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Business Talking

Page history last edited by Mats Deutschmann 13 years, 3 months ago

For further details see: http://creativecommons.org/  


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Overview

The first run of the Business Talking course was conducted in autumn 2009 between September and December. The course has since been given every semester by Linnaeus University, Sweden as a 3 ECTS credit course. http://web.me.com/davidrichardson8/englishcourses/bt/index.htm

 

All documentation such as correspondence, the course blog, course instructions, videos and pictures are to be found in the Business Talking repository


Table of Contents



 

 

Background to the Course Concept

 

The Business Talking course is designed to enable course participants to develop oral proficiency in English, specifically English used in business situations. The course offers students the chance to practice their oral English in an environment which allows real-time and authentic communication. The course focuses not only on English proficiency but also on communicative strategies and language pragmatics that enable effective oral communication. The course trials consisted of collaboration between different universities under the Avalon framework where non-native students worked with native English speakers as ’buddies’.

 

The course focuses on two aspects of oral business English:

  1. Proficiency in oral business English
  2. Developing communicative strategies and gaining an insight in to language pragmatics for successful oral communication in English

 

The course is now being run as a regular course at Linnaeus University, Sweden by David Richardson who was employed by Mid Sweden University during the course trial.

 

Overview of the Course

 

The course consists of six meetings where students engage in oral communication based on role-playing situations as well as give oral presentations. Students are assessed on their performance, respond to each other’s performance and feedback is given. Non-native speakers are initially assigned a native English-speaking ‘buddy’ during the introductory meeting in order to orientate themselves in Second Life and this interaction forms part of the assigned work of the 'buddy'.  The course consists of a number of phases:

  1. Social initiation where non-native speaking students are introduced to the course and each other and introduced to Second Life by native English-speakers
  2. Introduction to aspects of oral proficiency and communicative strategies
  3.  Practical oral presentations in the form of role-playing and other exercises
  4.  Discussion of assignments, assessment and feedback is given to the student 

 

Requirements and Recommendations

 

Language Level: B1 and up

 

Prior knowledge of virtual worlds:

 Students require no prior knowledge of SL. The teacher should have intermediate skills (communication and movement, etc) but no building skills are needed.

 

Recommended size of group:

 35 or smaller

 

Target audience:

 University students and professionals with an interest in developing and improving oral business communication skills in English

 

Number of lessons:

 6 (including an introductory Course Launch)

 

SL environment requirements:

 An open environment with enough space to form groups out of hearing range of other groups is recommended for the initial stages of the course. An auditorium is needed when the whole student group gathers for seminars and presentations.

 

SL objects needed:

 An SL whiteboard where pictures and presentations can be uploaded.

 

SL tools used by students during the course:

 Basic movements, voice, chat, IM, friendship tools, teleport (initial introductory meeting)

 

Course management tools:

 Course information and material is collected on a web site.

 

Student in-word initiation: Students are given an introduction to the virtual world by native English-speaking students who are experienced SL users as part of the course introduction.

 

Learning Goals

 

Language:

To develop oral proficiency in English in order to carry out oral presentations in technical, administrative and formal contexts.

Be able to engage in informal discussions in English

 

Social:

To work with, aid and gain an understanding of other students’ English learning.

To collaborate with other students in developing and carrying out oral presentations

Be able to appraise and assess other students’ oral presentations

To interact with native English-speakers in a virtual environment

 

Technical:                                                                    

Learn to use the virtual environment of SL for learning, both as a tool for communication and a source of information.

 

Storyboard

 

Various role-play scenarios are introduced in the course. The aim of the role-play scenarios is to introduce real-life situations in order to introduce a realistic element to the assignments.

 

Technical Initiation and Course Launch

 

Students are contacted with information about SL, and asked to create a SL account and inform the teacher of the avatar name to be used in SL. The students are also given a link to the course web site, which includes a beginner’s guide to SL (embedded videos explaining SL functions). Students are then given a choice of dates when they will meet up with a native English-speaker (a ‘buddy’) with SL experience for the course launch, which is the course introductory meeting. This introductory meeting is intended to introduce the student to SL and its functions as well as introduce the course and explain the structure. It is also the basis of an assignment during the first meeting. Students explore SL and practice using basic SL functions with guidance from their assigned ‘buddy’ before meeting up at a designated place for a briefing about Lesson 1.

