Teaching writing as a language practice or social practice in the english class
La enseñanza de la escritura en la clase de idioma extranjero puede ser una tarea desalentadora que exige tiempo y esfuerzo de los maestros, pero también requiere que aumenten la conciencia sobre cómo lo hacen actualmente y las razones por las que lo hacen. Muchos docentes no parecen estar conscient...
- Autores:
-
Ayazo Solar, Andrea
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
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- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/2708
- Palabra clave:
- Enseñanza
Escritura
Docentes
Teaching
Writing
Teachers
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- Copyright Universidad de Córdoba, 2020
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Teaching writing as a language practice or social practice in the english class |
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Teaching writing as a language practice or social practice in the english class Enseñanza Escritura Docentes Teaching Writing Teachers |
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Teaching writing as a language practice or social practice in the english class |
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Teaching writing as a language practice or social practice in the english class |
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Teaching writing as a language practice or social practice in the english class |
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Ayazo Solar, Andrea |
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Jeréz Rodríguez, Sonia María |
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Ayazo Solar, Andrea |
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Enseñanza Escritura Docentes |
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Enseñanza Escritura Docentes Teaching Writing Teachers |
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Teaching Writing Teachers |
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La enseñanza de la escritura en la clase de idioma extranjero puede ser una tarea desalentadora que exige tiempo y esfuerzo de los maestros, pero también requiere que aumenten la conciencia sobre cómo lo hacen actualmente y las razones por las que lo hacen. Muchos docentes no parecen estar conscientes de cómo enseñan la escritura, si lo hacen como práctica del lenguaje o como práctica social. Por lo tanto, esta investigación buscó identificar la comprensión de los docentes acerca de enseñar a escribir en inglés en los cursos de Comunicación en el Programa de Inglés, así como los desafíos que podrían enfrentar al enseñarlo. Los datos se recopilaron de observaciones de clase, el diario del investigador, entrevistas con tres docentes del Programa de Enseñanza del Inglés en la Universidad de Córdoba, y fuentes secundarias como actividades de escritura y los programas del curso. Los resultados mostraron que los docentes tienen creencias sobre cómo enseñar la escritura, generalmente siguiendo un enfoque orientado al producto y al proceso. Sin embargo, los participantes descubrieron instancias en las que han enseñado a escribir como práctica social; aunque, no parecen estar completamente conscientes de las causas. Además, los maestros revelaron que enfrentan desafíos que hacen que la enseñanza de la escritura sea abrumadora y difícil. Se sugiere que se necesita más investigación para continuar explorando cómo los maestros pueden superar los desafíos que enfrentan y hacer uso de un enfoque más equilibrado que integre las formas textuales, centradas en el individuo pero también en lo social. |
