Fostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring Internship
The following paper reports the process of the “The Academic Accompaniment and Mentoring Internship,” at the Universidad de Córdoba, Monteria (Colombia), from the bachelor’s degree in foreign Languages with an Emphasis in English. This process was conducted with 12 students from the third, fourth to...
- Autores:
-
Gomez Mejia Hernando
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/8354
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/8354
https://repositorio.unicordoba.edu.co
- Palabra clave:
- Mentorias
Pasantia mentorias
Modelo T-Grow
Experiencia Pasantias
Mentoring
Mentoring internship
T-GROW model
Internship experience
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2024
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Fostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring Internship |
| title |
Fostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring Internship |
| spellingShingle |
Fostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring Internship Mentorias Pasantia mentorias Modelo T-Grow Experiencia Pasantias Mentoring Mentoring internship T-GROW model Internship experience |
| title_short |
Fostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring Internship |
| title_full |
Fostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring Internship |
| title_fullStr |
Fostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring Internship |
| title_full_unstemmed |
Fostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring Internship |
| title_sort |
Fostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring Internship |
| dc.creator.fl_str_mv |
Gomez Mejia Hernando |
| dc.contributor.advisor.none.fl_str_mv |
Vega Calao, Yina Margarita |
| dc.contributor.author.none.fl_str_mv |
Gomez Mejia Hernando |
| dc.contributor.jury.none.fl_str_mv |
Racero Diz, Jose Maria |
| dc.subject.proposal.spa.fl_str_mv |
Mentorias Pasantia mentorias Modelo T-Grow Experiencia Pasantias |
| topic |
Mentorias Pasantia mentorias Modelo T-Grow Experiencia Pasantias Mentoring Mentoring internship T-GROW model Internship experience |
| dc.subject.keywords.eng.fl_str_mv |
Mentoring Mentoring internship T-GROW model Internship experience |
| description |
The following paper reports the process of the “The Academic Accompaniment and Mentoring Internship,” at the Universidad de Córdoba, Monteria (Colombia), from the bachelor’s degree in foreign Languages with an Emphasis in English. This process was conducted with 12 students from the third, fourth to fifth semester of Communication and Grammar courses to provide students with strategies that help them improve their English skills and get better performance in specific subjects, allowing them not to be retention targets or possible cases of dropouts in the future. In this internship, many professionals provide mentors with essential guidance and training throughout the internship, ensuring they are well-prepared to serve as impactful role models and offer a rewarding experience for their mentees. This approach focuses on students as the central element of the internship, with all other participants adjusting to their needs. The Pedagogical Strategies, Methodologies, Gains and Results of this internship are presented in this report along with the conclusions, reflections observed in the mentoring, its limitations and some recommendations for the program and future interns. |
