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See detailTeachers make the difference! Gender specific predictors of bullying and cyberbullying
Steffgen, Georges UL; Heinz, Andreas UL

Scientific Conference (2018, April 26)

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See detailImpact of the Time of Diagnosis on the Perceived Competence of Adolescents with Dyslexia
Battistutta, Layla UL; Commissaire, Eva; Steffgen, Georges UL

in Learning Disability Quarterly (2018)

Inter-group comparison studies have shown that children with specific learning disorders hold lower self-perceptions regarding their abilities than their typically developing peers, especially in an ... [more ▼]

Inter-group comparison studies have shown that children with specific learning disorders hold lower self-perceptions regarding their abilities than their typically developing peers, especially in an academic setting. This small-scale study investigated the potential effect of diagnostic timing on competency perceptions within a sample of adolescents with dyslexia, either diagnosed in primary or secondary school, but paired on duration of intervention and academic impairment. Perceived competence was assessed via self-report on an academic, social and more general level. These measures were complemented by open questions investigating pupils’ understanding and tolerance of their dyslexia. Early-diagnosed adolescents were found to hold higher academic and general competency perceptions. Moreover, pupils’ personal statements to the open questions revealed a statistically significant association between time of diagnosis and understanding as well as tolerance of dyslexia, indicating that early-diagnosed adolescents, compared to their late diagnosed peers, have more adequate representations of their reading disorder as specific and non-stigmatizing and are more open by announcing their dyslexia to others. Hence these preliminary findings suggest that diagnostic timing might lead early-diagnosed adolescents to a more adequate understanding of their dyslexia, which might also be related to higher competency perceptions. [less ▲]

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See detailDigitalisierung der Arbeit in Luxemburg - Teil 3
Sischka, Philipp UL; Steffgen, Georges UL

E-print/Working paper (2018)

Arbeitnehmer unterscheiden sich hinsichtlich dem Grad durch den ihre Arbeit von der Digitalisierung betroffen ist sowie durch die Auswirkungen, die die Digitalisierung auf ihre Arbeit und ihr Arbeits(er ... [more ▼]

Arbeitnehmer unterscheiden sich hinsichtlich dem Grad durch den ihre Arbeit von der Digitalisierung betroffen ist sowie durch die Auswirkungen, die die Digitalisierung auf ihre Arbeit und ihr Arbeits(er)leben haben. Arbeitnehmer, deren Arbeit stärker durch die Digitalisierung beeinflusst ist, erleben tendenziell mehr Partizipation, Feedback und Autonomie auf ihrer Arbeit. Gleichzeitig weisen sie auch mehr emotionale und mentale Anforderungen, sowie mehr Zeitdruck auf. Arbeitnehmer, deren Arbeit nur in geringem Maß von der Digitalisierung betroffen ist, sind dagegen weniger von emotionalen und mentalen Anforderungen, sowie von Zeitdruck, Konkurrenz und Mobbing betroffen. Insbesondere die geringere Planbarkeit von Arbeitszeit und Freizeit sowie die stärkere Überwachung und Kontrolle der Arbeitsleistung sind negative Konsequenzen der Digitalisierung, die zu einem verstärkten Erleben von emotionalen und mentalen Anforderungen sowie von Zeitdruck, Konkurrenz und Mobbing führt. Die Möglichkeit durch die Digitalisierung auch von zuhause oder von unterwegs arbeiten zu können führt einerseits zu mehr wahrgenommener Autonomie, andererseits ist dieses Potenzial der Digitalisierung auch mit negativen Konsequenzen verknüpft (z.B. erhöhter Zeitdruck). [less ▲]

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See detailDigitalisierung der Arbeit in Luxemburg - Teil 2
Sischka, Philipp UL; Steffgen, Georges UL

E-print/Working paper (2018)

Arbeitnehmer mit höherer formaler Bildung sowie Arbeitnehmer, die als Manager und Führungskräfte, in akademischen Berufen, als Techniker und als Bürokräfte arbeiten, berichten eher von einer gestiegenen ... [more ▼]