 

LESSON 1 

 

Suggested virtual world environment:  

Students should meet at an auditorium in order to receive information and instructions for the first lesson. When students are required to organize into groups the nearby welcome area of Kamimo Island is a suitably open area for students to prepare and practice the assigned tasks without being disturbed by voice levels from other groups.

 

3D objects used: None 

 

2D materials used (slides, text, etc):  

 

Here are the visual aids used at Meeting 1 (clicking on the link downloads a PowerPoint document):

 

Meeting 1 Visual Aids

 

Course management tools: Course information and material is collected on the course web site. Information can also be sent out to students via e-mail.  

 

Aims:  The aim of the lesson is to:

  • Introduce aspects of greetings and the level of formality in various situations
  • Discuss and practice the principles of active listening through listening to various spoken presentations
  • Discuss and practice breaking into and interrupting conversations
  • Introduce the student to the construction and delivery of presentations 

 

 

Summary of Activities:

  • Gather in auditorium area
  • Introduction and Instructions
  • Introduction to various topics
  • Exercises related to topics (practice in groups)
  • Presentation based on experiences from Course Launch
  • Feedback
  •  Information about lesson 2

 

This is the very first teaching session on the course, so most of the lesson activities include activities which require the students to use their audio chat and move around on Kamimo Island. The lesson starts with an exercise about register in English, so that students become used to being addressed as Mr or Ms [Last Name]. The initial activity is thus to go through the way James Bond introduces himself and the way the person he's speaking to replies. The students then practise the same patterns with each other, also ensuring that they become used to standing up, moving around, speaking to each other and learning how far away they need to be from other speakers in order to be able to speak undisturbed.

 

Then the lesson moves on to ways of showing that you're an interested listener. Specifically, students need to experience what it is like when a listener 'interrupts' with questions or interjections such as 'really' and 'ah'. The frequency of such 'interruptions' also has to be experienced. The students then practise with the 'photo album' exercise, where they first see some photo frames whose (imaginary) pictures are described by the teacher, with frequent pauses for the students to interrupt. Then they go off to work in pairs on similar descriptions, where the instructions to the 'listener' are to keep the speaker talking - by interjections and questions.

 

The next stage of the lesson looks at register. The exercise is to look at (and listen to) several different ways of asking a stranger the way to the station (ranging from "Oi - where's the station?" to a very elaborate polite question). The discussion which follows takes place in a plenary session of the class, where individual students are asked for their subjective reactions to different ways of asking the question. The discussion usually enables the teacher to introduce the idea of 'safe' type of social interaction. I.e. a way of using language which will allow even a non-native speaker who has problems with stress and intonation to convey her message without causing offence.

 

By this stage, the lesson has usually reached the halfway point, so there is a five-minute break at this point to allow students to take off their headsets and stretch their legs.

 

After the break, the teacher takes the students through the overall plan of the course and describes in detail how the three assessments on the course work.

 

The next activity is one focussing on intonation, particularly the psychological effects of a 'wider' (and 'narrower') intonation range than the one in your native language. The students practise rising, falling and rise-fall intonation patterns, with the emphasis on overcoming the feeling of strangeness when you use an intonation pattern which does not feel natural to you.

 

Finally, the group make their way out of the Peer Gynt Rotunda and round to the camp fire, where different students relate the experiences they have had with their native-speaker buddies in Second Life thus far.

 

Lesson 2

 

Suggested virtual world environment: Students should meet at an auditorium area in order to receive information and instructions for the second lesson. The lesson involves students splitting into groups in order to practice presentations and discuss the topics introduced in the lesson.

 

3D objects used: None 

 

2D materials used (slides, text, etc):  

 

Here are the visual aids used at Meeting 2 (clicking on the link downloads a PowerPoint document):

 

Meeting 2 Visual Aids

 

Course management tools: Course information and material is collected on the course web site. Information can also be sent out to students via e-mail.

