more is better (dwyer, 2004)
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MoreIsBetter:TheImpactofStudyAbroadProgramDurationMaryM.Dwyer InstitutefortheInternationalEducationofStudentsIntroductionConventionalwisdominthestudyabroadfieldhasheldthatmoreisbetter;thatis,
thelongerstudentsstudyabroadthemoresignificanttheacademic,culturaldevelop-mentandpersonalgrowthbenefitsthataccrue.Thestandardassumptionisthatmean-ingfuladvancementinlanguagelearningandotheracademicdisciplinesusingaculture-specificpedagogyrequiresatleastafullyearofstudyabroad.
Duringthepast16years,duetoavarietyofacademic,social,collegepolicyandeconomicreasons,nationalstudyabroadenrollmenttrendshavebeenmovingtowardsignificantlyfewerstudentsstudyingabroadforafullyear.Althoughtheaggregatenumberofstudentsstudyingabroadhasincreaseddramatically,a232%increasefrom1985-86through2001-02(IIE,2002),thedatashowasteadydeclineinthenumberofstudentsstudyingabroadforafullacademicyear.In1985-86,forexample,17.7%ofU.S.studentsstudyingabroadstudiedforafullyearwhereasin2001-02thispercentagehaddeclined to7.8%.Moreover, thesesamedata show that the largestenrollmentgrowthsince1990hasoccurredinprogramsthatarelessthanoneacademicquarterinlength,growingfrom36%ofthetotalstudyabroadenrollmentsin1985-86to49%ofsuchenrollmentsin2001-02.Figure1illustratesthesharpdeclineinfull-yearenrollments inInstitute for the InternationalEducationofStudents (IES)programsacrossthedecades,from72%ofthosewhostudiedwithIESinthe1950sand60stoonly20%inthe1990s.
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DwyerFigure1:Percentageof IESstudentsstudyingabroad for fullyear,bydecade
80%70%60%
72%
50% 49%40%30% 33%
20%20%10%0%
1950sand60s 1970s 1980s 1990sWhile thebenefitsof full-yearstudyabroadarestronglyembracedbystudy
abroadprofessionals,thereisadearthofquantitativeresearchsupportingacorrelationwithpositiveoutcomes.Resourcesareavailablewhichmeasurethenumberofstudentswhostudyabroadbytermlengths,mostnotablytheInstituteforInternationalEducations(IIE)OpenDoors.Descriptivearticleshavebeenwrittenaboutthebenefitsofstudyingforafullyearovershortertermlengths.Numerousstudies(i.e.:Barnhart&Groth,1987;Carsello&Creaser,1976;Flack,1976;Hensley&Sell,1979;Isabelli-Garcia,2003;James,1976;Kuh&Kauffman,1985;Marion,1980;McEvoy,1986;Morgan,1972,1975;Pfnister,1972;Salter&Tefer,1975;Stauffer,1973)investigatetheeffectsofstudyingabroadonavarietyofstudentvalues,academiccompetenciesandinterests.Noneofthesestudiesattemptedtomeasurelongitudinalimpact;mosthadrelativelysmallsamplesizes,andreportedinconsistentfindings.Also,sustainabilityofresultswasnotaddressedinthesestudies.
A searchof the literaturenettednineotherempirical studies thatcorrelatedlengthofstudywithlongitudinaloutcomemeasures(Akande&Slawson,2000;Biligmeier&Forman,1975;Dwyer,2004,2004;Dwyer&Peters,2004;Nash,1976;RuhterMcMillan&Opem,2004;Steinberg,2002).Sixof theseninestudieswereconductedbyresearchersatIES,whosampledfromthesamealumnipopulation.Study Design
Thisstudy,conductedbyIESinlate2002,wasdesignedtomeasurethelongitu-dinalcorrelationsbetweenspecificprogramfeatureslanguagestudy,housingchoice,durationofstudy,enrollmentinforeignuniversitycourses,participationinanintern-152
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Frontiers: TheInterdisciplinaryJournalofStudyAbroadshiporfieldstudy,amongothersandavarietyofstudentoutcomes.A54-year-old,not-for-profit,academicconsortium,IESregularlyconductsformativeandsummativeevaluationsof itsprograms,surveyingstudentsbothduringand immediatelyaftertheirstudyabroadexperiences.Thislongitudinalstudywasundertakenwiththeintentofcomparingendofacademictermevaluationresultswithlongitudinalresults.Onlythroughsucharetrospectivelongitudinalstudycouldthesustainabilityofresults,theeffectsofprogramdesign,andtheimpactofshiftsinstudentparticipationpatternsbeassessed.