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2024-07-08T15:37:36Z |
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2024-07-07 |
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Trabajo de grado - Pregrado |
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Abiddin, N. Z., & Hassan, A. (2012). A review of effective mentoring practices for mentees development. Journal of Studies in Education, 2(1), 72-89. Aguilar Aguilar, N. L., & Manzano Soto, N. (2018). La mentoría en el nivel universitario: etapas para su implementación. Anderson, T., & Glass, C. R. (Eds.). (2019). Second Language Development in Writing: Measures of Fluency, Accuracy, & Complexity. Routledge. Beltman, S., & Schaeben, M. (2012). Institution-wide peer mentoring: Benefits and challenges. International Journal of the First Year in Higher Education, 3(2), 33- 44. Borg, S. (2015). Teacher cognition in language teaching: A research agenda. Language Teaching, 48(1), 1-14. Bruffee, K. A. (1995). Sharing our toys: Cooperative learning versus collaborative learning. Change: The Magazine of Higher Learning, 27(1), 12-18. Burns, A., & Richards, J. C. (2009). The Cambridge guide to second language teacher education. Cambridge University Press. Chang, M., & Goswami, J. S. (2011). Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes. English Language Teaching, 4(2), 3-12. Colvin, J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121-134. Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525-545. Ellis, R. (2003). Designing a task-based syllabus. RELC journal, 34(1), 64-81. Farrell, T. S. C. (2019). Reflective language teaching: From research to practice. Cambridge University Press. González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks (Vol. 6). John Benjamins Publishing Company. Hamid, M. A., & Baldauf, R. B. (Eds.). (2020). Language planning and policy in Asia: Volume 4: The Philippines, Timor-Leste, and Malaysia. Springer. Ibrahim, A. A. (2022). Impact of mentoring in teaching english as a second language l2 in sokoto metropolis, nigeria. European Journal of Foreign Language Teaching, 5(6). Ibrahim, A. A. (2022). Impact of mentoring in teaching english as a second language l2 in sokoto metropolis, nigeria. European Journal of Foreign Language Teaching, 5(6). Johnson, K. E. (2016). Mentoring in English language teaching: From theory to practice. ELT Journal, 70(2), 123-131. Karim, K. M. R. (2004). Teachers' perceptions, attitudes and expectations about Communicative Language Teaching (CLT) in post-secondary education in Bangladesh. Kram, K. E. (1988). Mentoring at work: Developmental relationships in organizational life. University Press of America. La Rocca, C. (2014). Collaborative learning in higher education. Open Journal of Social Sciences, 2(02), 61. Lester, J. N., & Evans, K. R. (2009). Instructors' experiences of collaboratively teaching: Building something bigger. International Journal of Teaching and Learning in Higher Education, 20(3), 373-382. Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned. Oxford University Press. Lunsford, L. G., Crisp, G., Dolan, E. L., & Wuetherick, B. (2017). Mentoring in higher education. The SAGE handbook of mentoring, 20, 316-334. Murphy, P. (2020). Reflective practice: A guide for teachers. Routledge. Panchal, S., & Riddell, P. (2020). The GROWS model: extending the GROW coaching model to support behavioural change. The Coaching Psychologist, 16(2), 12- 25. Pinion Jr, C., & Hisel, J. D. (2019). Mentoring: What Is Your Role?. Journal of Environmental Health, 81(7), 32-34. Rodríguez-Peñarroja, M. (2022). INTEGRATING PROJECT-BASED LEARNING, TASK-BASED LANGUAGE TEACHING APPROACH AND YOUTUBE IN THE ESP CLASS: A STUDY ON STUDENTS’MOTIVATION. Teaching English with Technology, 22(1), 62-81. Thipatdee, G. (2019). The Development of Coaching and Mentoring Skills through the Grow Technique for Student Teachers. Journal of Education and Learning, 8(5), 168-174. Universidad y Sociedad, 10(1), 255-262. Recuperado de http://rus.ucf.edu.cu/index.php/rus Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164-181. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Whitmore, J. (2014). The GROW Model. Retrieved from http://www.elancoaching.co.uk Willis, J., & Willis, D. (2013). Doing task-based teaching-Oxford handbooks for language teachers. Oxford University Press. |
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Vega Calao, Yina Margarita0b2130ac-cd67-4339-84e9-650b14bd7a87-1Gomez Mejia Hernando970a13bc-a8aa-4dea-888b-854d84414c08-1Racero Diz, Jose Maria7d761641-9dd7-4d99-a2e5-e8615a13cad7-12024-07-08T15:37:36Z2024-07-08T15:37:36Z2024-07-07https://repositorio.unicordoba.edu.co/handle/ucordoba/8354Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.coThe following paper reports the process of the “The Academic Accompaniment and Mentoring Internship,” at the Universidad de Córdoba, Monteria (Colombia), from the bachelor’s degree in foreign Languages with an Emphasis in English. This process was conducted with 12 students from the third, fourth to fifth semester of Communication and Grammar courses to provide students with strategies that help them improve their English skills and get better performance in specific subjects, allowing them not to be retention targets or possible cases of dropouts in the future. In this internship, many professionals provide mentors with essential guidance and training throughout the internship, ensuring they are well-prepared to serve as impactful role models and offer a rewarding experience for their mentees. This approach focuses on students as the central element of the internship, with all other participants adjusting to their needs. The Pedagogical Strategies, Methodologies, Gains and Results of this internship are presented in this report along with the conclusions, reflections observed in the mentoring, its limitations and some recommendations for the program and future interns.1. INTRODUCTION ……………………………………………………………………..................