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Title: Adolescence


1
Adolescence
2
whakapapa
3
I Io-Matua-kore- Io the Parent, who was
Always Existent without beginning or end.
Io-Taketake- lo the Root Foundation of all
things.Io-Wananga- lo the Source of all
Wisdom. Il. Then Io-Taketake begatTe Korekore
- a double negative, the Absolute NothingnessTe
Korekore Te Rawea the Absolute Nothingness
which could Not be Wrapped up.Te Korekore Te
Whiwhia - the Absolute Nothingness which could
not be Bound.Te Korekore Te Tamaua - tie
Absolute Nothingness which could not be
Fastened.Te Kowhao - the Abyss.Te Poo - the
Night.
4
including whakapapa
5
Developmental Tasks
Infancy/ early childhood Object Permanence and Attachment Symbolic thought and Language Egocentric - Developing a sense of me Autonomous - Self regulation (management of behaviour, emotions, attention)
Middle childhood Conservation - School adjustment Moral frameworks and Friendships Concrete rule-governed behaviour and logic
Adolescence Managing abstract though and multiple realities - High school Friendships, sexual orientation Separating our independent identity formation
6
Domains of Development
  • Physical Biological theories
  • Cognitive Piaget
  • Socio/Emotional Erikson
  • Moral Kohlberg
  • Perspectival Selman
  • Personality Erikson

7
Adolescents
  • Age 10-19
  • 1/5 of world population
  • 50 under 25

8
Adolescents
  • Age 10-19
  • 1/5 of world population
  • 50 under 25

9
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10
Biological Development
Sexual Identity gay, straight, bi Gender
Identity male female trans Eating
Disorders approx.1 of girls (12-18) anorexic
Boys 0.3 1-3 bulimic 20 (estimated) engaged
in less extreme unhealthy dieting Nutrition ¾
of adolescents do not eat recommended servings
Overweight ages 12-19 (1971
2002) Boys 6.1 - 16.7 Girls 6.2 -
15.4 Physical activity level drops dramatically
(9?12 grade)
11
Brain Research Findings
  • The brain continues to develop during
    adolescence.
  • Areas under construction
  • Prefrontal cortex responsible for organizing,
    setting priorities, strategizing, controlling
    impulses
  • Brain functions that help plan and adapt to the
    social environment
  • Brain functions that help put situations into
    context retrieve memories to connect with gut
    reactions

12
Cognitive Development
Is this Normal adolescent behavior?
  • to argue for the sake of arguing
  • to be self- centered
  • to constantly find fault in adults position
  • to be overly dramatic

YES! from the adults perspective, anyway
13
New powerful thinking machine
  • ability to think abstractly
  • ability to analyse situations logically
  • ability to think realistically about the future,
    goal setting
  • entertain hypothetical situations, use of
    metaphors
  • rediscover egocentrism
  • moral reasoning moral relativism
  • Need guidance for rational decision making

19 years
10 years
14
Piagets Formal Operations
  • Adolescent was in formal operational stage of
    cognition where thought is more abstract
    adolescents are no longer limited to actual,
    concrete experiences as anchors for thought
  • They can now conjure up make-believe situations
    events that are hypothetical possibilities then
    try to reason logically about them play with
    ideas, create imaginary worlds
  • In this stage adolescent has ability to develop
    hypotheses, or best guesses to solve problems as
    in algebraic equation
  • They systematically deduce, or conclude best path
    to follow in solving equation

15
Challenge to Piagets formal Operational Stage
  • There is much more individual variation than what
    he envisioned
  • Indeed, it is estimated than only 1 out of 3
    young adolescents is a formal operational
    thinker, and many American adults never become
    such thinkers

16
adolescents using formal operations
17
Social Emotional Development
  • Who am I? Where do I belong?
  • Identity development (gender, sexual, ethnic)
  • Self-esteem
  • Role of peer group
  • How do I relate to others?
  • Social Skills
  • Emotional Intelligence