Arbeitnehmer mit höherer formaler Bildung sowie Arbeitnehmer, die als Manager und Führungskräfte, in akademischen Berufen, als Techniker und als Bürokräfte arbeiten, berichten eher von einer gestiegenen Entscheidungsfreiheit, von geringerer körperlicher Belastung, von mehr Aufgaben, von der Notwendigkeit ständiger Weiterentwicklung der eigenen Fähigkeiten sowie einer erhöhten Arbeitsleistung durch die Digitalisierung. Insbesondere Hilfsarbeitskräfte geben seltener an sowohl von den Vorteilen aus auch von den Nachteilen der Digitalisierung betroffen zu sein. Differenziert nach Geschlecht oder nach Alter ergeben sich oft nur geringfügige Unterschiede. [less ▲]

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See detailDigitalisierung der Arbeit in Luxemburg - Teil 1
Sischka, Philipp UL; Steffgen, Georges UL

E-print/Working paper (2018)

Die Digitalisierung steht derzeit im Fokus der öffentlichen und politischen Debatte. Im Folgenden wird dargestellt, wie Arbeitnehmer in Luxemburg ihre Arbeit durch die Digitalisierung beeinflusst sehen ... [more ▼]

Die Digitalisierung steht derzeit im Fokus der öffentlichen und politischen Debatte. Im Folgenden wird dargestellt, wie Arbeitnehmer in Luxemburg ihre Arbeit durch die Digitalisierung beeinflusst sehen. Hierbei werden die verschiedenen Formen der Digitalisierung sowie die Angst durch den technischen Fortschritt seinen Arbeitsplatz zu verlieren näher beleuchtet. Manager und Führungskräfte, Arbeitnehmer in akademischen Berufen, Techniker sowie Bürokräfte konstatieren einen starken Einfluss der Digitalisierung auf ihre Arbeit. Diese Einschätzung fällt für Arbeitnehmer in Dienstleistungs- und in Handwerksberufen sowie für Bedienern von Anlagen und Hilfsarbeitskräfte moderater aus. Während Manager und Führungskräfte, sowie Arbeitnehmer in akademischen Berufen vor allem die Bedeutung von elektronischer Kommunikation und unterstützender elektronischer Geräte hervorheben, kommt für Techniker und Arbeitnehmer in Handwerksberufen auch noch das Arbeiten mit computergesteuerten Maschinen oder Robotern hinzu. Die mit der Digitalisierung und dem technischen Fortschritt häufig debattierte Angst vor Arbeitsplatzverlust ist insgesamt moderat ausgeprägt. Etwas stärker ist diese bei Arbeitnehmern der Altersgruppe ab 35 Jahren sowie bei Bedienern von Anlagen und Bürokräften ausgeprägt. [less ▲]

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See detailGeschwindigkeitskontrollen im Strassenverkehr - eine wirksame repressive Methode?
Steffgen, Georges UL

Article for general public (2018)

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See detailEditorial: Special issue on bystanders of online aggression
Machackova, Hana; Pfetsch, Jan; Steffgen, Georges UL

in Cyberpsychology: Journal of Psychosocial Research on Cyberspace (2018), 12(4), 1-7

Online aggression — and especially cyberbullying — are topics which have gained substantial attention from researchers as well as public in the past years. While online aggression denotes any aggressive ... [more ▼]