Foravarietyofreasons,thisstudypresentsuniquemerits.First,theIESalumnipoolprovidedanopportunitytodrawupon50yearsofdata.IESestimatesthatithaseducatedover45,000students.Second,thesizeofthepoolofstudyabroadalumnitosurvey (17,000:available,currentaddresses)wasmuch larger thanmostcollegeoruniversities studyabroad enrollmentsduring the same50yearperiod.Third, therangeoftypesofprogramsandlocationswasusefulforstatisticalanalysesandcompari-sonsacrosseducationalmodelsandcultures.Throughoutthe50years,IEShasoffered25programslocatedin14countries,inmultipleacademicstudyabroadmodels,fromislandprogramstohybridtodirectenrollmentandfullimmersion.Similarly,thehousingarrangementsforstudentsrepresentedthefullspectrumofopportunitiesfromdormitoriestohomestaystoapartments.
Thenumberofyearsofdata,thenumberofdifferent locations,thevarietyofacademicmodels andhousingarrangementsused, and the sizeof the alumnipoolallowedIEStoisolateandassessthelongitudinalimpactofspecificprogramcompo-nentsforlargeenoughsamplesizestomaketheresultsstatisticallyvalidandreliable.Fewotherorganizationshavethesustainedhistoryofprogrammingnecessarytorepli-catethesestudyfeatures.
In1997,IESestablishedtheIESModelAssessmentProgram(TheIESMAP),asetofguidelinesfordevelopingandassessingstudyabroadprogramsbyusingthesecategories:studentlearningenvironment,interculturaldevelopment,resourcesrequiredforacademicandstudentsupport,andprogramadministrationanddevelopment.Theendoftermstudentsatisfactionsurvey,a2000pilotsurvey,aswellasthe2002surveyforthisstudy,weredesignedusingthecategoriesoftheIESMAP.
In1999,apilotstudywasconductedwithalimitedsamplingof10%(2100)oftheIESalumnipopulation(Akande&Slawson,2000).Thissurveyachievedaresponserateof44%(707respondents),afterfactoringintheundeliverablesurveysdue tooutdatedaddresses.Thereweremany responses toanumberofopen-endedquestionsaskingrespondentstocharacterizetheimpactofstudyabroadontheirlives.Thesedatawereused toexpandand refine thequestionsused in the retrospectivelongitudinal2002survey.
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DwyerThe2002surveyconsistedof28questions,manyofwhichhadnumerous
sub-questions.Thequestionsweredividedinto3types:basicdemographics,impactofkeystudyabroadelements,andimpactofstudyabroadonselectbehaviors,attitudesandspecificachievements.Thesurveyresultsarereportedacrossfiveareas:generalfindings,academicattainment,interculturaldevelopment,careerimpactandpersonalgrowth.
Withineachcategoryrespondentsansweredbetweenfourandsevenquestionsaskingthemtorate,ona5-pointLikertscale,theimpactoftheirstudyabroadexperi-enceonaspecificdevelopmentalmeasure.Severalotherquestionsaskedrespondentstoprovideinformationonspecificbehaviorssincestudyingabroad,suchasthefre-quencywithwhichtheyusedaforeignlanguage,whetherornottheyhadworkedorvolunteeredinaninternationalcapacitysincestudyingabroad,andthehighestaca-demicdegreetheyhadobtained.
Thesurveywassentto17,000alumniwhostudiedwithIESforvaryingtermlengthsbetween theacademicyearsof1950-51and1999-00.More recentalumniwerenotsurveyedbecauselesstimehadelapsedsincetheirstudyabroadexperience,makingsustainabilityofimpactdifficulttoassess.