18
Eriksons stage theory of social- emotional
development -1
Stage / age Crisis Develop-mental Task Virtues Maladap-tation Malig-nancy Life stage / relationships / issues
1. 0-18 mths Basic trust vs mis-trust The world will meet my needs or is hostile and unreliable Hope Drive (calm, grounded, basic feeling that everything will be okay - enabling exposure to risk) Sensory Distortion With-drawal infant / mother / feeding and being comforted, teething, sleeping
2. 1-2 years Auto-nomy vs shame and doubt. I am secure in my independence or I am ashamed of my failures Willpower Self-Control (self-determination, confidence in self to decide things, finding a voice, persistence, self-discipline, independence of thought, responsibility, judgement) Impuls-ivity Com-pulsion toddler / parents / bodily functions, toilet training, muscular control, walking
19
Eriksons stage theory of social- emotional
development - 2
Stage / age Crisis Developmental Task Virtues maladaptation Malig-nancy Life stage / relationships / issues
3. 3-4 years Initia-tive vs guilt. I can follow through with my ideas and goals or I am a rigid, bad person Purpose Direction (sense of purpose, decision-maker, working with and leading others, able to take initiative and appropriate risks) Ruthless-ness Inhib-ition preschool / family / exploration and discovery, adventure and play
4. 7-11 years Indus-try vs infer-iority. I am competent or I am a failure Competence Method (makes things, applies skills and processes, feels valued and capable of contributing, confidence to seek and respond to challenge and learning, busy) Narrow Virtuo-sity Inertia schoolchild / school, teachers, friends, neighbour-hood / achievement and accomplish-ment
20
Eriksons stage theory of social- emotional
development -1
Stage / age Crisis Developmental Task Virtues Malad-aptation Malig-nancy Life stage / relationships / issues
5. Adolescence Identity v s identity con-fusion . I know who I am and what I believe in or I have no sense of who I am Fidelity Devotion (self-confident, freely associates with people and ideas based on merit, loyal, has integrity, personal standards and pride and personal identity, seeing purpose(s) in life) Fanat-icism Repud-iation adolescent / peers, groups, influences / resolving identity and direction, becoming a grown-up
21
Questions about your adolescence
  • Strongly agree Agree Not sure Disagree
    Strongly disagree
  • I have a clear and positive idea of who I am
  • I get confused about who I am or think that
    parts of me are not much good
  • I can identify events in my adolescence or
    adulthood that were rites of passage - events
    that played a major role in forming who I am
    today.
  • I have taken time-out from education, work and
    family to enable me to think about who I am and
    where I'm going (life, career, relationships)
  • I believe that there is one correct way to fix
    the ills of society
  • I don't need to have a strong sense of my own
    identity, The group I'm in represents who i am
    and what i stand for.
  • I am happy to live by and support the standards
    of my community and country, even though they can
    be improved.

22
Questions about adolescence - 2
  1. Achieve ego identity and avoid role confusion.
    "Who am I?
  2. There will be clear rites of passage, certain
    accomplishments and rituals that help to
    distinguish the adult from the child.
  3. There will be a psychosocial moratorium. "time
    out." Go to Europe. Quit school and get a job.
    Quit your job and go to school. Leave home. Get
    to know yourself.
  4. A maladaptive tendency fanaticism. A fanatic
    believes that his way is the only way.
    Adolescents are, of course, known for their
    idealism, and for their tendency to see things in
    black-and-white.
  5. The malignant tendency of repudiation. They
    repudiate their membership in the world of adults
    and, even more, they repudiate their need for an
    identity. Some adolescents allow themselves to
    "fuse" with a group, religious cults or
    militaristic organizations.
  6. The virtue of fidelity. Loyalty, the ability to
    live by societies standards despite their
    imperfections and incompleteness and
    inconsistencies. You have found a place in that
    community, a place that will allow you to
    contribute.

23
Rites of passage
  • Events, activites or processes which mark a
    transition from one stage of life to another.
  • They can involve skills mastered, achievements
    recognised, knowledge and/or responsibilities
    offered, the processing of brand new experiences,
    risks taken,

