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Tytuł:
Klimat dialogu i jego wpływ na przebieg procesu dialogowego
The atmosphere of dialog and its influence on the course of the dialog process
Autorzy:
Wal, Jan
Powiązania:
https://bibliotekanauki.pl/articles/31340994.pdf
Data publikacji:
2012
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
dialog
klimat dialogu
uczestnictwo
emocjonalność
intelektualność
duchowość
konflikt
wychowanie i samowychowanie
opinia publiczna
trendy globalizacyjne
rewolucja komunikacyjna
atmosphere of dialog
participation
emotionality
intellectuality
spirituality
conflict
education and self-education
public opinion
global trends
communication revolution
Opis:
The article discusses the issue of the atmosphere of dialog and its influence on the course of the dialog process. The atmosphere is first of all created by people, and this is why in the first part of the article it is shown, taking the personalistic approach, what emotional mood, intellectual aura and spiritual atmosphere are favorable for having a dialog. On the emotional side it is enthusiasm, surges of emotions, and sublimity; in the intellectual aspect it is objectivism, pragmatism and acting logically; and in the volitionary-spiritual dimension – it is acceptance of people, tolerance and kindness. In the further part of the article attention is paid to the subjective and objective factors creating a dialog. The following ones belong here: pro-social education and self-education, a positive influence of public opinion, and on the objective side: some global civilization trends, and the communication revolution in the world, owing to which not only did tools for indirect inter-personal relations (the press, radio, television, Internet) gain importance, but also direct inter-personal communication did. In the third part of the article the means used for building the atmosphere of dialogue are discussed. The status of natural behaviors should be appreciated here: politeness, simplicity and understanding; and defective behaviors, like obsequiousness, pompousness, crudeness and leniency should be eliminated. It is also indispensable to look for the way of the golden mean between extreme behaviors. Such a way between oversensitiveness and callousness is – sensitivity; between euphoric behavior and fatalism – realism, and between doctrinairism and utilitarianism – humanism. The article is closed by the conclusion that the atmosphere of dialog influences the dynamics of the dialog processes, determining priority goals in the dialog and stimulating further dialogs.
Źródło:
Roczniki Pastoralno-Katechetyczne; 2012, 4; 247-262
2081-1829
Pojawia się w:
Roczniki Pastoralno-Katechetyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Psychological implications of outdoor adventure model of education
Autorzy:
Kida, Paulina
Powiązania:
https://bibliotekanauki.pl/articles/954164.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
self-development
outdoor education
adventure education
comfort zone
space and place
Opis:
The article is a synthetic analysis of the Outdoor Adventure Education model in the context of three elementary components: the environment – in relation to the theory of space from the perspective of sociological and pedagogical theory of space; personal perspective and growth as well as social development – in relation to psychological phenomena that accompany the individual and group involved in the process of Outdoor Adventure Education. The aim is to present how these processes determine the effects of education and what personalities’ elements are involved.
Źródło:
Journal of Education Culture and Society; 2017, 8, 1; 209-222
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Personal and Professional Development of an Academic Teacher in the Context of the Lifelong Education
Особистісно-професійний розвиток викладача вищого навчального закладу у контексті неперервної освіти
Autorzy:
Ulishchenko, Andriy
Powiązania:
https://bibliotekanauki.pl/articles/469892.pdf
Data publikacji:
2016-09-01
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
Personal and professional development
synergetic pedagogics
andragogy
heutagogy
lifelong education
self-organization
self-regulated education
Opis:
Purpose. Search of optimal ways for personal and professional life-long self-perfection of a person in accordance with theoretical and methodological principles of the synergetic pedagogics gives an opportunity to explain in particular the essence of paradoxical dichotomy: on one hand it is structuredness, predictability, adaptability and on the other hand it is elements of chaos, spontaneity and inability to predict the final result. Methods – practical and theoretical. Results. A topical conception meeting the needs of lifelong education is the conception of personality development in the context of the synergetic pedagogics. In accordance with this conception a very important role belongs to the individually oriented educational process related with passing from education to self-education or self-regulated education. One of the newest ideas relating to the modern views on the professional development is heutagogy. It researches organizational peculiarities of autonomous, self-guided education. Heutagogy as a methodological style of lifelong education is embodied in the educational activity that takes place mainly in the plane of informal type of learning but in case of necessity its principles and technological approaches are appropriate to be applied in combination with pedagogic principles and principles of andragogy. Effective development of innovative culture of education, focused on the formation of self-sufficient, creative teacher is implemented in organic interaction with traditional pedagogical culture. Such interaction is manifested particularly in the integrated use of pedagogical, andragogical and heutagogical principles that opens new opportunities for professional development in the synergetic system of life-long education. During this development actualization of personality internal potential takes place.