Anoverall25%responserate(3723ofthe14,800alumnicurrentaddresses)wasachieved.The1980sand90sproducedlargeresponseratesof40%and41%,respec-tively.ThesurveywasdisseminatedbyU.S.mailonlyoncebecausetheresponserateandthesamplesizewerelargeenoughtomakegeneralizations.Conductingthestudywithanon-linesurveywouldhavebeenmuchlessexpensiveanditwouldhaveallowedforrepeatedrequeststobemademoreeasily.However,it wasassumedthatusinganelec-tronicsurveywouldhaveresultedinsignificantlylowerresponseratesfromtheclassesofalumniwhostudiedabroadbetween1950and1970.
A representativesamplewasproducedbyU.S.geographicregions,decadeofparticipationinanIESstudyabroadprogram,andattendanceacross25IESprogramslocatedacross14countries.Usingstatisticalanalyses,whichtakeintoaccounterrorsduetosampling,theconfidenceleveloftheresults(theprobabilitythatthesamplerepresentsthepopulationfromwhichit wasdrawn)oftheentirepopulationof14,800alumniwasdeterminedtobe95%.
Whilethehighresponserateandthecorrespondinglargesamplesizemakethestudyparticularlyvaluable, itsmethodologyhas limitations.Alumnisatisfac-tionsurveysuseself-reporteddatathatcanonlyrevealcorrelationsnotinfercausa-tion.As is thecaseofmostsurveysmeasuring the impactofhighereducationonindividuals(Pascarella&Terenzini,1991),thereisnocontrolgroup.Itisdifficulttoattainacontrolgroupthatistrulycomparablewiththeexperimentalgroupbecausetherearetoomanyconfoundingvariablesduringthecollegeyears(i.e.,socio-economiclevels,academicchoices,maturation,etc.)andafter(i.e.,lackof154
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Frontiers: TheInterdisciplinaryJournalofStudyAbroadmotivationtorespond).The14,800alumnioriginatedfromover500 U.S.collegesanduniversities.Likewise,thesamplingmethodnecessarytoachieveacontrolgroupisveryexpensiveanddifficulttoachieveatastatisticallysignificantlevel.Evenwiththesecommon limitations, the studyoffers auniqueopportunity tomeasure thesustainabilityofstudyabroadoutcomes.Results and Discussion
TheresultsarereportedbytermlengthduringwhichrespondentsstudiedabroadwithIES.Duringthis50-yearperiodfull-yearprogramsweretypically32weeksinlength;semesterprogramswereaminimumof16weekslong,andsummertermprogramsrangedfromsix tosevenweeks induration.Of the totalsampleof3723respondents,32%(1191students)studiedabroadwithIESforafullyear.Sixty-twopercent(2308students)ofthesamplestudiedwithIESforasemesterand6%(224students)studiedforasummerterm.
Theresultsarereportedacross5areas:generalfindings,academicattainment,interculturaldevelopment,careerimpactandpersonalgrowth.Alloftheresultsre-portedarestatisticallysignificantatthe.05 level,meaningthattheseresultswouldoccurbychancelessthan5%ofthetime.Thus,wecanstatethatwehave95%confidencethattheresultsrepresentsignificantdifference.
Table1illustratesthat:Full-yearstudentsaremuchmorelikelytochoosetolivewithhost-countrynationals.Thetwoprimarypurposesforfull-yearstudentstostudyabroadarelanguageacquisitionandlearningaboutanotherculture.Thisstudysuggeststhattheychooseprogramsinwhichtheycanlivewithhost-countrynationalsinordertobetterattainthesegoals.Thefactthatsummerstudentsaremorelikelythansemesterstudentstolivewithhost-countrynationalsmaysuggestthattheyarehopingtoachievethesesamegoalsinamoreintensemanner.SomeoftheseprogramswereofferedinEnglish-speakingcountrieswherestudentswereelectingtoliveinresidencehallswithhostcountrynationalspresumablytolearnmoreabouttheculture.However,atsomeEnglishspeakinglocationsthestudentslivedwithotherU.S.students.Alternatively,theseresultscouldbeanartifactofthehousingoptionsofferedacrossthefivedecades.