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Allen, H. W. (2018). Redefining writing in the foreign language curriculum: Toward a design approach. Foreign Language Annals, 51(3), 513– 532. https://doi.org/10.1111/flan.12350 Aupperlee, J., Geraghty, N., & Lien, M. (2002, fall). Page 1: Definition, characteristics, and causes of written expression difficulties. Written Expression. https://msu.edu/course/cep/886/Writing/page1.htm Barton, D., & Hamilton, M. (2003). Local literacies: Reading and writing in one community. Routledge. https://doi.org/10.4324/9780203448885 Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. https://nsuworks.nova.edu/tqr/vol13/iss4/2 Bloor, M. & Wood, F. Keywords in qualitative methods: A vocabulary of research concepts. SAGE Publications Ltd. https://dx.doi.org/10.4135/9781849209403.n49 Brandt, D. & Clinton, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337-356. Carter, R. (2016). Teaching writing in secondary English: Practical approaches to building confidence, enjoyment and achievement. Journal of Professional Learning. https://cpl.asn.au/journal/semester-1-2016/teaching-writing-in-secondary-english-practical-approaches-to-building Caulfield, J. (2019, September 06) How to do thematic analysis. Scribbr. https://www.scribbr.com/methodology/thematic-analysis/ Chapetón, C. M., & Chala, P. A. (2013). Undertaking the act of writing as a situated social practice: going beyond the linguistic and the textual. Colombian Applied Linguistics Journal, 15(1), 25-42. https://doi.org/10.14483/udistrital.jour.calj.2013.1.a02 Cook, S. (2013, spring). Providing feedback on student writing. San Jose State University. https://www.sjsu.edu/aanapisi/docs/ProvidingFeedbackonStudentWritingbySaraCook.pdf Crossman, A. (2020, Feb 02). An overview of qualitative research methods: Direct observation, interviews, participation, immersion, focus groups. ThoughtCo. https://www.thoughtco.com/qualitative-research-methods-3026555 Currie, P., & Cray, E. (2004). ESL literacy: language practice or social practice? Journal of Second Language Writing, 13(2), 111–132. https://doi.org/10.1016/j.jslw.2004.04.008 Darwish, H. (2016). Teachers’ attitudes and techniques towards EFL writing in Egyptian secondary schools. International Journal for 21st Century Education, 3(1), 37–58. https://doi.org/10.21071/ij21ce.v3i1.5646 Dudovskiy, J. (2016). The ultimate guide to writing a dissertation in business studies: A step-by-step assistance. Research-methodology.net. https://research-methodology.net/about-us/ebook/ Gee, J. P. (2015). Literacy and education. Routledge. Gee, J. P. (2015). The New Literacy Studies. In Rowsell, J., & Pahl, K., The routledge handbook of literacy studies. (pp.35-48). Routledge. Ivanič, R. (2009, August 19). Writing as social practice: The roles and challenges of writing in higher education [PDF]. Skrivesenteret Website. http://www.skrivesenteret.no/uploads/files/Ivanic_skrivesenteret_opening.pdf Kern, R. (2000). Literacy and language teaching. Oxford University Press. Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. UNSW Press. Komariyah, D. N. (2015) Writing strategies used by the fourth semester students of English education department. [Bachelor thesis, Universitas Muhammadiyah Purwokerto]. Universitas Muhammadiyah Purwokerto Laszczuk, A. & Garreau, L. (2018). The sibylline research diary. Finance Contrôle Stratégie, 21(3). https://doi.org/10.4000/fcs.3519 Madziwa, N. (2016, September 01). Interviewing as a data collection method. LinkedIn. https://www.linkedin.com/pulse/interviewing-data-collection-method-munyaradzi-madziwa Nordquist, R. (2019, July 03). Definition, examples, and observations on writing: Glossary of grammatical and rhetorical terms. ThoughtCo. https://www.thoughtco.com/writing-definition-1692616 Olson, D. R. (2020, March 13). Writing. Encyclopædia Britannica. https://www.britannica.com/topic/writing Ramadan, M. (2019, September 20). Basic Ideas and Techniques for Teaching the Four Language Skills. English Language Teaching & Testing Guide. https://elttguide.com/basic-ideas-and-techniques-for-teaching-the-four-language-skills/ Tamošiūnaitė, A. (2014). Letter writing as a social practice: Self-reference to writing in Lithuanian correspondence. Lituanus, 60(3), 31–56. Zakime, A. (2018, June 04). What is process writing? What is ELT? https://www.whatiselt.com/single-post/2018/06/04/What-is-Process-Writing Zakime, A. (2018, June 10). What is product writing? What is ELT? https://www.whatiselt.com/single-post/2018/06/10/What-is-Product-Writing |
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Jeréz Rodríguez, Sonia María76e67eb7-05f6-426d-9849-8f978db62bbd-1Ayazo Solar, Andrea8f0822dd-b533-44f0-8c1a-68309679e8c8-1Montería, Córdoba2020-06-02T19:39:03Z2020-06-02T19:39:03Z2020-05-30https://repositorio.unicordoba.edu.co/handle/ucordoba/2708La enseñanza de la escritura en la clase de idioma extranjero puede ser una tarea desalentadora que exige tiempo y esfuerzo de los maestros, pero también requiere que aumenten la conciencia sobre cómo lo hacen actualmente y las razones por las que lo hacen. Muchos docentes no parecen estar conscientes de cómo enseñan la escritura, si lo hacen como práctica del lenguaje o como práctica social. Por lo tanto, esta investigación buscó identificar la comprensión de los docentes acerca de enseñar a escribir en inglés en los cursos de Comunicación en el Programa de Inglés, así como los desafíos que podrían enfrentar al enseñarlo. Los datos se recopilaron de observaciones de clase, el diario del investigador, entrevistas con tres docentes del Programa de Enseñanza del Inglés en la Universidad de Córdoba, y fuentes secundarias como actividades de escritura y los programas del curso. Los resultados mostraron que los docentes tienen creencias sobre cómo enseñar la escritura, generalmente siguiendo un enfoque orientado al producto y al proceso. Sin embargo, los participantes descubrieron instancias en las que han enseñado a escribir como práctica social; aunque, no parecen estar completamente conscientes de las causas. Además, los maestros revelaron que enfrentan desafíos que hacen que la enseñanza de la escritura sea abrumadora y difícil. Se sugiere que se necesita más investigación para continuar explorando cómo los maestros pueden superar los desafíos que enfrentan y hacer uso de un enfoque más equilibrado que integre las formas textuales, centradas en el individuo pero también en lo social.ACKNOWLEDGMENTS .........................................................................................IIIABSTRACT .......................................................................................................................IVCHAPTER 1: INTRODUCTION.............................................................................. 