Źródło:
Intercultural Communication; 2016, 1, 1; 73-86
2451-0998
Pojawia się w:
Intercultural Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Motivation in the Self-education of Future Teachers
Autorzy:
Dubrovina, Irina
Horash, Kateryna
Radzivil, Tetiana
Oliynyk, Tatiana
Powiązania:
https://bibliotekanauki.pl/articles/426298.pdf
Data publikacji:
2019
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
self-education
positive motivation
diagnostics methods
motivational and value component of self-education
subject specific knowledge
skills
Opis:
The research work described in the present study focused on the connection between self-education and the personal and professional interests of prospective music teachers; the role of motivation on self-development; the importance of developing in students the desire to gain scientific and professional knowledge, as well as to become familiar with innovative professional practices. It was observed that for the majority of the participants motivation for self-education was associated with their professional growth. To achieve effective self-education, undergraduates must possess the following qualities: self-confidence, independence of judgment, the ability to use the experience of their colleagues, the ability to cooperate, and the ability to defend their point of view. The suggested methodology of motivation and stimulation of future teachers’ self-education in the process of teaching practice is associated with the acquisition and updating of subjective experience, the search for links between internal and external experience.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2019, 3 (80); 10-17
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-experience Workshops as an Important Factor in the Academic Education of Students of Pedagogy in Times of (in)authenticity of Relationships and Bonds
Autorzy:
Pyrzyk-Kuta, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/1963964.pdf
Data publikacji:
2020-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-experience
academic education
self-refl ection
intrapersonal and interpersonal competences
Opis:
In the proposed paper, I would like to draw attention to the workshop on self-experience in academic education, and especially in the education of students of humanities. The subject matter of the undertaken research was the experiences related to the participation of art therapy students in self experience workshops, which constitute an important element of personal development on the path of preparation for a professional role. A practical goal was established. It was important to show the effects of emotional work, shaping self-awareness, and analyzing the functioning of the students in a relationship with another human being. An important part of the article are the narratives of the students, which were subjected to qualitative analysis. These self-reflections of students clearly show the correlated stages: insightful self-development, thanks to which students acquire interpersonal skills and, as a result, learn how to work using art therapy with an individual and a group.
Źródło:
The New Educational Review; 2020, 62; 128-137
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Later, I Can Still Be What I Want to Be. Status, Self-Esteem and Aspirations in Secondary Education, with a Focus on Pupils in Non-Academic Tracks
Autorzy:
van den Bulk, Lenie
de Jong, Mart-Jan
Powiązania:
https://bibliotekanauki.pl/articles/27311616.pdf
Data publikacji:
2012-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
secondary education
levels of education
types of education
status distinctions
status perceiving
social identity
self-respect
self-esteem
adolescents
career ambitions and expactations
career opportunities
Opis:
This paper focuses on the question whether the perceived distance between the low status of the school that is attended by the pupils, the high ambitions of these pupils, and the feasibility of achieving these goals could lead to the total evaporation of any motivation to do well at school. Is educational success of pupils in the lowest level of secondary education hampered by the realization that one’s chances to reach a highly respected social position are very limited? In this article, we, firstly, study how adolescents evaluate people in distinctive social positions and to what extent they are aware of status distinctions. Secondly, what are the expectations and ambitions of youngsters and how do they describe their own characteristics when asked to respond to questions, such as “who are you?” and “where do you locate yourself in society?”. Thirdly, we analyze their views on society, their self-images and career expectations. We want to investigate whether these images and projections differ in correlation with their level and type of education.
