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Answering some questions about film Agora

Answering some questions about film Agora.

After watching the film Agora and reading the article “Historical Accuracy in the Film Agora,” respond to the following questions in a minimum of 200 words:1) Did you like the film? Why or why not?2) Does this film have a “message” about religion? If so, what?3) According to the article, which parts of the film are historically accurate and which parts are not?Response must include specific references to the film and at least 1 direct quote from the article for full credit. Article: “Historical Accuracy in the Film Agora”
Answering some questions about film Agora

Albany Medical College Mechanics Questions & Answers.

Please take a look at the attached screenshots to see the HW GuidelinesProblem Statement …what are you trying to find? (you do not need to rewrite the problem, though!)All problems must include a Free Body DiagramLabel key values and termsAnalysisUse words to explain approach… “find position vector”… “find unit vector”… “write force in CVN…”Write out symbolic equation at least once before plugging in numbers…Show intermediate calculationsFinal Results: Box or circle final results; include units.Comments: Look critically at your calculations. Does this answer make sense? Is there a different way to solve it?
Albany Medical College Mechanics Questions & Answers

FNU Community & Public Health Nursing as A Frontline Care Providers Discussion.

Community Nursing – Follow the discussion questions participation and submission guidelines.· Follow the 3 x 3 rule: minimum three paragraphs per DQ, with a minimum of three sentences each paragraph.· All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5· Minimum of two references, not older than 2015.TextbookCommunity and Public Health Nursing (3th Edition)
Authors: DeMarco, R. F. & Healey-Walsh, J. (2020) Publisher: Wolters KluwerISBN: 978-1-975111-69-4Publication Manual of the American Psychological Association (7th Edition)American Psychological Association (2019)ISBN: 978-1-4338-3216-1Chapter 1: Public Health Nursing: Present, Past, and Future

Analyze the roots of public health nursing. Explain its influence on practice today.
FNU Community & Public Health Nursing as A Frontline Care Providers Discussion

