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1 COMM 3190-1 / ETHNC 3400-1: INTERCULTURAL COMMUNICATION Fall 2006 – Tuesdays & Thursdays, 2:00p – 3:20p – OSH 107 Instructor Course Information Daren C. Brabham Office: LNCO 2960, Cubicle D Phone: (801) 633-4796 Office Hours: TH 11:00a – 1:30p or by appointment Personal Email: email@example.com * Course Website: Available through WebCT Mailbox: in Department of Communication Course Email: COMM3190@gmail.com * * Please use the course email, not my personal email Overview According to the course catalogue, this course will cover the ―systematic study of communication processes that involve contact and interaction between people of different cultures.‖ We will accomplish this by examining theories and case studies surrounding intercultural exchange, but our goal will also be to place these questions into the context of real politics in today’s world. In an age where technology and other factors have created an existence where space is shrinking, time is speeding up, and formerly (relatively) solid boundaries of nationality, language, religion, race, economy, gender, and even the body are dissolving, intercultural communication is more important than ever, especially as it relates to resolving conflict and improving people’s lives. Thus, this approach to intercultural communication will be inherently critical, aiming to improve upon the conditions of the world’s people by exposing normative assumptions, overarching narratives, and ultimately questioning the balance of power that exists in intercultural exchange. We will use as the base of our discussions and assignments traditional scholarly articles, artifacts from popular (news) press, television clips, films, face-to-face interactions with people of varying cultural identities, and site visits to places that may have previously seemed foreign—or even off limits—to you. And, as with most courses in this discipline, you will hopefully emerge as better writers, researchers, and citizens. There are no prerequisites listed for this course, though you are encouraged to draw upon previous coursework—in and outside of communication and ethnic studies—for ideas, discussion, and papers. Required Text Martin, J.N., & Nakayama, T.K. (2007). Intercultural communication in contexts (4th ed.). New York: McGraw- Hill. (Also any readings on reserve or films/radio programs/TV shows/etc. required in this course) Expectations In this course you will be expected to think deeply, work hard, write well, and contribute to your classmates’ learning through discussion and participation. The first few days of the course may involve more lecture than discussion, but rest assured that most of the course will be discussion based and made possible only through all of your efforts. As for rules, please be on time, be awake, be ready to engage. Turn cell phones all the way off (not just to vibrate). Please do not text message, play games on your phone or laptops, or read a newspaper or assignments for other classes while in class. Finally, I expect you to keep me ―in the know‖ and to talk with me if you are having difficulty with this course, family emergencies and personal issues, or anything that would lead to an unusual performance in this class. Most problems can be solved when there is ample notification. Also, in that light, I take your criticisms seriously, so please do not hesitate to let me know if there is a way I can teach this course better for you. Communicating and Notes I will, from time to time, send emails out to the entire class through the Campus Information Server; these emails go directly to the email address you have listed with the university. Please be sure you have the right email on file, please be sure that email box is not too full to receive an email from me, turn off anti-spam software that requires me to go through multiple replies to make sure you receive it, and check this email regularly. Not receiving an email from me is not an excuse to ignore the information in that email. As for notes, if you miss a day of class, it is your responsibility to get notes from a colleague. Except in rare cases, I will not post class notes on WebCT or otherwise make them available outside of class. As for WebCT, it’s not the easiest software to use; some computers will have problems with it and some will not. It is your responsibility to access WebCT regularly from an on-campus computer that receives WebCT well, or to figure out how to make your home computer work with WebCT; consult WebCT’s ―Help‖ section or contact the university’s computing help desk for troubleshooting tips. Finally, I ask that 2 you please communicate with me during this semester using the email I have set up especially for this course: COMM3190@gmail.com. This email has a large capacity and will keep communications from you organized for me. Do not email me through WebCT. Honesty I take honesty seriously, academically and otherwise. Plagiarism, cheating, or any other means whereby you acquire a grade through wrongdoing will not be tolerated. In the event of such a case, I will pursue the strictest route possible through the process