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See detailHeranführung an die mehrsprachige Pädagogik durch Filmaufnahmen in der Lehrerausbildung in Luxemburg
Kirsch, Claudine UL

in Zeitschrift für Interkulturellen Fremdsprachenunterricht (in press), 25(1), 22

Aufgrund von gesellschaftlichen, sprach- und bildungspolitischen Entwicklungen soll mehrsprachige Bildung ein fester Bestandteil des Schul- und Vorschulunterrichts sein. Es gilt deshalb, angehende ... [more ▼]

Aufgrund von gesellschaftlichen, sprach- und bildungspolitischen Entwicklungen soll mehrsprachige Bildung ein fester Bestandteil des Schul- und Vorschulunterrichts sein. Es gilt deshalb, angehende LehrerInnen auf diese Neuerung vorzubereiten und ihnen beim Aneignen von Wissen und bei der Reflexion ihrer Haltungen zu helfen. Zu diesem Zweck wurden Filmaufnahmen aus einer empirischen Forschung zur frühen mehrsprachigen Bildung in der Lehrerausbildung in Luxemburg eingesetzt. Ein Fragebogen und Gruppeninterviews mit den Studierenden zeigen, dass sie durch das Filmmaterial neues Wissen erwarben und an ihren Einstellungen arbeiteten. Die Veranschaulichung in den Filmen, die theoriegeleiteten Diskussionen im Seminar und die tiefe Auseinandersetzung und Reflexion der Studierenden waren lernförderlich. Societal developments, language policies and new understandings of language learning call for multilingual education in schools. Prospective teachers need to be prepared for this change and develop a stance and knowledge that further multilingualism. To promote learning, videos of a research project on multilingual pedagogies in early years were used in teacher education in Luxembourg. A questionnaire and group interviews with students showed that they developed new knowledge and worked on their stance towards multilingual education. The illustrations in the videos, the theory-led discussions as well as the students’ deep engagement and reflection promoted learning. [less ▲]

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See detailEpistemological, critical and reflexive gymnastics: constructing research in "former Yugoslavia" in the face of the coloniality of knowledge
Blondel, Cyril UL

in Aiken, Gerald Taylor; Button, Cat (Eds.) Over-researched places (in press)

This article is a story narrating the evolution of my own reflections during my Ph.D.: “Planning at the Borders of European Peripheries: The Serbia/Croatia Borderland and the EU Cooperation and ... [more ▼]

This article is a story narrating the evolution of my own reflections during my Ph.D.: “Planning at the Borders of European Peripheries: The Serbia/Croatia Borderland and the EU Cooperation and Reconciliation Injunctions” (Ph.D. thesis, Tours, Université François-Rabelais, 2016). Using auto-ethnographic methods, this article demonstrates a conviction, the necessity to engage with a reflexive and critical approach, before, during, and after the production of research. I show first how I built the thesis’ epistemological approach, by progressively deconstructing classical theoretical frameworks (nationalist, postsocialist, post-Yugoslav). I expose and discuss then the outcomes of such a reflexivity, in particular how I gradually became conscious of the coloniality of (my) knowledge. These mental gymnastics allowed me to occasionally overcome – but regularly report on – the limits of my research, but also to recognize the unsurpassibility of certain aspects of my work connected to the situation in which I stated and conducted it. Reflecting on epistemological reflexivity contributes to clarifying scientific (in)validity of research, and better situates researcher’s arguments, their position and positionality. [less ▲]

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See detailTrends from 2006-2018 in Health, Health Behaviour, Health Outcomes and Social Context of Adolescents in Luxembourg
Heinz, Andreas UL; van Duin, Claire UL; Kern, Matthias Robert UL et al

Report (in press)

This report shows how 30 health indicators developed in the four Luxembourg HBSC surveys conducted in 2006, 2010, 2014 and 2018. There were positive trends especially in the health behaviour of the pupils ... [more ▼]

