Coaching skills for teachers, school and adult education stuff: a week of growth and transformation7/10/2024 The role of a teacher is to transfer knowledge to their students and to help them develop certain skills and abilities. On the other hand, a coach has to support and motivate its pupils by listening, asking questions and challenging them. Although these roles seem different, what if a teacher applied the rules of coaching into the classroom and became a motivator as well? This concept was fundamental during the new edition of the course “Emotional intelligence and coaching inside the school and educational context” that took place in Bologna from 16/06/2024 to 22/06/2024. The participants came from all across Europe, with Mariska and Tanja from RGO Middelharnis in The Netherlands, Esther, Gervasio, Antonio and Joaquin from CEPER VALLE DE LECRIN in Spain, Marília, Cristina Maria, Cláudia, Soraia and Patrícia from Sicó Formação, SA in Portugal and participants coming from three different german schools: Julia and Claudia from Albert Einstein Gymnasium, Stefanie from Gymnasium am Europasportpark and Till from Gymnasium St. Raphael Heidelberg. The first topic discussed in the course was Emotional Intelligence. This term indicates the ability to recognize not only our own feelings but also other people’s emotions, in order to be aware of ourselves and our surroundings. A teacher that is emotionally intelligent is capable of understanding its students’ emotions and therefore create a connection with them and help them in managing their feelings. Coaching means motivating and influencing someone else to be the best version of themselves. In order to improve our skills it is necessary to learn how to set a goal, specifically a SMART goal. Participants were asked to set SMART goals for themselves and follow the guidelines of them being specific, measurable, achievable, realistic and time bounded. Another coaching skill essential in every workplace, including a classroom, is the ability to manage conflict. In this context, self-awareness and control of our own emotions are fundamental to prevent a conflict from escalating. Conflicts don't have to be negative; on the contrary, they can lead to growth and positive outcomes. A coach must help their students create a dialogue and support them in finding a solution to the problem. It is important to remember, however, that the coach's role is not to suggest a solution but to guide the analysis of the conflict, the decision-making process, and the evaluation of their behavior. Another topic tackled during this course was the power of questions. Questions can promote thinking and self-reflection, create constructive answers, motivate actions, and develop ideas. This is why participants explored the concept of building learning-focused questions by starting with an invitation to engage, proposing content to think about, and highlighting a cognitive focus for thinking and elaborating. The “Solution Focused Brief Coaching” model was also analyzed to promote a solution-based mindset in their students.
This training week allowed the participants to share their common experiences and to learn from their different cultural backgrounds, while also improving their coaching skills and learning how to apply them in their classrooms. Discover more about this course here. Engaging and motivating students in the classroom can be challenging. That is why ICT tools, such as apps and web platforms, are essential. These tools enable teachers to communicate, collaborate and share knowledge effectively while keeping students’ attention. Mastery of interactive learning techniques is now vital for offering students an alternative, dynamic learning experience that keeps them fully engaged. The latest edition of the course “Integrating ICT and new technologies into teaching and education” was held in Palermo from 30/06/2024 to 5/07/2024. The participants came from all across Europe, with Veronika, from Základní škola Kopřivnice Alšova, in Czech Republic; with Neringa and Ilona from Jonava Justinas Vareikis Progymnasium, in Lithuania; with Olga from Rezekne Academy of Technologies, in Latvia; with Anna, Nika and Apostolos, from ASSIROS HIGH SCHOOL, in Greece; with Christine and Anna from Gymnasium Lohne, in Germany; with Gérald, from Lycée Général Jean-Antoine Chaptal, in France; with Adrian, from Stowarzyszenie na Rzecz Edukacji "Węgielek", in Poland; with Ana and Ruth from IES San Andrés (Villabalter, León), in Spain; with Raquel, from IPAM Porto, in Portugal; and finally with the participation of Lena, from Bernadottegymnasiet, in Germany. Throughout this course, the participants acquired skills in using a variety of technological tools and incorporating them into their teaching strategies. To begin with, they discovered and tried out the ICT tools as an activity between them and the trainer through various applications and platforms. They could notice the effectiveness and the importance of interactivity and freedom of sharing new elements which could become beneficial to future lessons. These playful and modern tools have plenty of aims, such as collaboration, participation, sharing ideas, being more creative and alert. Immersing themselves in the digital world is an opportunity for all to practice online activities such as quizzes, polls, presentations, educational games and chatting with an AI educational platform. Afterwards, after exploring each new tool, the trainer briefly explained in a theoretical way how tools can be created, shared online and then used by the participants later, for their own purposes. Finally, as their session’s last step, the participants were able to create their own apps or platforms independently by following the tutorial through simple steps so as to better assimilate the settings; and they didn’t hesitate to ask for more precisions or for advice. While each of them had different needs, they shared a common goal – using ITC tools to ease training and learning. By chance, they could save the tutorials given throughout the whole week and also their productions. In addition, participants also learnt how to create a website following a few easy steps. Thanks to this course this group was able to experiment with an easy drag and drop tool that could help them create a website for their schools. At the conclusion of the course, the participants can legitimately appreciate their progress by having discovered and acquired new ability regarding interactive learning, more specifically. To sum up, implementing this new learning approach in the classroom will genuinely enhance the students’ creativity, engagement, attention and motivation, transforming learning into a fun and dynamic experience!