1CHAPTER 2: THEORETICAL FRAMEWORK............................................ 62.1. Conceptual framework ...............................................................................62.1.1. Writing ................................................................................................................62.1.2. Writing as a social practice .................................................................92.2. Literature review .............................................................................................10CHAPTER 3: METHODOLOGY ..........................................................................153.1. Type of study...................................................................................................... 153.2. Context and participants ........................................................................163.3. Data collection methods ........................................................................183.4. Data analysis ...................................................................................................20CHAPTER 4: FINDINGS.................................................................................... 224.1. Teachers’ beliefs about how students learn to write .............224.1.1. Students’ interests and needs ............................................................224.1.2. Teaching priorities.................................................................................... 244.2. Teachers’ conceptualization of writing .......................................274.2.1. Writing purposes .....................................................................................274.2.2. Writing as an old and new practice ..................................................334.2.3. Error correction ...........................................................................................374.4. Challenges when teaching writing ............................................... 39CHAPTER 5: DISCUSSION ................................................................................43CHAPTER 6: CONCLUSION ................................................................................47REFERENCESAPPENDICESANNEXESPregradoLicenciado(a) en lenguas extranjeras con énfasis en inglésapplication/pdfengCopyright Universidad de Córdoba, 2020https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/restrictedAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_16ecTeaching writing as a language practice or social practice in the english classTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Allen, H. W. (2018). Redefining writing in the foreign language curriculum: Toward a design approach. Foreign Language Annals, 51(3), 513– 532. https://doi.org/10.1111/flan.12350Aupperlee, J., Geraghty, N., & Lien, M. (2002, fall). Page 1: Definition, characteristics, and causes of written expression difficulties. Written Expression. https://msu.edu/course/cep/886/Writing/page1.htmBarton, D., & Hamilton, M. (2003). Local literacies: Reading and writing