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21st Century Skills Change Is GoodYou Go First

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Title: 21st Century Skills Change Is GoodYou Go First


1
21st Century SkillsChange Is Good-You Go First
  • Howie DiBlasi
  • Emerging Technologies Evangelist
  • Digital Journey
  • howie_at_frontier.net
  • www.toolsfortheclassroom.com
  • Presentation 2008

Presentation 2033
2
www.toolsfortheclassroom.comBLOGhttp//toolsfo
rtheclassroom.blogspot.comWIKIhttp//toolsfort
heclassroom.wikispaces.com/e-mail
howie_at_frontier.net
Conference LinksTools For The Classroom
3
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4
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5
4 Goals Today
  • Why 21st Century Skills
  • What are 21st Century Skills
  • How to build a successful
  • Professional Development Program
  • Success Stories

6
Marc Prensky
  • Schools are stuck in the 20th century. Students
    have rushed into the 21st. How can schools catch
    up and provide students with a relevant
    education?

7
  • Educators need to be genuine, authentic leaders
    that will infuse meaning in what we do as
    teachers. We all need to tell our success
    stories, assist others in helping, influence and
    inspire people around us.

8
What Are 21st Century Learning Skills
  • eative)
  • Effective Communication
  • High Productivity

9
  • 1. Deal with massive amounts of information2.
    Become self-directed3. Create global
    communications and connections4. Create
    life-long learning skills5. Collect and/or
    retrieve, organize and manage information6.
    Interpret and present information7. Evaluate the
    quality, relevance, and usefulness of
    information8. Generate accurate information
    through the use of existing resources9.
    Information and effective communications
    skills10. Thinking, problem-solving
    interpersonal skills11.Self-directional
    skills12. Use digital technology tools 13.
    Teach and learn in a 21st century context.14.
    Understand Digital Age Literacy15. Understand
    Inventive Thinking 16. Produce High Productivity
    content

10
We need to provide the curriculum that will
accomplish 3 major objectives
  • Use technology comprehensively to develop
    proficiency in 21st century skills. Learn how to
    prepare our students to be successful in a
    competitive world and include ways to prepare our
    student to be prepared to succeed in
    postsecondary institutions and workplaces, which
    increasingly value people who can use their
    knowledge to communicate, collaborate, analyze,
    create, innovate, and solve problems. 1
  • 1. From the report,
    Maximizing the Impact, is available at
    http//www.setda.org/web/guest/maximizingimpactrep
    ort.

11
  • Use technology comprehensively to support
    innovative teaching and learning. Learn how to
    offer more rigorous, relevant and engaging
    opportunities for students to learn--and to apply
    their knowledge and skills in meaningful ways.
    Digital Story Telling allows the digital students
    to support new, research-based approaches and
    promising practices in teaching and learning.
  •  

12
  • Use technology comprehensively to create robust
    education support systems. Teachers and
    administrators need training, tools and
    proficiency in 21st century skills themselves.
    Student projects will allow our students and
    staff to transforms standards and assessments,
    curriculum and instruction, professional
    development, learning environments, and
    administration. 1

13
  • The report, called "21st Century Skills,
    Education, and Competitiveness," argues that for
    the United States to be globally competitive--and
    for states to attract growth industries and
    create jobs--the nation requires a fresh approach
    to education that recognizes the critical role
    21st-century skills play in the workplace.

14
How do we prepare our students to become not
only readers and writers, but editors and
collaborators as well?
15
What needs to change about our curriculum when
our students have the ability to reach audiences
far beyond our classroom walls?
16
GREEN EGGS AND HAM By Dr. Seuss
  • I am Sam , I am Sam , Sam I am That
    Sam-I-am!Than Sam-I-am! I do not like that
    Sam-I-am! Do you like green eggs and ham?I do
    not like them,Sam-I-am.I do not like green eggs
    and ham.Would you like themhere or there?