and appeals set forth in the Student Code (found here: http://www.admin.utah.edu/ppmanual/8/8-10.html). Honesty, also, extends beyond the content of assignments; please deal with me honestly and fairly in the event of absences, late assignments, etc. We’re all human, and in the spirit of what this department is all about, let’s communicate! Americans With Disabilities Act (ADA) Compliance The University of Utah seeks to provide equal access to its programs, services, and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services. Content Accommodations In the spirit of higher education, this course should present challenges, some of which may be ideological in nature, and you are encouraged to empower yourself to engage these challenges; ignoring or backing down from such challenges runs, in my opinion, counter to the mission of higher education. Readings and materials assigned for this class have been carefully scrutinized and selected. As we study communication in its various forms and contexts, we will apply the concepts we engage to a variety of examples, including those that occur in the venue of popular culture. Popular culture, as you are certainly aware, can contain potentially objectionable material. I make every effort to give notices before showing potentially objectionable material in class, often with disclaimers about language, violence, or sexual content. Please understand that all material that I will present in this class or require you to know has been selected for its overall value and its applicability to the course, and my colleagues in the department have reviewed and approved of all of the content to be presented in the course. That said, I will not make content accommodations for any material scheduled for this course. It is your responsibility to review the syllabus, readings, assignments, and materials to be sure that this is a course you wish to take. Should you have questions or concerns, please see me immediately. Details on the university’s accommodation policy are available here: http://www.admin.utah.edu/facdev/accommodations-policy.pdf A Safe Environment First and foremost, we need to strive for a safe discussion environment. When contributing to a discussion, make statements that are respectful to other students in the class and different groups of people. Be careful not to personalize your arguments and be aware that not all of your classmates are as comfortable as you may be in presenting ideas in a classroom setting. I highly encourage different viewpoints to be brought to a discussion. Do not avoid conflict merely because you feel you will be in the minority in presenting your opinion. Learning can only happen when you’re looking at more pieces in the puzzle. This, however, can and will be done respectfully. In addition, I am available to discuss anything you need to, with complete confidentiality, and I will attempt to provide any resources you may need if you are facing a personal issue, especially an issue that may eventually interfere with your focus in this class. I am certified through the Lesbian, Gay, Bisexual & Transgender (LGBT) Resource Center’s Safe Zone Program and am closely involved with the LGBT community in this state; also, I have worked closely with the Center for Ethnic Student Affairs (CESA), the Women’s Resource Center, and other university and community groups, and I hold a degree in religion studies. Diversity and tolerance are my thing—and they’re the focus of this course—so please use me as a resource in any of these areas and don’t feel like you’re bothering me. As Prof. Glen Feighery told me once, ―You are not an interruption of my work—you are the purpose of it.‖ Grading Please consult the grading guidelines available in the Student Handbook: http://www.acs.utah.edu/sched/handbook/grpolicy.htm. ―A‖ grades are earned, not assumed. Also, the quality of your writing in written assignments will factor into the grade for each assignment; consult a spell-checking program, the University Writing Center (in the library), and proofread your papers. Each assignment will be graded 3 holistically with letter grades, without a rigid rubric, and I do not grade assignments against the rest of the class’ performance. When I assign a letter grade, I equate it to its grade point value in order to calculate it into a formula; for example, an A- is worth 3.67 grade points, a B is worth 3.00 grade points, a B-/C+ is worth 2.50 grade points, and so on. All assignments must be turned in in order to receive a passing grade for the course. Your course grade will be determined in the following manner: Quizzes……….………………………..15% Article Summary………………………15% Paper…………….……………...….…..25% Group Project……………………….