Academic literature on the topic 'Scientific Abilities'
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Journal articles on the topic "Scientific Abilities"
Turabova, Khosiyat Kattaqulovna, and Sevara Kattaqulovna Turabova. "THE ROLE OF SCIENTIFIC DISCUSSION IN THE FORMATION OF SCIENTIFIC AND CREATIVE ABILITIES AND PROFESSIONAL SKILLS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 30, 2021): 167–70. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-31.
Full textMills, David R. "Scientific abilities in undergraduate projects and laboratory." New Directions in the Teaching of Physical Sciences, no. 3 (February 23, 2016): 69–72. http://dx.doi.org/10.29311/ndtps.v0i3.423.
Full textMills, David R. "Scientific abilities in undergraduate projects and laboratory." New Directions, no. 3 (October 2007): 69–72. http://dx.doi.org/10.11120/ndir.2007.00030069.
Full textAnisa, A., A. Widodo, R. Riandi, and M. Muslim. "Genetics in socio scientific issues: measuring rebuttal abilities in scientific argumentation." Journal of Physics: Conference Series 1280 (November 2019): 032002. http://dx.doi.org/10.1088/1742-6596/1280/3/032002.
Full textPrasitpong, S., and S. Rakkapao. "Investigation of Thai university students’ scientific reasoning abilities." Journal of Physics: Conference Series 1287 (August 2019): 012020. http://dx.doi.org/10.1088/1742-6596/1287/1/012020.
Full textKim, Jun Hee, and Ji Hyun Kim. "A Study on the Relationship Between Young Children’s Mathematical Abilities, Scientific Abilities and Intelligence." Korean Journal of Child Education and Care 18, no. 4 (December 31, 2018): 199–211. http://dx.doi.org/10.21213/kjcec.2018.18.4.199.
Full textBasid, Abdul, and Rusli Rusli. "IMPROVE SCIENTIFIC ABILITIES STUDENTS THROUGH MODEL DEVELOPMENT TESTING EXPERIMENTS." Jurnal Neutrino 11, no. 1 (September 14, 2018): 32. http://dx.doi.org/10.18860/neu.v11i1.8833.
Full textPratiwi, Maulidatul Kurnia, Sunu Kuntjoro, Titin Sunarti, and Mohammad Budiyanto. "TOSLS Cognitive Instrument to Measure Students' Scientific Literacy Abilities." IJORER : International Journal of Recent Educational Research 4, no. 6 (November 7, 2023): 819–26. http://dx.doi.org/10.46245/ijorer.v4i6.432.
Full textHeim, Ashley B., Cole Walsh, David Esparza, Michelle K. Smith, and N. G. Holmes. "What influences students’ abilities to critically evaluate scientific investigations?" PLOS ONE 17, no. 8 (August 30, 2022): e0273337. http://dx.doi.org/10.1371/journal.pone.0273337.
Full textСаврасов, М. "METACREATIVE ABILITIES: SCIENTIFIC APPROACHES AND EXPERIMENTAL INTROSPECTIVE RESEARCH METHODS." Вісник ХНПУ імені Г. С. Сковороди "Психология", no. 61 (2019): 203–20. http://dx.doi.org/10.34142/23129387.2019.61.12.
Full textDissertations / Theses on the topic "Scientific Abilities"
Knight, Amanda Margaret. "Students' abilities to critique scientific evidence when reading and writing scientific arguments." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104146.
Full textScientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Colbourne, Peter Francis. "Beyond paradigms in the processes of scientific inquiry." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1600.
Full textFabby, Carol. "Reforming the introductory laboratory to impact scientific reasoning abilities." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342103347.
Full textColbourne, Peter Francis. "Beyond paradigms in the processes of scientific inquiry." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16461.
Full textScallon, Jane Metty. "Comparative study of authentic scientific research versus guided inquiry in affecting middle school students' abilities to know and do genetics." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3808.
Full textBachhuber, April Christine Moeller [Verfasser], and Beate [Akademischer Betreuer] Sodian. "Scientific reasoning in preschool: The development, correlates, and promotion of control of variables strategy abilities / April Christine Moeller Bachhuber ; Betreuer: Beate Sodian." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1226660665/34.
Full textDepieri, Adriana Anunciatto. "A engenharia sob a ótica dos pré-universitários e o impacto das feiras de ciências." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/3/3142/tde-25032015-165603/.