Online aggression — and especially cyberbullying — are topics which have gained substantial attention from researchers as well as public in the past years. While online aggression denotes any aggressive incidents conducted through information and communication technology, cyberbullying is a specific form of this aggressive behavior characterized by the repetition of intended harm via digital media (see e.g., Menesini & Nocentini, 2009; Smith & Steffgen, 2013). Though the first years of research in this field were dominated by a focus on victimization, there is currently growing attention centered on the experiences of those who witness aggressive incidents online — that is, the bystanders of online aggression. This attention on bystanders is highly warranted since their roles are often pivotal in the whole process. Online aggression often takes place in the virtual presence of bystanders (Jones, Mitchell, & Turner, 2015). Similar to offline aggression and bullying (Cowie & Hutson, 2005; Salmivalli, 2010), the responses and reactions of bystanders can influence the course and consequences of the online incidents (Pfetsch, Steffgen, Gollwitzer, & Ittel, 2011). These responses can take on many forms (Pfetsch, 2016; Shultz, Heilman, & Hart 2014), including, in general, offering support to the victim, reinforcing the aggressive acts, or remaining passive. To understand bystander reactions, prior research focused on several individual characteristics, such as age and gender differences, empathy, coping, self-efficacy, anxiety and loneliness, or prior victimization (e.g., Barlińska, Szuster, & Winiewski, 2013; Machackova & Pfetsch, 2016; Olenik-Shemesh, Heiman, & Eden, 2017; Steffgen, Costa, & Slee, 2018; Van Cleemput, Vandebosch, & Pabian, 2014). Moreover, attention has been given to the specific context of the online incidents. Though there is ongoing fruitful discussion concerning the specificity of the online aggression, especially with regard to bullying and cyberbullying (Menesini, 2012; Olweus, 2012; Olweus & Limber, 2018), there are several features of online aggression which should be recognized because they can create the specific context which may affect bystanders’ responses. For instance, online bystanders can be distant from all of the actors and they can be invisible and unidentifiable, while the other actors can be also unknown and invisible to the bystanders (Dooley, Pyżalski, & Cross, 2009; Slonje & Smith, 2008; Sticca & Perren, 2013). Contextual factors, such as anonymity or proximity, have also been examined, as well as other factors, including the relationship to a victim or aggressor (e.g., Brody & Vangelisti, 2016; Machackova, Dedkova, Sevcikova, & Cerna, 2016; Sticca & Perren, 2013). So far, the research on the bystanders of online aggression has provided some explanations concerning the nature of their responses. However, many questions still remain unanswered or require more robust empirical evidence. These questions concern, for instance, the contextual factors which differentiate the responses of the bystanders of offline and online aggression, the assessments of the severity of the online incidents, and the interplay between the individual and contextual factors. Responding to the need to gain more insight into such topics, we decided to launch a special issue to address the different aspects related to the bystanders of online aggression. [less ▲]

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See detailFurther Evidence for Criterion Validity and Measurement Invariance of the Luxembourg Workplace Mobbing Scale
Sischka, Philipp UL; Schmidt, Alexander F.; Steffgen, Georges UL

in European Journal of Psychological Assessment (2018)

Workplace mobbing has various negative consequences for targeted individuals and are costly to organizations. At present it is debated whether gender, age, or occupation are potential risk factors ... [more ▼]

Workplace mobbing has various negative consequences for targeted individuals and are costly to organizations. At present it is debated whether gender, age, or occupation are potential risk factors. However, empirical data remain inconclusive as measures of workplace mobbing so far lack of measurement invariance (MI) testing – a prerequisite for meaningful manifest between-group comparisons. To close this research gap, the present study sought to further elucidate MI of the recently developed brief Luxembourg Workplace Mobbing Scale (LWMS; Steffgen, Sischka, Schmidt, Kohl, & Happ, 2016) across gender, age, and occupational groups and to test whether these factors represent important risk factors of workplace mobbing. Furthermore, we sought to expand data on criterion validity of the LWMS with different self-report criterion measures such as psychological health (e.g., work-related burnout, suicidal thoughts), physiological health problems, organizational behavior (i.e., subjective work performance, turnover intention, and absenteeism), and with a self-labeling mobbing index. Data were collected via computer-assisted telephone interviews (CATI) in a representative sample of 1,480 employees working in Luxembourg (aged from 16 to 66; 45.7% female). Confirmatory factor analyses revealed scalar MI across gender and occupation as well as partial scalar invariance across age groups. None of these factors impacted on the level of workplace mobbing. Correlation and receiver operating characteristic (ROC) analyses strongly support the criterion validity of the LWMS. Due to its briefness while at the same time being robust against language, age, gender, and occupational group factors and exhibiting meaningful criterion validity, the LWMS is particularly attractive for large-scale surveys as well as for single-case assessment and, thus, general percentile norms are reported in the Electronic Supplementary Materials. [less ▲]