…30% Participation…………………………...15% ---------------------- 100% Assignments Quizzes Since so much of this course is dependent on everyone in the class having fully engaged the reading assigned for each class, quizzes will be administered at random to check your reading habits. I will not announce quizzes beforehand, so please come prepared. If you arrive to class late or are absent (unexcused), you will not be allowed to make up the quiz. Participation I will take attendance daily, but participation means participating in class—you must speak up at some point. This is not simply a grade given for showing up. I really will track when you contribute to a discussion, so make it a point to chime in every class. Article Summary In the first few days of class, you will choose one non-textbook article assigned for one of the class days and produce a brief article summary (you may choose from any of the articles in the schedule where the author’s name is in bold). In addition to turning this summary in, you will also be expected to act as a discussion leader for that day and to help facilitate conversation among your classmates on the article. Your summary, which is due the day your article is assigned, should be 2-3 pages long (see formatting guidelines) and should clearly address all of the following items: a) In a sentence or two in your own words, summarize the author’s main point or thesis. b) relate this article to other readings we have done for this class, including any textbook chapters that are relevant; does this article support or depart from what other authors have said regarding certain issues pertaining to intercultural communication? How? c) relate this article to other readings you have done for other classes and/or to any current events that have been in the news lately; do real-life news events and/or other readings for other classes support or depart from this article’s main argument? d) how does this article contribute to the study of intercultural communication; why is it important for us to be reading it in this course? e) finally, list at least two good discussion questions that can be introduced in class at the end of your article summary. Group Project Case Study This project aims to help you understand the way intercultural communication plays out in real life. At the beginning of the semester you will be assigned to a project group. Each group must conduct a case study of a specific cultural group by engaging in an intercultural activity. You are free to design the project yourselves and use whatever resources your group members have. For instance, you can conduct library research about a minority group, interview people within the group and compare what you learn from the books with what you find out from the interview. You can also attend cultural events different than the ones you usually attend (such as a fair, religious service, community gathering, political rally, sporting event, etc.) to experience being outsiders or newcomers and then compare and contrast this experience with one that you are familiar with. You can also draw on different group members’ cultural background to compare and contrast each member’s experience of the same cultural event. To avoid having several groups focusing on the same cultural event, all groups must run their topic by me; I will go by a first-come-first-pick policy on choosing topics. Your group will then produce a 8-10 page paper based on the case study, detailing the process, the findings, and conclusions of your study. You are free to choose among social 4 scientific, interpretive, critical, or dialectical approaches. Your written argument(s) should draw primarily from your group’s cultural field experience (use specific examples) and must be supported through library research. Use at least three scholarly sources (in addition to articles we have read in this class). Be sure to relate your paper and presentation to intercultural theories and concepts. The group must give a 15-20-minute presentation to the class based on their findings. The paper must be submitted for evaluation immediately after the presentation. Presentation and paper format and guidelines will be discussed further in class. The group will receive a grade based primarily on the quality of the research paper, and based secondarily on the quality of the oral presentation. Confidential self and peer evaluations that document individual performance in the group dynamic will account for any variance in the grade among different group members, therefore it is your responsibility to keep track of what you contribute and what your fellow group members contribute. Key dates: 8/31 – groups assigned; 9/21, 11/16, 11/30 – in-class group meeting days; 9/26 – group project topics due; 10/26 – group consultations in class; 12/5, 12/7 – group presentations in class Paper This assignment aims to help you use intercultural theory and research to examine and understand intercultural communication. Choose one paper option (A, B, or C). Use at least two library sources as part of your paper. In addition, you may use as many of the readings from class as you want. Key date: 10/31 – Paper due Option A. Write a 5-6 page paper after you have participated in and attended two events coordinated, presented, sponsored by, organized by, and performed by members of a culture other than your own. You must have the events approved by me before you attend them. You may not use previous intercultural experiences for this assignment (like the one(s) related to your group project). Examples of these cultural events include cultural fairs, volunteer