Źródło:
Kultura i Edukacja; 2012, 6(92); 42-65
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Dziecko z dzieckiem z domu dziecka” - stygmatyzacja i autostygmatyzacja a szanse życiowe małoletnich matek, byłych wychowanek placówek opiekuńczo-wychowawczych
“A Child with a Child from an Orphanage” – Stigmatisation and Self-stigmatisation vs. Life Opportunities of Minor Mothers, Former Wards of Childcare Facilities
Autorzy:
Skowrońska-Pućka, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1371323.pdf
Data publikacji:
2018-10-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
minor mother
care and education institution
stigmatization
self-stigma
exclusion
marginalization
Opis:
This article is theoretical and empirical in character, presents fragments of authoritative quality versions devoted to issues of teenage motherhood implemented by caregivers. The issues involved are stigmatization and autostigmatization of girls who became mothers before the age of eighteen, and additionally with their children in care and education facilities. Stigmatization practices were presented in the context of the chances and fate of former pastors of care and educational institutions that were mothers of teenage mothers.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 20; 211-232
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Elementy kształcenia pozaformalnego jako uzupełnienie akademickiego programu kształcenia tłumaczy
Elements of Non-Formal Education as a Supplement the Formal Academic Curriculum for Translators
Autorzy:
Klimkowski, Konrad
Powiązania:
https://bibliotekanauki.pl/articles/1901866.pdf
Data publikacji:
2012
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
dydaktyka translacji
autonomia uczącego się
kształcenie formalne
nieformalne i pozaformalne
samokształcenie
translator education
learner autonomy
formal
informal and non-formal education
self-education
Opis:
Dyskusje we współczesnej dydaktyce translacji ukazują rosnącą świadomość, iż relacja, jaka zachodzi pomiędzy studentem i nauczycielem translacji ma charakter fundamentalny i strategiczny dla skuteczności działań w ramach akademickiego układu dydaktycznego. Wzrasta także świadomość faktu, iż tradycyjnie określane role studenta i nauczyciela wymagają redefinicji. Chodzi tu o uwzględnienie postulatów holistycznych, konstruktywistycznych paradygmatów edukacyjnych. Opierając się na tych dwóch obserwacjach autor niniejszego artykułu proponuje poszerzenie programu formalnego dydaktyki translacji o komponent pozaformalny. Komponent pozaformalny może poprawić funkcjonowanie programu formalnego poprzez: uelastycznienie programu formalnego jeśli chodzi o dobór treści kształcenia, otwarcie programu formalnego na potrzeby rynku i społeczeństwa, transformację wyabstrahowanego od kontekstu codzienności, zamkniętego formalnie programu edukacji akademickiej na system wspomagania zawodowego, społecznego i kulturowego samorozwoju studentów i nauczycieli.
Translation education is becoming more and more aware of the strategic status of the relationship that obtains between the student and the teacher in the translation classroom. Another more readily recognized fact is that the role of the student and the teacher must be redefined, according to the assumptions of so-called holistic, constructivist paradigms in the theory of learning. Drawing upon these two observations, the author suggests that the formal educational curriculum for translators be expanded by a set of non-formal initiatives and events. Non-formal education can help improve the curriculum in the following ways: by making it more flexible in terms of content, by opening it to the market and socio-cultural demands, by helping transform academic didacticism into real-life parameters of personal development.
Źródło:
Roczniki Humanistyczne; 2012, 60, 5; 147-159
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Differences in Self-Regulation of Stress Among Students Starting and Finishing Studies. The Comparison of Students of Polish and Spanish Universities
Autorzy:
Molińska, Weronika
Katra, Grażyna
Powiązania:
https://bibliotekanauki.pl/articles/2058150.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-regulation
higher education
self-efficacy
cultural differences
stress regulation
Spaniards and Poles
studies in Poland and Spain
Opis:
The research focused on identifying differences in the sense of self-efficacy and self-regulation of stress among 470 students from Polish and Spanish universities and on determining the differences between students starting and finishing their studies. The following tests were used in the study: General Self-Efficacy Scale, COPE Inventory and Self-Regulatory Formative Questionnaire. Statistical analysis confirmed the correctness of the 6 hypotheses. The obtained results showed that the level of self-efficacy and self-regulation and the choice of coping strategies are related to gender, nationality, age, and multiple attitudes to a stressful situation. Moreover, other confirmed hypotheses show the conclusions that self-efficacy is higher in the group of men than in the group of women. On the other hand, women have higher self-regulatory skills and are more likely than men to choose favourable stress regulation methods. In contrast, the hypotheses about cross-cultural differences show that Spanish students have better self-regulatory skills and choose adaptive coping strategies, while Polish students use non-adaptive strategies.