17
Change Is Good ...You Go First
18
Who said that.
  • I am not complacent at all john. I have gone
    through experiences such as this for a very long
    time. I know I am right. I make the good
    argument, write the wise articles, and the
    persuasive letters. And sometimes I feel as
    though I am preaching to a stack of wood. People
    do not easily embrace change. Convincing them to
    turn in a new direction requires a patience and
    persistence that tax everyone. It does not help
    matters that the course we are attempting to
    follow could get us all hanged
  • Ben Franklin talking to John Adams , June 7, 1776

19
What is the primary purpose of education?
  • Prepare students for higher education and the
    world of work

20
How has the world changed since you graduated?
Has education at large made the same strides
21
Now, reflect on your classrooms
  • What are you doing that is innovative?
  • How is what your students learning pertinent to
    todays world?
  • Will what you are teaching your students help
    them be successful in todays global economy?

22
  • What will the world look like 30-40 years from
    now?
  • What kind of skills and knowledge will today's
    school kids need to thrive in the world?
  • What's education's role?
  • What are we currently doing to help
    administrators be effective technology leaders?
  • What are we doing to help non-positional leaders
    (my understanding of non-positional is people who
    lead but lack authority/power derived from a
    position like superintendent to require/mandate
    that change)?
  • What kind of research do we need on this topic?
  • What kind of research do we need on this topic?
  • What could/should educational leadership programs
    be doing to help admin be effective tech leaders?

23
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24
Lessons in Politically Incorrect Accountability
by Dave AndersonWhat's Your Excuse, White Boy?
  • How can you rationalize, trivialize, or
    marginalize the fact that you aren't successful?
    It's been a white male's world in this country
    since it began. You've made the rules, held the
    highest offices, run the major corporations, and
    controlled the country's purse strings. Compared
    to your coworker counterparts, you haven't had to
    fight prejudice, march for civil or equal rights,
    petition for the right to vote, or sue for equal
    wages in the workplace. Your color and gender
    have made you more immediately acceptable,
    preferable, and prone to promotion for centuries.

25
If you are a mentally and physically healthy
white male and can't find success in this
country, under these most favorable conditions,
you are without a doubt the biggest loser in the
history of mankind. Whine all you like about
affirmative action, reverse discrimination, and
other injustices you see, as the balance of power
begins to slowly shift away from your domain.
While these corrupt practices are misguided and
wrong they're not to fault for your sorry state.
Your problem is that you surrendered much of the
head start granted at your conception to a
combination of smugness, laziness, arrogance,
sloppy character, absent discipline, failure to
educate yourself, and complacency-and now you've
got to suck it up, swallow your pride, and get
back to work before you become an irrelevant
pimple in the white trash wing of the has-been
hall of fame. Don't expect anyone to shed tears
for you. It's high time you put down the can of
Meisterbrau, get off your puke green sofa, pull
up your pants over your butt cheeks, bleach the
tobacco stains from your hands, brush your tooth,
and get a job!
26
Skills for successhttp//www.graduateopportunitie
s.com/career_advice/graduate_skills
  • So what skills do employers seek in their
    graduate recruits? Although it varies
    considerably from industry to industry, and from
    job to job, there are some capabilities commonly
    valued by most graduate employers. Academic
    achievement is obviously important, but it is not
    everything. Core skills which employers seek
    include

27
Skills for success
  • Team work
  • Adaptability
  • Literacy and numeracy
  • Time management and organisation
  • Oral and written communication
  • Creative problem-solving
  • Initiative and enterprise
  • Critical and analytical thinking
  • Ability to apply discipline knowledge and
    concepts
  • Information gathering, evaluation and synthesis
  • Emotional intelligence interpersonal skills
  • Balanced lifestyle and capacity to manage stress
    levels
  • Community involvement
  • Personal attributes such as ambition,
    self-awareness and an inquiring mind.

28
What they dont want
  • Poor teamwork skills
  • lack of leadership skills
  • Poor attitude / lack of work ethic / poor
    approach to work
  • Lack of interpersonal and communication skills
    (written, oral, listening) Lack of drive,
    motivation, enthusiasm and initiative
  • Arrogance / selfishness / aggression/ dominating
  • Lack of commitment / high absenteeism/ lack of
    loyalty
  • Inflexibility/ inability to accept direction,
    challenges or change
  • Poor or inappropriate academic qualifications or
    results
  • Lack of emotional intelligence, self-awareness or
    self-confidence
  • Lack of commitment / high absenteeism / lack of
    loyalty

29
  • How much (if any) of our curriculum is centered
    around authentic problem-solving, teamwork and
    information literacy? 