experiences, church socials, weddings, performances, etc. You can locate events by looking in the school and local newspapers, contacting student and local organizations, and through friends, family, or classmates. Your objectives in attending these events are 1) to learn as much as possible about the culture within the confines of the event experience and 2) to reflect on your position as a nonmember of a culture. This can be accomplished by using effective observations skills, by talking with cultural members (if they are willing) about the significance of the event in their culture, and by gauging your responses (emotional, behavioral, cognitive) to the event. You should note your own reactions, thoughts, and feelings elicited by the experience. You should then make connections between what you learn at the event and concepts/theories of intercultural communication discussed in class. Option B. Write a 5-6 page critical review of a film that deals with some aspect of intercultural communication. (See ―Instructions for Options B & C‖ on page 5 of this syllabus). The goal of this review is for you to apply your understanding of intercultural communication to cultural interactions depicted in films. A list of possible movies is provided. Be sure to approve other films with me before beginning your review. Alvarez, Louis and Kolker, Andrew, American Tongues Blue Tullip Production, SLC Punk Caro, Niki, Whale Rider Clooney, George. Syriana Costner, Kevin and Wilson, Jim. Dances with Wolves Cronenberg, David. M Butterfly Eastwood, Clint. Midnight in the Garden of Good and Evil Eyre, Chirs. Smoke Signals Feng, Hsu, Farewell My Concubine Hughes, John. The Breakfast Club Kanievska, Mark. Another Country Katz, Ross and Coppola Sofia. Lost in Translation Kershaw, Andy. To Kill a Mockingbird Lee, Spike. School Daze Lee, Spike. Do the Right Thing London, Michael. The House of Sand and Fog Nayar, Deepak and Chadha, Gurinder, Bend it like Beckham Nichols, Mike. The Remains of the Day Peters, William. A Class Divided Tanovic, Danis, No Man’s Land 5 Trevino, J. Salvador. Birthwrite: Growing Up Hispanic Wang, Wayne. The Joy Luck Club Wombat Film & Video. Visible Target Option C. Write a 5-6 page critical review of a novel that deals with some aspect of intercultural communication. (See ―Instructions for Options B & C‖ on page 5 of this syllabus). The goal of each of the review is for you to apply your understanding of intercultural communication to cultural interactions within novels. A list of possible novels is provided. Be sure to approve other titles with me before beginning your review. James Baldwin, Another Country Alice Walker, The Temple of My Familiar and Possessing the Secret of Joy Dorothy West, The Wedding Zora Neale Hurston, Their Eyes Were Watching God Richard Wright, Black Boy Langston Hughes, The Ways of White Folks Maxine Hong Kingston, The Woman Warrior: Memories of a Girlhood among Ghosts Amy Tan, The Kitchen God's Wife Carlos Bulosan, Americas in the Heart Gish Jen, Typical American Louis Adamic, Laughing in the Jungle: The Autobiography of an Immigrant in America O.E. Rolvaag, Giants in the Earth: A Saga of the Prairie Barbara Ehrenriech, The Hearts of Man Leslie Marmon Silko, Ceremony Louise Erdrich, The Beet Queen N. Scott Momaday, House Made of Dawn Paula Gunn Allen, The Woman Who Owned the Shadows Julia Alvarez, How the Garcia Girls Lost their Accent Sandra Cisneros, The House on Mango Street Ana Castillo, So Far From God Rudolfo Anaya, Bless Me, Ultima Judith Ortiz Cofer, The Line of the Sun Américo Paredes, With His Pistol in His Hand Luis J. Rodriguez, Always Running Steve Martin, Shopgirl José Antonio Villareal, Pocho Instructions (option B and C) As you watch the film/read the novel, you should be reflecting on the ideas we have read for class and discussed in class. Although you will be giving examples from the film/novel to help you explain your ideas, the review is not a film/book summary. At most, you might include a beginning paragraph that summarizes the story line. However, your focus should be on making arguments about some aspect(s) of the film/novel as they relate to intercultural communication topics discussed in this course, such as ethnicity, gender, identity, language, class, sexuality, and/or power. For example, if you believe that the film/novel explains how prejudices are formed and how categorical thinking and fear of difference impact intercultural communication, then your thesis would state this and your paper would explain the relationships you see between prejudice and intercultural communication, with some examples from the film/novel to illustrate. Perhaps your film/novel illustrates the importance of language to identity. If so, you might explain the relationship between language and identity, again including relevant examples. To help structure your thoughts, begin with one, some, or all of the following questions. You may choose to specifically answer one or some of the questions provided; however, you are not tied to them. They may help you determine a thesis that is informed by them but not constrained by them. 1. Is language a means of preserving identity? 