 

Aims:  The aim of the lesson is to:

 

  • ·         Discuss and practice the principles of active listening through listening to various spoken presentations
  • ·         Introduce grading criteria and relevance for the first assessment to be presented during lesson 3
  • ·         Discuss the principles of role playing as well as introduce the scenario that will be acted upon during the lesson

 

Summary of Activities:

  • Gather in auditorium area
  • Introduction to lesson and instructions
  • Active listening
  • Practice presentations
  • Information on how gradable presentations will be graded
  • Presentations
  • Role playing activity
  • Peer and teacher feedback

 

The lesson starts around the campfire with an exercise called 'Picking out the Porkies' ('porky' is Cockney rhyming slang for 'pork pie = lie'). Students are reminded of the techniques of active listening and then the teacher relates five incidents from his career, one of which is a lie! The students then have to discuss in groups which one of the stories they have decided not to believe and why. This exercise is also a lead-in to the role-play practice which comes at the end of the lesson.

 

The next part of the lesson involves making sure that the students know exactly what will be expected of them at Assessment 1: an individual presentation on an SL-related topic. They are shown the teacher's marking scheme (a screenshot of the layout on the teacher's database which is used for recording marks and making an overall comment on the student's performance) and taken through the different categories of mark (there is a fuller description of the marking categories and Assessment 1 procedure below in the Lesson 3 section).

 

The lesson finishes with the first Role-Play practice: Poisoning the Pigeons in the Park. The scenario is a discussion between different groups of decision-makers and -influencers in a city which is affected by a large population of pigeons. The goal is to come up with an agreed policy for dealing with the situation. The students are first briefed on their roles (using briefing materials which are very closely modelled on the Assessment 2 briefing materials) and then move across to the Yggdrasil Conference Centre to take part in the role play (and give feedback to other students who have taken part), after having rehearsed in their role-play groups.

 

 

Lesson 3

 

Suggested virtual world environment: Students should meet at an auditorium area in order to receive information and instructions for the third lesson. The lesson involves students splitting into groups in order to practice presentations, carry out role play scenarios and discuss the topics introduced in the lesson. The lesson also sees the first graded assessment introduced in the form of a student presentation which should take place in an auditorium area.

 

3D objects used: None 

 

2D materials used (slides, text, etc):  

 

Here are the visual aids used at Meeting 3 (clicking on the link downloads a PowerPoint document):

 

Meeting 3 Visual Aids

 

Course management tools: Course information and material is collected on the course web site. Information can also be sent out to students via e-mail.

 

Aims:  The aim of the lesson is to:

 

  • Introduce and practice using language that enables agreement and disagreement
  • Introduce a new role playing scenario that students enact in groups

 

This lesson also sees the students present their first gradable presentation. Following the presentation students give feedback to each other and receive feedback from the teacher.

 

Summary of activities:

  • Gather in auditorium
  • Introduction to lesson and instructions
  • Warm up
  • Assessment 1 and feedback
  • Language of agreement and disagreement
  • Role play practice

 

Meeting 3 is all about Assessment 1: an individual presentation on an SL-related theme, with no more than one visual aid. The warm-up activity (designed to help the students switch from using their native languages to using English) is 'Three Nice Things' - a simple exercise which involves the students telling each other about three nice things that have happened to them since the last meeting. The teacher provides a model and then turns things over to the students in small groups. This activity also confirms that the students have no audio problems (and allows the teacher the opportunity to fix things if they do).

 

The three categories of marks are explained to the students (once again):

 

Presentation of Content (a mark out of 10), which marks are awarded for the degree to which they have made their presentation interesting, with arresting examples and attention-grabbing presentation;

Organisation of Content (a mark out of 7), which marks are awarded for the way the presentation hangs together, the way transitions between topics are handled, and the way interaction with the audience takes place;

Accuracy (a mark out of 3), which marks are awarded for linguistic accuracy.

 

Students were invited to send the visual aid they wanted to use to David in advance so that he could upload it to SL and make it available on the screen at the right time.

 

Before each presentation, the listeners are reminded of the need to ask questions and give feedback, using the 'Continue-Stop-Start' model.

 

After each presentation, the audience are given the opportunity to ask questions and give feedback. The teacher then gives an overall impression of the presentation, taking up points which were done particularly well and other points which might be of interest to other students presenting.