The Every Child Matters Agenda Education Essay

This assignment aims to consider the strategies used by my current school in order to meet the holistic needs of every child. I will assess how the ethos of the school is embedded at whole school level, class level and individual level. Throughout this assignment I will refer to and critically analyse relevant theory to deepen my understanding and considerations. The school I am basing this assignment on will be renamed ‘school X’ to remain anonymous and the selected child will be referred to as ‘child A’. School X is located in a socially deprived area and the number of children receiving free school meals is above average. A significant percentage of pupils are supported at school action plus and have a statement of special needs. Often disadvantaged areas are linked with a lack of opportunities and positive role models. As a result of this a considerable amount of time is spent working alongside and supporting parents and families through an ‘open door’ policy. One of the main aims of school’s ethos is to ensure every child fulfils their potential. According to the Excellence and Enjoyment paper (Department for Education and Skills 2003), parental involvement is critical to helping children achieve, as parents influence aspirations and provide expectations. The ‘open door’ policy makes parents aware that the school is working alongside them and encourages a partnership which is likely to build trust. The school appears to invest a lot of time into supporting parents and carers as they offer workshops on healthy cooking, lifestyles and family relations, as well as encouraging home reading and practicing times -tables. It may be reasonable to suggest that children who come from a supportive, stable background and have opportunities to continue their learning at home, may have an increased chance of fulfilling their potential. The Departmental Report (Department for Education and Skills, 2003) proposes that parental involvement can account for up to 12% of the differences between different pupils’ attainment, which is a considerable amount. It may be argued that the effects of parental involvement are difficult to measure and such research does not allow for individual circumstances. Many children are self motivated and the scope in definitions of the terms ‘supportive’ and ‘succeed’ are limitless. The Every Child Matters agenda (Department of Education 2003) does however highlight particular characteristics which are associated with children experiencing negative outcomes including low income and parental unemployment, poor parenting and a disadvantaged neighbourhood. The ethos of school X is to ensure holistic fulfilment and not solely academic achievement. According to Maslow’s hierarchy of needs, self actualisation, which is defined as the process of fulfilling ones potential, cannot be reached without satisfying basic needs first. Maslow claimed that hungry children will not function adequately and therefore result in misbehaviour (Maslow 1970, cited in Bergin and Bergin 2010, p.42). Piaget (1971) suggests children develop through a series of universal pre-determined stages. He believed that children are unable to learn new concepts if they are not at a particular stage of development. Unlike Maslow (1970), Piaget focused on intellectual development and it could be interpreted that children will progress regardless of ‘basic needs’ being met. This may be considered to be an over- simplistic theory as individual differences are not accounted for. The school runs a breakfast club which ensures all children in the school have the opportunity to start the day with a healthy meal. Some families simply do not have enough money to provide their children with breakfast, which is why the school offers free places to particular individuals. Cross and Macdonald (2009, p.78) claim that poor performance in the classroom is a result of missing breakfast and not being able to find enough energy in the morning to cope with classroom demands. This opinion echoes that of Maslow’s. It may be argued that this is an over simplistic statement as it is likely that other factors and variables contribute towards performance. Research into brain development does however support the theory of inadequate nutrition, inappropriate diet and insufficient water having an effect on learning and development. The research suggests these inadequacies impede on brain growth and as a result reduces the capacity for learning and developing (Pound 2006, p.77). It is important to assume that although breakfast club is a whole school entitlement, not every child starts the school day having eaten a sufficient meal or indeed any food at all. In order to prevent hunger, raise attainment and promote healthy eating the school also provide the children with free snacks throughout the day, which include fruit and raisins. School X provides every individual with a water bottle, which they keep in the classroom. This ensures the children have unlimited free access to water throughout the day, nevertheless the water bottle system does appear to have some shortcomings. On many occasions the children appear to ‘time waste’ and spend a considerable amount of the session avoiding work. This could be minimised by having a specific drink time, however this would eradicate the independent and ‘free access’ factor. The classroom environment is very much child-centred as all materials are accessible and the room is divided into learning areas. In order to facilitate learning and for the children to feel safe, the psychological needs of the individuals must be met. This can be achieved by thoughtfully arranging and positioning furniture which is age appropriate and providing affective dimensions (Clayton and Forton, 2001). Child A has a statement of special needs at which they require a one to one support assistant. The classroom layout allows for child A and their assistant to fully engage with the rest of the class, as well as working on individual tasks when needed. This is achieved by having a separate area towards the back of the room, specifically designed for child A, which enables a quieter and less distracting learning environment. This approach enables child A to work independently with their assistant if necessary, or alternatively with the class or as a group. Having a separate area for child A appears to limit the number of distractions, therefore more learning is achieved. Consequently child A does not call out or attempt to distract other children when in the separate working area, meaning other individuals’ learning is not compromised. A negative aspect of having the separate learning area is the danger of child A feeling segregated and not included within the class ‘family’. The visible division may have a detrimental effect on self worth and a belonging. In order to limit segregation the children often work in groups of mixed abilities, giving children opportunity to feel equally valued. In 2009 a report was published which stated ‘All children should be taught in mixed-ability classes to boost standards and self-esteem..’ (Paton 2009, online). School X promote the creative curriculum, meaning subjects such as literacy and numeracy can be linked with topic based work and as a result children work in mixed ability groups in core subjects and not exclusively foundation. Children are aware of what each school day will consist of, as a visual timetable is displayed on the white board. Child A is able to understand the timetable as it is in picture format as well as written, making it accessible to all the children. It is understood that by establishing routines the school day will be consistent and productive as the children know what to expect and feel comfortable as a result. Having routines frees up cognitive processing space for both teachers and children Gaea Leinhardt et al 1987). If children feel comfortable it is likely they feel safe and secure, which contributes to addressing the holistic needs of children at both class level and an individual level. A great emphasis is placed on rewarding achievement at school X. This is done in numerous ways from a community and whole school basis, to class and individual level. Once every half term members of a local church perform an ‘open book’ assembly which involves dressing up and acting out a verse from the bible. The children are actively involved and the school choir, who often sing at various places in the district, sing at the end. The children share a strong sense of community and belonging during these occasions. Each pupil collects ‘points’ throughout the school week for a variety of personal achievements and efforts. At the end of the week the school has a celebration assembly at which ‘points’ from each class are picked out to win a prize. During these assemblies’, the whole school recognise and celebrate achievements in other areas, such as reading and attendance. A couple of children from each class receive certificates and a choice of prizes. Despite only one child from each class being chosen at the end of the week for a prize, the children are continuously enthusiastic about collecting the ‘points’. With no guarantee of a prize the children still behaved in a desired way, which links to the theory of ‘shaping behaviour. Skinner (1938) suggested that by shaping behaviour (only reinforcing occasionally) the response will be maintained. On an individual level the children are often given verbal praise. The teachers feel very strongly about providing an explanation when giving verbal praise, as they are aware that without reasoning the praise can lose meaning and value. The children should feel confident of their abilities and strengths, which in turn increases self esteem. The classes each have a marble jar, and if the children collectively fill the jar they receive ‘golden time’ on a Friday afternoon. This is constructive play and a choice of activities. As with the points system, the children have to earn the marbles all week through good behaviour and achievement to gain the reward at the end. It may be unrealistic to expect a child to maintain certain behaviour in order to be rewarded in five days time. Some children may find it difficult to have such perspective and lose motivation. Perhaps a more effective reward system would have the child receiving an incentive the same day; however this could result in a lack of autonomy if tasks become reward focused. If children are solely focused on completing a task to gain a reward, they may take the easiest route to success and gain nothing in the process. Children learn in different ways, which means a variety of teaching styles is essential if the school is to embed the ethos of every child fulfilling their potential. Most individuals, although possibly have a preference to one, benefit from a mixture of auditory, visual and kinaesthetic approaches to learning. School X ensures classrooms are visually stimulating with the use of displays of work, posters and working walls. Working walls also benefit kinaesthetic learners as they are ‘active’. Displays of work not only provide reinforcement, but celebrate achievement too. During lessons children have discussions with ‘talk partners’, whole class input and independent working. This ensures each child has the opportunity to be active in their learning. An interactive white board is made use of by every child and not just the teacher, which again reinforces active learning. Children are encouraged to express their feelings and share thoughts and experiences during circle time. No pressure is applied to children to disclose any information if they feel uncomfortable. However, from observations it is evident that children feel safe and comfortable, as many enjoy circle time and expressing themselves. Child A uses a teddy bear during circle time to help them express their feelings. The principle aim of circle time is to enhance self esteem, raise any possible concerns and to reflect on experiences. If children feel uncomfortable sharing, the classroom has a feelings chart and a ‘talk box’ which the children can use as a means of communicating any worries or concerns with the teacher. Through considering and analysing the measures used by school X to meet the holistic needs of every individual, it is evident that the principles of Every Child Matters forms a base for the schools ethos, alongside Maslow’s theory of self-actualisation. Future research may find a correlation between well- being and attainment. In my future practice I feel it is essential that I recognise and develop a good understanding of the significance of fulfilling children’s holistic needs. The Every Child matters agenda and Maslow’s theory appear to underpin the philosophy of the school at every level. Enjoying and achieving is fulfilled by reward systems within the classroom and at whole school level such as celebration assemblies. Healthy lifestyles are promoted and nurtured through circle time, sharing feelings, healthy food clubs and after school activities. School X has strong links with parents, provide financial and emotional support to promote economic well being and encourage a community spirit. Finally the children are made to feel safe and valued, aiding them with the tools to fulfil their potential and make a positive contribution within society.