24
Rites of passage
  • Can occur before birth including tangihanga and
    marriage - milestones in shifting attitudes and
    roles within families.
  • Cultural rights and responsibilities - new roles
    on the marae such as whaikorero, karanga, and
    responsibility for hosting others
  • Creating a meaningful connection with their
    kainga, whenua and hapu - a growing expertise in
    tribal history, karakia, waiata and tauparapara
    (knowledge of lore), kapahaka, Taiaha video
  • Going to work and doing service. Marae roles in
    the kitchen or sitting on the taumata (marae
    committee). Making a contribution around the
    home, on the farm, in the wider community. Food
    production and preparation gathering, hunting,
    cooking, etc
  • Dances, wearing certain clothes
  • Birthdays (not that important) Religious rites
    confirmation, first communion and baptism.
  • Learning about racial prejudice, being able to
    give it a label
  •  

25
IDENTITY
  • A stable concept of self as a unique individual
    with a system of values that provide a sense of
    direction
  • More confusion in technologically advanced
    cultures or cultures undergoing rapid change
  • Many traditional cultures have initiation rites
  • Problems in identity development leads to
    difficulties in later life

26
Identity status (Marcia)
Exploration present Exploration absent
Commit-ment present Identity Achievement (sense of identity) Identity Foreclosure (unquestioning adoption of parental/social values)
Commit-ment absent Identity Moratorium (delayed commitment, active struggle for identity) Identity Diffusion (absence of struggle, no obvious concern about it)
27
Identity Achievement (exploration present,
commitment present)
  • Most developed in terms of identity
  • Has experienced a period of exploration
  • Has developed commitments
  • Has a sense of personal well-being, high
    self-esteem, and self-acceptance
  • Cognitively flexible
  • Sets goals and works towards achieving them

28
Identity Foreclosure (exploration absent,
commitment present)
  • Has commitments without considering alternatives
  • Commitments based on identification with parents,
    teachers, or other authority figures
  • Often authoritarian and inflexible

29
Identity moratorium (exploration present,
commitment absent)
  • Actively exploring alternatives
  • Attempting to make choices with regard to
    occupation, ideological beliefs
  • Often anxious and intense
  • Ambivalent feelings towards parents and authority
    figures

30
Identity diffusion exploration absent,
commitment absent
  • Least developed in terms of identity
  • Lacks commitments
  • Not trying to form commitments
  • May be carefree and uninvolved, or unhappy and
    lonely
  • May be angry, alienated, rebellious

31
Other things are working..
  • Development of empathy
  • Parental style in interaction with the
    temperament of the child - child with fearful
    with gentle discipline, child with fearless
    temperament with positive parental interactions
  • Cognitive abilities allowing transformation of
    situation in the childs mind PLUS development of
    empathy PLUS internalising punishment and reward
    PLUS neurological development.

32
  • It is possible for individuals to remain
    identity-diffuse or foreclosed throughout life,
    or to move in various patterns among the
    statuses.
  • Diffusion and foreclosure are generally seen as
    less mature forms of identity.
  • An achieved identity is considered the optimum
    outcome.
  • Moratorium, or exploration period, is necessary
    for identity achievement.

33
Several Models of cultural Development have been
proposed
  • Many researchers agree that an achieved identity
    is the result of a crisis or awakening, which
    leads to a period of exploration or
    experimentation and finally to a commitment or
    incorporation of ones culture.

34
  • Phinney focused on the process of cultural
    identity formation.
  • The way in which individuals come to understand
    the implications of their culture and make
    decisions about its role in their lives,
    regardless of the extent of their cultural
    involvement.

35
Studies of cultural Identity among American-born
Students
  • All from high school or college with a diverse
    cultural background.
  • 196 Asian American, black, Hispanic, and white
    college students from an culturally diverse urban
    university established importance of cultural to
    the identity of minority group members.

36
Stage 1 Unexamined cultural Identity
  • Characterized by the lack of exploration of
    culture.
  • Existing models suggest that minority subjects
    initially accept the values and attitudes of the
    majority culture.
  • Including internalized negative views of their
    own group held by the majority.

37
Stage 2 Cultural Identity Search/Moratorium
  • The initial stage of cultural identity is
    conceptualized as continuing until adolescents
    encounter a situation that initiates an cultural
    identity search.

38
Stage 3 Cultural Identity Achievement
  • The ideal outcome of the identity process,
    characterized by a clear, confident sense of
    ones own cultural.
  • Identity achievement corresponds to acceptance
    and internalization of ones culture.