Full-yearstudentsmayrepresentaself-selectedgroupthathasmoreinterestinstudyingabroadtobeginwith,andtheexperiencethenservestoreinforcethiscommitment.Thus,20%offull-yearstudentsstudiedabroadmorethanonce.Perhapstheyaremorelikelytobeinterestedinstudyingforeignlanguagesandimprovetheirfacilitywithoneormorelanguagesbystudyingabroadrepeatedly.
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YEAR FALLSEMESTERSEMESTER SUMMERTERM TOTAL
DwyerTable1indicatesthatfull-yearstudents(27%)weremorelikelythansemes-ter(22%)andsummerterm(10%)studentstousetheabilitytostudyabroadasacriterionforchoosingtheirundergraduatecollege.Whenthedatawereanalyzedbydecadeofparticipation inan IES study abroadprogram, thestudyrevealedthatalmostthreetimesasmanystudents inthe90s(28%)usedtheabilitytostudyabroadasonecriterionforchoosing theirunder-graduatecollegeincomparisonwiththoseinthe1950sand60s(11%).Thisfindingsuggeststhatincreasingnumbersofstudentsarethinkingaboutstudyingabroadwhiletheyareinhighschoolandthattheyconsiderstudyabroadanessentialaspectoftheircollegeeducation.
Table1:General findingsbystudyabroad term lengthSURVEYITEM FULL SPRING
Table2detailstheimpactofstudyingabroadonavarietyofacademicattain-mentmeasuresbystudyabroadtermlength.Themoststrikingresultsare:
Full-yearstudentsweremuchmorelikelytoenrollinforeignuniversitycourseswhilestudyingabroad.Thismaymeanthattheadditionalsemesterallowsthestudenttoacquiremoreconfidenceandlanguagefacilityinordertosucceedina foreignuniversity course.Theymaybemore committed to learning theforeignlanguage.Linkedwiththefindingaboutfull-yearstudentsattainingPh.D.degreesinsignificantlylargernumbers,it isfeasiblethatmoreacademi-callysophisticated,committedstudentsareattractedtofull-yearstudy.Alter-natively,theiracademicmajorsmayencouragelongerstudyduration.
Full-yearstudentsappeartohaveincreasedconfidenceintheirlinguisticabili-tiesduetolengthofexposureandamountofpractice.Theyaremuchmorelikelytolivewithhost-countrynationalsandslightlymorelikelytopartici-pateinaninternship/fieldstudyortakeauniversitycourse.Withthesemul-tipletypesofexposuretothecultureandopportunitiestoimprovetheirlanguagefacility,itfollowsthatthefull-yearstudentswouldcontinuetouseaforeignlanguageregularlyandbemorecommittedtoforeignlanguagestudy.Auniquefindingisthatsummertermstudentsincreasedtheircommitmenttousingaforeignlanguageregularlymorethansemesterlengthstudents.
Full-yearstudentsweremoreinclinedtochangeorexpandtheircollegemajor(s), increase their interest in academic study,bemore influenced in
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Frontiers: TheInterdisciplinaryJournalofStudyAbroadtheirsubsequenteducationalexperiences,andbeslightlymorelikelytoattendgraduateschool.Thelongerperiodofstudyingabroadmayhaveprovidedthemmoretimetoengageinnewareasofstudyandthereforehadmoreimpactontheirfutureacademicendeavors.
Forty-sixpercentoffull-yearstudentsreportedacquiringgraduatedegrees.TheyweretwiceaslikelytoattainaPh.D.degree(7%)thanstudentsattend-ingshorterterms(3%).