 

If time permits, there is more role-play practice, which starts with the 'Outrageous Opinions' exercise and continues to a role play about whether you should charge for participation in courses in Second Life (there are currently no fees charged by Swedish universities). The 'Outrageous Opinions' exercise is really an exercise in the language of agreement and disagreement. A group of four students is given a proposition such as "Since young men cause most car accidents, no man under the age of 30 should be allowed to have a driving licence". The first one must make a statement in favour of this proposition; the second a statement against it; the third one has a free choice; and the fourth one becomes the new no. 1 in the next round.

 

At the end of the lesson, the students are encouraged to download the Assessment 2 role-play cards from the Business Pages section of the course web site.

 

After the lesson, the teacher enters the marks each student has achieved into the course database (in Filemaker Pro on the teacher's own computer), writes a personal commentary on the student's performance, and sends the database page to the student's e-mail address as a .pdf attachment, thus ensuring that the marking is confidential and private.

 

Lesson 4

 

Suggested virtual world environment: Students should meet at an auditorium area in order to receive information and instructions for the fourth lesson. The lesson involves students splitting into groups in order to practice presentations, carry out role play scenarios and discuss the topics introduced in the lesson. The lesson also sees the second graded assessment introduced in the form of a role play presentation which should take place in an auditorium area.

 

3D objects used: None 

 

2D materials used (slides, text, etc):  

 

Here are the visual aids used at Meeting 4 (clicking on the link downloads a PowerPoint document):

 

Meeting 4 Visual Aids

 

Course management tools: Course information and material is collected on the course web site. Information can also be sent out to students via e-mail.

 

Aims:  The aim of the lesson is to:

 

  • Introduce and practice using language that enables agreement and disagreement
  • Introduce the concept of politeness and language and how it relates to agreement/disagreement
  • Introduce the concept of changing subject and steering discussions

 

This lesson contains the second gradable assignment (Assessment 2) which is a role play scenario. Students work in groups of 3 or 4 where each student has an assigned role in the role play situation. Group as well as individual performance is appraised.

 

Summary of activities:

  •  Gather in auditorium
  •  Introduction to lesson and instructions
  •  The language of agreement/disagreement
  •  Changing the subject
  •  Introduce Assessment 2
  •  Group practice for Assessment 2
  •  Role play performance for Assessment 2
  •  Feedback
  • Instructions for Assessment 3 (Lesson 5)

 

This lesson concentrates on the Assessment 2 role-play. At the beginning of the lesson the Outrageous Opinions exercise is run (see Lesson 3 above for a more detailed description of this activity), whether or not there was time to run it at the end of Lesson 3. Then the various roles in the role-play exercise are described. Students are then invited to choose which role they would like to play and put into role-play assessment groups. Depending on the size of the group and the degree of preparedness of the participants, the students are given the opportunity of practising first in homogeneous groups (where all the people playing a particular role compare notes with each other) and then in heterogeneous groups (consisting of all the people in the role-play group).

 

The role plays are then conducted one by one in the Yggdrasil Conference Centre, with the teacher taking the roles of both Examiner and Facilitator. The facilitator's function is to ensure that all participants in the role play are given the opportunity to show what they can do. This is most often done by intervening (usually in the role of 'shareholders' representative') to ask one of the participants something which requires that person to activate the participant who needs to intervene more. In the role of Examiner, the teacher awards marks on the database form (Slide 12 of the Meeting 4  Visual Aids).

 

The categories of mark during Assessment 2 are as follows:

 

Communicative Ability (mark out of 25), which marks are awarded for the student's ability to transmit her own message clearly and accurately, and to receive the messages transmitted by other participants. This ability includes using appropriate language and intonation.

 

Fluency (mark out of 10), which marks are awarded for the student's ability to keep the flow of her spoken English going, and for coping with situations where she lacks the specific language to continue (by using circumlocutions, for example).

 

Accuracy (mark out of 5), which marks are awarded for  linguistic accuracy.

 

At the end of each role-play performance, the watchers and listeners are encouraged to give their feedback, after which the teacher gives some general feedback on the group's performance.

 

After the lesson, the teacher enters the marks each student has achieved into the course database (in Filemaker Pro on the teacher's own computer), writes a personal commentary on the student's performance, and sends the database page to the student's e-mail address as a .pdf attachment, thus ensuring that the marking is confidential and private.