39
In Summary
  • The 3 stages of cultural identity
  • Unexamined cultural Identity
  • Cultural Identity Search/Moratorium
  • Cultural Identity Achievement

40
cultural identity and peer group influence
41
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43
Gender development
  • Gender identity distinguishing male and female
    people in the world. Around 2 years.
  • Gender stability identifying self as one gender
    and that this will continue. Around 3-4 years.
  • Gender constancy other people wont change from
    one gender to another. Around 6 or 7 years.

44
Social Toxicity
HOMOPHOBIA
VIOLENCE
SEXUAL EXPLOITATION
  • Social factors that poison youth well being and
    healthy development

HEALTH THREATS
SEXISM
DISRUPTED FAMILY RELATIONSHIPS
POVERTY
RACISM
LACK OF BENEVOLENT ADULT AUTHORITY
45
Lawrence Kohlberg moral development
46
Moral development the ability to tell right
from wrong and behave accordingly
  • Kohlbergs stage theory
  • Changes in moral reasoning result from changes in
    ways of thinking (cognitive structures)
  • Children actively construct their moral reality
  • Moral dilemmas

47
Stages of Moral DevelopmentLawrence Kohlberg Stages of Moral DevelopmentLawrence Kohlberg Stages of Moral DevelopmentLawrence Kohlberg Stages of Moral DevelopmentLawrence Kohlberg
Level Stage Ages Social Orientation
PreConventional 1 2-4 Obedience and Punishment
2 4-7 Individualism, Instrumentalism
Conventional 3 7-10 Good Boy/Girl
4 10-12 Law and Order
Post-Conventional 5 Teens Social Contract
6 Adult Principled Conscience

Stages
48
Moral dilemma Heinz and the druggist
  • In Europe, a woman was near death from a special
    kind of cancer. There was one drug that the
    doctors thought might save her. The drug was
    expensive to make, but the druggist was charging
    ten times what the drug cost him to make. He
    paid 200.00 for the radium and charged 2,000.00
    for a small dose of the drug. The sick womans
    husband, Heinz, went to everyone he knew to
    borrow the money, but he could only get together
    about 1,000.00 which is half what it cost. He
    told the druggist that his wife was dying and
    asked him to sell it cheaper or let him pay
    later. But the druggist said, No, Ive
    discovered the drug, and Im going to make money
    out of it. So Heinz got desperate and broke
    into the mans store to steal the drug for his
    wife. Should the husband have done that? Why?

Examples
49
Level 1. Preconventional Morality
  • Stage 1. Obedience and Punishment Orientation.
  • Kohlberg's stage 1 is similar to Piaget's first
    stage of moral thought. The child assumes that
    powerful authorities hand down a fixed set of
    rules which he or she must unquestioningly obey.

50
Preconventional level Morality centres on
avoiding punishment and obtaining reward
  • Reasons to steal drug
  • Reasons to not steal drug
  • He should steal it if he likes his wife a lot
    if he gets caught, he wont get much of a jail
    term, so hell get to see her when he gets out
  • Hell get caught. He shouldnt have to pay with
    jail time for his wifes problem

51
Stage 1. Obedience and Punishment Orientation.
  • The View is "It's against the law," or "It's bad
    to steal," as if this were all there were to it.
    When asked to elaborate, the child usually
    responds in terms of the consequences involved,
    explaining that stealing is bad "because you'll
    get punished" (Kohlberg, 1958).

52
Stage 2. Individualism and Exchange.
  • This stage children recognize that there is not
    just one right view that is handed down by the
    authorities. Different individuals have different
    viewpoints.
  • At stage 1 punishment is tied up in the child's
    mind with wrongness punishment "proves" that
    disobedience is wrong. At stage 2, in contrast,
    punishment is simply a risk that one naturally
    wants to avoid.

53
Level II. Conventional Morality
  • Stage 3. Good Interpersonal Relationships.
  • At this stage children--who are by now usually
    entering their teens--see morality as more than
    simple deals. They believe that people should
    live up to the expectations of the family and
    community and behave in "good" ways. Good
    behavior means having good motives and
    interpersonal feelings such as love, empathy,
    trust, and concern for others.