We are delighted to announce the successful conclusion of the BEST (Be Smart, Be Tolerant) project. Launched in April 2023, this initiative aimed to empower young people and youth workers across Europe to critically engage with media and combat disinformation. Partnering with SEP in Romania, DOREA in Cyprus, and CREJOB in Spain, the project focused on promoting media literacy and fostering critical thinking. This article provides an update on the project's progress and achievements. The journey began with the first Transnational Project Meeting in Târgu Jiu, Romania, on April 4th, 2023. This meeting was crucial for introducing partners, outlining the project, and planning the next steps. It established a solid foundation for our collaboration against fake news and disinformation. In July, the first Learning Activity took place in Limassol, Cyprus, hosted by Dorea Educational Institute. Participants from each partner organization delved into media biases and disinformation tactics. Partners presented initial chapters of the BEST guidebook and brainstormed ideas for the animated videos, shaping the project's direction. From October 30th to November 3rd, the second Learning Activity was held in Bologna, hosted by Erasmus Learning Academy (ELA). This week focused on training youth workers to help young people recognize and stop fake news using gamification and game-based learning. These innovative methods proved effective in making learning engaging and impactful. A significant milestone was the development of a comprehensive toolkit, including a detailed guide and four animated videos. These resources, designed for youth workers, aim to inspire young people to become active citizens and responsible online users. The toolkit has been instrumental in promoting awareness and understanding of critical media issues. On March 27th, a series of workshops concluded, providing youth workers with insights into fake news and propaganda. These sessions demonstrated the practical applications and benefits of the toolkit, making a significant impact on participants. The final Transnational Project Meeting was held on April 29th in Valencia, hosted by CREJOB. Partners reflected on the project's progress, shared experiences, and planned the next steps, ensuring the project's objectives were met. The project's capstone was the Multiplier Event in Bologna on May 23rd. Teachers from across Europe attended, learning about media manipulation and the impact of AI in creating fake news. The event highlighted the toolkit, available in multiple languages, and provided valuable tools to combat disinformation. As we conclude the BEST project, we invite educators and youth workers to explore the resources developed. The BEST guide, available in several languages, can be downloaded here. Additionally, four animated videos designed to enhance media literacy and critical thinking are available here.
