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  • 1. Berglund, Anders
    et al.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Dagiéne, Valentina
    Forword to the Special Section on the ECOOP'06 Workshop on Pedagogies and Tools for the Teaching and Learning of Object-Oriented Concepts2007Ingår i: Informatics in Education, Vol. 6, nr 1, s. 3-4Artikel i tidskrift (Övrigt vetenskapligt)
  • 2.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Classes or Objects? CRC-cards Considered Harmful: Extended Abstract2004Konferensbidrag (Refereegranskat)
  • 3.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    CRC-Cards and Roleplay Diagrams--Informal Tools to Teach OO Thinking2007Konferensbidrag (Refereegranskat)
  • 4.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Improving CRC-Card Role-Play with Role-Play Diagrams2005Konferensbidrag (Refereegranskat)
  • 5.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Killer Examples Workshop: Expression of Interest2005Konferensbidrag (Övrigt vetenskapligt)
  • 6.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Object-Oriented Analysis and Design Through Scenario Role-Play2004Rapport (Övrigt vetenskapligt)
  • 7.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Objektorientiertes Programmieren--Machen wir irgendwas falsch?2007Ingår i: Didaktik der Informatik in Theorie und Praxis / [ed] Sigrid Schubert, 2007, s. 9-20Konferensbidrag (Refereegranskat)
  • 8.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Tenth workshop on pedagogies and tools for the teaching and learning of object-oriented concepts2007Ingår i: Object-oriented technology: ECOOP 2006 workshop reader / [ed] Mario Südholt & Charles Consel, Berlin: Springer Berlin/Heidelberg , 2007, s. 147-157Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This report summarizes the results of the tenth workshop on pedagogies and tools for the teaching and learning of object-oriented concepts. The focus of this year’s workshop was on examples, modelling and abstraction. Participants agreed that carefully developed scaffolded examples are a key element for learning to program. For the teaching of modelling and abstraction this area, however, seems badly neglected. The workshop gathered 12 participants, all from academia, from 10 different countries.

  • 9.
    Börstler, Jürgen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten.
    Using Role-Play Diagrams to Improve Scenario Role-Play2010Ingår i: Graph Transformations and Model-Driven Engineering: Essays Dedicated to Manfred Nagl on the Occasion of his 65th Birthday / [ed] Gregor Engels, Claus Lewerentz, Wilhelm Schäfer, Andy Schürr, Bernhard Westfechtel, Springer Berlin/Heidelberg , 2010, s. 309-334Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    CRC-cards are a common lightweight approach to collaborative object-oriented analysis and design. They have been adopted by many educators and trainers to teach object-oriented modelling. In our experience, we have noticed many subtle problems and issues that have largely gone unnoticed in the literature. Two of the major issues are related to the CRC-card role-play as described in the literature. Although CRC-cards are representing classes, they are also utilized as substitutes for the actual objects during the scenario role-play. Furthermore; it is quite difficult to document or trace the scenario role-play. We propose using Role-Play Diagrams (RPDs) to overcome these problems. Our experience so far is quite positive. Novices have fewer problems with role-play activities when using these diagrams. Teaching and learning the new type of diagram adds only little overhead to the overall CRC-approach. Although our improvements specifically target the teaching and learning of object-oriented modelling, we believe that RPDs can be successfully applied in professional software development.

  • 10.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Bay, Omer Faruk
    Baturay, Meltem
    Trapp, Sonja
    Heintz, Matthias
    Weber, Sebastian
    embed4Auto-A PLE for Software Modelling2010Ingår i: ITICSE 2010: proceedings of the 2010 ACM SIGCSE annual conference on innovation and technology in computer science education, Association for Computing Machinery (ACM) , 2010, s. 322-322Konferensbidrag (Refereegranskat)
    Abstract [en]

    We have developed courseware for UML/SysML modelling based on the needs of the European embedded/automotive industry. The courseware supports interactive modelling exercises. First evaluations show promising results.