in one community. Routledge. https://doi.org/10.4324/9780203448885Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. https://nsuworks.nova.edu/tqr/vol13/iss4/2Bloor, M. & Wood, F. Keywords in qualitative methods: A vocabulary of research concepts. SAGE Publications Ltd. https://dx.doi.org/10.4135/9781849209403.n49Brandt, D. & Clinton, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337-356.Carter, R. (2016). Teaching writing in secondary English: Practical approaches to building confidence, enjoyment and achievement. Journal of Professional Learning. https://cpl.asn.au/journal/semester-1-2016/teaching-writing-in-secondary-english-practical-approaches-to-buildingCaulfield, J. (2019, September 06) How to do thematic analysis. Scribbr. https://www.scribbr.com/methodology/thematic-analysis/Chapetón, C. M., & Chala, P. A. (2013). Undertaking the act of writing as a situated social practice: going beyond the linguistic and the textual. Colombian Applied Linguistics Journal, 15(1), 25-42. https://doi.org/10.14483/udistrital.jour.calj.2013.1.a02Cook, S. (2013, spring). Providing feedback on student writing. San Jose State University. https://www.sjsu.edu/aanapisi/docs/ProvidingFeedbackonStudentWritingbySaraCook.pdfCrossman, A. (2020, Feb 02). An overview of qualitative research methods: Direct observation, interviews, participation, immersion, focus groups. ThoughtCo. https://www.thoughtco.com/qualitative-research-methods-3026555Currie, P., & Cray, E. (2004). ESL literacy: language practice or social practice? Journal of Second Language Writing, 13(2), 111–132. https://doi.org/10.1016/j.jslw.2004.04.008Darwish, H. (2016). Teachers’ attitudes and techniques towards EFL writing in Egyptian secondary schools. International Journal for 21st Century Education, 3(1), 37–58. https://doi.org/10.21071/ij21ce.v3i1.5646Dudovskiy, J. (2016). The ultimate guide to writing a dissertation in business studies: A step-by-step assistance. Research-methodology.net. https://research-methodology.net/about-us/ebook/Gee, J. P. (2015). Literacy and education. Routledge.Gee, J. P. (2015). The New Literacy Studies. In Rowsell, J., & Pahl, K., The routledge handbook of literacy studies. (pp.35-48). Routledge.Ivanič, R. (2009, August 19). Writing as social practice: The roles and challenges of writing in higher education [PDF]. Skrivesenteret Website. http://www.skrivesenteret.no/uploads/files/Ivanic_skrivesenteret_opening.pdfKern, R. (2000). Literacy and language teaching. Oxford University Press.Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. UNSW Press.Komariyah, D. N. (2015) Writing strategies used by the fourth semester students of English education department. [Bachelor thesis, Universitas Muhammadiyah Purwokerto]. Universitas Muhammadiyah PurwokertoLaszczuk, A. & Garreau, L. (2018). The sibylline research diary. Finance Contrôle Stratégie, 21(3). https://doi.org/10.4000/fcs.3519Madziwa, N. (2016, September 01). Interviewing as a data collection method. LinkedIn. https://www.linkedin.com/pulse/interviewing-data-collection-method-munyaradzi-madziwaNordquist, R. (2019, July 03). Definition, examples, and observations on writing: Glossary of grammatical and rhetorical terms. ThoughtCo. https://www.thoughtco.com/writing-definition-1692616Olson, D. R. (2020, March 13). Writing. Encyclopædia Britannica. https://www.britannica.com/topic/writingRamadan, M. (2019, September 