30
According to the article, New Commission on the
Skills of the American Workforce which rethinks
K-12 education to help students be successful in
the global economy.  Some of the 21st century
skills outlined will be
  • Knowing more about the world - creating global
    citizens
  • Thinking outside of the box - creativity and
    innovation
  • Becoming smarter about new sources of
    information - information literacy
  • Developing good people skills - teamwork

31
Critical Thinking Skills A well cultivated
critical thinker
  • raises vital questions and problems, formulating
    them clearly andprecisely
  • gathers and assesses relevant information, using
    abstract ideas tointerpret it effectively comes
    to well-reasoned conclusions and solutions,
    testing them against relevant criteria and
    standards
  • thinks openmindedly within alternative systems of
    thought, recognizing and assessing, as need be,
    their assumptions, implications, and practical
    consequences and
  • communicates effectively with others in figuring
    out solutions to complex problems.

32
Sinking Video here
33
U.S. Department of Educations Preparing
Americas Future
  • The primary distinctions needed to bring success
    to a high school do not lie in changes in
    architecture or class scheduling. Rather, changes
    are needed in School boards, principals, and
    teachers cant do it alone. Youths need to be at
    the tableto have their voices heard. Parents
    need to be involvedto understand the need for
    change. Mayors and other elected officials need
    to get engagedto marshal the resources of other
    programs that touch youths. Community,
    faith-based, and civic organizations need to take
    partto raise expectations and expand
    opportunities for our youths.
  • Our goal is to make a real difference through
    raising the expectations of our young people and
    using our resources to expand their
    opportunities. Ultimately, we must prepare
    Americas youths for a successful future.
  • .

34
  • The new jobs require, in the great majority,
    qualifications the blue-collar worker does not
    possess and is poorly equipped to acquire. The
    new jobs require a good deal of formal education
    and the ability to acquire and to apply
    theoretical and analytical knowledge. They
    require a different approach to work and a
    different mind-set. Above all, they require a
    habit of continual learning.
  •         Peter Drucker, Management Expert and
    Author

35
What are 21st Century Skills ?
  • Collect and/or retrieve information
  • Organize and manage information Interpret and
    present information
  • Evaluate the quality, relevance, and usefulness
    of information
  • Generate accurate information through the use of
    existing resources
  • Information and communications skills
  • Thinking and problem-solving skills
  • Interpersonal and self-directional skills
  • Use 21st Century tools to develop learning skills
  • Use digital technology and communication tools to
  • Teach and learn in a 21st century context.
  • Learn academic content through real-world
    examples
  • Teach and learn 21st century content
  • Global awareness Financial, economic and
    business literacy, and Civic literacy.
  • Use 21st Century Assessments that measure 21st
    Century Skills
  • Digital Age Literacy.
  • Inventive Thinking
  • Effective Communication
  • High Productivity  

36
The Case for 21stCentury Education
  • The Case for 21st Century Education

37
  • Education is changing. We can no longer claim
    that the US educational results are unparalleled.
    Students around the world outperform American
    students on assessments that measure 21st century
    skills. Todays teachers need better tools to
    address this growing problem.

38
  • Competition is changing internationally.
    Innovation and creativity no longer set US
    education apart. Innovators around the world
    rival Americans in breakthroughs that fuel
    economic competitiveness.

39
  • The workplace, jobs and skill demands are
    changing. Today every student, whether he/she
    plans to go on to a 4-year college, trade school
    or entry-level job, requires 21st century skills
    to succeed. We need to ensure that all students
    are qualified to succeed in work and life in this
    new global economy.

40
What is 21st century professional development?
41
  • 21st century skills professional development
    prepares teachers and principals to integrate
    21st century skills into their classrooms and
    schools. Professional development for the 21st
    century should be a part of a comprehensive
    emphasis on 21st century skills that includes
    updates to standards and assessments.
  • Successful 21st century professional development
    programs
  • Ensure educators understand the importance of
    21st century skills and how to integrate them
    into daily instruction
  • Enable collaboration among all participants
  • Allow teachers and principals to construct
    their own learning communities
  • Tap the expertise within a school or school
    district through coaching, mentoring and team
    teaching
  • Support educators in their role of facilitators
    of learning
  • Use 21st century tools

42
  • Teachers Give us better tech training, support
  • Educators say they do not feel fully prepared to
    use technology in the classroom

43
  • Professional Development 21st Century Models
  • And the key to retaining good teachers, according
    to NCTAF, is-you guessed it-effective
    professional development.