This report shows how 30 health indicators developed in the four Luxembourg HBSC surveys conducted in 2006, 2010, 2014 and 2018. There were positive trends especially in the health behaviour of the pupils: they smoke less and drink less alcohol. They also report more frequently that they brush their teeth regularly, eat more fruit and fewer sweets and consume fewer soft drinks. From 2006-2018, however, there were also deteriorations. For example, more pupils feel stressed from school and rate the climate among classmates worse. In addition, there are more pupils who are overweight and exercise less and more pupils report having psychosomatic health complaints. [less ▲]

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See detailYoung people feel wise and older people feel energetic: Comparing age stereotypes and self-evaluations across adulthood
Bowen, Catherine E.; Spuling, Svenja M.; Kornadt, Anna Elena UL et al

in European Journal of Ageing (in press)

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See detailMehrebenenanalyse schulischer Inklusion: Zwischen globaler Diffusion der Inklusionsrhetorik, behinderten Bildungskarrieren und institutionellen Pfadabhängigkeiten in Deutschland
Biermann, Julia; Pfahl, Lisa; Powell, Justin J W UL

in Dietze, T.; Gloystein, D.; Moser, V. (Eds.) et al Inklusion - Partizipation - Menschenrechte: Transformationen in die Teilhabegesellschaft? 10 Jahre UN-Behindertenrechtskonvention – Eine interdisziplinäre Zwischenbilanz (in press)

In Deutschland ist, wie in den meisten anderen Ländern Europas, eine Debatte über die Auflösung der traditionellen Dichotomie von Sonder- versus Regelschule zu beobachten. Diese Debatten reflektieren ... [more ▼]

In Deutschland ist, wie in den meisten anderen Ländern Europas, eine Debatte über die Auflösung der traditionellen Dichotomie von Sonder- versus Regelschule zu beobachten. Diese Debatten reflektieren, dass die derzeitige Lage im deutschen Schulsystem keineswegs einer Realisierung des Menschenrechts auf inklusive Bildung entspricht, wie es in Artikel 24 der UN-BRK verankert ist. Inklusive Bildung wird hier als gemeinsames Lernen an allgemeinen Schulen in allen Bildungsstufen definiert. Inklusion ist demnach weder vereinbar mit Sonderbeschulung (Segregation), Unterricht in separaten Klassen und Lerngruppen an allgemeinen Schulen (Separation) noch mit Unterricht, wel- cher zwar größtenteils gemeinsam stattfindet, jedoch nicht auf Vielfalt jeglicher Art ausgerichtet ist (etwa Schicht, Geschlecht, Migrationshintergrund, Behinderung) (Integration) (Committee on the Rights of Persons with Disabilities, 2016, S. 3). Die Institutionalisierung inklusiver Bildung setzt also eine De-Institutionalisierung segregierter und separierter Schulsysteme voraus (Biermann & Powell, 2014). Auf Grundlage dieses Verständnisses hat der UN Ausschuss für die Rechte von Menschen mit Behinderungen im Rahmen des Staatenberichtsverfahrens im Jahr 2015 auch die Entwicklungen in Deutschland kritisiert (Committee on the Rights of Persons with Disabilities, 2015, S. 8). Eine Transformation hin zu einem inklusiven Bildungssystem, in dem alle Schüler*innen möglichst lange gemeinsam lernen, hat es bisher nur regional bedingt gegeben (Autorengruppe Bildungsberichterstattung, 2014, 2016, 2018; Blanck, Edelstein & Powell, 2013). Obwohl sonderpädagogische Förderung je nach Bundesland und Kreis an sehr unterschiedlichen Lernorten bereitgestellt wird, ist im Aggregat dennoch die Persistenz der Sonderbeschulung nicht zu verleugnen (Autorengruppe Bildungsberichterstattung, 2014, 2016, 2018; Blanck, Edelstein & Powell, 2013). In den verschiedenen Regionen Deutschlands kommt es daher weder zu einer allgemeinen Angleichung der Lebensbedingungen noch zu einer Konvergenz in den Bildungschancen. Dies hat weitreichende Folgen für die gegenwärtige Schüler*innengeneration und nimmt negativen Einfluss auf individuelle Bildungskarrieren. Die Frage, mit welcher wir uns in diesem Beitrag beschäftigen, lautet daher: Welche Wirkung hat der völkerrechtlich anerkannte Auftrag, inklusive Bildung zu gewährleisten, auf das deutsche Schulsystem? [less ▲]