54
Conventional level Morality centres on meeting
moral standards learned from others avoiding
disapproval and maintaining law and order
  • Reasons to not steal drug
  • Reasons to steal drug
  • If he doesnt steal it, everyone will think hes
    a terrible person its his duty to care for his
    wife
  • If he steals it, everyone will think hes a
    criminal he cant just go stealing things
    whenever he wants to it isnt right.

55
Stage 4. Maintaining the Social Order.
  • Stage 3 reasoning works best in two-person
    relationships with family members or close
    friends, where one can make a real effort to get
    to know the other's feelings and needs and try to
    help. At stage 4, in contrast, the respondent
    becomes more broadly concerned with society as a
    whole. Now the emphasis is on obeying laws,
    respecting authority, and performing one's duties
    so that the social order is maintained.

56
Level III. Postconventional Morality
  • Stage 5. Social Contract and Individual Rights.
  • At stage 5, people begin to ask, "What makes for
    a good society?" They begin to think about
    society in a very theoretical way, stepping back
    from their own society and considering the rights
    and values that a society ought to uphold. They
    then evaluate existing societies in terms of
    these prior considerations. They are said to take
    a "prior-to-society" perspective (Colby and
    Kohlberg, 1983, p. 22).

57
Postconventional level Morality centres on
abstract, carefully considered principles
  • Reasons to steal drug
  • Reasons to not steal drug
  • If he has to run from the police, at least he
    will know he has done the right thing sometimes
    people have to break the law if the law is unjust
  • If he steals it, hell lose all respect for
    himself other people might say it was OK, but
    hell have to live with his conscience, knowing
    he has stolen from the druggist

58
Stage 5. Social Contract and Individual Rights.
  • Stage 5 subjects,- then, talk about "morality"
    and "rights" that take some priority over
    particular laws. Kohlberg insists, however, that
    we do not judge people to be at stage 5 merely
    from their verbal labels. We need to look at
    their social perspective and mode of reasoning.

59
Stage 6 Universal Principles.
  • Kohlberg believes that there must be a higher
    stage--stage 6--which defines the principles by
    which we achieve justice. Kohlberg's conception
    of justice follows that of the philosophers Kant
    and Rawls, as well as great moral leaders such as
    Gandhi and Martin Luther King. According to these
    people, the principles of justice require us to
    treat the claims of all parties in an impartial
    manner, respecting the basic dignity, of all
    people as individuals. The principles of justice
    are therefore universal they apply to all. Thus,
    for example, we would not vote for a law that
    aids some people but hurts others. The principles
    of justice guide us toward decisions based on an
    equal respect for all.

60
Criticisms of Kohlberg
  • Moral reasoning does not always translate into
    moral behaviour
  • Peoples moral reasoning changes according to the
    moral dilemma
  • Gender bias most women work at the conventional
    level
  • There is a culture difference, depending on
    whether a culture socializes children towards
    autonomy or to social engagement and obedience of
    authority.

61
Kohlberg Summary
  • At stage 1 children think of what is right as
    that which authority says is right. Doing the
    right thing is obeying authority and avoiding
    punishment.
  • At stage 2, children are no longer so impressed
    by any single authority they see that there are
    different sides to any issue. Since everything is
    relative, one is free to pursue one's own
    interests, although it is often useful to make
    deals and exchange favors with others.

62
Kohlberg Summary
  • At stages 3 and 4, young people think as members
    of the conventional society with its values,
    norms, and expectations.
  • At stage 3, they emphasize being a good person,
    which basically means having helpful motives
    toward people close to one
  • At stage 4, the concern shifts toward obeying
    laws to maintain society as a whole.

63
Kohlberg Summary
  • At stages 5 and 6 people are less concerned with
    maintaining society for it own sake, and more
    concerned with the principles and values that
    make for a good society.
  • At stage 5 they emphasize basic rights and the
    democratic processes that give everyone a say
  • At stage 6 they define the principles by which
    agreement will be most just.

64
Selmans perspective dilemma
  • Holly is an 8-year old girl who likes to climb
    trees. She is the best tree climber in the
    neighborhood. One day while climbing a tree she
    falls off the bottom branch but does not hurt
    herself. Her father sees her fall, and is upset.
    He asks her to promise not to climb trees
    anymore, and Holly promises.
  • Later that day, Holly and her friends meet Sean.
    Seans kitten is caught up in a tree and cannot
    get down. Something has to be done right away or
    the kitten may fall. Holly is the only one who
    climbs trees well enough to reach the kitten and
    get it down, but she remembers her promise to her
    father.
  • What should Holly do?