44
  • Workshops That Focus on Real Needs...Face-to-fac
    e presentations, some of them including hands-on
    lab sessions, are still at the core of most
    professional development programs involving
    technology. However, in recent years these
    professional development offerings have evolved
    in several key ways

45
Don't Forget the Administrators
  • Well-trained leaders are key to the success of
    any staff development effort.

46
  • Topics for key staff development sessions in
    Calcasieu Parish, therefore, center on academic
    goals

47
  • Increasingly, school administrators are being
    targeted in technology-based professional
    development initiatives. Here, two elementary
    school principals celebrate completing a "Laptops
    for Leaders" course, which the Calcasieu Parish
    Public Schools provides for all of its
    principals.

48
Superintendent Professional Development
  • Jackie Hopkins, assistant superintendent of
    Cherokee County School District in Canton, Ga.,
    says technology professional development for her
    superintendent is a step they never leave out

49
  • Cherokees superintendent actually took a 50-hour
    technology literacy course along with other
    administrators, and each year, there are at least
    four technology training sessions for all school
    principals that build awareness of how teachers
    and students should and are using the tools
    of computer technology

50
  • As educators, we are helping our students prepare
    for their futures, and progressive
    superintendents and executive leaders can and
    should lead the way.
  • Katie Lovett is chief information officer for
    Fulton County Schools in Atlanta, Ga.

51
  • If youre still not sure what your school leaders
    should know, consider these four tips from
    National Education Technology Standards for
    Administrators (cnets.iste.org/tssa)

52
  • Educational leaders inspire a shared vision for
    comprehensive integration of technology and
    foster a culture conducive to the realization of
    that vision.
  • Educational leaders ensure that curricular
    design, instructional strategies and learning
    environments integrate appropriate technologies
    to maximize learning and teaching.
  • Educational leaders ensure the integration of
    technology to support productive systems for
    learning and administration.
  • Educational leaders use technology to plan and
    implement compre- hensive systems of effective
    assessment and evaluation.

53
CoSN strives to empower superintendents
  • Consortium for School Networking (CoSN)

54
  • A new leadership initiative aimed at giving
    superintendents the tools and resources they need
    to understand the transformative role of
    educational technology, as well as to lay out a
    blueprint for technology leadership and action.

55
  • Empowering the 21st Century Superintendent, will
    help superintendents strengthen school district
    leadership and communication, infuse 21st-century
    skills into the curriculum, create engaging
    learning environments, support professional
    development, and improve assessment.

56
  • Five Themes for Technology Leadership
  • http//superintendentempower.org/aboutinitiative.h
    tml

57
  • Strengthen District Leadership and Communications
  • Raise the Bar with 21st Century Skills
  • Transform Pedagogy with Compelling Learning
    Environments
  • Support Professional Development and Communities
    of Practice
  • Create Balanced Assessments

58
  • VACANCY ANNOUNCEMENT
  • Principal
  • Birmingham Covington
  • District-Wide 3-8 School

59
  • Birmingham Public Schools, one of the premier
    suburban school districts in Oakland County,
    Michigan, seeks an extraordinary instructional
    leader, with a deep understanding of teaching and
    learning in the twenty-first century, to serve as
    principal of Birmingham Covington School (BCS), a
    nationally recognized and award-winning school
    with a science and technology focus serving 650
    students in grades three through eight. The
    candidate will support the existing vision,
    mission, beliefs and structural components of the
    school.
  • The candidate must show evidence of proven
    success in the following areas

60
  • Commits to the belief that each stakeholder in
    the school community deserves to be given
    individual attention and to be treated with
    dignity and respect.
  •  
  • Embraces technology and uses it as a management
    and instructional tool daily.
  •  
  • Designs opportunities to empower students,
    staff and parents to be integrally involved in
    all aspect of the schools culture and climate.
  •  
  • Commits to high visibility and daily
    communication with all stakeholders using
    multiple forms of communication.
  •  
  • Understands the complexities and nuances of
    hiring, evaluating, inspiring, and mentoring all
    staff members to exceed expectations.
  •  
  • Analyzes and shares student data and
    educational research as the foundational
    principles of Professional Learning Communities.
  •  
  • Models and articulates high expectations