Bullying behaviors, whether virtual or face-to-face, have negative impacts not only on victims and survivors, but on bullies too.The aim of this course is to learn about effective ways to prevent all forms of bullying in education and school settings. The new edition of the course “How to stop bullying and cyberbullying in schools and promote social emotional learning” took place in Bologna from 09/06/2024 to 15/06/2024. The participants came from all across Europe, with Sandra, and Luísa from Agrupamento de Escolas de Vilela in Portugal, Iwona, Katarzyna, Sebastian and Agnieszka from IV Liceum Ogólnokształcące in Poland, and participants coming from two different Finnish schools: Riikka and Anna-Maria from City of Oulu/Merikoski school and Kirsi from Maunulan yhteiskoulu. We started with our introduction day where we brainstormed all the different kinds of bullying behaviours: which forms does it take? Who are the participants of a bullying scenario? Which are the three main elements which distinguish bullying from conflict? We then moved on to discuss the victim: what are the risk factors that lead children to be bullied? And what can we do to prevent this situation? What initiatives can be undertaken to prevent bullying behaviors? We examined these topics from four different perspectives: family, school, individual, and community. One of the most challenging types of bullying to eradicate is cyberbullying. Nowadays, the Internet plays a major role in the lives of our children and can have a negative impact on them. Through practical activities, we explored the world of cyberbullying. We also discussed the differences between traditional bullying and cyberbullying, as well as the things they have in common. To understand and empathize with bullying victims, we implemented a very powerful activity that can be used with students, parents, and teachers to raise awareness. In order to prevent bullying behaviors it is vital to foster a positive classroom environment. This is why we explored the topics of emotional intelligence, membership and inclusion and collaboration. These are pillars for a supportive classroom and should not be underestimated. Of course we discussed this with a lot of non formal and creative activities and games, thanks to which it was impossible to get bored ;)
Thanks to our team of volunteers, the participants also had the opportunity to enjoy the city of Bologna with two sightseeing tours of the city center, as well as dinners and lunches in typical Bolognese restaurants. At the end of the training, all participants were given a certificate of attendance to corroborate their participation in the workshop. Discover more about this course here. The duty of an educator involves sharing knowledge with their students and nurturing their development of specific skills and capabilities. In recent times, the role of an educator has evolved to include integrating advanced technologies like AI into their teaching practices. AI in education offers personalized learning experiences, automates administrative tasks, and provides data-driven insights to enhance the overall learning process. While these roles may initially appear distinct, consider the impact if a teacher were to integrate AI principles into their classroom, becoming a source of innovation and efficiency as well. This concept was fundamental during the new edition of the course "AI in Education: Transforming Teaching and Learning" that took place in Bologna from 16/06/2024 - 22/06/2024. The participants came from all across Europe, including Marius Kavaliauskas from Vilniaus Paslaugu Verslo Profesinio Mokymo Centras in Lithuania; JOSÉ RAMÓN ROLDÁN MARTÍNEZ, JOAQUÍN VENTURA GARCÍA, and JAVIER BERICAT MAZA from ATADES in Spain; Karina Lucia Garcia Garcia and Diogo Augusto da Ressurreição Sá Cachada from Agrupamento de Escolas de Campo Maior in Portugal; Paula Mella-Aho from Kirkonkylä School Kempele in Finland; and Mario Bezzina and Alexander Attard from St Benedict College, Office of the Principal in Malta. The initial subject explored in the session was the significance of AI in education. This includes understanding how AI can enhance learning experiences by personalizing content, automating administrative tasks, and providing data-driven insights. Participants examined AI-powered tools that can be used to support teaching, such as intelligent tutoring systems, automated grading software, and adaptive learning platforms.
One of the primary focuses was on the importance of prompting in using Chat GPT. Effective prompting can significantly influence the quality of responses generated by AI, making it a crucial skill for educators. Participants practiced crafting precise and contextually appropriate prompts to maximize the utility of Chat GPT in classroom settings. Another crucial topic was the ethical implications of AI in education, covering aspects like bias in algorithms, privacy concerns, and the necessity for clear policies to govern AI use. Understanding these ethical dimensions is essential to ensure AI applications are fair, transparent, and beneficial for all students. The course also delved into integrating ICT tools with AI features, highlighting tools that enhance collaboration, creativity, and critical thinking among students. Participants were encouraged to explore various ICT applications and consider how these can be augmented with AI capabilities to improve learning outcomes. Assessment in the age of AI was another significant topic. The discussion centered around developing new assessment methods that leverage AI for formative assessments, providing real-time feedback, and supporting differentiated instruction. The potential of AI to create more personalized and effective assessment strategies was emphasized. Throughout this training week, participants had the opportunity to share their collective experiences and gain insights from diverse cultural backgrounds. This collaborative environment facilitated the acquisition of AI skills and provided a platform for participants to explore applying them within their classrooms. Discover more about this course here. Recently, a group of enthusiastic teachers from various countries embarked on a unique journey through an Italian B1-B2 course. This program, designed to improve their language skills and deepen their cultural understanding, proved to be a holistic and transformative experience. From mastering grammar to delving into modern Italian slang, the participants not only enhanced their linguistic capabilities but also gained an immersive experience