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See detailThe coping of bystanders with cyberbullying in an adolescent population
Steffgen, Georges UL; Pinto Costa, Andreia UL; Slee, Phillip T.

in Slee, Phillip T.; Skrzypiec, Grace; Cefai, Carmel (Eds.) Child and Adolescent Wellbeing and Violence Prevention in Schools (2018)

Cyberbullying is a serious social phenomenon that occurs in different settings. In line with the participant role approach (Salmivalli, 2010), different bystanders (e.g. assistants, reinforcers, defenders ... [more ▼]

Cyberbullying is a serious social phenomenon that occurs in different settings. In line with the participant role approach (Salmivalli, 2010), different bystanders (e.g. assistants, reinforcers, defenders, and outsiders), likewise cyberbullies, and cybervictims are involved in cyberbullying incidents. The current study explores how participants in cyberbullying incidents differ in coping behaviour. Students of German and Luxembourg secondary schools (n = 367) completed a questionnaire, amongst others, on participant roles and coping. Coping behavior was classified into six strategies: other-focused, self-focused, avoidance, relationships improvement, assertive responses, and technical responses (AUTHORS et al, 2012). These coping behaviors were mostly interrelated. Regression analysis showed that avoidance, self-focused strategies, and assertive responses predicted victimization. Additionally, defender behavior was predicted by reduced technical responses and enhanced other focused strategies. Hence, different actors in cyberbullying incidents differ systematically in coping behavior. The implications of the findings are of relevance for the development of efficient coping-based intervention programs against cyberbullying. In particular, avoidance, self- and other-focused strategies of actors in cyberbullying incidents have to be considered in intervention programs. [less ▲]

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See detail“Don’t You Know I Own the Road?” The Link Between Narcissism and Aggressive Driving
Bushman, Brad J.; Steffgen, Georges UL; Kerwin, Thomas et al

in Transportation Research. Part F : Traffic Psychology and Behaviour (2018), 52

Aggressive drivers can make driving dangerous. Over 50% of traffic fatalities are caused by aggressive driving. Aggressive motorists make driving very dangerous. This research tests whether narcissists ... [more ▼]

Aggressive drivers can make driving dangerous. Over 50% of traffic fatalities are caused by aggressive driving. Aggressive motorists make driving very dangerous. This research tests whether narcissists are more aggressive drivers than other individuals. Narcissists think they are special people who deserve special treatment. When they don’t get the special treatment they think they deserve, narcissists often lash out at others in an aggressive manner. Narcissists might think they “own the road” and can drive anyway they want, and that other drivers should get out of their way. In the article, we conduct three studies to test the link between narcissism and aggressive driving. In Studies 1 (N=139) and 2 (N=100), Luxembourgish motorists completed a measure of narcissism and a self-report measure of aggressive driving. In Study 3 (N=60), American university students completed a measure of narcissism and then completed a driving simulation scenario that contained a number of frustrating elements. Several measures of aggressive driving and road rage were obtained. In all three studies, narcissism was positively related to aggressive driving. A meta-analysis found an average correlation of r=.35 across the three studies. This research replicates previous research linking narcissism to aggression, and extends it to a driving context. [less ▲]

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See detailLuxembourg and Autism
Pinto Costa, Andreia UL; Steffgen, Georges UL

in Volkmar, Fred (Ed.) Encyclopedia of Autism Spectrum Disorders (2018)

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See detailThe role of alexithymia in parent-child interaction and in the emotional ability of children with autism spectrum disorder
Pinto Costa, Andreia UL; Steffgen, Georges UL; Vögele, Claus UL

in Autism Research (2018)