Full textA changing world, with increasing needs of global science and technology solutions, makes the demand for scientists and engineers a major issue for competitiveness and economic and social development of any country. Young people should be increasingly motivated and prepared in K-12 education in order to provide society with not only more, but better undergraduate students and engineering professionals. Thus, the knowledge of attitudes, thoughts, opinions and perceptions of preuniversity students regarding engineering is crucial to act on increasing the number of future engineers and to predict their persistence in the area. Because it is in high school that young people make their first choices about careers, participating in the development of science research projects and presentation at science fairs may play an important role not only in this decision, but in the development of essential skills and competencies to succeed in any career, especially in engineering. To understand and analyze the universe of high school students, in this context, questionnaires were applied in five research situations, whose target audience were young pre-university students, involved or not in science fair activities, and in another situation with teachers. Based on this research data, , young people had positive attitudes and perceptions towards engineering and engineers, regardless of gender, age, type of school and type of high school course attended. However, students involved with the development of research projects and participation in science fairs showed more positive attitudes and more self-confidence than those not involved. The intention of studying engineering was high in all research situations, particularly in the areas of civil and electrical engineering. Furthermore, both youth and teachers recognized in the activities related to the development of research projects and participation in science fair, opportunities to develop skills and competencies necessary for professional success in a globalized world. This research was conducted to understand and analyze the universe of secondary education students related to engineering and engineers with the intention to support future actions on increasing the number of future engineers and to predict their persistence in the area. Moreover, it is expected that results of this research may also contribute to and support the development of governmental programs and proposals for high school curricula changes in in order to meet the needs of awakening, developing and enhancing new XXI century skills and competencies.
Gomes, Ana Cristina Jacinto da Silva. "O fortalecimento do Sistema Científico e Tecnológico através da formação de recursos humanos. A formação de recursos humanos na área das tecnologias da informação e telecomunicações no Programa CIÊNCIA." Master's thesis, Instituto Superior de Economia e Gestão, 1997. http://hdl.handle.net/10400.5/3940.
Full textA Ciência e a Tecnologia assumem hoje em dia um papel preponderante, surgindo como alternativa estratégica de elevado potencial para o desenvolvimento das economias. Esta relação entre Ciência e Tecnologia induz o fortalecimento continuado das relações entre a Universidade e o tecido empresarial, as quais assumem um papel determinante na geração da inovação tecnológica. Inovação, que pela sua reconhecida importância, é parte integrante das estratégias de competitividade protagonizados tanto pelas empresas, como pelos países que se querem afirmar num ambiente crescente da globalização das economias e mundialização dos mercados. A grande diferença que marca a revolução tecnológica actual face às anteriores prende-se com o facto de aquela ter como matriz científica-tecnológica mais que um domínio do saber, ocorrência que empresta um carácter inédito ao nosso tempo e à própria mudança, que por aquele facto exibe acrescidos níveis de complexidade. Ao longo do trabalho, onde foi caracterizado o perfil dos bolseiros na área das Tecnologias da Informação e das Telecomunicações (TIT), demonstrou-se, de forma clara, o carácter crucial da formação de recursos humanos para enfrentar os desvios decorrentes da revolução tecnológica em curso onde seguramente as TIT assumem e continuarão a assumir posição preponderante, embora se reconheça o facto de existirem outros domínios do saber (biotecnologia e dos novos materiais por exemplo) cuja participação em tal processo é também relevante. Em Portugal, a formação de recursos humanos na área das TIT, ganhou dimensão estratégica com a entrada do país na CEE (UE), por razões ligadas à própria postura da Comunidade a qual influenciou directamente o perfil e conteúdo , do programa CIÊNCIA, apontando este claramente para um eixo de actuações orientado para a criação de economias externas. A análise empreendida parte do pressuposto de que, cabe à política científica e tecnológica um papel essencial naqueles domínios, cujo sucesso muito depende de uma capacidade de fixação de objectivos estratégicos coerentes num quadro crescente de globalização dos mercados; mundialização da economia; mutação do emprego e do trabalho onde o saber e a sua manipulação induzem uma crescente tecnologização da sociedade
It is assumed that Science and Technology play an important role in the context that we live, emerging as a strategic alternative to the development of the economies. This relationship between science and Technology contributes to the enforcement between the university and the companies tissue, that assumes a determinant role on the generation of the technological innovation. For its importance, innovation is one of the integrated strategies of competitiveness used by companies and countries that want to affirm themselves in the growing economy's globalisation and market's mundialisation. The big difference that marks the actual technological revolution in comparison with the anterior is that the scientific-technological matrix is developed in more than one scientific dominion, which is a single character of our time and change , because it causes growing levels of complexity. It is demonstrated, during this work, where the profile of the scholarship were characterized, that there is a clear, crucial character on the human resources training to face the challenges that occur from the technological revolution , where the TIT assume an important role, although we recognize that there are others dominions of knowing (biotechnology and new materials for example). In Portugal, the training of human resources in the area of TIT has achieved strategic dimension after join in the EEC (EU), for reasons linked with the position of the community itself, which as influenced directly the profile and contain , of CIENCIA, which points out to the creation of external economies , that are going to be used as a human potential to the reinforcement of the National Scientific and Technological System. It competes to the scientific and technological policy an essential role on this dominions, which success depends on the fixation ability of strategic goals coherence in a growing environment of market globalisation and economies mundialisation, employment changes, mutation of the employment and the work that conducted to the technologization of the society.