 

Lesson 5 

 

Suggested virtual world environment: Students should meet at an auditorium area in order to receive information and instructions for the fifth lesson. The lesson involves students presenting their group presentations for Assessment 3 so the auditorium can be used for the whole lesson.

 

3D objects used: None 

 

2D materials used (slides, text, etc):  

 

Here are the visual aids used at Meeting 5 (clicking on the link downloads a PowerPoint document):

 

Meeting 5 Visual Aids 

 

Course management tools: Course information and material is collected on the course web site. Information can also be sent out to students via e-mail.

 

Aims: The main aim of lesson 5 is to examine the students’ presentations for Assessment 3.

The course is also evaluated at this lesson.

 

Summary of activities:

  • Gather in auditorium
  • Student presentations
  • Feedback
  • Evaluation of course

 

Lesson 5 is given over to Assessment 3 and to the course evaluation. Assessment 3 is an individual presentation about a topic of the student's own choice, although there is a requirement that the student present together with two or more other students, and that the group create some kind of a link between the three (or more) presentations, even though the specific subjects might be quite different. In advance of Lesson 5, therefore, the students are told to contact each other, form groups and work out how they are going to link their individual presentations together. They use the Google doc with the buddy information on it to find each other's contact details.

 

The three categories of marks are explained to the students:

 

Presentation of Content (a mark out of 20), which marks are awarded for the degree to which they have made their presentation interesting, with arresting examples and attention-grabbing presentation;

Organisation of Content (a mark out of 10), which marks are awarded for the way the presentation hangs together, the way transitions between topics are handled, and the way interaction with the audience takes place;

Group Mark (a mark out of 10), which marks are awarded by the students themselves for the work they have done in preparation of the joint presentations. The teacher accepts whatever mark the students give themselves.

 

The procedure for performance and feedback is then very similar to the procedure followed during Assessment 1 at Lesson 3.

 

Finally, the students are asked to give the teacher some instant feedback on their experience of the course.

 

After the lesson, the teacher enters the marks each student has achieved into the course database (in Filemaker Pro on the teacher's own computer), writes a personal commentary on the student's performance, and sends the database page to the student's e-mail address as a .pdf attachment, thus ensuring that the marking is confidential and private. In addition to this Assessment 3 mark and commentary, the student is sent another document with her overall mark and grade for the course, and a similar document is sent to the departmental secretary so that she can enter the student's final grade into the Swedish national university results computer.

 

In the mail the student receives with her final marks and grade there is also a link to a Survey Monkey anonymous on-line evaluation. The results of these evaluations for Autumn 2009 and Spring 2010 can be found in the Business Talking Repository.

 

 

Evaluation/Examination of Students

 

Students are examined by three assessments during the course.

 

Assessment 1 (Lesson 3) is an individual presentation based on an SL-related topic of the student’s choice.

 

Assessment 2 (Lesson 4) is a group exercise where groups of three or four students perform a role play. Students are assigned roles in the role play and given instructions and background information about the role play scenario. The role play is assessed and graded.

 

Assessment 3 (Lesson 5) is a presentation where three students decide on a topic and deliver a presentation based on the topic (in groups of three). The assessment is graded both individually and as a group.

 

For grading see the Business Talking Repository

 

Overall Reflections

 

The Business Talking course was very carefully constructed before it was first launched to take into account both the requirements of the subject and the factors relating to the delivery of the course in an environment like the one on Kamimo Island. The subject matter was largely developed from existing 'real-life' courses, since there is plenty of expertise available in how to deliver courses in spoken English in a business context. The guided role-play concept, for example, is modelled on the old RSA CUEFL examination, and has been extensively used in real-life courses, particularly in ESP courses for the Swedish Army. The specific antecedent of the course is a course called 'Oral Production' which was offered by Mid-Sweden University in the late 1990s. This was the origin of the 'linked presentations' idea for Assessment 3.