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See detailLa réintroduction des contrôles frontaliers dans l’Espace Schengen. Réflexions préliminaires pour un agenda de recherche
Evrard, Estelle UL; Sommarribas, Adolfo UL; Nienaber, Birte UL

Report (in press)

This articles analyses the potential impact of closed borders or the re-establishing of border checks on the Greater Region - especially in Luxembourg.

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See detailClimate Finance: The case of developing States and legal readiness towards a transition to climate resilience
Alexandraki, Chrysa UL

in Sustainability (in press)

Climate change poses one of the greatest challenges on an international scale. Responding to this challenge requires the collective effort of all States, however, primary burden has been placed on climate ... [more ▼]

Climate change poses one of the greatest challenges on an international scale. Responding to this challenge requires the collective effort of all States, however, primary burden has been placed on climate finance deriving from developed States, reflecting a dichotomy amongst the member States to the UN climate change regime. The climate finance obligation, albeit justified under the UNFCCC and the principle of differentiation, does not come without challenges for both categories of States. Most of these challenges have focused so far on the donor side, as well as the institutional design and policy weaknesses of the development institutions administering and disbursing climate finance. Considerable challenges, however, also exist on the beneficiary side, especially due to the lack of national climate finance readiness and solid institutional frameworks and policies in recipient countries. This paper focuses on the legal aspects of readiness for climate finance examining the regulatory tools currently deployed by developing States to strengthen their domestic capacities. First, it elaborates on the climate finance obligation per se, while embarking on analyzing this obligation and the challenges it entails under the UN climate change framework. Second, it examines the concept of legal readiness by analyzing what it means to be ready for climate finance, the rationale of legal readiness and the role of law in enhancing developing States’ readiness for climate finance. In doing so, the paper elaborates on the existing taxonomies and guidelines on legal readiness for climate finance, as well as the regulatory and policy tools extensively utilized for this purpose in developing countries. Third, the paper demonstrates the case study of Bangladesh as a country that has advanced and adjusted its national legislation and policies, in order to enhance its legal readiness for climate finance. [less ▲]

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See detailRestricted hypercontractivity on the Poisson space
Nourdin, Ivan UL; Peccati, Giovanni UL; Yang, Xiaochuan UL

in Proceedings of the American Mathematical Society (in press)

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See detailOversampled DFT-Modulated Biorthogonal Filter Banks: Perfect Reconstruction Designs and Multiplierless Approximations
Alves Martins, Wallace UL; Shankar, Bhavani UL; Ottersten, Björn UL

in IEEE Transactions on Circuits and Systems. II, Express Briefs (in press)

We propose a novel methodology for designing oversampled discrete Fourier transform-modulated uniform filter banks. The analysis prototype is designed as a Nyquist filter, whereas the synthesis prototype ... [more ▼]

We propose a novel methodology for designing oversampled discrete Fourier transform-modulated uniform filter banks. The analysis prototype is designed as a Nyquist filter, whereas the synthesis prototype is designed to guarantee perfect reconstruction (PR) considering oversampling. The resulting optimization problem fits into the disciplined convex programming framework, as long as some convex objective function is employed, as the minimization of either the stop-band energy or the maximum deviation from a desired response. The methodology also accounts for near-PR multiplierless approximations of the prototype analysis and synthesis filters, whose coefficients are obtained in the sum-of-power-of-two (SOPOT) space. The quantized coefficients are computed using successive approximation of vectors, which is able to yield filters with a reduced number of SOPOT coefficients in a computationally efficient manner. The proposed methodology is especially appealing for supporting actual hardware deployments, such as modern digital transparent processors to be used in next-generation satellite payloads. [less ▲]