Role of the Media in informing the public Report (Assessment)

programming assignment help Table of Contents Introduction Discussion Strategies in overcoming the challenges Conclusion Reference List Introduction Media plays an important role in informing the public. The traditional role of the media was informative, entertainers and educators but this has significantly changed with the changes in technology, increased competition and increased deregulation. These changes have also changed the impact of the media on the sociological and cultural aspects of society. Taylor p.1 says that the extent to which the public gains understanding of the issues surrounding their livelihoods heavily relies on the way the media reports. One of the areas in which the media has a significant influence on the cultural and sociological aspects of the society is with regard to conflict. The role is news is not just informative but also social as described by Maleek and kavoori p.5. The most important part of the news has now become the fact that it is prepared under different social and cultural circumstances. However this is not an important part of international journalism especially for independent media houses Bercovitch,Kremenuk and Zartman pp 1, The media is an important tool in enhancing international conflict.conflict and resolving it. This ability of the media can be seen from the Rwandan genocide where the media was used to spread the news of the death of the president and this sparked the genocide BBC news 1998. More often the crises originate from within national or international boundaries. The world’s media is therefore critical in the way it presents the international crises because the news content commands a world reach and have diverse responses. (Taylor, 2003, p.1) The media must work towards extending the information about the crises without intensifying the responses in order to avoid further emergent of international crises. This paper seeks to explore the special challenges that journalists encounter when reporting international crises and the strategies they have employed to overcome them. Discussion Media plays an important role in informing the public (Taylor, 2003, p.1, Hess p.1). Media practitioners have the capacity to cause tension as well as calmness among the public. When reporting international conflicts the challenge becomes even intense when covering military war zones. Get your 100% original paper on any topic done in as little as 3 hours Learn More According to Taylor, the media must be sensitive on the information it gives so as to avoid disclosing important information to the adversaries (Taylor, 2003, p.9). the meadi also has to be careful as it has an impact n the way countries respond to conflicts. Fro example the withdrawal of US troops from Somalia was prompted by media images ( Hess p 2). Military operations are guided by the need to censor media coverage in order to avoid exposure of their secrets to the adversaries (Taylor, 2003, p. 9). But for a society to be democratic, the media must be free to report its findings in an independent and objective manner. The conflict comes in when the media has to report the truth of the incident. However, this is not always the case. In other societies who are led by authoritarian or dictatorial government, the media functions as their government’s mouthpiece. Independent media reports both sides of international disputes. The military in a country army decide to use censorship of information hence controlling what the public receives. They may take deliberate steps of removing ‘risky’ information from the copy and only providing what protects their interests hence denying media practitioners the freedom of reporting both sides of a story. Military officers may at times scrutinize the media contents before their transmission hence limiting media’s freedom (Van Ginneken, 1998, p. 64- 91). The other challenge that media practitioners face comes from the gate keepers of the media house, the editors. The selection of what is news and what should feature on a news channel determines whether an event is newsworthy or not. This is a direct challenge to media practitioners because covering disputes and wars puts their lives at risks too. Although the editors may emphasize on in-depth coverage of such news events, this may be hard to observe because of the safety of the place. More so, journalists work for news organizations whose owners have different interests. This therefore dictates editorial content (Taylor, 2003, p. 12). Taylor continues to argue that most governments since 1914 have continued to manipulate media content at the interest of public. This mostly happens when the government’s troop is involved in a war with another nation. This is a situation that was witnessed during the First World War; journalists were restricted from the locations where war was intense causing a lot of deaths and destructions. We will write a custom Assessment on Role of the Media in informing the public specifically for you! Get your first paper with 15% OFF Learn More The media was also expected to exercise democratic freedom of protecting the military from their enemies by not covering the gap between the civilian fronts and the domestic fighters that was reducing (Young,

Poetry .English

Poetry .English.

For Your Poetry Paper: Due November 30 @ 6pmThe title of your paper is NOT the title of the poem you are analyzing. Write a literary title; for example: “A Critical Analysis of Symbols and their Meanings in Frost’s poem, The Road Not Taken” (place quotation marks around paper’s title and italicize the title of the poem).Follow the correct MLA (Modern Language Association) format for the title page/cover page (sample is on D2L). Margins and spacing.Include the originality statement on the title page (cover page) and sign it.Title page should not be numbered. Page numbering begins with page 2 (upper right hand side: example: Manuel 2) do not capitalize your last name.Write a clear and focused Thesis Statement—this will be the last sentence in your introduction. The Thesis Statement must state precisely the literary devices (Example: symbol, setting, rhyme, etc.) you are analyzing in your paper.Quote lines from the poem to support your essay. Example: The author signifies sleep as both the physical rest at the end of the day and death at the end of one’s life as seen in: “The woods are lovely, dark and deep / And I have promises to keep / And miles to go before I sleep, / And miles to go before I sleep” (lines 13-16).You will need at least two secondary sources (Journal articles, books, etc.) to support your analysis. In the body of the paper you would say: “Frost’s eye for strong, telling details was matched by his ear for natural speech rhythms” (Meyer 617).Dictionaries, google/internet articles, Wikipedia are NOT scholarly secondary sources.You are analyzing a literary piece (poem), so use literary terms in your paper.Keep your paper objective. Do not use personal experiences as examples to support what you are writing about. Use aformal tone – not informal or casual.Write a strong conclusion: bring in the main ideas as stated in your thesis. Provide the reader with a lasting impression on the topic.Works Cited Page: will be the last page of your paper on a separate page. List the textbook and the other sources in thealphabetical order.Blake, William. “The Garden of Love.” Literature: Voice and Craft. Ed. Nicholas Delbanco and Alan Cheus. 2nd ed. New York: McGraw, 2013. 71. Print.(The title of the poem is in quotation marks, the book is has an editor, the title is in italics or underlined. The second line begins with an indentation). You can check the format for writing Works Cited on all the sources you have used in your paper in the Works Cited Page.(I have bolded some words so you will not miss them).
Poetry .English