 

The fact that the subject matter and teaching practices had been extensively trialed before the Business Talking course began helped the teacher to concentrate on those aspects of course design which were specific to the use of Second Life. One distinction made, for example, is between 'place of study' and 'object of study' courses in Second Life. The former are courses which use Second Life as a location for students to meet in order to study something else (in this case spoken business English); the latter are courses which are highly dependent on the specific scenery and content of the Second Life location (such as the courses run on the neighbouring islands of Virtual Montmartre and Virtual Harlem about African-American culture). Business Talking is a 'place of study' course, which means that the specific layout and scenery of Kamimo Island is of lesser importance, thus making the preparation of the teaching environment very straightforward. Each term it is just a matter of booking the teaching spaces on the Google Calendar and making sure that the teacher's access privileges (for example, to display slides on the various display screens on the island) are up to date.

 

There has only been one major revision of the course subject matter: the original version of the Assessment 2 role play was fairly general, involving a local decision to ban cars from a city centre (a discussion which was being held in Kalmar, the Linnaeus University campus from which the course is run, at the time). Feedback from the students suggested that this task was too general, so a new role play was created, one which involves a discussion at the Management Committee of a local light-engineering firm about future investment policy. This fictitious local company also features in the related (but non-SL) Business Writing course, and the specific situation (whether to branch out into the supply of water-purification equipment for the developing world) refers to a local company in Kalmar which already manufactures such equipment.

 

The students on the course have generally fallen into three categories: 1) people working for medium-sized or large enterprises which use English as their working languages; 2) students of various courses in Business Administration at universities in Sweden and abroad; and 3) exchange students who are in Kalmar or Växjö in real life (the two campuses of Linnaeus University) at the time of the course, but who come from a variety of European and Far Eastern countries. The ratio of participants from these three categories is usually 50:25:25 respectively, which creates an interesting mix of students of a variety of ages and from a variety of backgrounds. The average age of category 1 participants is usually around 35, whilst the other two categories of student tend to be in their early 20s. The gender mix of the students is usually fairly evenly divided between men and women.

 

The category 1 students come from all over the world, with the preponderance coming from the three major centres of population in Sweden: the Stockholm area and the areas around Gothenburg and Malmö. Category 2 students live in or near the main university towns in Sweden, whilst the category 3 students live temporarily in Kalmar or Växjö. However, it is quite common for category 3 students to start the course in Sweden, but finish it when they return home. This flexibility is greatly appreciated both by the students themselves and the university administrators, since it is common for administrative problems to arise when the dates of the terms at the Swedish and foreign university do not coincide. Business Talking is one of the few courses offered to exchange students which is not affected by this problem.

 

As can be seen from the course evaluations (in the Business Talking Repository), the course has been very well received with a steadily increasing number of applicants and students taking the course. The course itself is scarcely advertised at all: category 1 and 2 students discover the course via studera.nu (the centralised system in Sweden for application to all university courses and programmes), according to the market research carried out via the Course Information Sheet students submit when they register for the course; category 3 students usually find the course via peer recommendation (from students from their home university who have taken the course).

 

The aspect of course delivery which has been adjusted several times is the US Buddy system. The US students participate in this exchange in return for the opportunity to gain extra credits on the Composition Course they are on at their home university (The University of Central Missouri). However, they also greatly appreciate the opportunities both to show off their skills in SL and to meet people from backgrounds they have not previously encountered. However, because of this, there are sometimes individual students who drop out of the course (at the US university) or who are less than completely diligent in keeping their end of the relationship working. This is why the Buddy system is voluntary for the Swedish students and comes into play largely at the very beginning of the course. There are always several US Buddies, however, who keep in touch throughout (and after) the course, and who participate in all the activities their Swedish buddy is involved in on the Business Talking course.

 

Adaptations

 

The fact that the course is a 'place of study' makes it very adaptable to other situations, student groups, etc. It could actually be delivered in any space in Second Life (and even in one of the alternative virtual environments) quite easily, provided that that space had good audio facilities. The course is, at present, focussed on the business student, but it would be a relatively easy task to focus on different types of English for specific purposes, such as spoken technical English or English for sales and marketing. It would also be possible to extend or shorten the course to take into account more or less practice with negotiations, role play, etc. The fact that the student can study the course from any computer which is sufficiently powerful to run Second Life and is connected to a sufficient Internet connection also enables the geographical spread of the students to be very large, including people who live in various parts of the developing world, and students from all parts of the EU.

 

>>back to Development of Scenarios 


This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Second Life © is a registered trademark of LindenLab coorp., San Francisco. Other mentioned trademarks are respected properties of their owners.


 

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