Table2:Academicattainmentbystudyabroadterm lengthFULL FALL SPRING SUMMER
SURVEYITEM YEARSEMESTERSEMESTER TERM TOTALTookforeignuniversitycourse 64% 43% 47% 51% 51%Useaforeignlanguageonaregularbasis 44% 30% 31% 37% 35%Studyingabroadreinforcedcommitmenttoforeignlanguagestudy 88% 83% 85% 90% 86%Enrolled inan internship/fieldstudycourseforcredit 19% 17% 18% 8% 18%Influenceddecision toexpand/changeacademicmajor(s) 72% 59% 57% 60% 63%Enhanced interest inacademicstudy 81% 80% 79% 84% 80%Influencedsubsequenteducationalexperiences 91% 85% 86% 84% 87%Influenceddecisiontoattendgraduateschool 70% 60% 60% 65% 64%HighestDegreeAttained: BA 41% 52% 47% 46% 47%
MA(otherthanMBA) 28% 22% 27% 24% 26%MBA 11% 10% 12% 11% 11%
LawDegree(JD) 9% 9% 9% 8% 9%Medicaldegree(MD,DDS,DVM) 1% 2% 1% 4% 2%
Ph.D. 7% 3% 3% 3% 5%Table3displaystheinterculturalcompetenceoutcomesreportedbyrespondents
bystudyabroadtermlength.Themostsignificantfindingsinclude:Studentswhostudiedabroadforafullyearweretwiceaslikelytocultivatelifelongfriendshipswithhost-countrynationals.Lastingrelationshipstaketimetodevelop.
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YEAR FALLSEMESTER SEMESTER SUMMERSURVEYITEM FULL TERM TOTAL
DwyerNumerousresultsinTable3supporttheideathattheculturaldevelopmentaspectofthestudyabroadexperienceendures.Auniquefindingisthatstudying inonecultureand languagehas leda significantnumberof re-spondentstolearnmoreaboutanothercultureorlearnanotherlanguage.
Achievinggreaterunderstandingofonesownculturalvaluesandbiases,con-tinuingtobeinfluencedinonesinteractionswithpeoplefromdifferentcul-tures,anddevelopingamoresophisticatedwayoflookingattheworldareallstrongfindings,particularlyforthoserespondentswhostudiedforafullyear.
Onaverage,90%ofrespondentsagreedorstronglyagreedwiththestatementthatstudyabroadinfluencedthemtoseekoutagreaterdiversityoffriends.This
is
acritical
finding,
and
its
distribution
across
all
term
lengths
is
note-
worthy.Thisfindingraisesthequestionofwhethertheexperiencepromotesgreaterracial,ethnic,andculturaltolerance,orwhether thestudentswhostudyabroadareaprioriaself-selected,moretolerantgroup.
Thestudent interest inparticipating in internships/fieldstudyhas increasedsignificantlyinthepast5decades.OfthoserespondentswhostudiedwithIESinthe1950sand60s,0.5%participated in internships/fieldstudy.Duringthe1990sthepercentageofalumnirespondentsparticipatingininternships/fieldstudyhadin-creased to51%.This findingmaybeconfoundedby IESplacing lessemphasisonexperientialeducationasaprogramelement in the1950sand60sversus the laterTable3:Interculturaldevelopmentoutcomesbystudyabroadterm length
SPRING
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YEAR FALLSEMESTER SEMESTER SUMMERSURVEYITEM FULL TERM TOTAL
Frontiers: TheInterdisciplinaryJournalofStudyAbroaddecades.Thequestionis:Dointernships/fieldstudyandstudyingabroadingeneralhaveanyimpactoncareerdevelopment?
Table4showstheimpactalumnireportedstudyingabroadhadoncareerdevel-opmentbytermlength.Themostimportantfindingsarethat:
Full-yearstudents(57%)weremorelikelythanthosestudyingothertermlengthstoengageininternationalworkorvolunteeractivities.
Full-yearstudentsweremuchmorelikelytohavepursuedacareerdirection,stillspeaka languageother thanEnglish regularly in theworkplace,andacquireskillsetsandprofessionalcontactsthatinfluencedtheircareerpaths.
Full-yearstudentsweremorelikelytoworkforamulti-nationalorganiza-tionintheU.S.andtogetajoboverseas.
Studyingabroadwasalmosttwotothreetimesaslikelytocausechangesincareerplansoffull-yearstudentsthanthosestudyingforshortertermlengths.