Byzantine Influences on Islamic Architecture

Byzantine Influences on Islamic Architecture. Introduction The current definition of globalization incorporates the significant idealism that one’s culture supersedes that of another, regardless of any potential beneficial amalgamation. Throughout history, the idea of conquer, and more directly, the annihilation of governmental bodies and social stratification has led to the exponential growth of social resources. It is therefore, through the inclusion these alternate, yet significant diversities that growth has been most efficiently affected. One significant assimilation was that of the Byzantine architecture into the future construction of Islamic magnates. While the disintegration of Byzantine society cannot be entirely accredited to the work of the Islamic forces, it is through constant attempts at occupation and tireless warfare, coupled with the foresight of Islamic leadership to reintegrate many of the highly effective design maxims into their architecture, that the structures that remain today occupy such religious indemnification among followers. Truly, the Byzantine influence in not only early, but modern Islamic architecture has shaped not only the ceiling of religious piety, but the ideology of a charismatic and well-preserved religious force. Byzantine Architecture The Byzantine Empire itself may easily be defined as a cultural melting pot, or more definitively, the globalized integration of religious and cultural views, centralized around one spectacular city: Constantinople. It is through the re-integration of revitalized world views that throughout the rein of this Empire, substantial cultural and societal gains were enacted. These gains include the remarkable architectural advances which greatly influenced the future surrounding areas and reverent incorporation of byzantine architectural masterpieces into their framework. Not to be excluded, the Roman and Greek influences within Byzantine architecture engineered significant structures, so inspiring and well defined that they would become structural affecters even to this day. Most notably, the advances towards structural engineering as well as iconography would influence religious societies for many future generations. The definitive Byzantine structure may be characterized by a uniquely architectured high dome, including theological depictions ornately carved which often represented the religious icons of the era. The re-definition of the church foundation which occurred during this timeframe eliminated the reliance on a boxed structure with four walls and incorporated structurally definitive six to eight cornered buildings which would also serve to support the dome itself. Additionally, and especially integral to future Islamic interpretation, the use of Corinthinan capitals, or remaining Roman text carved into stone and placed within the structure of the building for aesthetic purposes, would determine future scriptural formations and lettering on the outside of mosques and buildings. While the Byzantine’s themselves were primarily Christian, and especially during the first ruler’s reign, persecuted non-christian residents, often to the death, the influence that their architecture, as well as their cultural devotion would have on future Islamic nations is highly visible in many of their structures. Timely in it’s historical prescedence, the life of Mohammed would drastically influence this empire, as Muslim forces gained strength and began to attack southern Byzantine territories. “Byzantine energies focused almost entirely to the east and to the south. The western countries, the Europe that Byzantium at one time looked to for their identity and history, began to steadily fade from their horizon.”[1] In spite of the Islamic forces, Byzantine architecture represents the preservation of Roman influence which continues to affect building design to this day. Islamic Interpretation The integration of Byzantine architecture into Islamic religious structures continues to affect modern building design in this region of the world. One of the similarities between the Byzantine (Christian Majority) and Islamic societies was the lack of iconographic interpretations. Both religions severely preached the elimination of religions depictions through idolatry or stone iconography. In this format, the singular representation of religious devotion would come form the incorporation of religious words and text that would line the walls or pillars in this mosque. Additionally, the minimization of exterior flourish would encourage entrance into the spiritual dwelling. The influence of this technique of exterior minimalization, while re-defined interior actualization would greatly affect modern construction. “The multitude of decorative treatments of surfaces in Islamic architecture, the use of almost every conceivable technique and the development of a rich repertory of designs — from geometric to abstract shapes to full-scale floral patterns, from minutely executed inscriptions in a full variety of calligraphic styles to the monumental single words that serve as both religious images and decoration — is without parallel in the architecture of the non-Muslim world.”