of Italian culture. Held in the heart of Bologna, this course was much more than an academic pursuit; it was a gateway to the vibrant Italian way of life. The course "Intensive Italian Language Course for education staff" took place in Bologna from 09/06/2024 to 15/06/2024. Participants from all around Europe had an opportunity to expand their Italian knowledge throughout a week of non-formal, hands-on education with our wonderful trainer Martina Granata. The participants for this edition of the course were: Alexandra from Austria, Europagymnasium BG Nonntal in Salzburg, Estelle from Lycée du Gué à Tresmes and Jimi from Lycée Gabriel Voisin in France, Péter from HVSZC Szent Lőrinc Technikum in Hungary, and Karin from Seminar für Ausbildung und Fortbildung der Lehrkräfte in Stuttgart, Germany. The course structure was meticulously designed to balance rigorous academic learning with engaging cultural activities. Participants spent their days mastering the intricacies of Italian grammar and expanding their vocabulary. These sessions were complemented by practical exercises in speaking and listening, ensuring that each participant could confidently navigate everyday conversations. The inclusion of modern Italian slang and gestures added a contemporary touch to their learning, making their interactions with locals more natural and authentic. Cultural immersion was a cornerstone of this program. Bologna, with its rich history and vibrant student life, served as the perfect backdrop for these activities. The participants explored historical landmarks, indulged in the renowned Bolognese cuisine, and participated in local festivals. These experiences allowed them to witness firsthand the warmth and hospitality of the Italian people, fostering a deeper connection to the language and culture. The opportunity to travel around the region further enriched their understanding of Italy's diverse traditions and landscapes. Networking was another significant benefit of this course. Teachers from different corners of the globe came together, sharing their perspectives and forging lasting professional relationships. This international exchange not only enhanced their learning experience but also opened doors for future collaborations. The supportive and dynamic environment created a sense of community among the participants, making the learning journey even more enjoyable and memorable. The holistic approach of combining language learning with cultural immersion made this course stand out. Participants returned home with not just improved language skills but also a profound appreciation for Italian culture. They expressed how the hands-on experiences and real-life interactions solidified their understanding and made learning more impactful. This course has set a benchmark for language learning programs, demonstrating that true fluency comes from embracing the culture as much as the language itself.
For anyone looking to enhance their Italian language skills while experiencing the essence of Italy, this B1-B2 course offers an unparalleled opportunity. It promises not only academic growth but also personal enrichment through cultural exploration and international networking. Embarking on this journey means opening up to new perspectives, building meaningful connections, and truly living the Italian experience. Discover more about the course here. Activating students is a complex challenge: using innovative methods can be a significant resource to motivate them and to enhance their learning. Thanks to different types of studies and research, there are many strategies and tools existing today that can be used in the school environment: project-based learning, non-formal education, outdoor education and ICT are some of the many possibilities that can be integrated with traditional teaching methods. The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Palermo from 23/06/2024 to 29/06/2024. The participants came from all across Europe, representing a diverse range of institutions. Nikola and Barbara joined us from Gimnazija Vukovar in Croatia; while Veronika came from Základní škola Kopřivnice Alšova in the Czech Republic. From Poland, we had Marta and Łukasz from Kolegium Edukacyjne PSO, Szkoła Społeczna Dębinka; Justyna and Elżbieta from Zespół Szkół Technicznych w Częstochowie; Ewa, Małgorzata, Monika, and Aneta from IV Liceum Ogólnokształcące w Białymstoku; and Bogumiła from ZSiPO. Additionally, Ainhoa joined us from IES EIBAR BHI in Spain; as well as three participants from Austria: Ingo and Doris from HLW Feldbach, and Verena from VS WEIZ. On the first day we discussed the characteristics of contemporary teaching methods. As we started to delve deeper into the topics, visual strategies and team building games showed the power of non-formal education. In fact, based on the activities, we explored Kolb's experiential learning cycle and learned how it allows to move from reflection to conceptualisation and application, giving the student an active role in the learning process. Later, we explored innovative teaching methods with ICT. We practiced several tools in class, finding out new ways to engage students, assess and display a lesson. This course helped participants to understand how to work with a more innovative approach in their classes. Thanks to an ICT tool, the teachers had the opportunity to participate in a special type of treasure hunt, discover the city center of Palermo and deepen the power of Outdoor Education in a funny way. Some of the advantages of Outdoor Education that emerged during the debriefing are, on the one hand, the increase in motivation and creativity; on the other, the improvement of the psychophysical well-being thanks to the contact with the nature and the consequent reduction of the stress. As we discovered on the final day, Project Based Learning allows students to engage with content in a more direct and meaningful way, starting from a topic question and trying to investigate real world issues. By analysing the principles of PBL, the course participants had the opportunity to discover how teamwork, collaboration and creativity can help students to find the way to deal with real problems, to learn strategically and to seek the answers from the beginning. At the end of the week, the team spirit was so high that it was hard to say goodbye. However, our group was very eager to go back and start implementing all the many ideas that had been generated during the course. Another great week of inspiration was over, but only to be continued back in their own countries.
