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Page 1: Kent Intermediate School District

Kent Intermediate School District

Project Based Service Learning

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Icebreaker

Making Connections

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What Makes aGood Citizen?

Citizenship Activity

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Kent Intermediate School District

Carla StoneStoneshores Consulting

www.stoneshores.net

Project Based Service Learning

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Attributes of Project Based Learning?

Recognize students’ inherent drive to learn

Project work is central rather than peripheral

Highlight provocative issues that lead to in-depth exploration

Require the use of essential tools and skills

Use performance-based assessments Encourage collaboration

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Why The Shift to Project Based Learning?

The World Has Changed!!! Children need both

knowledge and skills to succeed.

Workforce demands high-performance employees who can plan, collaborate and communicate with civic responsibility and be good global citizens

??

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What is Service Learning?

Service Learning is a teaching method that combines meaningful service to the community with classroom learning. ??

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Why Service Learning? Research-based teaching

methodology Overcome perceptions that

place-based activities are merely “field trips”

Meets community needs Curriculum-based activities Benefits all parties involved??

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Service Learning benefits…

Students

Teachers

Community

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Service Learning Benefits to Students

Increases academic and cognitive development

Enriches curriculum Reinforces learning through

practical and meaningful applications

Puts character education into action

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Service Learning Benefits to Students

Increases career awareness and job skills identification

Improves sense of teamwork, mutual achievement and leadership skills

Enhances social development Fosters personal growth Improves civic-mindedness

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Service Learning

Benefits to Teachers Engages students in their

learning process Creates a motivated,

involved student Reduces behavioral

disruptions Provides collaboration and

research opportunities Can increase classroom

resources

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Service Learning

Benefits to Community Gives direct aid to

community organizations Helps students become

invested in their community

Helps community members value youth as contributors

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What’s The Difference?

Service Learning

Community Service

Community Based Learning

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What’s The Difference?

Service LearningA method of teaching and learning that challenges students to identify, research, propose, and implement solutions to real needs in their school or community as part of their curriculum.Discovering that a local stream is degraded, students and teachers work with an environmental group to design a project relevant to the class curriculum. They conduct water quality tests and research possible contamination sources. Students then analyze data and present their findings to local officials. The environmental group uses the data for their watershed program.

KIDS Consortium, 2009, www.kidsconsortium.org

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What’s The Difference?

Community Based LearningAn approach that enhances the curriculum by using community members and places as resources for learning.A teacher decides to center a unit of ecology on a stream near the school. Students visit the site frequently, collecting water samples and identifying plants and animals.

KIDS Consortium, 2009, www.kidsconsortium.org

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

During the month of December, students collected COATS FOR KIDS at school. They dropped the coats off at a local dry cleaner. The business donated their cleaning services for this project. The students then brought the coats to a “drop off” point at the local school. Over 100 coats were collected, cleaned, and handed out to children.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

During the month of December, students collected COATS FOR KIDS at school. They dropped the coats off at a local dry cleaner. The business donated their cleaning services for this project. The students then brought the coats to a “drop off” point at the local school. Over 100 coats were collected, cleaned, and handed out to children.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

Middle school students wanted to help in some way after the tragedy of September 11, 2001. They held a bake sale at their school and a car wash at their local fire station on the weekend. They raised $600.00 and decided to donate all the proceeds to the American Red Cross.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

Middle school students wanted to help in some way after the tragedy of September 11, 2001. They held a bake sale at their school and a car wash at their local fire station on the weekend. They raised $600.00 and decided to donate all the proceeds to the American Red Cross.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

Students in a science class were concerned about the impact on the air quality while buses idled in front of their school. They worked with the Department of Environmental Protection to monitor the air and collect data. They found that the air quality was polluted due to the idling buses. Students presented their findings to the school board and the district changed the policy.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

Students in a science class were concerned about the impact on the air quality while buses idled in front of their school. They worked with the Department of Environmental Protection to monitor the air and collect data. They found that the air quality was polluted due to the idling buses. Students presented their findings to the school board and the district changed the policy.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

Elementary students were learning about plants and trees. They were collecting leaves and making a leaf book. The class went to their local Audubon center and participated in a scavenger hunt to learn more about plants and trees. They later went in the woods behind their school and identified plants and trees with a local forester.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

Elementary students were learning about plants and trees. They were collecting leaves and making a leaf book. The class went to their local Audubon center and participated in a scavenger hunt to learn more about plants and trees. They later went in the woods behind their school and identified plants and trees with a local forester.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

When 3rd grade students learned that a local community group called “Cultivating Community needed help growing food for people, the students decided to build an urban garden. They learned about plants, soils, gardening, and about hunger in America. They donated the food to an agency to be distributed to those in need.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

When 3rd grade students learned that a local community group called “Cultivating Community needed help growing food for people, the students decided to build an urban garden. They learned about plants, soils, gardening, and about hunger in America. They donated the food to an agency to be distributed to those in need.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

Students organized a weeklong food drive at their school to benefit the local food bank. They put up posters around the school to advertise the drive. They read announcements over the school intercom every morning to remind students about the drive. At the end of the week, several students brought the collected items to the food bank.