Źródło:
Kultura i Edukacja; 2022, 2(136); 96-113
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multicultural vector of higher education of Ukraine in the European integration conditions
Autorzy:
BARANOWSKA, Liliya
BARANOWSKY, Mykhailo
Powiązania:
https://bibliotekanauki.pl/articles/455415.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Rzeszowski
Tematy:
national self-consciousness
multiculturalism
Common European Space of Higher Education and Science
mobility
Opis:
In the article the features of native system of higher education orientation in Evrointegration’s conditions are defined. It operates on the base of European multicultural educational space principles
Źródło:
Edukacja-Technika-Informatyka; 2014, 5, 1; 466-470
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Retrospective analysis of an intercultural paradigmatic shift in the philosophical and educational thought in Ukraine in the second half of the 19th and the beginning of the 20th century
Autorzy:
Saukh, Petro
Powiązania:
https://bibliotekanauki.pl/articles/22655346.pdf
Data publikacji:
2023-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Ukrainian philosophical and pedagogical thought
ethnic self-identification
mentality
national idea
intercultural shifts
philosophy of teaching and education
pedagogical anthropology
syncretism of education and teaching
Opis:
The article reveals the peculiarities of intercultural paradigmatic shifts in the philosophical and pedagogical thought of Ukraine in the second half of the 19th and early 20th centuries. It has been proven that Ukrainian philosophical and educational thought (despite the fact that it objectively bordered with the Russian one and actively fits into the pan-European philosophical and pedagogical algorithm) had a number of specific national concrete-cultural features and colours. Its image was closely related to the formation of the “soul of the Ukrainian people”, which was formed by a combination of mental, cultural and moral characteristics. The matrix of paradigmatic shifts in philosophical and pedagogical thought of this period was focused on the semantic, ontological dimensions of human spirituality, pedagogical factors of personality development, the formation of the national discourse of educational science as a certain theoretical integrity. It has been confirmed that the philosophical and pedagogical thought, which unfolded within the framework of socio-political development of scientific and educational institutions and which performed a human-creating function in culture, was characterized by a tendency to create an intercultural “philosophy of teaching and education”, which became the background for pedagogical constructions of our (that?) time. On this basis, the most important constants in the development of education of this period are determined, which have heuristic significance and are in many respects compliant with modern educational transformations, which require comprehensive understanding, primarily from the standpoint of pedagogical anthropology.
Źródło:
Edukacja Międzykulturowa; 2023, 23, 4; 28-39
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
European clubs or euroclubs as forms of introducing intercultural education and innovative technologies
Autorzy:
Nakaznyj, Nikolaj
Kyrpa, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1956454.pdf
Data publikacji:
2016-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Euroklub
świadomość europejska
edukacja międzykulturowa
technologie innowacyjne
samowiedza
samoocena i samorealizacja
europejski wymiar edukacji
Euroclub
European consciousness
intercultural education
innovative technologies
self-knowledge
self-assessment and self-fulfillment
European dimension in education
Opis:
Rozważania podjęte w artykule dotyczą związków akademickich oraz Szkolnych Klubów Europejskich (Euroklubów) jako ośrodków kształtowania tożsamości międzykulturowej oraz wprowadzania innowacyjnych technologii w warunkach pracy państwowych instytucji szkolnictwa średniego. Artykuł ukazuje, że Szkolne Kluby Europejskie oddziałują na formowanie osobistego nastawienia uczniów szkoły średniej do współczesnego życia i społeczeństwa, ich postawy życiowej i obywatelskiej. Eurokluby pomagają również uczniom stwarzać warunki do odkrywania swoich możliwości samoedukacyjnych, samooceny i samorealizacji oraz zapewniają tworzenie świadomości europejskiej i harmonijnie rozwijanej osobowości, w kontekście europejskiego wymiaru edukacji.