[2] Reverence beneath ornately decorated structures would encourage religious piety, and incorporate the devotion of the follower through his affectation from the surrounding architecture. Further notable incorporations of Byzantine architecture include the utilization of mosaic forms, the amalgamation of colorful tile or stone to represent an image with religious significance, the high dome structure supported by multiple pillars or bases, and an extensive palate pastel and complementary colors which would flood the interior of the structure itself. In spite of the mediated exterior flair, the re-introduction of color and style into the interior of the structures themselves can be much attributed to Byzantium influence. Utilizing marble and mosaic, coupled with centuries of preservation, the Mosque of Damascus was effectively created as a second Mecca, or identified within the Islamic religion as a powerful venue of absolute worship. The unique history of this structure incorporates the identification with the Byzantine ruling religion, as “after the Islamic conquest of Damascus in 661, during the reign of the first Umayyad caliph Mu’awiya Ibn Abi Sufyan, the Muslims shared the church with the Christians. The Muslims prayed in the eastern section of the ancient temple structure and the Christians in the western side.”[3] The Byzantines, a predominately Christian society, were willing to share this area of significance with the Islamic followers due to the highly divine identification which was incumbent within the location to both cultures. This diversification of venue, paired with the influence of Byzantine architects, led the caliph to construct a building which has endured calamity while edifying the necessity of piety through the ornate calligraphical representations and integration of inspiring color and mosaic. Additionally, the multiple pillared structure, as well as many arches and octagonal foundation clearly represents significant influence from the Byzantine era to the Islamic interpretation. Articles from the Koran have been requisitioned to the support structures of the domed ceiling as devotees may kneel and raise their eyes to remember the sacred text above them. There is a distinct lack of man or animalistic influence, as the iconography is specifically relegated to the religious features non-idolatrated. Finally, the amazing mosaic which surrounds the entire building, coupled with the engraved marble offers direct insight into the influence of Byzantine predecessors. Example 2: Dome of the Rock Currently, one of the most important structures in Islamic religion, the Dome of the Rock, represents a venue of extreme importance and, venerated by the Muslims, it is where the prophet Muhammad ascended to heaven.”[4] This simple belief has served as an instrumental catapult for many different wars and battles which evolved around the structure and location of the site. Essentially, this is a monumental domed structure created by Abdul Malik ibn Marwan in approximately 685 AD. The Byzantine influence may be immediately recognized through the multiple arches, the pillars inscribed with Koranic text, and the mosaic colorization which highlights both the exterior and interior of this remarkable structure. Additionally, the layout featuring extensive foundation and lack of religious iconography represents the direct Roman influence on the Byzantine architects. In fact, this structure continues to be represented, not as an Islamic specific creation, but as a mimic to a most remarkable work in Syria known as the Cathedral of Bosra, created during a time of Roman rule.[5] And, as previously identified, it was through Roman integration and inspiration that the transcendence of architecture framed the Byzantine empire. Conclusion Easily identified through didactic calligraphy, spectacular mosaic, and highly inspirational domed structures, the Islamic identification with Byzantine influence has offered society a unique example of cultural assimilation without full scale disintegration. Representatively, the Roman influence throughout the globe has offered some of the most remarkable architectural features, including dam and aqueduct construction, in addition to modern buildings and bridges. Through tri-cultural amalgamation, the Islamic Caliphs were able to integrate the most effective traits of this Byzantine interpretation and redirect those features into their own religious facilities. The bright colored, highly regimented structures remain today as a reminder of necessitated devotion for followers; they are the essential proponents of spiritual migration, and the constant belligerent behavior surrounding their maintenance offers unique perspective into a cultural clash regarding the choice of architectural foundation. The beauty and multi-cultural integration of these structures and architecture, however, is ultimately essential to preserve, as the historical implications of pre-capitalist globalization offers direct insight into the highly devout nature of mankind’s spiritual and cultural plight, the effect of which has far reaching determinations into the future. References Influences on Islamic Architecture

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