  • 11.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Caspersen, Michael E.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Beauty and the Beast--Toward a Measurement Framework for Example Program Quality2007Rapport (Övrigt vetenskapligt)
  • 12.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Christensen, Henrik B
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Kallin Westin, Lena
    Umeå universitet, Institutionen för datavetenskap.
    Moström, Jan Erik
    Umeå universitet, Institutionen för datavetenskap.
    Caspersen, Michael E
    Evaluating OO Example Programs for CS12008Konferensbidrag (Refereegranskat)
  • 13.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Dranidis, Dimitris
    Ramollari, Ervin
    Trapp, Sonja
    Heintz, Matthias
    Weber, Sebastian
    Sharing and discussing UML modeling exercises in a PLE2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    We present courseware for UML/SysML modelling that supports collaborative learning at a distance. Learners can solve interactive modelling exercises and discuss their solutions. First evaluations show promising results.

  • 14.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Hadar, Irit
    Eleventh workshop on pedagogies and tools for the teaching and learning of object-oriented concepts2008Ingår i: Object-oriented technology. ECOOP 2007 workshop reader: ECOOP 2007 workshops, Berlin, Germany, July 30-31, 2007, final reports / [ed] Michael Cebulla, Berlin: Springer , 2008, s. 182-192Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This report summarizes the results of the eleventh workshop on pedagogies and tools for the teaching and learning of object-oriented concepts. The focus of this year's workshop was on desirable properties of examples and the usage of simple tools. The workshop gathered 17 participants, all from academia, from 7 different countries.

  • 15.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Hall, Mark S
    University of Wisconsin.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Paterson, James H
    Glasgow Caledonian University.
    Sanders, Kate
    Rhode Island College.
    Schulte, Carsten
    Freie Universität Berlin.
    Thomas, Lynda
    Aberystwyth University.
    An evaluation of object oriented example programs in introductory programming textbooks2009Ingår i: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 41, nr 4, s. 126-143Artikel i tidskrift (Refereegranskat)
  • 16.
    Börstler, Jürgen
    et al.
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Hilburn, Thomas B.
    Team Projects in Computing Education2015Ingår i: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 15, nr 4, s. 16:1-16:4, artikel-id 16Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Team projects are a way to expose students to conflicting project objectives, and "[t]here should be a strong real-world element … to ensure that the experience is realistic" [ACM/IEEE-CS 2015b]. Team projects provide students an opportunity to put their education into practice and prepare them for their professional careers. The aim of this special issue is to collect and share evidence about the state-of-practice of team projects in computing education and to help educators in designing and running team projects. From a record number of 69 submitted abstracts, 19 were invited to submit a full paper. Finally, nine papers were accepted for publication in this and a subsequent issue. The articles presented in the present issue cover the following topics: real projects for real clients, open source projects, multidisciplinary team projects, student and team assessment, and cognitive and psychological aspects of team projects.

  • 17.
    Börstler, Jürgen
    et al.
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Hilburn, Thomas B.
    Team Projects in Computing Education II2016Ingår i: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 16, nr 2, s. 4:1-4:4, artikel-id 4Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Team projects are a way to expose students to conflicting project objectives, and "[t]here should be a strong real-world element … to ensure that the experience is realistic" [ACM/IEEE-CS 2015b]. Team projects provide students an opportunity to put their education into practice and prepare them for their professional careers. The aim of this special issue is to collect and share evidence about the state-of-practice of team projects in computing education and to help educators in designing and running team projects. From a record number of 69 submitted abstracts, 19 were invited to submit a full paper. Finally, nine papers were accepted for publication in this and a subsequent issue. The articles presented in the present issue cover the following topics: real projects for real clients, open source projects, multidisciplinary team projects, student and team assessment, and cognitive and psychological aspects of team projects.