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What’s The Difference?

KIDS Consortium, 2009, www.kidsconsortium.org

CommunityService

CommunityBased Learning

Service Learning

Students organized a weeklong food drive at their school to benefit the local food bank. They put up posters around the school to advertise the drive. They read announcements over the school intercom every morning to remind students about the drive. At the end of the week, several students brought the collected items to the food bank.

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What are the Different Types of Service?

DirectIndirect Advocacy

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Direct Service

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Indirect Service

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Advocacy

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Research Has Demonstrated

• Higher performance on state tests• Better attendance• Better engagement in school (Affective)• Follow the rules better (Behavioral)• Increased interested in the subject matter

(Cognitive)

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Enhancing Outcomes

• Link to standards• Use instructional strategies with the

greatest effect sizes• High quality practice

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Enhancing Outcomes

• Link to standards• Use instructional strategies with the

greatest effect sizes• High quality practice

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The K-12 Service-Learning Standards for Quality Practice

Released nationally at National Service-Learning Convention by NYLC April 2008

Based on scientifically-based research within service-learning and in the education and youth development fields

Established using a traditional standards setting process

Shelly H. Billig, RMC Research and Wokie Weah, NYLC

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The K-12 Service-Learning Standards for Quality Practice

• Meaningful Service• Curriculum

Integration• Duration• Youth Voice• Reflection• Reciprocal

Partnerships• Diversity• Process Monitoring

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Standards for Quality Practice

Meaningful Service

Service-learning actively engages participants in meaningful and personally relevant service activities

Service-learning encourages participants to understand their service experiences in the context of the underlying societal issues being addressed.

Service-learning leads to attainable and visible outcomes that are valued by those being served.

Shelly H. Billig, RMC Research and Wokie Weah, NYLC

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Community Needs Assessment

What are the NEEDS in your community?

Hunger

Neighborhood Clean-up

After School Activities

Needs

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Standards for Quality Practice

Link to Curriculum

Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards

Service-learning is aligned with the academic and/or programmatic curriculum.

Service-learning helps participants learn how to transfer knowledge and skills from one setting to another.

Service-learning that takes place in schools is formally recognized in school board policies and student records.

Shelly H. Billig, RMC Research and Wokie Weah, NYLC

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Curriculum Integration

Character EducationCharacter Education

LanguagesLanguages

Fine ArtsFine Arts

Technology Technology

MathematicsMathematics

English Language ArtsEnglish Language Arts

ScienceScience

Social StudiesSocial Studies

Physical EducationPhysical Education

Career PathwaysCareer Pathways

IssueIssue

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Standards for Quality Practice

Partnerships

Service-learning partnerships are collaborative, mutually beneficial, and address community needs

Service-learning involves a variety of partners including youth, educators, families, community members, community-based organizations and/or businesses.

Service-learning partnerships are characterized by frequent and regular communication to keep all partners well-informed about activities and progress.

Service-learning partners collaborate to establish a shared vision and set common goals to address community needs.

Shelly H. Billig, RMC Research and Wokie Weah, NYLC

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Business Executive Visits School

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Your Community

Who are potential partners in your community?

Business

CBOs

Government

Faith-Based

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Lunch and Partner Displays

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Standards for Quality Practice

Youth Voice

Service-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults

Service-learning engages youth in generating ideas during the planning, implementation, and evaluation processes.

Service-learning involves youth in the decision-making process throughout the service-learning experiences.

Service-learning involves youth and adults in creating an environment that supports trust and open expression of ideas.

Service-learning promotes acquisition of knowledge and skills to enhance youth leadership and decision-making.

Shelly H. Billig, RMC Research and Wokie Weah, NYLC

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Example of Excellence

Gretchen VinnedgeGrand Rapids Community

Media Center

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Example of Excellence

Donna CasmereKelloggsville High School

“The Spirit of Our Community”

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Example of Excellence

Marcia CislerKelloggsville Middle School

“The Dock”“Diverse Cuisine for Diverse Cultures”

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BRING

LEARNING

TO LIFE!

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Standards for Quality Practice

Reflection

Service-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society

Service-learning reflection includes a variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants’ knowledge, skills, and/or attitudes.

Service-learning reflection occurs before, during, and after the service experience.

Service-learning reflection prompts participants to think deeply about complex community problems and alternative solutions.

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Reflection

Connect curriculum to service experience.

Understand relevant community issues, problems and solutions.

Personal growth and self-awareness.

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Reflection

What are your “take-aways”

today?