In the article, students’ associations called School European Clubs (Euroclubs) were taken into consideration as the centres of forming the intercultural personality and introducing innovative technologies in the conditions of working in state secondary education establishments. The authors reveal the fact that School European Clubs or Euroclubs have influence on the formation of secondary school students’ personal attitude towards modern life and society, their standpoint in life, as well as their civic attitude. They also help students to create conditions for revealing the potentialities of self-knowledge, self-assessment and self-fulfillment, they ensure the forming of European consciousness and harmoniously developed personality in the context of European dimension in education.
Źródło:
Edukacja Międzykulturowa; 2016, 5; 55-64
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Training safely, Training safety
Autorzy:
Wu, J.
An, M.
Jin, Y.
Geng, H.
Powiązania:
https://bibliotekanauki.pl/articles/116104.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Tematy:
safety at sea
Training of Crew
Maritime Education and Training (MET)
Training Safety
Maritime Safety Education
Marine Survival
SOLAS Convention
Self Protection
Opis:
It is the basic requirement of maritime safety education to guarantee the safety of teaching operation while training the crew's occupation safety capability. Marine Training Center of Shanghai Maritime University has undertaken the practical teaching of "marine survival" for many years and come up with the whole safety procedures of training. Based on the requirements of SOLAS convention and regulations of STCW over crew training, this paper introduces the safety allocation, utilization and maintenance of teaching equipments. Through the investigation of the safety situation of students' practical operation, the safety teaching method named "four in one" has been put forward, which includes the pre-teaching safety precaution, the whole monitor during the teaching process, the post-teaching summary evaluation, and the reset and standby of teaching facilities. Finally, during the learning and training of "marine survival", crews and students are called on to place priority on personal safety rather than acquisition of knowledge and skills. Only in this way can they be capable of self-protection and protection of others in the career of seafaring.
Źródło:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation; 2014, 8, 3; 423-427
2083-6473
2083-6481
Pojawia się w:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Monitorowanie własnej motywacji w nauczaniu zdalnym
Monitoring self-motivation in distance learning
Autorzy:
Wnuk, Kamil
Powiązania:
https://bibliotekanauki.pl/articles/2194747.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
monitoring self-motivation
pedagogy of youth and technoculture
media education
postdigital culture
YouTube culture
Opis:
The article discusses new forms of youth self-control in the Internet space, which are actively developing in the postdigital culture. The text analyzes the form of social activism during the coronavirus syndemia, which the author defined as self-motivation monitoring. The use of this cognitive category prompts reflection on specific examples – the Internet users, and it allows to capture the self-control mechanism’s characteristics of the young generation community on the Internet. The educational discovery of the discussed phenomenon made it possible to notice that there are significant problems in distance learning, and the communities’ cooperation in the network is related to the educational process of creating the common good.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2021, 20, 2; 277-290
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-assessment of ESP oral performance: A tool for learning and fostering learner awareness.
Autorzy:
Burkšaitienė, Nijolė
Powiązania:
https://bibliotekanauki.pl/articles/628036.pdf
Data publikacji:
2020
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
self-assessment
ESP oral performance
gaps and difficulties in ESP oral performance
learner awareness
higher education
Opis:
Aim. Research to date acknowledges the learning, instructional and assessment advantages of self-assessment used in different fields of study in higher education contexts, yet little known research has focused on its use for learning and raising learner awareness while studying English for Specific Purposes (ESP). To this end, the present small-scale study examines the use of self-assessment of philology students’ ESP oral performance at a university in Lithuania. Method. The data for this research was collected from undergraduate students’ written reports on their project presentations on the chosen ESP topics. To analyse the data, qualitative methodology of inductive content analysis was used. Results. The study resulted in the identification of five major dimensions covering problem areas in the students’ ESP oral performance. The findings indicate that self-assessment enabled the students not only to identify some gaps and difficulties in their ESP oral performance that call for action but also to establish the reasons which caused them, foresee how the gaps can be closed or the difficulties coped with. Furthermore, it allowed the students to make decisions that reached far beyond the self-assessment task. The results also demonstrate that self-assessment raised the students’ awareness of themselves as learners by giving them direction on how to perform better in the future. Conclusion. Self-assessment, as used in the present research, proves to be a valuable tool both for the students of ESP and their teachers as it reveals areas in the students’ performance that call for improvement, which enables ESP teachers to support their students to achieve better results in the future.
Źródło:
Journal of Education Culture and Society; 2020, 11, 1; 146-162
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
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