  • 18.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Michiels, Isabel
    ECOOP 2004 Workshop Report: Eigth Workshop on Pedagogies and Tools for the Teaching and Learning of Object-Oriented Concepts2004Ingår i: Object-Oriented Technology: ECOOP 2004 Workshop Reader, Springer , 2004, s. 36-48Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 19.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Michiels, Isabel
    Bruce, Kim
    Lindholm, Morten
    Ninth Workshop on Pedagogies and Tools for the Teaching and Learning of Object-Oriented Concepts2006Ingår i: ECOOP 2005 Workshop Reader, Springer , 2006Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 20.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Kallin Westin, Lena
    Umeå universitet, Institutionen för datavetenskap.
    Moström, Jan Erik
    Umeå universitet, Institutionen för datavetenskap.
    Christensen, Henrik B.
    Bennedsen, Jens
    An Evaluation Instrument for Object-Oriented Example Programs for Novices2008Rapport (Övrigt vetenskapligt)
  • 21.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Kallin Westin, Lena
    Umeå universitet, Institutionen för datavetenskap.
    Moström, Jan Erik
    Umeå universitet, Institutionen för datavetenskap.
    Eliasson, Johan
    Umeå universitet, Institutionen för datavetenskap.
    Transitioning to OOP/Java: A never ending story2008Ingår i: Reflections on the teaching of programming, Springer , 2008, s. 80-97Kapitel i bok, del av antologi (Refereegranskat)
  • 22.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Paterson, James H
    Glasgow Caledonian University, Scotland, UK.
    On the quality of examples in introductory Java textbooks2011Ingår i: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 11, nr 1, s. 1-21, artikel-id 3Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Example programs play an important role in the teaching and learning of programming. Students as well as teachers rank examples as the most important resources for learning to program. Ex- ample programs work as role models and must therefore always be consistent with the principles and rules we are teaching.

    However, it is difficult to find or develop examples that are fully faithful to all principles and guidelines of the object-oriented paradigm and also follow general pedagogical principles and practices. Unless students are able to engage with good examples, they will not be able to tell desirable from undesirable properties in their own and others’ programs.

    In this paper we report on a study in which experienced educators evaluated the quality of object-oriented example programs for novices from popular Java textbooks. The evaluation was accomplished using an on-line checklist that elicited responses on the technical, object-oriented, and didactic quality of examples.

    In total 25 reviewers contributed 215 reviews to our data set, based on 38 example programs from 13 common introductory programming textbooks. Results show that the evaluation instru- ment is reliable in terms of inter-rater agreement. Overall, example quality was not as good as one might expect from common textbooks, in particular regarding certain object-oriented properties.

    We conclude that educators should be careful when taking examples straight out of a textbook.

  • 23.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Schulte, Carsten
    Teaching Object Oriented Modelling with CRC Cards and Roleplaying Games2005Konferensbidrag (Refereegranskat)
  • 24. Edwards, S. H.
    et al.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Cassel, L. N.
    Hall, Mark
    Hollingsworth, S.
    Developing a Common Format for Sharing Assignments2008Ingår i: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 40, nr 4, s. 167-182Artikel i tidskrift (Refereegranskat)
  • 25.
    Folino, Emil
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för datavetenskap.
    Självrättande programmeringstenta2019Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Hur kan vi på bästa sätt examinera grundläggande programmeringskunskaper

    i en inledande programmeringskurs? Vi skapade en självrättande

    examinationsform där studenterna under tentan kan få feedback och

    ökade genomströmningen med 20%.

  • 26. Ihantola, Petri
    et al.
    Vihavainen, Arto
    Ahadi, Alireza
    Butler, Matthew
    Börstler, Jürgen
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Edwards, Stephen H.
    Isohanni, Essi
    Korhonen, Ari
    Petersen, Andrew
    Rivers, Kelly
    Rubio, Miguel Ángel
    Sheard, Judy
    Skupas, Bronius
    Spacco, Jaime
    Szabo, Claudia
    Toll, Daniel
    Educational Data Mining and Learning Analytics in Programming: Literature Review and Case Studies2016Ingår i: Proceedings of the 2015 ITiCSE on Working Group Reports, ACM Digital Library, 2016, s. 41-63Konferensbidrag (Refereegranskat)
    Abstract [en]