61
  • Networks with universities, as well as county,
    state, national and international organizations
    to assure updated knowledge of best practices and
    teaching and learning in the 21st Century.
  •  
  • Embraces the roles parents play supporting the
    school community and their childrens education.
  •  
  • Meets regularly with parents, students and
    staff to assist in meeting the needs of the
    diverse group of learners at BCS.
  •  
  • Understands the schools responsibility to
    prepare students for their futures in this
    rapidly changing global society.
  •  
  • Embraces change and innovation and is able to
    envision and actualize learning beyond the
    traditional walls of the classroom and the
    school.
  •  
  • Understands that intellectual and thoughtful
    risk taking is the basis for growth and
    improvement.
  •  
  • Manages a complex and individualized daily
    school schedule and yearly calendar.
  •  
  • Coordinates and supports the activities of the
    external and internal organizations that are a
    part of the school community.
  •  
  • Understands leadership and instructional
    design.
  •  
  • Implements character education principles into
    all facets of the school community.

62
(No Transcript)
63
http//mabryonline.org/
  • Dr. Tim Tyson is the Principal of Mabry Middle
    School. He earned his doctorate at the University
    of Illinois and has been in the field of
    education for over 25 years. A technology
    enthusiast, Dr. Tyson began the Mabry Film
    Festival, when he arrived at Mabry in 2001, as a
    way to help teachers and students infuse
    technology into highly engaging learning
    practices for students.

64
Is this what will happen if we do NOT provide our
Digital Kids with 21st Century Skills?
65
-- students are mind-numbingly bored in class.
Listen up"I'm bored 99 percent of the time."
(California)"School is really, really boring."
(Virginia)"We are so bored." (Texas)"Engage us
more." (Texas)"My teachers bore me so much I
don't pay attention." (Detroit)"Pointless. I'm
engaged in two out of my seven classes."
(Florida)
66
Kids have almost no choices at all about how they
are educated -- they are, for the most part, just
herded into classrooms and told what to do and
when to do it.
67
Digital Kids-Analog Schools
68
Austin teacher turns bailout plan into a
lessonLBJ academy students asked to explain
crisis - and they do.
69
  • Deep into a high-spirited discussion of the 700
    billion bailout plan that President Bush approved
    Friday, economics teacher Malhaz Jibladze rushed
    to the dry-erase board and with a flourish twice
    circled the word he had written PANIC.
  • For an hour, the students in Jibladze's advanced
    placement economics course at the Liberal Arts
    and Science Academy at LBJ High School were
    fearless, smart and inquisitive, gamely chipping
    off pieces of a financial problem that has
    stumped plenty of their elders. And with the
    accumulation of their concepts, recorded all over
    the board by Jibladze, came an unpleasant
    realization. What if the American economy failed,
    Jibladze asked.

70
Why do people resist Change?
  •  Nudge your neighbor.

71
  •        The change is not self-initiated
  •        Routine is disrupted
  •        Change creates fear of the unknown
  •        The purpose of the change is unclear
  •        Change creates fear of failure
  •        Rewards for change do not match the
    effort
  • change requires
  •        People are to satisfied with the way
    things are

72
  •        Change will not happen when people engage
    in
  • negative thinking
  •        The follower lacks respect for the leader
  •        The leader is susceptible to feelings of
    personal
  • criticism
  •        Change may mean personal loss
  •        Narrow-Mindedness thwarts acceptance of
    new
  • ideas
  •        Tradition resists change

73
Checklist For Change YES NO
  • Will this change benefit the followers?
  • Is this change compatible with the purpose of the
    organization?
  • Is this change specific and clear?
  • Are the top 20 percent (the influencers) in favor
    of this change
  • Is it possible to test this change before making
    a total commitment to it?
  • Are physical, financial and human resources
    available to make this change?
  • Is this change reversible?
  • Is this change the next obvious step?
  • Does this change have both short and long-range
    benefits?
  • Is the leadership capable of bringing about this
    change?
  • Is the timing right?