2. How do the characters (or the character) resist being completely oppressed and disempowered by the dominant culture? 3. What, if anything, does the film/novel’s style tell us about the world view of the author? 6 4. What does this film/novel suggest about cultural differences? Similarities across cultures? 5. What is the relationship between the main characters in the film/novel and the mainstream or dominant culture? How does the main character negotiate that relationship? 6. What insights can we draw from this film/novel about intercultural communication? 7. How does this film/novel help us understand the relationships among culture, communication, context, and power Formatting All written assignments must be in Times New Roman 12 pt. font, double-spaced, with one inch margins all around. You must conform to the most current guidelines of the American Psychological Association (APA) or the Modern Language Association (MLA); consult one of these style manuals in the library if needed. You must put page numbers on every page, and you must also have a reference page for everything you cite within your paper. Do not fuss with the leading, tracking, stretch, or any other formatting factor, as it will be noticeable. Finally, everything you turn in must have all the pages stapled together; there’s a stapler in the Communication Department if you need one. Failure to format your papers accordingly will affect your grade. Deadlines and Turning in Assignments On days that assignments are due, they are due in class at the beginning of class, 2:00 p.m. You must turn in all assignments on time to get full credit, and you must eventually turn in all assignments—late or on time—in order to get a passing grade for the course. If you miss class on a day an assignment is due and have a legitimate excuse, I will accept the assignment without penalty at my discretion. I will accept late assignments, but they will earn an ―E‖—that is, 60% of possible points, minus any errors in the assignment, and I must receive late assignments within two weeks of the original due date; assignments turned in past that point will start at 30% of possible points. Please be aware that excuses such as ―my printer wasn’t working,‖ ―I had to go to a wedding,‖ or ―I was on vacation‖ will never earn you an extension on a paper; if I accept a paper late without penalty, that means you or someone very close to you gave birth, died, or was hospitalized. When printer jams prevent you from completing assignments on time, it means you put the assignment off for too long and didn’t leave cushion time for these kinds of possible errors. And if your computer crashes and you lose your paper, you’ll have to produce some documentation for that (i.e., Best Buy’s Geek Squad or some other technician will have to vouch for your erased hard drive). Unless you get specific advance permission, I will only accept hard copy versions of your paper. Also, unless you get specific permission from me, I will not accept papers turned in to my department mailbox. Attendance Being here is the first step to learning. I will adhere to the university’s attendance policy (found here: http://www.acs.utah.edu/sched/handbook/attend.htm) and will take attendance every day, with few exceptions, and this will factor in to your participation grade. Unexcused absences will affect your course grade to some degree— there are no ―free days.‖ I will have an attendance sign-in sheet either up by where I lecture, by one of the exit doors, or it will circulate after class is underway. It is your responsibility to sign in to be counted as present; I will not retroactively let you sign in if you forget one day. If you expect in advance you will miss a day, let me know as soon as you know. If you unexpectedly miss a day, notify me as soon as possible; do not merely wait until next class to tell me. If you anticipate missing class for an extended family vacation or anything that will require you missing more than, say, three days total this semester, this will not work out well—please see me immediately. Also, you may not double book this class and have it overlap with another course time or with work obligations. Finally, work-related absences (like training, business trips, or internships) are never excused. Illness, family emergency, and similar circumstances will be excused, preferably with documentation, at my discretion. You may not leave early or arrive late for class, unless you’ve notified me in advance; as a rule, if you’re going to come into class more than 5 minutes late, please don’t come. A Final Note The schedule for the term follows (all items are due the day they are listed in the schedule, unless otherwise noted). The schedule will no doubt change as the course unfolds; if so, changes will be announced in class and emailed. It is your responsibility to stay current with changes in the course and with all due dates and readings. It is best to always look ahead to see if a reading crunch is coming up; reading ahead is never discouraged! Also, all readings that are not from the textbook can be found on e-reserve through the Marriott Library webpage. If a reading cannot be found there, check WebCT; if you still can’t find it, contact the instructor as soon as possible. 