…… 12. PEDAGOGICAL STRATEGIES …………………………………………………....………………… 32.1. Mentoring ………………………………………………………………........................………… 32.2. Mentoring in Second Language Learning .........……………………………………… 52.3. T-Grow Model ……………………………………………………………….......................…... 62.4. Collaborative Learning …………………………………………………………………...……… 82.5. Task-Based Learning (TBL) ……………………………………………….…………………… 92.6. Communicative Language Teaching (CLT) ...………………………………………… 103. METHODOLOGY …………………………………………………………................…………… 124. RESULTS ……………………………………………………………………............................…… 194.1. Lesson Plans …………….................…………………………………………………………… 194.2. Personal Growth ………………………………………………..........………………………… 224.3. Professional Growth ……………………….....………………………………………………… 234.4. Mentees’ Gains ………………………………………………………………..............………… 245. CONCLUSION, LIMITATIONS AND RECOMMENDATIONS ………………………… 276. REFERENCES ……………………………………………………………………….....................… 297. APPENDIX …………………………………………………………………..........................……… 33PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésPasantíasapplication/pdfengUniversidad de CordobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Lenguas Extranjeras con Énfasis en InglésCopyright Universidad de Córdoba, 2024https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://repositorio.unicordoba.edu.coFostering Students' Success in their Academic Performance through the use of T-Grow Model in the TBL in The Accompaniment and The Mentoring InternshipTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextAbiddin, N. Z., & Hassan, A. (2012). A review of effective mentoring practices for mentees development. Journal of Studies in Education, 2(1), 72-89.Aguilar Aguilar, N. L., & Manzano Soto, N. (2018). La mentoría en el nivel universitario: etapas para su implementación.Anderson, T., & Glass, C. R. (Eds.). (2019). Second Language Development in Writing: Measures of Fluency, Accuracy, & Complexity. Routledge.Beltman, S., & Schaeben, M. (2012). Institution-wide peer mentoring: Benefits and challenges. International Journal of the First Year in Higher Education, 3(2), 33- 44.Borg, S. (2015). Teacher cognition in language teaching: A research agenda. Language Teaching, 48(1), 1-14.Bruffee, K. A. (1995). Sharing our toys: Cooperative learning versus collaborative learning. Change: The Magazine of Higher Learning, 27(1), 12-18.Burns, A., & Richards, J. C. (2009). The Cambridge guide to second language teacher education. Cambridge University Press.Chang, M., & Goswami, J. S. (2011). Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes. English Language Teaching, 4(2), 3-12.Colvin, J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121-134.Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525-545.Ellis, R. (2003). Designing a task-based syllabus. RELC journal, 34(1), 64-81. Farrell, T. S. C. (2019). Reflective language teaching: From research to practice. Cambridge University Press.González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks (Vol. 6). John Benjamins Publishing Company.Hamid, M. A., & Baldauf, R. B. (Eds.). (2020). Language planning and policy in Asia: Volume 4: The Philippines, Timor-Leste, and Malaysia. Springer.Ibrahim, A. A. (2022). Impact of mentoring in teaching english as a second language l2 in sokoto metropolis, nigeria. European Journal of Foreign Language Teaching, 5(6).Ibrahim, A. A. (2022). Impact of mentoring in teaching english as a second language l2 in sokoto metropolis, nigeria. European Journal of Foreign Language Teaching, 5(6).Johnson, K. E. (2016). Mentoring in English language teaching: From theory to practice. ELT Journal, 70(2), 123-131.Karim, K. M. R. (2004). Teachers' perceptions, attitudes and expectations about Communicative Language Teaching (CLT) in post-secondary education in Bangladesh.Kram, K. E. (1988). Mentoring at work: Developmental relationships in organizational life. University Press of America.La Rocca, C. (2014). Collaborative learning in higher education. Open Journal of Social Sciences, 2(02), 61.Lester, J. N., & Evans, K. R. (2009). Instructors' experiences of collaboratively teaching: Building something bigger. International Journal of Teaching and Learning in Higher Education, 20(3), 373-382.Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned. Oxford University Press.Lunsford, L. G., Crisp, G., Dolan, E. L., & Wuetherick, B. (2017). Mentoring in higher education. The SAGE handbook of mentoring, 20, 316-334.Murphy, P. (2020). Reflective practice: A guide for teachers. Routledge.Panchal, S., & Riddell, P. (2020). The GROWS model: extending the GROW coaching model to support behavioural change. The Coaching Psychologist, 16(2), 12- 25.Pinion Jr, C., & Hisel, J. D. (2019). Mentoring: What Is Your Role?. Journal of Environmental Health, 81(7), 32-34.Rodríguez-Peñarroja, M. (2022). INTEGRATING PROJECT-BASED LEARNING, TASK-BASED LANGUAGE TEACHING APPROACH AND YOUTUBE IN THE ESP CLASS: A STUDY ON STUDENTS’MOTIVATION. Teaching English with Technology, 22(1), 62-81.Thipatdee, G. (2019). The Development of Coaching and Mentoring Skills through the Grow Technique for Student Teachers. Journal of Education and Learning, 8(5), 168-174.Universidad y Sociedad, 10(1), 255-262. Recuperado de http://rus.ucf.edu.cu/index.php/rusVan den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164-181.Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.Whitmore, J. (2014). The GROW Model. Retrieved from http://www.elancoaching.co.ukWillis, J., & Willis, D. (2013). Doing task-based teaching-Oxford handbooks for language teachers. 