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See detailSpiel-Werke. Perspektiven auf literarische Spiele und Games
Sieburg, Heinz UL; Amann, Wilhelm UL

Book published by transcript (in press)

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See detailSpiel-Werke. Perspektiven auf literarische Spiele und Games
Amann, Wilhelm UL; Sieburg, Heinz UL

Book published by transcript (in press)

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See detailPsychometric properties of the transaddiction craving triggers questionnaire in alcohol use disorder.
von Hammerstein, Cora; Cornil, Aurelien; Rothen, Stephane et al

in International journal of methods in psychiatric research (in press)

OBJECTIVES: We aimed to develop the transaddiction craving triggers questionnaire (TCTQ), which assesses the propensity of specific situations and contexts to trigger craving and to test its psychometric ... [more ▼]

OBJECTIVES: We aimed to develop the transaddiction craving triggers questionnaire (TCTQ), which assesses the propensity of specific situations and contexts to trigger craving and to test its psychometric properties in alcohol use disorder (AUD). METHODS: This study included a sample of 111 AUD outpatients. We performed exploratory factor analysis (EFA) and calculated item-dimension correlations. Internal consistency was measured with Cronbach's alpha coefficient. Construct validity was assessed through Spearman correlations with craving, emotional symptoms, impulsivity, mindfulness, and drinking characteristics. RESULTS: The EFA suggested a 3-factor solution: unpleasant affect, pleasant affect, and cues and related thoughts. Cronbach's coefficient alpha ranged from .80 to .95 for the three factors and the total score. Weak positive correlations were identified between the TCTQ and drinking outcomes, and moderate correlation were found between the TCTQ and craving strength, impulsivity, anxiety, depression, and impact of alcohol on quality of life. CONCLUSIONS: The 3-factor structure is congruent with the well-established propensity of emotions and cues to trigger craving. Construct validity is supported by close relations between the TCTQ and psychological well-being rather than between the TCTQ and drinking behaviors. Longitudinal validation is warranted to assess sensitivity to change of the TCTQ and to explore its psychometric properties in other addictive disorders. [less ▲]

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See detailHandbuch Inklusion International: Globale, nationale und lokale Perspektiven auf Inklusive Bildung
Köpfer, Andreas; Powell, Justin J W UL; Zahnd, Raphael

Book published by Barbara Budrich (in press)

Inclusive education has become a leading theme internationally over the past several decades, as it addresses key issues, often controversial, of exclusion/inclusion, learning opportunities, and ... [more ▼]