65
IDENTITY
  • A stable concept of self as a unique individual
    with a system of values that provide a sense of
    direction
  • More confusion in technologically advanced
    cultures or cultures undergoing rapid change
  • Many traditional cultures have initiation rites
  • Problems in identity development leads to
    difficulties in later life

66
Maori Developmental Models
  • Te Whare Tapa Wha general health
  • Te Wheke indigenous peoples
  • Maori Models of Self Counselling
  • Poutama Powhiri model
  • Te Whariki Early childhood education
  • Mana Atua - Well-being
  • Mana Whenua - Belonging
  • Mana Tangata - Contribution
  • Mana Reo - Communication
  • Mana Aoturoa Exploration
  • Youth development, Maui styles Youth

Each strand has 3-4 goals (each with several
assessment criteria. They set out a detailed
summary of what might be expected at the three
stages of early childhood)
67
Maori Developmental Models
  • Rangitahi youth those in the process of
    learning ephemeral, transient
  • Taha whanau Marae Atea/ Whare Tupuna the
    physical heart of whanau Turangawaewae a place
    to stand
  • Taha Hinengaro Whatumanawa the emotional
    dimension (Maia confidence Mahaki humility)
  • Mana ake positive and unique identity (
    Ihumanea -innovative, Manawanui- resilience)
  • Takatapui - Maori non-heterosexual forms of
    sexuality

68
Maori Developmental Models
  • Rangitahi youth those in the process of
    learning ephemeral, transient
  • Taha Whanau Matamua role of the first born
  • Potiki role of the youngest child (e.g. Maui)
  • Taha Wairua Tapae and Tohi rites - acts of
    dedication and consecration
  • Mana Maori - the power of Maori cultural
    identify
  • Maui creation stories

69
Mythic anchors for adolescence
  • Tumatauenga god of war, rebellion,
    confrontation. The paepae belongs to Tu. This is
    where conflict has to resolved at a certain level
    before the Whare Nui can be entered. The rite of
    powhiri provides for a transition into a more
    adult phase of life
  • Tane god of forests, Te Whare Nui is Te Whare
    Tane, the place of the past, present and future
  • Maui energy, risk taking, innovative, cheeky

70
aroha
71
Sex role ideology
  • Active, adventurous, aggressive
  • Clear thinking, course, courageous, cruel
  • Dominant, egotistical, forceful
  • Hardhearted, lazy, self confident
  • Unemotional, wise
  • Affectionate, attractive
  • Dependent, emotional, fearful
  • Gentle, sensitive, sentimental
  • Sexy, submissive
  • Weak

72
Nature or nurture?
  • Cross-cultural studies show boys display more
    aggression and girls more nurturing
  • Evolutionary perspective its the fault of
    testosterone
  • Social learning perspective we are socialized to
    a gender role
  • Maybe both are working
  • The differences in characteristics are not so
    great

73
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74
Risk Taking Behavior?
  • But there is concern Adolescents overestimate
    their capacities, rely on their immature ability
    to judge, or give in to peer pressure

It is normal! - Exploration of new behaviors,
decision making skills, identity development
75
Adolescent Egocentrism
  • Heightened self-consciousness of adolescents
    which is reflected in their belief that others
    are as interested in them as they are in their
    sense of personal uniqueness
  • David Elkind proposes two types of social
    thinking
  • imaginary audience a belief that they are on
    stage and that their every act is being viewed
    by an imaginary audience
  • personal fable sense of uniqueness making them
    feel that no one can understand them

76
Awareness of others
  • Awareness of others and seeing things from
    another persons point of view takes time to
    develop
  • This is linked to both learned behaviour and
    brain development
  • Rebecca Saxe

77
Positive Youth Outcomes
  • Volunteerism
  • Music Performing Arts
  • High School Graduation
  • Enrollment in College

78
Problems
  • Teen Pregnancy
  • Violence
  • Delinquency
  • Substance Abuse
  • School drop out
  • Mental health

Wheres their moral fibre?
79
Challenge 4Moral Development
  • This links to Cognitive Development
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