Children with autism spectrum disorder (ASD) have more emotional difficulties than typically developing (TD) children. Of all the factors that impact children’s emotional development, parents, and the way ... [more ▼]

Children with autism spectrum disorder (ASD) have more emotional difficulties than typically developing (TD) children. Of all the factors that impact children’s emotional development, parents, and the way they interact with their children, are of crucial importance. The present study compared the amount of parent-child interactions among 35 dyads of parents and their children with ASD and 41 dyads of parents and their TD children, aged between 3 and 13 years, during a frustration-eliciting situation. We further examined whether children’s alexithymia is linked to parent-child interactions and whether parent-child interactions are linked to children’s emotional difficulties. We found that parents of children with ASD interacted significantly less with their children than parents of TD children. This reduced interaction was better explained by children’s alexithymia than by children’s ASD diagnosis. Finally, parent-child interaction mediated the relationship between children’s ASD diagnosis and children’s emotion regulation ability, as well as some aspects of children’s emotional reactivity but only if not accounting for children’s alexithymia levels. Our results demonstrate the determinant role children’s alexithymia plays on parent-child interactions and on how these interactions are linked to children’s difficulties in emotion regulation and emotional reactivity. Results are discussed in light of how parent-child interactions and the emotional ability of children with ASD can be improved by targeting children’s alexithymia. [less ▲]

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See detailMore Attention and Less Repetitive and Stereotyped Behaviors using a Robot with Children with Autism
Pinto Costa, Andreia UL; Charpiot, Louise UL; Rodriguez Lera, Francisco Javier UL et al

in 27th IEEE International Symposium on Robot and Human Interactive Communication, RO-MAN 2018, Nanjing, China, August 27-31, 2018 (2018)

The aim of the present study was to assess the usefulness of QTrobot, a socially assistive robot, in interventions with children with autism spectrum disorder (ASD) by assessing children's attention ... [more ▼]

The aim of the present study was to assess the usefulness of QTrobot, a socially assistive robot, in interventions with children with autism spectrum disorder (ASD) by assessing children's attention, imitation, and presence of repetitive and stereotyped behaviors. Fifteen children diagnosed with ASD, aged from 4 to 14 years participated in two short interactions, one with a person and one with the robot. Statistical analyses revealed that children directed more attention towards the robot than towards the person, imitated the robot as much as the person, and engaged in fewer repetitive or stereotyped behaviors with the robot than with the person. These results support previous research demonstrating the usefulness of robots in short interactions with children with ASD and provide new evidence to the usefulness of robots in reducing repetitive and stereotyped behaviors in children with ASD, which can affect children's learning. [less ▲]

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See detailWorking conditions and work-related anger: A longitudinal perspective
Steffgen, Georges UL; Sischka, Philipp UL

Scientific Conference (2017, November 24)

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See detailBildung in Not!
Steffgen, Georges UL

Article for general public (2017)

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See detailDoes physical learning environment matter? Effects after the move to a new campus on the perception of the quality of studies
Steffgen, Georges UL; Vesely, Jana; Pinto Costa, Andreia UL

Poster (2017, September 18)

The present study examined the effects of a move to a new physical learning environment – Belval Campus – on the students’ satisfaction with the course program in psychology. It was hypothesized that the ... [more ▼]

The present study examined the effects of a move to a new physical learning environment – Belval Campus – on the students’ satisfaction with the course program in psychology. It was hypothesized that the move to a new and modern University campus with better study facilities increases course climate, learning promotion, and skill acquisition. Participants were 538 undergraduate students who completed the Bachelor Evaluation Questionnaire, which assessed the perceived quality of the course program as well as five infrastructure and equipment aspects of the new campus. Findings show that students were more satisfied with the classrooms, the capacity of the rooms, and the library facilities, but there was no increase in perceived course climate, learning promotion, and skill acquisition of the students after 6 months nor after 18 months from the move. The implications of these findings for the need to change physical learning environments are discussed and recommendations for the design of learning environments are presented. [less ▲]