    Educational data mining and learning analytics promise better understanding of student behavior and knowledge, as well as new information on the tacit factors that contribute to student actions. This knowledge can be used to inform decisions related to course and tool design and pedagogy, and to further engage students and guide those at risk of failure. This working group report provides an overview of the body of knowledge regarding the use of educational data mining and learning analytics focused on the teaching and learning of programming. In a literature survey on mining students' programming processes for 2005-2015, we observe a significant increase in work related to the field. However, the majority of the studies focus on simplistic metric analysis and are conducted within a single institution and a single course. This indicates the existence of further avenues of research and a critical need for validation and replication to better understand the various contributing factors and the reasons why certain results occur. We introduce a novel taxonomy to analyse replicating studies and discuss the importance of replicating and reproducing previous work. We describe what is the state of the art in collecting and sharing programming data. To better understand the challenges involved in replicating or reproducing existing studies, we report our experiences from three case studies using programming data. Finally, we present a discussion of future directions for the education and research community.

  • 27.
    Kransberg, Lena
    Blekinge Tekniska Högskola, Fakulteten för teknikvetenskaper, Institutionen för hälsa.
    Problembaserat lärande2019Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Sedan några år tillbaka arbetar jag i sjuksköterskeprogrammet på Institutionen

    för Hälsa. Institutionen har gjort ett aktivt val av pedagogisk utgångspunkt

    med problembaserat lärande (PBL). Att arbeta med studenterna i basgruppsarbetet

    är både givande och utmanande.

  • 28.
    Krusche, Stephan
    et al.
    Technische Universität München, DEU.
    Seitz, Andreas
    Technische Universität München, DEU.
    Börstler, Jürgen
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Bruegge, Bernd
    Technische Universität München, DEU.
    Interactive Learning: Increasing Student Participation through Shorter Exercise Cycles2017Ingår i: ACM International Conference Proceeding Series Volume Part F126225, ACM Digital Library, 2017, s. 17-26Konferensbidrag (Refereegranskat)
    Abstract [en]

    In large classes, there is typically a clear separation between content delivery in lectures on the one hand and content deepening in practical exercises on the other hand. This temporal and spatial separation has several disadvantages. In particular, it separates students’ hearing about a new concept from being able to actually practicing and applying it, which may decrease knowledge retention.

    To closely integrate lectures and practical exercises, we propose an approach which we call interactive learning: it is based on active, computer based and experiential learning, includes immediate feedback and learning from the reflection on experience. It decreases the time between content delivery and content deepening to a few minutes and allows for flexible and more efficient learning. Shorter exercise cycles allow students to apply and practice multiple concepts per teaching unit directly after they first heard about them.

    We applied interactive learning in two large software engineering classes with 300 students each and evaluated its use qualitatively and quantitatively. The students’ participation increases compared to traditional classes: until the end ofthe course, around 50% of the students attend class and participate in exercises. Our evaluations show that students’ learning experience and exam grades correlate with the increased participation. While educators need more time to prepare the class and the exercises, they need less time to review exercise submissions. The overall teaching effort for instructors and teaching assistants does not increase.

  • 29.
    Linde, peter
    Blekinge Tekniska Högskola, Biblioteket.
    best library practice2019Rapport (Övrigt vetenskapligt)
    Abstract [en]

    dfafffds

  • 30.
    Loconsole, Annabella
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    A Comparison of two Academic Case Studies on Cost Estimation of Changes to Requirements: Preliminary Results2004Konferensbidrag (Refereegranskat)
  • 31.
    Mattsson, Linda
    et al.
    Blekinge Tekniska Högskola, Fakulteten för teknikvetenskaper, Institutionen för matematik och naturvetenskap.
    Nyqvist, Robert
    Blekinge Tekniska Högskola, Fakulteten för teknikvetenskaper, Institutionen för matematik och naturvetenskap.
    En helhetssyn på lärande via matematisk problemlösning2019Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Syftet med kursen Matematisk problemlösning

    är att genom utmanande problemlösning

    få studenter att träna på generella

    arbets- och förhållningssätt som är hållbara och

    värdefulla för fortsatta (matematik)studier.