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Kent Intermediate School District

Project Based Service Learning

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Reflection

Bringing Out The Best In Your Students

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Reflection

Carla Stone123 Service Drive

Anywhere, MI 49301

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Reflection

Bringing Out The Best In Your Students

Let them reflect THEIR way!

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Standards for Quality Practice

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Standards for Quality Practice

Diversity

Service-learning promotes understanding of diversity and mutual respect among all participants

Service-learning helps participants identify and analyze different points of view to gain understanding of multiple perspectives.

Service-learning helps participants develop interpersonal skills in conflict resolution and group decision-making.

Service-learning helps participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service.

Service-learning encourages participants to recognize and overcome stereotypes.

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What is Diversity?

Diversity is a form of individualism, unique characteristics, beliefs and values.

“Diversity: the art of thinking independently together.” - Malcolm Stevenson Forbes

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Exploring Stereotypes First Thoughts

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Types of Diversity Cultures

Ethnic groups Languages Generational diversity Physical features Socio-economic backgrounds Opinions Religious Beliefs Sexuality Gender Identity Neurology

Effective Practice: Diversity

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How Does SL Promote Diversity?

Effective Practice: Diversity

Reflecting Common Cultural Values Emphasizing Each Students Capacities Building Capacity for Action Enlarging Perspectives Reinforcing Positive Identity Promoting Humane Values Engaging Learners Performing Valuable Service

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Standards for Quality Practice

Duration and Intensity

Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes

Service-learning experiences include the processes of Investigation of community needs, Preparation for service, Action, Reflection, Demonstration of learning and Evaluation. (IPARDE)

Service-learning is conducted during concentrated blocks of time across a period of several weeks or months.

Service-learning provides enough time to address identified community needs and achieve learning outcomes.

Shelly H. Billig, RMC Research and Wokie Weah, NYLC

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Standards for Quality Practice

Duration and Intensity

IPARDE with The Elderly (study of the aging process)

Investigation

Preparation

Action

Reflection

Demonstration

Evaluation

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Standards for Quality Practice

Progress Monitoring

Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability

Service-learning participants communicate evidence of progress toward goals and outcomes with the broader community, including policy-makers and education leaders, to deepen service-learning understanding and ensure that high quality practices are sustained.

Shelly H. Billig, RMC Research and Wokie Weah, NYLC

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Standards for Quality Practice

Progress Monitoring

Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability

Service-learning participants collect evidence of progress toward meeting specific service goals and learning outcomes from multiple sources throughout the service-learning experience.

Service-learning participants collect evidence of the quality of service-learning implementation from multiple sources throughout the service-learning experience.

Service-learning participants use evidence to improve service-learning experiences.

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Progress Monitoring

Why should you monitor the progress?

Accountability

Worthwhile academic/social outcomes

Capacity building

High quality

Guide improvement process

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Progress Monitoring

What should you be monitoring?

Overall service learning programSustainabilityFundingImpact

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Progress Monitoring

What should you be monitoring?

Overall service learning program

Community partnershipsMake sure partnership is mutually beneficialDirect aid to community organizations Enhances curriculumStudent investment in communityYouth as valuable contributorsReal world applications

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Progress Monitoring

What should you be monitoring?

Overall service learning program

Community partnerships

Student progress

Make sure learning is occurring at the desired level

• Classroom observations or anecdotal records• Portfolios of student work• Teacher-made tests and rubrics• Grades• Criterion-referenced measures• Performance assessments

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Progress Monitoring

What should you be monitoring?

Overall service learning program

Community partnerships

Student progress/Academic acquisition

Classroom observations or anecdotal records Portfolios of student work Teacher-made tests and rubrics Grades Criterion-referenced measures Performance assessments

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Progress Monitoring

What should you be monitoring?

Overall service learning program

Community partnerships

Student progress/Academic acquisition

Impact of service Personal growth Improved skills Reinforced learning Civic responsibility

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Example of Excellence

Janet SallCrossroads High SchoolKentwood Public Schools

“Literacy for Life”

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Example of Excellence

Renne WymanSparta High School

“Dances for People with Disabilities”

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Example of Excellence

Meggan JohnsonWittenbach/Wege Agriscience and Environmental Education Center

Lowell Area Schools

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Lunch and Partner Displays

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Putting It All Together

Developing a Service Learning Project

Activity

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Developing a Project

Curriculum Links

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Area of Sustainability Addressed

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Educational Goals

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Community Need

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Youth Voice

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Possible Partners __________________________

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Diversity

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Activities: Investigation, Preparation,

Action, Reflection, Demonstration

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YEZ! Project Planning Map

Assessment Methods

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______ StoneShores 2010

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Reflection

Mirror: Self-awareness, personal growth

Window: Community issues, needs, solutions

Book: Curriculum Connections

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