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BlamVjdXRhIHDDumJsaWNhbWVudGUgZW4gZm9ybWEgZGlnaXRhbCBsYSBPYnJhIG8gY3VhbHF1aWVyIE9icmEgRGVyaXZhZGEgdSBPYnJhIENvbGVjdGl2YSwgVXN0ZWQgZGViZSBtYW50ZW5lciBpbnRhY3RhIHRvZGEgbGEgaW5mb3JtYWNpw7NuIGRlIGRlcmVjaG8gZGUgYXV0b3IgZGUgbGEgT2JyYSB5IHByb3BvcmNpb25hciwgZGUgZm9ybWEgcmF6b25hYmxlIHNlZ8O6biBlbCBtZWRpbyBvIG1hbmVyYSBxdWUgVXN0ZWQgZXN0w6kgdXRpbGl6YW5kbzogKGkpIGVsIG5vbWJyZSBkZWwgQXV0b3IgT3JpZ2luYWwgc2kgZXN0w6EgcHJvdmlzdG8gKG8gc2V1ZMOzbmltbywgc2kgZnVlcmUgYXBsaWNhYmxlKSwgeS9vIChpaSkgZWwgbm9tYnJlIGRlIGxhIHBhcnRlIG8gbGFzIHBhcnRlcyBxdWUgZWwgQXV0b3IgT3JpZ2luYWwgeS9vIGVsIExpY2VuY2lhbnRlIGh1YmllcmVuIGRlc2lnbmFkbyBwYXJhIGxhIGF0cmlidWNpw7NuICh2LmcuLCB1biBpbnN0aXR1dG8gcGF0cm9jaW5hZG9yLCBlZGl0b3JpYWwsIHB1YmxpY2FjacOzbikgZW4gbGEgaW5mb3JtYWNpw7NuIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZWwgTGljZW5jaWFudGUsIHTDqXJtaW5vcyBkZSBzZXJ2aWNpb3MgbyBkZSBvdHJhcyBmb3JtYXMgcmF6b25hYmxlczsgZWwgdMOtdHVsbyBkZSBsYSBPYnJhIHNpIGVzdMOhIHByb3Zpc3RvOyBlbiBsYSBtZWRpZGEgZGUgbG8gcmF6b25hYmxlbWVudGUgZmFjdGlibGUgeSwgc2kgZXN0w6EgcHJvdmlzdG8sIGVsIElkZW50aWZpY2Fkb3IgVW5pZm9ybWUgZGUgUmVjdXJzb3MgKFVuaWZvcm0gUmVzb3VyY2UgSWRlbnRpZmllcikgcXVlIGVsIExpY2VuY2lhbnRlIGVzcGVjaWZpY2EgcGFyYSBzZXIgYXNvY2lhZG8gY29uIGxhIE9icmEsIHNhbHZvIHF1ZSB0YWwgVVJJIG5vIHNlIHJlZmllcmEgYSBsYSBub3RhIHNvYnJlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBvIGEgbGEgaW5mb3JtYWNpw7NuIHNvYnJlIGVsIGxpY2VuY2lhbWllbnRvIGRlIGxhIE9icmE7IHkgZW4gZWwgY2FzbyBkZSB1bmEgT2JyYSBEZXJpdmFkYSwgYXRyaWJ1aXIgZWwgY3LDqWRpdG8gaWRlbnRpZmljYW5kbyBlbCB1c28gZGUgbGEgT2JyYSBlbiBsYSBPYnJhIERlcml2YWRhICh2LmcuLCAiVHJhZHVjY2nDs24gRnJhbmNlc2EgZGUgbGEgT2JyYSBkZWwgQXV0b3IgT3JpZ2luYWwsIiBvICJHdWnDs24gQ2luZW1hdG9ncsOhZmljbyBiYXNhZG8gZW4gbGEgT2JyYSBvcmlnaW5hbCBkZWwgQXV0b3IgT3JpZ2luYWwiKS4gVGFsIGNyw6lkaXRvIHB1ZWRlIHNlciBpbXBsZW1lbnRhZG8gZGUgY3VhbHF1aWVyIGZvcm1hIHJhem9uYWJsZTsgZW4gZWwgY2Fzbywgc2luIGVtYmFyZ28sIGRlIE9icmFzIERlcml2YWRhcyB1IE9icmFzIENvbGVjdGl2YXMsIHRhbCBjcsOpZGl0byBhcGFyZWNlcsOhLCBjb21vIG3DrW5pbW8sIGRvbmRlIGFwYXJlY2UgZWwgY3LDqWRpdG8gZGUgY3VhbHF1aWVyIG90cm8gYXV0b3IgY29tcGFyYWJsZSB5IGRlIHVuYSBtYW5lcmEsIGFsIG1lbm9zLCB0YW4gZGVzdGFjYWRhIGNvbW8gZWwgY3LDqWRpdG8gZGUgb3RybyBhdXRvciBjb21wYXJhYmxlLjwvbGk+CiAgICAgIDxsaT4KICAgICAgICBQYXJhIGV2aXRhciB0b2RhIGNvbmZ1c2nDs24sIGVsIExpY2VuY2lhbnRlIGFjbGFyYSBxdWUsIGN1YW5kbyBsYSBvYnJhIGVzIHVuYSBjb21wb3NpY2nDs24gbXVzaWNhbDoKICAgICAgICA8b2wgdHlwZT0iaSI+CiAgICAgICAgICA8bGk+UmVnYWzDrWFzIHBvciBpbnRlcnByZXRhY2nDs24geSBlamVjdWNpw7NuIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBvIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIHkgZGUgcmVjb2xlY3Rhciwgc2VhIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIFNBWUNPKSwgbGFzIHJlZ2Fsw61hcyBwb3IgbGEgZWplY3VjacOzbiBww7pibGljYSBvIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8gV2ViY2FzdCkgbGljZW5jaWFkYSBiYWpvIGxpY2VuY2lhcyBnZW5lcmFsZXMsIHNpIGxhIGludGVycHJldGFjacOzbiBvIGVqZWN1Y2nDs24gZGUgbGEgb2JyYSBlc3TDoSBwcmltb3JkaWFsbWVudGUgb3JpZW50YWRhIHBvciBvIGRpcmlnaWRhIGEgbGEgb2J0ZW5jacOzbiBkZSB1bmEgdmVudGFqYSBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS48L2xpPgogICAgICAgICAgPGxpPlJlZ2Fsw61hcyBwb3IgRm9ub2dyYW1hcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSByZWNvbGVjdGFyLCBpbmRpdmlkdWFsbWVudGUgbyBhIHRyYXbDqXMgZGUgdW5hIHNvY2llZGFkIGRlIGdlc3Rpw7NuIGNvbGVjdGl2YSBkZSBkZXJlY2hvcyBkZSBhdXRvciB5IGRlcmVjaG9zIGNvbmV4b3MgKHBvciBlamVtcGxvLCBsb3MgY29uc2FncmFkb3MgcG9yIGxhIFNBWUNPKSwgdW5hIGFnZW5jaWEgZGUgZGVyZWNob3MgbXVzaWNhbGVzIG8gYWxnw7puIGFnZW50ZSBkZXNpZ25hZG8sIGxhcyByZWdhbMOtYXMgcG9yIGN1YWxxdWllciBmb25vZ3JhbWEgcXVlIFVzdGVkIGNyZWUgYSBwYXJ0aXIgZGUgbGEgb2JyYSAo4oCcdmVyc2nDs24gY292ZXLigJ0pIHkgZGlzdHJpYnV5YSwgZW4gbG9zIHTDqXJtaW5vcyBkZWwgcsOpZ2ltZW4gZGUgZGVyZWNob3MgZGUgYXV0b3IsIHNpIGxhIGNyZWFjacOzbiBvIGRpc3RyaWJ1Y2nDs24gZGUgZXNhIHZlcnNpw7NuIGNvdmVyIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkZXN0aW5hZGEgbyBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuPC9saT4KICAgICAgICA8L29sPgogICAgICA8L2xpPgogICAgICA8bGk+R2VzdGnDs24gZGUgRGVyZWNob3MgZGUgQXV0b3Igc29icmUgSW50ZXJwcmV0YWNpb25lcyB5IEVqZWN1Y2lvbmVzIERpZ2l0YWxlcyAoV2ViQ2FzdGluZykuIFBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgc2VhIHVuIGZvbm9ncmFtYSwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgKHBvciBlamVtcGxvLCB3ZWJjYXN0KSB5IGRlIHJlY29sZWN0YXIsIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIEFDSU5QUk8pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpLCBzdWpldGEgYSBsYXMgZGlzcG9zaWNpb25lcyBhcGxpY2FibGVzIGRlbCByw6lnaW1lbiBkZSBEZXJlY2hvIGRlIEF1dG9yLCBzaSBlc3RhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBlc3TDoSBwcmltb3JkaWFsbWVudGUgZGlyaWdpZGEgYSBvYnRlbmVyIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLjwvbGk+CiAgICA8L29sPgogIDwvbGk+CiAgPGJyLz4KICA8bGk+CiAgICBSZXByZXNlbnRhY2lvbmVzLCBHYXJhbnTDrWFzIHkgTGltaXRhY2lvbmVzIGRlIFJlc3BvbnNhYmlsaWRhZC4KICAgIDxwPkEgTUVOT1MgUVVFIExBUyBQQVJURVMgTE8gQUNPUkRBUkFOIERFIE9UUkEgRk9STUEgUE9SIEVTQ1JJVE8sIEVMIExJQ0VOQ0lBTlRFIE9GUkVDRSBMQSBPQlJBIChFTiBFTCBFU1RBRE8gRU4gRUwgUVVFIFNFIEVOQ1VFTlRSQSkg4oCcVEFMIENVQUzigJ0sIFNJTiBCUklOREFSIEdBUkFOVMONQVMgREUgQ0xBU0UgQUxHVU5BIFJFU1BFQ1RPIERFIExBIE9CUkEsIFlBIFNFQSBFWFBSRVNBLCBJTVBMw41DSVRBLCBMRUdBTCBPIENVQUxRVUlFUkEgT1RSQSwgSU5DTFVZRU5ETywgU0lOIExJTUlUQVJTRSBBIEVMTEFTLCBHQVJBTlTDjUFTIERFIFRJVFVMQVJJREFELCBDT01FUkNJQUJJTElEQUQsIEFEQVBUQUJJTElEQUQgTyBBREVDVUFDScOTTiBBIFBST1DDk1NJVE8gREVURVJNSU5BRE8sIEFVU0VOQ0lBIERFIElORlJBQ0NJw5NOLCBERSBBVVNFTkNJQSBERSBERUZFQ1RPUyBMQVRFTlRFUyBPIERFIE9UUk8gVElQTywgTyBMQSBQUkVTRU5DSUEgTyBBVVNFTkNJQSBERSBFUlJPUkVTLCBTRUFOIE8gTk8gREVTQ1VCUklCTEVTIChQVUVEQU4gTyBOTyBTRVIgRVNUT1MgREVTQ1VCSUVSVE9TKS4gQUxHVU5BUyBKVVJJU0RJQ0NJT05FUyBOTyBQRVJNSVRFTiBMQSBFWENMVVNJw5NOIERFIEdBUkFOVMONQVMgSU1QTMONQ0lUQVMsIEVOIENVWU8gQ0FTTyBFU1RBIEVYQ0xVU0nDk04gUFVFREUgTk8gQVBMSUNBUlNFIEEgVVNURUQuPC9wPgogIDwvbGk+CiAgPGJyLz4KICA8bGk+CiAgICBMaW1pdGFjacOzbiBkZSByZXNwb25zYWJpbGlkYWQuCiAgICA8cD5BIE1FTk9TIFFVRSBMTyBFWElKQSBFWFBSRVNBTUVOVEUgTEEgTEVZIEFQTElDQUJMRSwgRUwgTElDRU5DSUFOVEUgTk8gU0VSw4EgUkVTUE9OU0FCTEUgQU5URSBVU1RFRCBQT1IgREHDkU8gQUxHVU5PLCBTRUEgUE9SIFJFU1BPTlNBQklMSURBRCBFWFRSQUNPTlRSQUNUVUFMLCBQUkVDT05UUkFDVFVBTCBPIENPTlRSQUNUVUFMLCBPQkpFVElWQSBPIFNVQkpFVElWQSwgU0UgVFJBVEUgREUgREHDkU9TIE1PUkFMRVMgTyBQQVRSSU1PTklBTEVTLCBESVJFQ1RPUyBPIElORElSRUNUT1MsIFBSRVZJU1RPUyBPIElNUFJFVklTVE9TIFBST0RVQ0lET1MgUE9SIEVMIFVTTyBERSBFU1RBIExJQ0VOQ0lBIE8gREUgTEEgT0JSQSwgQVVOIENVQU5ETyBFTCBMSUNFTkNJQU5URSBIQVlBIFNJRE8gQURWRVJUSURPIERFIExBIFBPU0lCSUxJREFEIERFIERJQ0hPUyBEQcORT1MuIEFMR1VOQVMgTEVZRVMgTk8gUEVSTUlURU4gTEEgRVhDTFVTScOTTiBERSBDSUVSVEEgUkVTUE9OU0FCSUxJREFELCBFTiBDVVlPIENBU08gRVNUQSBFWENMVVNJw5NOIFBVRURFIE5PIEFQTElDQVJTRSBBIFVTVEVELjwvcD4KICA8L2xpPgogIDxici8+CiAgPGxpPgogICAgVMOpcm1pbm8uCiAgICA8b2wgdHlwZT0iYSI+CiAgICAgIDxsaT5Fc3RhIExpY2VuY2lhIHkgbG9zIGRlcmVjaG9zIG90b3JnYWRvcyBlbiB2aXJ0dWQgZGUgZWxsYSB0ZXJtaW5hcsOhbiBhdXRvbcOhdGljYW1lbnRlIHNpIFVzdGVkIGluZnJpbmdlIGFsZ3VuYSBjb25kaWNpw7NuIGVzdGFibGVjaWRhIGVuIGVsbGEuIFNpbiBlbWJhcmdvLCBsb3MgaW5kaXZpZHVvcyBvIGVudGlkYWRlcyBxdWUgaGFuIHJlY2liaWRvIE9icmFzIERlcml2YWRhcyBvIENvbGVjdGl2YXMgZGUgVXN0ZWQgZGUgY29uZm9ybWlkYWQgY29uIGVzdGEgTGljZW5jaWEsIG5vIHZlcsOhbiB0ZXJtaW5hZGFzIHN1cyBsaWNlbmNpYXMsIHNpZW1wcmUgcXVlIGVzdG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgc2lnYW4gY3VtcGxpZW5kbyDDrW50ZWdyYW1lbnRlIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhcyBsaWNlbmNpYXMuIExhcyBTZWNjaW9uZXMgMSwgMiwgNSwgNiwgNywgeSA4IHN1YnNpc3RpcsOhbiBhIGN1YWxxdWllciB0ZXJtaW5hY2nDs24gZGUgZXN0YSBMaWNlbmNpYS48L2xpPgogICAgICA8bGk+U3VqZXRhIGEgbGFzIGNvbmRpY2lvbmVzIHkgdMOpcm1pbm9zIGFudGVyaW9yZXMsIGxhIGxpY2VuY2lhIG90b3JnYWRhIGFxdcOtIGVzIHBlcnBldHVhIChkdXJhbnRlIGVsIHBlcsOtb2RvIGRlIHZpZ2VuY2lhIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZSBsYSBvYnJhKS4gTm8gb2JzdGFudGUgbG8gYW50ZXJpb3IsIGVsIExpY2VuY2lhbnRlIHNlIHJlc2VydmEgZWwgZGVyZWNobyBhIHB1YmxpY2FyIHkvbyBlc3RyZW5hciBsYSBPYnJhIGJham8gY29uZGljaW9uZXMgZGUgbGljZW5jaWEgZGlmZXJlbnRlcyBvIGEgZGVqYXIgZGUgZGlzdHJpYnVpcmxhIGVuIGxvcyB0w6lybWlub3MgZGUgZXN0YSBMaWNlbmNpYSBlbiBjdWFscXVpZXIgbW9tZW50bzsgZW4gZWwgZW50ZW5kaWRvLCBzaW4gZW1iYXJnbywgcXVlIGVzYSBlbGVjY2nDs24gbm8gc2Vydmlyw6EgcGFyYSByZXZvY2FyIGVzdGEgbGljZW5jaWEgbyBxdWUgZGViYSBzZXIgb3RvcmdhZGEgLCBiYWpvIGxvcyB0w6lybWlub3MgZGUgZXN0YSBsaWNlbmNpYSksIHkgZXN0YSBsaWNlbmNpYSBjb250aW51YXLDoSBlbiBwbGVubyB2aWdvciB5IGVmZWN0byBhIG1lbm9zIHF1ZSBzZWEgdGVybWluYWRhIGNvbW8gc2UgZXhwcmVzYSBhdHLDoXMuIExhIExpY2VuY2lhIHJldm9jYWRhIGNvbnRpbnVhcsOhIHNpZW5kbyBwbGVuYW1lbnRlIHZpZ2VudGUgeSBlZmVjdGl2YSBzaSBubyBzZSBsZSBkYSB0w6lybWlubyBlbiBsYXMgY29uZGljaW9uZXMgaW5kaWNhZGFzIGFudGVyaW9ybWVudGUuPC9saT4KICAgIDwvb2w+CiAgPC9saT4KICA8YnIvPgogIDxsaT4KICAgIFZhcmlvcy4KICAgIDxvbCB0eXBlPSJhIj4KICAgICAgPGxpPkNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuPC9saT4KICAgICAgPGxpPlNpIGFsZ3VuYSBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSByZXN1bHRhIGludmFsaWRhZGEgbyBubyBleGlnaWJsZSwgc2Vnw7puIGxhIGxlZ2lzbGFjacOzbiB2aWdlbnRlLCBlc3RvIG5vIGFmZWN0YXLDoSBuaSBsYSB2YWxpZGV6IG5pIGxhIGFwbGljYWJpbGlkYWQgZGVsIHJlc3RvIGRlIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEgeSwgc2luIGFjY2nDs24gYWRpY2lvbmFsIHBvciBwYXJ0ZSBkZSBsb3Mgc3VqZXRvcyBkZSBlc3RlIGFjdWVyZG8sIGFxdcOpbGxhIHNlIGVudGVuZGVyw6EgcmVmb3JtYWRhIGxvIG3DrW5pbW8gbmVjZXNhcmlvIHBhcmEgaGFjZXIgcXVlIGRpY2hhIGRpc3Bvc2ljacOzbiBzZWEgdsOhbGlkYSB5IGV4aWdpYmxlLjwvbGk+CiAgICAgIDxsaT5OaW5nw7puIHTDqXJtaW5vIG8gZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgc2UgZXN0aW1hcsOhIHJlbnVuY2lhZGEgeSBuaW5ndW5hIHZpb2xhY2nDs24gZGUgZWxsYSBzZXLDoSBjb25zZW50aWRhIGEgbWVub3MgcXVlIGVzYSByZW51bmNpYSBvIGNvbnNlbnRpbWllbnRvIHNlYSBvdG9yZ2FkbyBwb3IgZXNjcml0byB5IGZpcm1hZG8gcG9yIGxhIHBhcnRlIHF1ZSByZW51bmNpZSBvIGNvbnNpZW50YS48L2xpPgogICAgICA8bGk+RXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLjwvbGk+CiAgICA8L29sPgogIDwvbGk+CiAgPGJyLz4KPC9vbD4K 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