20). Basic Ideas and Techniques for Teaching the Four Language Skills. English Language Teaching & Testing Guide. https://elttguide.com/basic-ideas-and-techniques-for-teaching-the-four-language-skills/Tamošiūnaitė, A. (2014). Letter writing as a social practice: Self-reference to writing in Lithuanian correspondence. Lituanus, 60(3), 31–56.Zakime, A. (2018, June 04). What is process writing? What is ELT? https://www.whatiselt.com/single-post/2018/06/04/What-is-Process-WritingZakime, A. (2018, June 10). What is product writing? What is ELT? https://www.whatiselt.com/single-post/2018/06/10/What-is-Product-WritingEnseñanzaEscrituraDocentesTeachingWritingTeachersFacultad de Educación y Ciencias HumanasLicenciatura en Lenguas Extranjeras con Énfasis en InglésPublicationLICENSElicense.txtlicense.txttext/plain; charset=utf-814828http://172.16.14.198/bitstreams/6fed33b7-fc53-4351-bad8-9d3cb9d8fbd3/download2f9959eaf5b71fae44bbf9ec84150c7aMD53ORIGINALayazosolarandrea.pdfayazosolarandrea.pdfapplication/pdf1284335http://172.16.14.198/bitstreams/d3797baf-8d78-41cf-b7f4-c4052a26d3b6/download9b2f89ae7bfec1f214b24a00022b2ec2MD51Formato_Autorización.pdfFormato_Autorización.pdfapplication/pdf309223http://172.16.14.198/bitstreams/b0f28690-1286-4edf-b38d-50156141d3d0/downloadf26e51c45d6b81b2643939691c793cabMD52TEXTayazosolarandrea.pdf.txtayazosolarandrea.pdf.txtExtracted 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NhYmxlKSwgeS9vIChpaSkgZWwgbm9tYnJlIGRlIGxhIHBhcnRlIG8gbGFzIHBhcnRlcyBxdWUgZWwgQXV0b3IgT3JpZ2luYWwgeS9vIGVsIExpY2VuY2lhbnRlIGh1YmllcmVuIGRlc2lnbmFkbyBwYXJhIGxhIGF0cmlidWNpw7NuICh2LmcuLCB1biBpbnN0aXR1dG8gcGF0cm9jaW5hZG9yLCBlZGl0b3JpYWwsIHB1YmxpY2FjacOzbikgZW4gbGEgaW5mb3JtYWNpw7NuIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZWwgTGljZW5jaWFudGUsIHTDqXJtaW5vcyBkZSBzZXJ2aWNpb3MgbyBkZSBvdHJhcyBmb3JtYXMgcmF6b25hYmxlczsgZWwgdMOtdHVsbyBkZSBsYSBPYnJhIHNpIGVzdMOhIHByb3Zpc3RvOyBlbiBsYSBtZWRpZGEgZGUgbG8gcmF6b25hYmxlbWVudGUgZmFjdGlibGUgeSwgc2kgZXN0w6EgcHJvdmlzdG8sIGVsIElkZW50aWZpY2Fkb3IgVW5pZm9ybWUgZGUgUmVjdXJzb3MgKFVuaWZvcm0gUmVzb3VyY2UgSWRlbnRpZmllcikgcXVlIGVsIExpY2VuY2lhbnRlIGVzcGVjaWZpY2EgcGFyYSBzZXIgYXNvY2lhZG8gY29uIGxhIE9icmEsIHNhbHZvIHF1ZSB0YWwgVVJJIG5vIHNlIHJlZmllcmEgYSBsYSBub3RhIHNvYnJlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBvIGEgbGEgaW5mb3JtYWNpw7NuIHNvYnJlIGVsIGxpY2VuY2lhbWllbnRvIGRlIGxhIE9icmE7IHkgZW4gZWwgY2FzbyBkZSB1bmEgT2JyYSBEZXJpdmFkYSwgYXRyaWJ1aXIgZWwgY3LDqWRpdG8gaWRlbnRpZmljYW5kbyBlbCB1c28gZGUgbGEgT2JyYSBlbiBsYSBPYnJhIERlcml2YWRhICh2LmcuLCAiVHJhZHVjY2nDs24gRnJhbmNlc2EgZGUgbGEgT2JyYSBkZWwgQXV0b3IgT3JpZ2luYWwsIiBvICJHdWnDs24gQ2luZW1hdG9ncsOhZmljbyBiYXNhZG8gZW4gbGEgT2JyYSBvcmlnaW5hbCBkZWwgQXV0b3IgT3JpZ2luYWwiKS4gVGFsIGNyw6lkaXRvIHB1ZWRlIHNlciBpbXBsZW1lbnRhZG8gZGUgY3VhbHF1aWVyIGZvcm1hIHJhem9uYWJsZTsgZW4gZWwgY2Fzbywgc2luIGVtYmFyZ28sIGRlIE9icmFzIERlcml2YWRhcyB1IE9icmFzIENvbGVjdGl2YXMsIHRhbCBjcsOpZGl0byBhcGFyZWNlcsOhLCBjb21vIG3DrW5pbW8sIGRvbmRlIGFwYXJlY2UgZWwgY3LDqWRpdG8gZGUgY3VhbHF1aWVyIG90cm8gYXV0b3IgY29tcGFyYWJsZSB5IGRlIHVuYSBtYW5lcmEsIGFsIG1lbm9zLCB0YW4gZGVzdGFjYWRhIGNvbW8gZWwgY3LDqWRpdG8gZGUgb3RybyBhdXRvciBjb21wYXJhYmxlLgoKZC4JUGFyYSBldml0YXIgdG9kYSBjb25mdXNpw7NuLCBlbCBMaWNlbmNpYW50ZSBhY2xhcmEgcXVlLCBjdWFuZG8gbGEgb2JyYSBlcyB1bmEgY29tcG9zaWNpw7NuIG11c2ljYWw6CgppLglSZWdhbMOtYXMgcG9yIGludGVycHJldGFjacOzbiB5IGVqZWN1Y2nDs24gYmFqbyBsaWNlbmNpYXMgZ2VuZXJhbGVzLiBFbