhcmdvLCBxdWUgZXNhIGVsZWNjacOzbiBubyBzZXJ2aXLDoSBwYXJhIHJldm9jYXIgZXN0YSBsaWNlbmNpYSBvIHF1ZSBkZWJhIHNlciBvdG9yZ2FkYSAsIGJham8gbG9zIHTDqXJtaW5vcyBkZSBlc3RhIGxpY2VuY2lhKSwgeSBlc3RhIGxpY2VuY2lhIGNvbnRpbnVhcsOhIGVuIHBsZW5vIHZpZ29yIHkgZWZlY3RvIGEgbWVub3MgcXVlIHNlYSB0ZXJtaW5hZGEgY29tbyBzZSBleHByZXNhIGF0csOhcy4gTGEgTGljZW5jaWEgcmV2b2NhZGEgY29udGludWFyw6Egc2llbmRvIHBsZW5hbWVudGUgdmlnZW50ZSB5IGVmZWN0aXZhIHNpIG5vIHNlIGxlIGRhIHTDqXJtaW5vIGVuIGxhcyBjb25kaWNpb25lcyBpbmRpY2FkYXMgYW50ZXJpb3JtZW50ZS4KCjguIFZhcmlvcy4KCmEuCUNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuCgpiLglTaSBhbGd1bmEgZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgcmVzdWx0YSBpbnZhbGlkYWRhIG8gbm8gZXhpZ2libGUsIHNlZ8O6biBsYSBsZWdpc2xhY2nDs24gdmlnZW50ZSwgZXN0byBubyBhZmVjdGFyw6EgbmkgbGEgdmFsaWRleiBuaSBsYSBhcGxpY2FiaWxpZGFkIGRlbCByZXN0byBkZSBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhIHksIHNpbiBhY2Npw7NuIGFkaWNpb25hbCBwb3IgcGFydGUgZGUgbG9zIHN1amV0b3MgZGUgZXN0ZSBhY3VlcmRvLCBhcXXDqWxsYSBzZSBlbnRlbmRlcsOhIHJlZm9ybWFkYSBsbyBtw61uaW1vIG5lY2VzYXJpbyBwYXJhIGhhY2VyIHF1ZSBkaWNoYSBkaXNwb3NpY2nDs24gc2VhIHbDoWxpZGEgeSBleGlnaWJsZS4KCmMuCU5pbmfDum4gdMOpcm1pbm8gbyBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSBzZSBlc3RpbWFyw6EgcmVudW5jaWFkYSB5IG5pbmd1bmEgdmlvbGFjacOzbiBkZSBlbGxhIHNlcsOhIGNvbnNlbnRpZGEgYSBtZW5vcyBxdWUgZXNhIHJlbnVuY2lhIG8gY29uc2VudGltaWVudG8gc2VhIG90b3JnYWRvIHBvciBlc2NyaXRvIHkgZmlybWFkbyBwb3IgbGEgcGFydGUgcXVlIHJlbnVuY2llIG8gY29uc2llbnRhLgoKZC4JRXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLgo= 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