    Genom övnings- och examinationsuppgifter

    som kräver kreativa matematiska resonemang

    tvingas studenter att fokusera på de

    matematiska komponenternas grunder vilket

    möjliggör utveckling av högre matematiska

    kompetenser.* Vidare skapar kursupplägget

    förutsättningar för utveckling av personliga

    och professionella förmågor* väsentliga för

    lärande i tillämpningsämnen och utövande av

    framtida yrkesroll.

  • 32. Michiels, Isabel
    et al.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Bruce, Kim
    ECOOP02 Workshop Report: Sixth Workshop on Tools and Environments for Learning of Object technology2003Ingår i: ECOOP 2002 Workshop Reader, Springer , 2003, s. 30-43Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 33. Michiels, Isabel
    et al.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Bruce, Kim
    Fernández, Alejandro
    Tools and Environments for the Teaching and Learning of Object Technology2004Ingår i: ECOOP 2003 Workshop Reader, Springer , 2004, s. 119-129Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 34.
    Nordström, Marie
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Heuristics for designing object-oriented examples for novicesManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    Research shows that examples play an important role for cognitive skill acquisition, and students as well as teachers rank examples as important resources for learning to program. Students use examples as templates for their work. Examples must therefore be consistent with the principles and rules of the topics we are teaching.

    Despite many generally accepted object oriented principles, guidelines and rules, textbook examples are not always consistent with those characteristics. How can we convey the idea of object orientation, using examples showing "‘anti"’-object oriented properties?

    Based on key concepts and design principles, we present a number of heuristics for the design of object oriented examples for novices. We argue that examples adhering to these heuristics are of higher object oriented quality than examples that contradict them.

  • 35.
    Nordström, Marie
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Improving OO example programsManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    When teaching object oriented programming, ed- ucators rely heavily on textbook examples. However, research shows that such examples are often of insufficient quality regard- ing their object-oriented characteristics. In this paper, we present a number of guidelines for designing or improving object oriented example programs for novices. Using actual textbook examples, we show how the guidelines can help in assessing and improving the quality of object oriented example programs.

  • 36.
    Stille, Björn
    Blekinge Tekniska Högskola, Fakulteten för teknikvetenskaper, Institutionen för industriell ekonomi.
    Att organisera utbildning som en hybrid mellan högskola och skarpa projekt i industrin2013Konferensbidrag (Refereegranskat)
    Abstract [sv]

    På civilingenjörsprogrammet i industriell ekonomi vid Blekinge tekniska högskola har vi under tre års tid drivit en kurs i projektorganisation organiserad som en hybrid mellan skola och skarpa projekt i industrin. Hybridkurser är ett försök att få högskoleutbildning att knyta an till utveckling, design, byggande, utforskning, undersökning och teoriutveckling och inte enbart läsa, skriva, lyssna, prata och lära det som andra redan vet, i dagens värld otillräckliga mål. Syftet är att få studenterna att lära sig både det redan kända och det nya: det som ska utvecklas. Artikeln redogör för undervisningexperimenten med hybridkurser.

  • 37.
    Wikstrand, Greger
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    An Analysis of Success Factors for a Team-Project Software Development Course2006Konferensbidrag (Refereegranskat)
    Abstract [en]

    Team project courses are important elements in most Computer Science and Software Engineering programs. For many students, the team project course represents the only non-trivial software development experience before graduation. The team project should be used to introduce them to important project and process issues that otherwise are very difficult to teach. Sloppy documentation, poor project planning and tracking or ineective communication will eventually affect the teams and teach the students a important lessons for their future work.

    In this paper, we investigate how students select, carry out and complete their projects. The results show that students tend to select mainstream projects with good specifications and that certain project types are less suitable for the course. The results also show that process related deliverables are crucial to the final outcome of the projects. Among the hardest, but also most important, deliverables we find the project plan.

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