74
HOW TO OFFER OWNERSHIP OF CHANGE TO OTHERS
75
  • 1.        Inform people in advance
  • 2.        Explain the overall objectives
  • 3.        Show people how it will benefit them
  • 4.        Ask them to participate in all stages
    of
  • the change process

76
  • 5.    Keep communication channels open
  • 6.    Be flexible and adaptable makes changes
    where appropriate
  • 7.    Demonstrate your belief and commitment to
    the change
  • 8.    Provide enthusiasm, assistance,
    appreciation and recognition to those
    implementing the change

77
Educators are, in large part, bullish on the role
technology can play in improving student
outcomes. But too large a percentage of them
aren't receiving adequate training in the areas
that matter most instructional software,
technology integration, learning outcomes
management, and designing individual lesson
plans.
78
What is the most important lesson of leadership?
  • Staff Development

79
Change the classroom
My 21st Century Classroom
  • Team of students
  • Research team Google AltaVista Search
  • Tutorial Team Jing (Create Screencasts)
  • Curriculum Team Podcasts (Recordings)
  • Scribes Team Google Docs (take class notes)
  • Global team e-pals IVC- Skype
  •  
  • Need 5 students each day then rotate-every
    student participates in a team

80
  • 1.    Institute Project Based Learning
  • 2.    Develop Information Processing Skills
  • 3.    Develop Problem Solving Skills
  • 4.    Give Kids A Global Voice and Globalize the
    Curriculum
  • 5.  Develop Critical Thinking Skills
  • 6.    Teach Our Students to Be Self-Directed
  • 7. Create Collaborate Communicate
  • 8. Staff development

81
What would happen if..?
82
Austin school district spending 1.37 million to
reform middle schools.
83
Dobie Middle School is trying out all-boys and
all-girls classes
84
Gender Based Classrooms
  • Ann Richards School For Young Women
  • First in Texas and Austin School District
  • State Assessment test (TAKS)
  • (Texas Assessment of Knowledge and Skills)
  • Reading 6 grade 100
  • Reading 7th grade 98
  • Math 6th grade 99
  • Math 7th grade 98
  • Writing 7th grade 98

85
Student Enrollment at Ann Richards School For
Young Women
  • African American 18
  • Hispanic 51
  • White 29
  • Asian 2

86
Center, Colorado
87
Jamestown Elementary
88
N.E. B.O.C.S. 10 school districts
  • Platte Valley
  • Julesburg
  • Merino Format
  • Haxtun
  • Wray
  • Plateau
  • Fleming
  • Akron
  • Lone Star
  • Otis

89
Durango, Colorado
90
4 Visions Of People
  • As I close and walk off the stage..

91
4 Visions Of People
  • Wanderers Some people never see
    it

92
4 Visions Of People
  • Followers
  • Some people see it but never pursue it on their
    own

93
4 Visions Of People
  • Achievers
  • Some people see it and pursue it

94
4 Visions Of People
  • Leaders
  • Some people see it and pursue it and help others
    see it
  •  

95
Wanderers Some people never see itFollowers
Some people see it but never pursue it on their
ownAchievers Some people see it and pursue
itLeaders Some people see it and pursue it and
help others see it Which one are you?
96
  • from the book The Backdoor to Enlightenment
  • Eight Steps to Living Your Dreams and Changing
    Your World

97
Will you be the 10th person?
  • For every nine people who denounce innovation,
    only one will encourage it.
  • For every nine people who do things the way they
    have always been done, only one will ever wonder
    if there is a better way.
  • For every nine people who stand in line in front
    of a locked building, only one will ever come
    around and check the back door.
  • Our progress as a species rests squarely on the
    shoulders of that tenth person. The nine are
    satisfied with things they are told are valuable.
  • Person 10 determines for himself what has value.

98
Lets Change The World
99
21st Century SkillsChange Is Good-You Go First
  • Howie DiBlasi
  • Emerging Technologies Evangelist
  • Digital Journey
  • howie_at_frontier.net
  • www.toolsfortheclassroom.com
  • Presentation 2008

Presentation 2033
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