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIGF1dG9yaXphciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgeSBkZSByZWNvbGVjdGFyLCBzZWEgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgU0FZQ08pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIChwb3IgZWplbXBsbyBXZWJjYXN0KSBsaWNlbmNpYWRhIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcywgc2kgbGEgaW50ZXJwcmV0YWNpw7NuIG8gZWplY3VjacOzbiBkZSBsYSBvYnJhIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBvcmllbnRhZGEgcG9yIG8gZGlyaWdpZGEgYSBsYSBvYnRlbmNpw7NuIGRlIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLgoKaWkuCVJlZ2Fsw61hcyBwb3IgRm9ub2dyYW1hcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSByZWNvbGVjdGFyLCBpbmRpdmlkdWFsbWVudGUgbyBhIHRyYXbDqXMgZGUgdW5hIHNvY2llZGFkIGRlIGdlc3Rpw7NuIGNvbGVjdGl2YSBkZSBkZXJlY2hvcyBkZSBhdXRvciB5IGRlcmVjaG9zIGNvbmV4b3MgKHBvciBlamVtcGxvLCBsb3MgY29uc2FncmFkb3MgcG9yIGxhIFNBWUNPKSwgdW5hIGFnZW5jaWEgZGUgZGVyZWNob3MgbXVzaWNhbGVzIG8gYWxnw7puIGFnZW50ZSBkZXNpZ25hZG8sIGxhcyByZWdhbMOtYXMgcG9yIGN1YWxxdWllciBmb25vZ3JhbWEgcXVlIFVzdGVkIGNyZWUgYSBwYXJ0aXIgZGUgbGEgb2JyYSAo4oCcdmVyc2nDs24gY292ZXLigJ0pIHkgZGlzdHJpYnV5YSwgZW4gbG9zIHTDqXJtaW5vcyBkZWwgcsOpZ2ltZW4gZGUgZGVyZWNob3MgZGUgYXV0b3IsIHNpIGxhIGNyZWFjacOzbiBvIGRpc3RyaWJ1Y2nDs24gZGUgZXNhIHZlcnNpw7NuIGNvdmVyIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkZXN0aW5hZGEgbyBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuCgplLglHZXN0acOzbiBkZSBEZXJlY2hvcyBkZSBBdXRvciBzb2JyZSBJbnRlcnByZXRhY2lvbmVzIHkgRWplY3VjaW9uZXMgRGlnaXRhbGVzIChXZWJDYXN0aW5nKS4gUGFyYSBldml0YXIgdG9kYSBjb25mdXNpw7NuLCBlbCBMaWNlbmNpYW50ZSBhY2xhcmEgcXVlLCBjdWFuZG8gbGEgb2JyYSBzZWEgdW4gZm9ub2dyYW1hLCBlbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIGF1dG9yaXphciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpIHkgZGUgcmVjb2xlY3RhciwgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgQUNJTlBSTyksIGxhcyByZWdhbMOtYXMgcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIChwb3IgZWplbXBsbywgd2ViY2FzdCksIHN1amV0YSBhIGxhcyBkaXNwb3NpY2lvbmVzIGFwbGljYWJsZXMgZGVsIHLDqWdpbWVuIGRlIERlcmVjaG8gZGUgQXV0b3IsIHNpIGVzdGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuCgo1LiBSZXByZXNlbnRhY2lvbmVzLCBHYXJhbnTDrWFzIHkgTGltaXRhY2lvbmVzIGRlIFJlc3BvbnNhYmlsaWRhZC4KQSBNRU5PUyBRVUUgTEFTIFBBUlRFUyBMTyBBQ09SREFSQU4gREUgT1RSQSBGT1JNQSBQT1IgRVNDUklUTywgRUwgTElDRU5DSUFOVEUgT0ZSRUNFIExBIE9CUkEgKEVOIEVMIEVTVEFETyBFTiBFTCBRVUUgU0UgRU5DVUVOVFJBKSDigJxUQUwgQ1VBTOKAnSwgU0lOIEJSSU5EQVIgR0FSQU5Uw41BUyBERSBDTEFTRSBBTEdVTkEgUkVTUEVDVE8gREUgTEEgT0JSQSwgWUEgU0VBIEVYUFJFU0EsIElNUEzDjUNJVEEsIExFR0FMIE8gQ1VBTFFVSUVSQSBPVFJBLCBJTkNMVVlFTkRPLCBTSU4gTElNSVRBUlNFIEEgRUxMQVMsIEdBUkFOVMONQVMgREUgVElUVUxBUklEQUQsIENPTUVSQ0lBQklMSURBRCwgQURBUFRBQklMSURBRCBPIEFERUNVQUNJw5NOIEEgUFJPUMOTU0lUTyBERVRFUk1JTkFETywgQVVTRU5DSUEgREUgSU5GUkFDQ0nDk04sIERFIEFVU0VOQ0lBIERFIERFRkVDVE9TIExBVEVOVEVTIE8gREUgT1RSTyBUSVBPLCBPIExBIFBSRVNFTkNJQSBPIEFVU0VOQ0lBIERFIEVSUk9SRVMsIFNFQU4gTyBOTyBERVNDVUJSSUJMRVMgKFBVRURBTiBPIE5PIFNFUiBFU1RPUyBERVNDVUJJRVJUT1MpLiBBTEdVTkFTIEpVUklTRElDQ0lPTkVTIE5PIFBFUk1JVEVOIExBIEVYQ0xVU0nDk04gREUgR0FSQU5Uw41BUyBJTVBMw41DSVRBUywgRU4gQ1VZTyBDQVNPIEVTVEEgRVhDTFVTScOTTiBQVUVERSBOTyBBUExJQ0FSU0UgQSBVU1RFRC4KCjYuIExpbWl0YWNpw7NuIGRlIHJlc3BvbnNhYmlsaWRhZC4KQSBNRU5PUyBRVUUgTE8gRVhJSkEgRVhQUkVTQU1FTlRFIExBIExFWSBBUExJQ0FCTEUsIEVMIExJQ0VOQ0lBTlRFIE5PIFNFUsOBIFJFU1BPTlNBQkxFIEFOVEUgVVNURUQgUE9SIERBw5FPIEFMR1VOTywgU0VBIFBPUiBSRVNQT05TQUJJTElEQUQgRVhUUkFDT05UUkFDVFVBTCwgUFJFQ09OVFJBQ1RVQUwgTyBDT05UUkFDVFVBTCwgT0JKRVRJVkEgTyBTVUJKRVRJVkEsIFNFIFRSQVRFIERFIERBw5FPUyBNT1JBTEVTIE8gUEFUUklNT05JQUxFUywgRElSRUNUT1MgTyBJTkRJUkVDVE9TLCBQUkVWSVNUT1MgTyBJTVBSRVZJU1RPUyBQUk9EVUNJRE9TIFBPUiBFTCBVU08gREUgRVNUQSBMSUNFTkNJQSBPIERFIExBIE9CUkEsIEFVTiBDVUFORE8gRUwgTElDRU5DSUFOVEUgSEFZQSBTSURPIEFEVkVSVElETyBERSBMQSBQT1NJQklMSURBRCBERSBESUNIT1MgREHDkU9TLiBBTEdVTkFTIExFWUVTIE5PIFBFUk1JVEVOIExBIEVYQ0xVU0nDk04gREUgQ0lFUlRBIFJFU1BPTlNBQklMSURBRCwgRU4gQ1VZTyBDQVNPIEVTVEEgRVhDTFVTScOTTiBQVUVERSBOTyBBUExJQ0FSU0UgQSBVU1RFRC4KCjcuIFTDqXJtaW5vLgoKYS4JRXN0YSBMaWNlbmNpYSB5IGxvcyBkZXJlY2hvcyBvdG9yZ2Fkb3MgZW4gdmlydHVkIGRlIGVsbGEgdGVybWluYXLDoW4gYXV0b23DoXRpY2FtZW50ZSBzaSBVc3RlZCBpbmZyaW5nZSBhbGd1bmEgY29uZGljacOzbiBlc3RhYmxlY2lkYSBlbiBlbGxhLiBTaW4gZW1iYXJnbywgbG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgcXVlIGhhbiByZWNpYmlkbyBPYnJhcyBEZXJpdmFkYXMgbyBDb2xlY3RpdmFzIGRlIFVzdGVkIGRlIGNvbmZvcm1pZGFkIGNvbiBlc3RhIExpY2VuY2lhLCBubyB2ZXLDoW4gdGVybWluYWRhcyBzdXMgbGljZW5jaWFzLCBzaWVtcHJlIHF1ZSBlc3RvcyBpbmRpdmlkdW9zIG8gZW50aWRhZGVzIHNpZ2FuIGN1bXBsaWVuZG8gw61udGVncmFtZW50ZSBsYXMgY29uZGljaW9uZXMgZGUgZXN0YXMgbGljZW5jaWFzLiBMYXMgU2VjY2lvbmVzIDEsIDIsIDUsIDYsIDcsIHkgOCBzdWJzaXN0aXLDoW4gYSBjdWFscXVpZXIgdGVybWluYWNpw7NuIGRlIGVzdGEgTGljZW5jaWEuCgpiLglTdWpldGEgYSBsYXMgY29uZGljaW9uZXMgeSB0w6lybWlub3MgYW50ZXJpb3JlcywgbGEgbGljZW5jaWEgb3RvcmdhZGEgYXF1w60gZXMgcGVycGV0dWEgKGR1cmFudGUgZWwgcGVyw61vZG8gZGUgdmlnZW5jaWEgZGUgbG9zIGRlcmVjaG9zIGRlIGF1dG9yIGRlIGxhIG9icmEpLiBObyBvYnN0YW50ZSBsbyBhbnRlcmlvciwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGEgcHVibGljYXIgeS9vIGVzdHJlbmFyIGxhIE9icmEgYmFqbyBjb25kaWNpb25lcyBkZSBsaWNlbmNpYSBkaWZlcmVudGVzIG8gYSBkZWphciBkZSBkaXN0cmlidWlybGEgZW4gbG9zIHTDqXJtaW5vcyBkZSBlc3RhIExpY2VuY2lhIGVuIGN1YWxxdWllciBtb21lbnRvOyBlbiBlbCBlbnRlbmRpZG8sIHNpbiBlbWJhcmdvLCBxdWUgZXNhIGVsZWNjacOzbiBubyBzZXJ2aXLDoSBwYXJhIHJldm9jYXIgZXN0YSBsaWNlbmNpYSBvIHF1ZSBkZWJhIHNlciBvdG9yZ2FkYSAsIGJham8gbG9zIHTDqXJtaW5vcyBkZSBlc3RhIGxpY2VuY2lhKSwgeSBlc3RhIGxpY2VuY2lhIGNvbnRpbnVhcsOhIGVuIHBsZW5vIHZpZ29yIHkgZWZlY3RvIGEgbWVub3MgcXVlIHNlYSB0ZXJtaW5hZGEgY29tbyBzZSBleHByZXNhIGF0csOhcy4gTGEgTGljZW5jaWEgcmV2b2NhZGEgY29udGludWFyw6Egc2llbmRvIHBsZW5hbWVudGUgdmlnZW50ZSB5IGVmZWN0aXZhIHNpIG5vIHNlIGxlIGRhIHTDqXJtaW5vIGVuIGxhcyBjb25kaWNpb25lcyBpbmRpY2FkYXMgYW50ZXJpb3JtZW50ZS4KCjguIFZhcmlvcy4KCmEuCUNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuCgpiLglTaSBhbGd1bmEgZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgcmVzdWx0YSBpbnZhbGlkYWRhIG8gbm8gZXhpZ2libGUsIHNlZ8O6biBsYSBsZWdpc2xhY2nDs24gdmlnZW50ZSwgZXN0byBubyBhZmVjdGFyw6EgbmkgbGEgdmFsaWRleiBuaSBsYSBhcGxpY2FiaWxpZGFkIGRlbCByZXN0byBkZSBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhIHksIHNpbiBhY2Npw7NuIGFkaWNpb25hbCBwb3IgcGFydGUgZGUgbG9zIHN1amV0b3MgZGUgZXN0ZSBhY3VlcmRvLCBhcXXDqWxsYSBzZSBlbnRlbmRlcsOhIHJlZm9ybWFkYSBsbyBtw61uaW1vIG5lY2VzYXJpbyBwYXJhIGhhY2VyIHF1ZSBkaWNoYSBkaXNwb3NpY2nDs24gc2VhIHbDoWxpZGEgeSBleGlnaWJsZS4KCmMuCU5pbmfDum4gdMOpcm1pbm8gbyBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSBzZSBlc3RpbWFyw6EgcmVudW5jaWFkYSB5IG5pbmd1bmEgdmlvbGFjacOzbiBkZSBlbGxhIHNlcsOhIGNvbnNlbnRpZGEgYSBtZW5vcyBxdWUgZXNhIHJlbnVuY2lhIG8gY29uc2VudGltaWVudG8gc2VhIG90b3JnYWRvIHBvciBlc2NyaXRvIHkgZmlybWFkbyBwb3IgbGEgcGFydGUgcXVlIHJlbnVuY2llIG8gY29uc2llbnRhLgoKZC4JRXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLgo= 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