Hsu, Wei-Hsiu, and 許瑋琇. "The effect of scaffolded scientific inquiry curriculum on students' scientific inquiry abilities." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47300526841661067014.
Full text國立臺灣師範大學
地球科學系
98
This study aimed to understand how scaffolded scientific inquiry curriculum design (Explicit version, Implicit version and Fading version) improved students’ scientific conceptions, scientific inquiry abilities and understanding about inquiry. The participants included 93 tenth graders from three classes at a senior high school in Taipei County. The researchers collected data from open-end questions, half structural interviews, and video clips of the focus group. The main results indicated that all the students had significant differences on scientific conceptions (t=12.26, p<0.001), scientific inquiry abilities (t=10.76, p<0.001) and understanding about inquiry (Z=2.17, p<0.05) through comparing their performances before and after the curriculum. Also, the fading version had better understanding about inquiry than the other two versions. However, no significant differences were found among the three versions(F=2.877, p>0.05)on students’ scientific conceptions and scientific inquiry abilities. From the analysis of focus groups’ video clips, we found that students in the Fading version performed better scientific inquiry abilities than the other two versions in no scaffolding lesson, Dam Lesson.
Wu, Jia-Zon, and 吳佳蓉. "Explore Students’ Decision-making Abilities from Socio-scientific Issues in CWISE." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37032077764379184283.
Full text國立臺灣師範大學
科學教育研究所
103
This study is to explore the changes of students’ decision-making abilities and conceptual understanding of water resources from a socio-scientific issues course “location selection for a water reservoir” in Collaborative Web-based Inquiry Science Environment (CWISE). The valid sample of this study was 131 students from five junior high schools in Taiwan. Related measurements included a water-resource conceptual test, a decision-making ability test, and worksheets. Students' pre- and posttest scores were analyzed for their learning effects of the course. Results showed that student’s decision-making abilities (data interpretation, data analysis, evidence uses, decision making, and defect identification) and conceptual understanding of water resources improved significantly from the course. Moreover, high-score students in water-resource conceptual test had better decision-making abilities than low-score students. Students also trended to consider ecological-based criteria in environmental-related socio-scientific issues and use rationalistic reason to consider more criteria when making decisions. Based on these findings, suggestions are offered for designing courses of socio-scientific issues and decision-making in CWISE.
Books on the topic "Scientific Abilities"
Vasil'eva, Marianna, and Ol'ga Losavio. German for students of transport colleges. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1843012.
Full textWeisberg, Deena Skolnick, and David M. Sobel. Constructing Science. The MIT Press, 2022. http://dx.doi.org/10.7551/mitpress/11939.001.0001.
Full textKeefe, Richard S. E., Avi (Abraham) Reichenberg, and Jeffrey Cummings, eds. Cognitive Enhancement in CNS Disorders and Beyond. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.001.0001.
Full textRegal, Brian. Pseudoscience. ABC-CLIO, LLC, 2009. http://dx.doi.org/10.5040/9798216002444.
Full textJacobs, Jonathan D., ed. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796572.003.0001.
Full textMay, Edwin, and Sonali Marwaha, eds. Extrasensory Perception. Praeger, 2015. http://dx.doi.org/10.5040/9798216967712.
Full textMay, Edwin C., and Sonali Bhatt Marwaha, eds. Extrasensory Perception. Praeger, 2015. http://dx.doi.org/10.5040/9798216967729.
Full textHanser, Suzanne B. Music Therapy Training Requirements. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.36.
Full textSINGH, Dr PREETI. INFORMATION TECHNOLOGY. KAAV PUBLICATIONS, DELHI, INDIA, 2022. http://dx.doi.org/10.52458/9789391842499.eb.
Full textKaplan, Gisela. Australian Magpie. CSIRO Publishing, 2019. http://dx.doi.org/10.1071/9781486307258.