Discover more about this course here. In today's educational landscape, fostering gender inclusiveness and preventing gender-based discrimination are essential for creating environments where every student feels valued and respected. One of the greatest challenges for teachers is helping students express their unique identities while maintaining open minds that reject stereotypes and discrimination. The very first edition of the course “Preventing Gender-Based Discrimination and Promoting Gender Inclusiveness in the Classroom” took place from June 23 to June 29, 2024. The participants came from various European countries, including Mateja Ilibašić and Katarina Rudolf from Gimnazija in srednja šola Rudolfa Maistra Kamnik in Slovenia, Soile Tirri from Loimaan evankelinen kansanopisto in Finland, Sandra Larsson and Isabel Westerlund from Luleå Kommun in Sweden, and Luisa Carvalhinho and Donzilia Saturnino from Agrupamento de Escolas Fernão do Pó Bombarral in Portugal. ![]() The course began with a focus on understanding the importance of gender inclusiveness in educational settings. Participants reflected on the meanings of key concepts such as sex, gender, sexual orientation, and gender-based discrimination. Through discussions and activities, they explored the differences between these terms and the impact of gender-related norms and behaviors in the learning environment. During the course, we examined the complexities of gender identity and the spectrum of labels associated with it. Participants engaged in practical activities to talk about gender identity in the classroom and support students' self-awareness. We also tackled the topic of gender stereotypes, discussing gender roles and different cultural and generational perspectives. Participants learned about the various forms of discrimination linked to sex, gender, and sexual orientation, such as sexism, homophobia, and transphobia. They were introduced to the similarities and differences between sexual harassment and sexual assault, enhancing their ability to address these issues in their schools. One of the key components of the course was preventing gender-based discrimination through emotional and affective education. Participants were trained on promoting empathy, respect, active listening, and non-violent conflict resolution among students. Practical activities were designed to model healthy interpersonal relationships, helping students learn how to interact positively with one another. Creating a gender-inclusive classroom was another major focus. Participants practiced using inclusive language and behavior, and implemented anti-discrimination and anti-harassment practices for all students. Activities aimed at fostering inclusion and maintaining open minds in the classroom were also conducted, ensuring that every student feels heard and respected. The course concluded with some debriefing and follow-up activities. Participants reflected on their learning outcomes, validated their experiences, and received certifications. Overall, the course provided a comprehensive understanding of gender inclusiveness and equipped educators with the tools necessary to create safe and supportive learning environments. As they return to their respective schools, our educators are now better prepared to model positive behaviors, confront gender stereotypes, and support their students in expressing their unique identities.
