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Morgan County School District |
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Morgan County Curriculum 4.1 Middle Sch. |
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PL/VS - PL/VS-Grade 8 |
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1.1.1 DOK 2 ASSESSED
The learner will be able to
describe the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and point of view, empathy, friendship).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.2 DOK 2 ASSESSED
The learner will be able to
recommend and justify effective strategies (e.g., communication, problem solving, decision making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure, and bullying.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.3 Supporting
The learner will be able to
explain how physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.4 Supporting
The learner will be able to
explain basic structures and function of the reproductive system and its impact on individual's well-being.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.5 Supporting
The learner will be able to
identify the risks (e.g., STD's, unwanted pregnancies, HIV/AIDS) to being sexually active and strategies for delaying sexual activity (e.g., using refusal skills, talking with parents, doctors, counselors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.6 DOK 2 ASSESSED
The learner will be able to
explain how individual behavior choices and habits relating to diet, exercise, rest, and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, nervous, digestive).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.7 DOK 3 ASSESSED
The learner will be able to
describe symptoms, causes, patterns of transmission, prevention, and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.8 DOK 2 ASSESSED
The learner will be able to
explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, inhalants, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.9 DOK 2 ASSESSED
The learner will be able to
explain causes, symptoms, and preventions of social (e.g., not getting along with others, disagreeable, being uncooperative), mental, and emotional problems (e.g., depression, anxiety, eating disorders).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.10 Supporting
The learner will be able to
describe resources (e.g., guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g., drug addiction, eating disorders).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.11 DOK 2 ASSESSED
The learner will be able to
recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, decision-making) for maintaining mental and emotional health.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.2.1 Supporting
The learner will be able to
explain how nutrients (proteins, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nutrition |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.2.2 DOK 2 ASSESSED
The learner will be able to
explain why key recommendations for good health made in the Dietary Guidelines for Americans contribute to good health.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nutrition |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.3.1 Supporting
The learner will be able to
explain how health hazards (e.g., firearms, motorized vehicles, all terrain vehicles, personal water craft, potentially unsafe or threatening situations) and safety practices (e.g., walking in the opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) may influence their personal health.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.3.2 DOK 3 ASSESSED
The learner will be able to
explain how basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., falls, drowning, choking, broken bones, shock, poisons, burns, allergic reactions, bleeding, temperature-related emergencies) can help reduce the severity of injuries and save lives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.1.1 Supporting
The learner will be able to
apply a combination of techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling) * Locomotor - moving from one place to another (e.g., running, skipping, hopping) * Nonlocomotor - stationary (e.g., bending, stretching, twisting) movements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Psychomotor Skills |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.1.2 Supporting
The learner will be able to
analyze the principles of motor skill refinements (e.g., accuracy, technique, movement).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Psychomotor Skills |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.2.1 DOK 2 ASSESSED
The learner will be able to
explain how physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities: * Physical benefits: Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels * Social benefits: Positive interactions with others, respect for self and others, enjoyment, self-expression, group interaction * Emotional/mental benefits: Improved confidence, increased self-esteem, stress reduction, self-expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Physical Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.2.2 Supporting
The learner will be able to
recommend and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Physical Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.2.3 DOK 2 ASSESSED
The learner will be able to
explain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and how the FITT Principle (Frequency, Intensity, Type, Time) can be used to maintain and improve fitness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Physical Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.2.4 Supporting
The learner will be able to
describe how offensive and defensive strategies in games and sports make them interesting and enjoyable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Physical Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.2.5 Supporting
The learner will be able to
analyze the value of rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one's one performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) in games and sports.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Physical Wellness |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.1 Supporting
The learner will be able to
explain and give examples of wants and needs that influence consumer decisions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.2 DOK 3 ASSESSED
The learner will be able to
explain factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate product and services based on these factors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.3 DOK 2 ASSESSED