Full textBook chapters on the topic "Scientific Abilities"
Gotwals, Amelia Wenk, Nancy Butler Songer, and Lea Bullard. "Assessing Students’ Progressing Abilities To Construct Scientific Explanations." In Learning Progressions in Science, 183–210. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-824-7_9.
Full textRed’ko, Vladimir G. "Approaches to Modeling Autonomous Agents with Scientific Abilities." In Biologically Inspired Cognitive Architectures 2023, 723–29. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-50381-8_78.
Full textRice, Collin. "Which Modal Information and Abilities Are Required for Inferential Understanding? A Reply to Kuorikoski." In Scientific Understanding and Representation, 256–60. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003202905-22.
Full textMalone, Kathy Lea, and Anita Schuchardt. "Population Growth Modelling Simulations: Do They Affect the Scientific Reasoning Abilities of Students?" In Communications in Computer and Information Science, 285–307. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58459-7_14.
Full textGoodwin, Jean, and Ekaterina Bogomoletc. "Critical Questions About Scientific Research Publications in the Online Mask Debate." In The Pandemic of Argumentation, 331–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91017-4_17.
Full textGöhner, Maximilian, and Moritz Krell. "Analyzing the Relationships Between Pre-service Biology Teachers’ Modelling Processes, Scientific Reasoning Competencies and General Cognitive Abilities." In Contributions from Biology Education Research, 231–44. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89480-1_18.
Full textBlåsjö, Viktor. "Galileo’s Mathematical Errors." In Errors, False Opinions and Defective Knowledge in Early Modern Europe, 87–103. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0266-4.07.
Full textRaslan, Gilan. "Critical Thinking Skills Profile of High School Students in AP Chemistry Learning." In Lecture Notes in Civil Engineering, 79–96. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27462-6_8.
Full textEtkina, Eugenia, David T. Brookes, and Gorazd Planinsic. "Scientific abilities." In Investigative Science Learning Environment: When learning physics mirrors doing physics. Morgan & Claypool Publishers, 2019. http://dx.doi.org/10.1088/2053-2571/ab3ebdch4.
Full textPaul, Richard, and Linda Elder. "Scientific Reasoning Abilities." In The Thinker's Guide to Scientific Thinking, 25. Rowman & Littlefield Publishers, 2019. http://dx.doi.org/10.5771/9781538133842-25.
Full textConference papers on the topic "Scientific Abilities"
Etkina, Eugenia, Anna Karelina, and Maria Ruibal Villasenor. "Studying Transfer Of Scientific Reasoning Abilities." In 2006 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2508696.
Full textMurthy, Sahana. "Development of Scientific Abilities in a Large Class." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084719.
Full textZou, Xueli, Leon Hsu, Charles Henderson, and Laura McCullough. "Using Students' Design Tasks to Develop Scientific Abilities." In 2007 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2820936.
Full textVershinina, Anna. "Modern Approach To Assessing Competitive Abilities Of Products." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.148.
Full textUspuriene, Aiste Barbora, and Julija Svipaite. "THE EFFECT OF DANCE ON GIRLS' MOTOR ABILITIES." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-554969.
Full textTarasova, S. Yu. "High abilities as a personal resource for schizophrenia." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.941.950.
Full textMalakhova, V. R. "Parental Attitude And Self-Diclosure Of A Teenager’s Abilities." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.83.
Full textArcishevskaya, Elena Vladimirovna. "Predictors Of Teenagers' Learning And Language Abilities Development." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.286.
Full textBisultanova, Tumisha Magomedovna, and Zarema Magomedovna Minazova. "Manifestation of Leadership Abilities in High School Students." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-100128.
Full textLynov, Artem Al'bertovich. "Abilities and personal qualities of a lawyer." In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97649.
Full textReports on the topic "Scientific Abilities"
Бакум, З. П., and Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.
Full textVolikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.
Full textDeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.
Full textOsadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4413.
Full textAkabas, Sharon, Erin Betley, Crystal Eustice, Laura Frost, Steven Gray, Rebecca Jordan, Anne Paxton, Amanda Sorensen, and Eleanor J. Sterling. Systems Thinking Collection. American Museum of Natural History, 2021. http://dx.doi.org/10.5531/cbc.ncep.0023.
Full textOsadchyi, Viacheslav, Hanna Varina, Evgeniy Prokofiev, Iryna Serdiuk, and Svetlana Shevchenko. Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4455.
Full textTymoshyk, Mykola. Кадри тоталітарної журналістики для преси західноукраїнських областей. 40-50-ті роки хх ст. (На архівних матеріалах крайової газети «Радянська Буковина»). Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11721.
Full textSOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.
Full textPetrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.
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