Discover more about this course here. In an ever-evolving world, effective group management skills are essential for fostering collaboration, productivity, and a positive learning environment. This course aimed to equip mature learners with the tools and techniques necessary to lead and participate in groups successfully, enhancing their ability to contribute meaningfully to community activities and personal projects. By mastering group dynamics, communication strategies, and conflict resolution, participants can achieve greater satisfaction and success in both their educational pursuits and everyday interactions. This month at ELA we had the pleasure to host 10 Polish participants from Uniwersytet Trzeciego Wieku w Łowiczu from 02/06/2024 to 15/06/2024 for an ad hoc course on Group Management and Teamwork. For this reason we would like to thank our lovely participants: Ewa Białas, Wiesława Bryszewska, Cichocka Jadwiga, Danuta Daszczyńska, Joanna Janiszewska, Marzena Kozanecka-Zwierz, Helena Mika, Renata Schilling, Anna Siekierska and Anna Taszycka-Kowalczyk. During the first week of course, we explored various aspects of working in groups and leading teams. Initially, we examined the distinction between a group and a team, emphasizing that not all groups are teams since a team's driving force is a common goal, which is something that a team leader must prioritize. They also discovered the different stages a team goes through and the characteristics of each stage, enabling them to identify the best strategies to resolve tensions or issues. Next, we focused on the importance of team roles. Through a series of group activities, participants experienced firsthand the challenges of working together when roles and tasks are not clearly defined. This lack of clarity can lead to confusion, tension, and miscommunication, ultimately wasting valuable time as team members remain uncertain about their roles and expectations. Additionally, the course emphasized the importance of emotional intelligence in team settings. Participants learned how recognizing and managing their own emotions, as well as understanding the emotions of others, can significantly enhance team cohesion and performance. By developing emotional intelligence, they discovered ways to foster a more empathetic and supportive team environment, crucial for effective collaboration and conflict resolution. In the second week we started the lessons with the topic of effective communication and assertiveness as well as the crucial components of leadership and leadership styles. Participants learnt how to articulate their ideas clearly, listen actively, and express themselves confidently. By developing these skills, participants become more capable leaders, fostering an environment where everyone's voice is heard and respected. Conflict management is another essential skill covered in the course. The participants learnt techniques for identifying and addressing conflicts early, understanding different perspectives, and negotiating fair solutions. By mastering conflict resolution, they can maintain harmony and productivity within their groups, ensuring a positive and collaborative atmosphere. The course also addresses cultural identity and the importance of overcoming prejudices and discrimination. Through discussions and activities, students explored diverse cultural backgrounds and learnt to appreciate different viewpoints. This awareness fosters inclusivity and respect, helping to break down barriers and create a more united and understanding community.
Thank you to all participants for making this group management course a success. Your dedication and engagement were truly inspiring. We hope you enjoyed Bologna and we can’t wait to host you again in our courses! Discover more about this course here. In our quest to prepare students for real-world careers and challenges, and to equip them with 21st-century skills, we often overlook our responsibility as educators to inspire and create environments where everyone can be creative and realize their full potential. The latest edition of the course "Creativity for the Future: Promoting Critical Thinking and Problem-Solving in the Classroom" took place in Tenerife from 19/06/2024 to 24/06/2024. Participants hailed from across Europe, including Anna, Filos, Andreou, and Maria from 3rd HIGH School Thiva in Greece; Aurore and Stéphane from CLG Public Jacques Prévert in France; Philipp from Berufliche Oberschule Regensburg in Germany; and Iveta and Vojtěch from Moravian Science Centre Brno, příspěvková organizace in Czech Republic. Focusing on key competencies for thriving in the 21st century, attendees discussed learning and innovation skills, digital skills, and career and life skills, with particular emphasis on the 4Cs: critical thinking, creativity, communication, and collaboration. Importantly, we explored through practical exercises how our brains and thinking processes function differently when faced with problem-solving tasks. Participants tackled a series of challenges designed to demonstrate how common obstacles to creative thinking can be overcome using specific strategies. For instance, the 6 Thinking Hats method was employed to practice "lateral thinking," showing how it could be applied to various teaching content. Through individual practice and peer reviews, it became evident that this method is versatile, applicable to any subject from science to language learning, and can also serve as a formative assessment tool to foster out-of-the-box thinking among students. Delving into visual strategies, participants engaged in activities aimed at stimulating students' creative expression, which can serve as a foundation for brainstorming or discussing ideas. We challenged the notion that "visual thinking" is solely about art by introducing innovative and digital perspectives.
In today's world, where students are frequently exposed to vast amounts of (mis)information, it is crucial to train their critical thinking skills. Participants engaged in reasoning, questioning, and debating activities that can be adapted to various classroom settings, helping students become active, discerning learners. To bring creativity and critical thinking into the classroom effectively, innovation often arises from reimagining traditional tools. At the course's conclusion, everyone had the opportunity to create a personalized display of their training and cultural experiences in Tenerife. Discover more about this course here. |
Welcome to the ELA Blog. Here you will find articles and photos of our courses and have a look at the topics addressed during the week in Bologna, Palermo and Tenerife. You will also have the chance to take a peek at our projects and check out what we have been up to.
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