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See detailImpact of the Time of Diagnosis on Dyslexic Adolescents' Self-efficacy beliefs
Battistutta, Layla UL; Commissaire, Eva; Steffgen, Georges UL

Poster (2017, September)

Aim: Most of the research on self-efficacy in children with specific learning disorders has focused on inter-group comparisons, showing that these children hold lower self-efficacy scores than their ... [more ▼]

Aim: Most of the research on self-efficacy in children with specific learning disorders has focused on inter-group comparisons, showing that these children hold lower self-efficacy scores than their normally developing peers. As these lower scores might be due to a reduced access to self-efficacy sources (Hampton & Mason, 2003), this small-scale study (N=18) aimed to investigate whether the time of diagnosis might modulate the access to these sources within a group of dyslexic adolescents, either diagnosed in primary or secondary school but paired on chronological age and duration of remedial training. Methods: Mixed methods were employed by using general as well as academic and social self-efficacy scales, complemented by semi-structured interviews investigating students’ understanding and acceptance of their dyslexia. Results: The findings showed that early-diagnosed students hold higher general and academic scores. Further analyses regarding students’ personal statements revealed a statistically significant association between time of diagnosis and understanding as well as tolerance of dyslexia, indicating that early-diagnosed adolescents, compared to their late-diagnosed peers, have a more cohesive understanding and more adequate representations of their reading disorder as specific and non-stigmatizing, all the while being more tolerant and open about announcing their dyslexia to others. Conclusions: An early diagnosis of dyslexia is thus associated with a better understanding and acceptance of the disorder, possibly serving as a protective factor which can consequently contribute to higher general and academic self-efficacy scores. Hence, these findings not only extend the literature on self-efficacy beliefs in dyslexia by investigating the time of diagnosis, but also have important practical implications, highlighting the significance of an early diagnosis beyond the benefits of early rehabilitation as well as the potentially negative psychological consequences of a late diagnosis. [less ▲]

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See detailArbeitsmotivation von Arbeitnehmern in Luxemburg
Sischka, Philipp UL; Steffgen, Georges UL

E-print/Working paper (2017)

Die europäische Studie EWCS (Eurofund, 2016a, 2016b) zeigt auf, dass sich die Arbeitsmotivation der Arbeitnehmer in Luxemburg eher im mittleren Bereich wiederfindet. Die nationale Studie Quality of Work ... [more ▼]

Die europäische Studie EWCS (Eurofund, 2016a, 2016b) zeigt auf, dass sich die Arbeitsmotivation der Arbeitnehmer in Luxemburg eher im mittleren Bereich wiederfindet. Die nationale Studie Quality of Work Index belegt nur geringfügige Unterschiede der Arbeitsmotivation sowohl zwischen männlichen und weiblichen Arbeitnehmern als auch zwischen den verschiedenen Altersgruppen. Arbeitnehmer in einer Vorgesetztenposition, Manager und Führungskräfte zeigen im Durchschnitt eine höhere, Hilfsarbeitskräfte dagegen im Durchschnitt eine geringere Arbeitsmotivation. Überdurchschnittlich motiviert erweisen sich Arbeitnehmer in Nichtregierungsorganisationen (NGO). Die Arbeitsmotivation ist dabei mit verschiedenen psychosozialen Abeitsbedingungen sowie Arbeitsrahmenbedingungen korreliert. Parizipation an Entscheidungen, Feedback von Kollegen und Vorgesetzten, Kooperation unter Kollegen sowie Rollenklarheit sind positiv mit Arbeitsmotivation assoziert, das Erleben von Konkurrenz und Mobbing sind hingegen negativ assoziiert. Hinsichtlich Arbeitsrahmenbedingungen weist vor allem Arbeitsplatzsicherheit einen hohen Zusammenhang mit der Arbeitsmotivation auf, gefolgt von Einkommenszufriedenheit und Ausbildungsmöglichkeiten. [less ▲]

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See detailWir stehen an einem Scheideweg
Steffgen, Georges UL

Article for general public (2017)

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