Inclusive education has become a leading theme internationally over the past several decades, as it addresses key issues, often controversial, of exclusion/inclusion, learning opportunities, and educational equality and justice. Among international organizations as well as supranational governments, we find an increasing emphasis on recognizing diversity and enabling education for all. This is visible in the Salamanca Declaration (1994), the overall “education-for-all” agenda, the Sustainable Developments Goals (e.g., Education, SDG 4), and the worldwide ratification of the UN Convention on the Rights of People with Disabilities (e.g., Article 24 on Education), which mandates among state parties the establishment of an inclusive education system across levels, from early childhood to lifelong learning. This frame of reference is not only significant in terms of definitions and contents but also in the context of the strengthening of world society. The world societal level is not the same as what occurs in the relations between nation states, as important as such learning in policies and practices may be but extends beyond. This is evident in the definition of “inclusion” that has become significant internationally as a category signifying attempts to guarantee access and participation in different levels of education systems, but one that has contrasting and divergent understandings, implications, and implementation consequences between national and local contexts. The goal of participation that follows normatively and legally from such understandings of inclusion, is recontextualized differently, sometimes even paradoxically, when in fact segregated and separate settings are extended under the banner of inclusion. In Germany, for example, despite inclusion discourse flowing from such international agendas that focus on processes of integration and participation, the structures, cultures, and practices that disadvantage and disable continue to exist or even become strengthened. Even if the myriad dimensions of diversity are increasingly discussed and intersectional approaches become more important, the emphasis on difference of disability or “special educational needs” continues. In educational research, numerous publications have delineated the establishment of inclusive education from diverse perspectives. Over the past decade in particular, this has occurred in relation to the UN CRPD, which also implies a connection to the world society-frame; however, theorization and in-depth empirical analyses are lacking to explain more recent developments on multiple levels. Even for nation-states, few systematic and comparative studies have analyzed the diverse forms of inclusive education in different contexts. The consequence has been a divergence between the national discourses of inclusive education, for example, in the German-speaking countries, that remain focused on special educational needs, and the more global discourse that understands inclusive education in human rights terms and a key developmental process in democracies. Although some recent comparative research projects and dissertations provide insights into specific country contexts, a more comprehensive publication that collects such research results of international inclusive educational research has been lacking. Furthermore, the opportunity presents itself to extend the dialogue through a world society perspective on inclusion to reflect global inequalities via integrating case studies from the Global South. International and intercultural perspectives enable the investigation of structures, cultures and practices of different countries to the crucial comparison of educational processes. This is especially necessary in the case of inclusive education, whether as a source of inspiration, a reflexive critique of taken-for-grantedness or as a means to identify disparities and social inequalities. Thus, in several dozen chapters, the Handbook Inclusion International presents diverse global, national, and local perspectives on inclusive education. [less ▲]

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See detailCan artificial intelligence replace whistle-blowers in the business sector?
Kafteranis, Dimitrios UL

in International Journal of Technology Policy and Law (in press)

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See detailAktuelle Entwicklungen im Steuerrecht in der Informationstechnologie 2018/2019 - Teil 2
Schmittmann, Jens; Sinnig, Julia UL

in Kommunikation und Recht (in press)

Teil zwei des Beitrags knüpft an Teil eins in K&R 2020 xxx an und fasst die wesentlichen Entwicklungen in Legislative und Judikative im deutschen Steuerrecht zusammen, soweit sich Bezüge zur ... [more ▼]

Teil zwei des Beitrags knüpft an Teil eins in K&R 2020 xxx an und fasst die wesentlichen Entwicklungen in Legislative und Judikative im deutschen Steuerrecht zusammen, soweit sich Bezüge zur Informationstechnologie und dem Informationstechnologierecht ergeben. Er knüpft an die Beiträge des Verfassers Prof. Dr. Jens M. Schmittmann in den Vorjahren, sowie dem Beitrag beider Verfasser im vergangenen Jahr und den Vorträgen der Verfasser in Bremen anlässlich der DSRI Herbstakademie 2019 an. [less ▲]

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See detailLes exceptions à la règle de l’Etat de droit: déroger aux droits fondamentaux en période de crise?
Mavrouli, Roila UL

in Cahiers Jean Monnet, Actes des ateliers doctoraux « L’état de droit », Centre d'Excellence Europe Capitole (in press)

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See detailEngagement féministe en sons et en images dans l’œuvre cinématographique d’Assia Djebar
Barthelmebs-Raguin, Hélène UL

in Guaaybess, Tourya; Di Cesare, Nurit; Levy, Jessica (Eds.) et al Femmes engagées au cœur de l’action. Mise en récit(s), mise en image(s) (in press)

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See detailMoney and Happiness: Income, Wealth and Subjective Well-being
D'Ambrosio, Conchita UL; Lepinteur, Anthony UL; Jäntti, Markus

in Social Indicators Research (in press)

We examine the complex relationship between money and happiness. We find that both permanent income and wealth are better predictors of life satisfaction than current income and wealth. They matter not ... [more ▼]