7 SCHEDULE – UPDATED OCTOBER 10, 2006 Date Topic Assignments and Readings Due H 8/24 Course introduction and overview; handle add/drop business T 8/29 Introduction to the study of intercultural M&N Chapter 1 communication – Why study it? H 8/31 Introduction to the study of intercultural M&N Chapter 2 communication – History of the study of GROUPS ASSIGNED intercultural communication T 9/5 Culture, Communication, Context, and Power M&N Chapter 3 H 9/7 History and intercultural communication M&N Chapter 4 Takaki – ―A Different Mirror‖ T 9/12 Language and culture; and clips from Do You M&N Chapter 6 Speak American? H 9/14 Language and culture; and more clips from Do You Speak American? T 9/19 Nonverbal codes and cultural space; wrap up M&N Chapter 7 language and culture unit Also read University of Sheffield’s webpage for international students called ―Living with the British,‖ available here: http://www.shef.ac.uk/ssid/international/living/culture. html H 9/21 Meet in your groups during class time T 9/26 Identity and intercultural communication M&N Chapter 5 GROUP PROJECT TOPICS DUE H 9/28 Identity and intercultural communication – Race Orbe & Hopson – ―Looking at the Front Door: and class Exploring Images of the Black Male on MTV’s The Real World‖ McIntosh – ―White Privilege: Unpacking the Invisible Knapsack‖ T 10/3 Identity and intercultural communication – Race Engen – ―Invisible Identities: Notes on Class and and class Race‖ Anjaria – ―Urban Calamities: A View from Mumbai‖ Koinage – ―Katrina,‖ available here: http://www.cnn.com/2006/US/08/30/btsc.koinange/ind ex.html H 10/5 NO CLASS – Fall Break Enjoy your time off T 10/10 Identity and intercultural communication – Mulvaney – ―Gender Differences in Communication: Gender and sexuality An Intercultural Experience‖ (available here: http://www.cpsr.org/prevsite/cpsr/gender/mulvaney.txt/ ) Zimmerman & Geist-Martin – ―The Hybrid Identities of Gender Queer: Claiming Neither/Nor, Both/And‖ H 10/12 Identity and intercultural communication – Riggs – ―Black Macho Revisited: Reflections of a Gender and sexuality Snap! Queen‖ T 10/17 Identity and intercultural communication - Clare – ―Stolen Bodies, Reclaimed Bodies: Disability Disability and Queerness‖ Breckenridge & Vogler – ―The Critical Limits of Embodiment: Disability’s Criticism‖ H 10/19 Identity and intercultural communication – Readings TBA Religion and politics 8 T 10/24 Identity overload. Where do we go from here? Cleveland – ―The Limits to Cultural Diversity‖ Why does diversity matter? Bok – ―Why Diversity Matters‖ (available here: http://www.ksg.harvard.edu/news/opeds/2002/bok_div ersity_121102_bg.htm) H 10/26 Group consultations with Daren in class Progress updates – 10 minutes each group T 10/31 Intercultural conflict M&N Chapter 11 H 11/2 Intercultural relationships M&N Chapter 10 PAPER DUE T 11/7 Cultural imperialism, tourism, and Said – from the introduction to Orientalism commodification of culture Ono – ―Deciphering Pocahontas: Unpackaging the Commodification of a Native American Woman‖ H 11/9 Cultural imperialism, tourism, and Desmond – ―Cultural Bodies: Hawaiian Tourism and commodification Performance‖ & ―Let’s Luau‖ T 11/14 Understanding diasporas and intercultural M&N Chapter 8 transitions Limon – ―The Other American South: Southern Culture and Greater Mexico‖ H 11/16 Meet in your groups during class time (Daren out of town at a conference) T 11/21 Globalization, imagination, and the future of Appadurai – ―Here and Now‖ intercultural communication Excerpts from Mau’s Massive Change H 11/23 NO CLASS – Thanksgiving Holiday Enjoy your time off T 11/28 Globalization, imagination, and the future of M&N Chapter 12 intercultural communication H 11/30 Meet in your groups during class time T 12/5 Group Presentations Group presentations are strictly 15-20 minutes each PROJECT DUE for these presenting groups H 12/7 Group Presentations Group presentations are strictly 15-20 minutes each PROJECT DUE for these presenting groups W Grades available on the Web 12/27 Additional resources you should know about: http://www.imdb.com – for tracking down actors, directors, and other production information for film and television texts Communication & Mass Media Complete – communication article database available through the Marriott Library online (many are full-text) JSTOR-Arts & Sciences Collection – large article database available through the Marriott Library online (many are full-text) Academic Search Premier – large article database available through the Marriott Library online (many are full-text) http://library.osu.edu/sites/guides/apagd.php - a basic guide for APA citations http://www.liu.edu/CWIS/CWP/library/workshop/citmla.htm - a basic guide for MLA citations See WebCT for resources I have posted, including a list of citations of all of our non-textbook readings; a guide on how to write a media analysis paper (handy for options B&C on the paper!); and terminologies and glossaries for LGBT culture, disability culture, and more.
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