The learner will be able to
describe various factors that influence consumer decisions such as peer pressure, impulses, desire for status, and advertising techniques (facts and figures, glittering generalities, jingles/slogans endorsement/testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.4 DOK 2 ASSESSED
The learner will be able to
describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste, conserving energy).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.5 Supporting
The learner will be able to
identify and explain the importance resources and services provided by community agencies and how these resources benefit the overall community: * Public health department * Fire department * Police department * Family resource center.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Financial Literacy |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.2.1 DOK 3 ASSESSED
The learner will be able to
identify financial management practices and the purpose of budgeting, savings, banking services, (e.g., checking and savings accounts, debit/credit, certificate of deposit), general types of investments (stocks, bonds, mutual funds) and develop a short-term financial plan.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Financial Literacy |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.1 Supporting
The learner will be able to
identify and summarize why people need to work (e.g., earn money, contribute to society, develop an identity as a worker, enhance self-esteem) to meet basic needs (food, clothing, shelter) and for personal satisfaction and enjoyment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Academic, Career Planning & Transiti |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.2 Supporting
The learner will be able to
identify and explain how jobs and career opportunities in each of Kentucky's Career Clusters (Agriculture, Arts & Humanities, Business & Marketing, Communications, Construction, Education, Health Science, Human Services, Information Technology, Manufacturing, Public Services, Science & Mathematics, Social Sciences, Transportation) vary within and among communities and regions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Academic, Career Planning & Transiti |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.3 DOK 2 ASSESSED
The learner will be able to
describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical, inquiry skills) and explain how these skills impact job success and future career opportunities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Academic, Career Planning & Transiti |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.4 DOK 2 ASSESSED
The learner will be able to
describe how a Career Interest Inventory, Learning Styles Inventory, and other formal assessments, job fairs, job shadowing, academic experiences/grades, and hobbies are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an individual Learning Plan (ILP).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Academic, Career Planning & Transiti |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.5 Supporting
The learner will be able to
explain and evaluate resources (e.g., Internet, newspapers, magazines, family members, counselors, employers) and experiences (e.g., shadowing, mentoring) that can be used for locating job and career information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Academic, Career Planning & Transiti |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.6 Supporting
The learner will be able to
explain and give examples of how the components of the Individual Learning Plan (ILP) can be used as tools in career planning: * Academic & career assessments * Career goals * Four year high school plan * Interest/hobbies * School and community activities * Work experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Academic, Career Planning & Transiti |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.7 Supporting
The learner will be able to
describe how postsecondary options (e.g., community and technical colleges, 4-year colleges, military services) impact attaining career goals that are included in the Individual Learning Plan (ILP).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Academic, Career Planning & Transiti |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.2.1 DOK 2 ASSESSED
The learner will be able to
describe individual work habits/ethics (e.g., following directions, problem-solving, time management, respect, self-discipline, punctuality) and explain their importance in the workplace.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Employability Skills |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.2.2 DOK 2 ASSESSED
The learner will be able to
describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving, dividing work) and explain why they are important in the workplace.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Employability Skills |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.3.1 Supporting
The learner will be able to
explain how jobs/careers impact specific careers (e.g., physical therapist, meteorologist, radio & television broadcaster, web-designer) have been created as a result of scientific and technological advancements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication/Technology |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.3.2 DOK 3 ASSESSED
The learner will be able to
explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cares) and analyze how these impact productivity in homes, schools, and jobs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication/Technology |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.3.3 DOK 1 ASSESSED
The learner will be able to
identify and skills used to seek, obtain, maintain, and change jobs/careers: * Written communication (e.g., preparing resume, writing a business letter) * Nonverbal communication skills (e.g., making eye contact, listening, smiling, body language, facial expression, posture, dress) * Verbal skills (e.g., speaking, giving responses, expressing appreciation, questioning, greeting) * Interview skills (e.g., friendly greeting, maintain eye contact, show enthusiasm about the job, respond positively and honestly, plan questions to ask, listen carefully, thank interviewer).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication/Technology |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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