We examine the complex relationship between money and happiness. We find that both permanent income and wealth are better predictors of life satisfaction than current income and wealth. They matter not only in absolute terms but also in comparative terms. However, their relative impacts differ. The first exerts a comparison effect – the higher the permanent income of the reference group, the lower life satisfaction – the second exerts an information effect – the higher the permanent wealth of the reference group, the higher life satisfaction. We also show that negative transitory shocks to income reduce life satisfaction while transitory shocks to wealth have no effect. Lastly, we analyse the effects of their components and find that not all of them predict life satisfaction: permanent taxes do not matter, while only the value of permanent real estate, financial and business assets do. Finally, we use quantile regression and analyse to what extent our results vary along the well-being distribution, finding the impacts to be larger at lower levels of life satisfaction. [less ▲]

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See detailBinge-Watching: What Do we Know So Far? A First Systematic Review of the Evidence
Flayelle, Maèva UL; Maurage, Pierre; Ridell Di Lorenzo, Kim et al

in Current Addiction Reports (in press)

Purpose of Review Along with the expansion of on-demand viewing technology, the practice of binge-watching (i.e., watching multiple episodes of TV series back-to-back) has recently gained increasing ... [more ▼]

Purpose of Review Along with the expansion of on-demand viewing technology, the practice of binge-watching (i.e., watching multiple episodes of TV series back-to-back) has recently gained increasing research interest, given its potential harmfulness and presumed addictive characteristics. The present article provides the first systematic review of the evidence regarding this increasingly widespread behavior. Recent Findings The results of this systematic review (including 24 studies and 17,545 participants) show that binge-watching remains an ill-defined construct as no consensus exists on its operationalization and measurement. Although such methodological disparities across studies hinder the comparability of results, the preliminary findings gathered here mainly point to the heterogeneous nature of binge-watching which covers at least two distinct realities, i.e., high but non-harmful engagement and problematic involvement in TV series watching. Summary In these early stages of research, there is a major need for more consistency and harmonization of constructs and their operationalizations to move forward in the understanding of binge-watching. Just as important, future research should maintain the distinction between high and problematic involvement in binge-watching to avoid overpathologizing this common behavior [less ▲]

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See detailImpact of learning to read in a mixed approach on neural tuning to words in beginning readers
van de Walle de Ghelcke, Alice; Rossion, Bruno; Schiltz, Christine UL et al

in Frontiers in Psychology (in press)

The impact of learning to read in a mixed approach using both the global and phonics teaching methods on the emergence of left hemisphere neural specialization for word recognition is yet unknown in ... [more ▼]

The impact of learning to read in a mixed approach using both the global and phonics teaching methods on the emergence of left hemisphere neural specialization for word recognition is yet unknown in children. Taking advantage of a natural school context with such a mixed approach, we tested 42 first graders behaviorally and with Fast Periodic Visual Stimulation using electroencephalographic recordings (FPVS-EEG) to measure selective neural responses to letter strings. Letter strings were inserted periodically (1/5) in pseudofonts in 40 s sequences displayed at 6 Hz and were either words globally taught at school, that could therefore be processed by visual whole-word form recognition (global method), or control words/pseudowords eliciting graphemephoneme (GP) mappings (phonics method). Results show that selective responses (F/5, 1.2 Hz) were left lateralized for control stimuli that triggered GP mappings but bilateral for globally taught words. It implies that neural mechanisms recruited during visual word processing are influenced by the nature of the mapping between written and spoken word forms. GP mappings induce left hemisphere discrimination responses, and visual recognition of whole-word forms induce bilateral responses, probably because the right hemisphere is relatively more involved in holistic visual object recognition. Splitting the group as a function of the mastery of GP mappings into “good” and “poor” readers strongly suggests that good readers actually processed all stimuli (including global words) predominantly with their left hemisphere, while poor readers showed bilateral responses for global words. These results show that in a mixed approach of teaching to read, global method instruction may induce neural processes that differ from those specialized for reading in the left hemisphere. Furthermore, given their difficulties in automatizing GP mappings, poor readers are especially prone to rely on this alternative visual strategy. A preprint of this paper has been released on Biorxiv (van de Walle de Ghelcke et al., 2018). [less ▲]

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