Table4:Career impactbystudyabroadtermlengthSPRING
Table5illustratesalumnisreportingofthedramaticimpactofstudyingabroadonawidevarietyofpersonalgrowthattributes.
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YEAR FALLSEMESTER SEMESTER SUMMERSURVEYITEM FULL TERM TOTAL
DwyerFull-yearstudentsweremorelikelytoachievethesegains,buttheimpactisimpressiveregardlessoftermlength.Thisisparticularlythecaseintheareasofincreasedself-confidence,toleranceofambiguityandmaturation.
Full-yearstudentsweresomewhatmorelikelytohavechanged,refinedand/orcontinuetobeinfluencedintheirpoliticalandsocialviewsduetostudy-ingabroad.Ninety-fivepercentofall respondents reported thatstudyingabroadhashadalastingimpactonhowtheyviewtheworld.
Full-yearstudentsweremorelikelytohavebeeninfluencedtocontinuetheirparticipationincommunityorganizations,feelthatstudyingabroadinflu-encedthechoicestheymadeintheirfamilylivesandstillbeincontactwith U.S.
friends
they
met
while
studying
abroad
with
IES.
Table5:Personalgrowthbystudyabroadterm length
SPRING
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Frontiers: TheInterdisciplinaryJournalofStudyAbroadConclusions
Long-heldbeliefsthatstudyingabroadforafullyearhasmoresignificantandenduringimpactonstudentsweresupportedbythedataofthisstudy.While it hasbeenlongbelievedthatstudyabroadchangespeopleslives,littleevidenceexiststoexplainwhatkindsoftangiblechangesoccurandforhowlong.Thisstudyshowsthatstudyabroadhasasignificantimpactonstudentsintheareasofcontinuedlanguageuse,academicattainmentmeasures,interculturalandpersonaldevelopment,andcareerchoices.Mostimportantly,thestudyillustratesthatthisimpactcanbesustainedoveraperiodaslongas50years.
Insomecategoriesoffactors,summerstudentswereaslikelyormorelikelytoachievesustainablebenefitfromstudyingabroad incomparisonwithsemesterstu-dents.Thisseemscounter-intuitivesinceonewouldexpectthatwithdecliningdura-tionofstudyabroadacorrespondinglesseningpatternofimpactwouldresult.
Oneexplanationisthatwell-planned,intensivesummerprogramsofatleast6weeksdurationcanhaveasignificant impactonstudentgrowthacrossavarietyofimportantoutcomes.Whileitrequiresverycarefuleducationalplanning,expertimple-mentation,andsignificantresourcestoachievetheseoutcomesinashorter-termlength,theresultsofthisstudyshouldencouragestudyabroadeducatorsandshouldreinforcethe
value
of
short-term
programming
of
at
least
6
weeks
duration.
Whether
these
resultswouldholdfortheincreasinglypopular1-5weekprogramsisunknown.Nevertheless,clearlythegreatestgainsacrossall outcomecategoriesaremadebyfull-yearstudents.FutureResearch
Numerousother researchprojectscouldbepursuedusing thedata from thisstudy.Futureresearchcouldincludeanalyzingoutcomesbycountry,languagestudiedandprogrammodelused.Aqualitativestudycouldbeconductedtoprobeforgreaterdetailwithintheseoriginalfindingsbycategoryofoutcomes.Astudyonthedifferentcareerpathsofstudentsbydecadewouldrevealthechangingemploymentcontextswithinwhichstudentsapplytheirstudyabroadexperiences.Also,it wouldbeinter-estingtocomparepre-studyabroadandpost-studyabroadgradepointaverages(GPAs)offull-yearstudentswithsemesterstudents.
Otherresearchquestionsthatcouldbeprobedusingtheavailabledatafromthisstudyincludebutarenotlimitedtotheimpactof
host-countryuniversityenrollmentonmultipleoutcomes?studyabroadonmenversuswomen?differenthousingmodelsonoutcomes?
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Dwyerthehost-citysizeonoutcomes?anintensiveforeignlanguageprogramonoutcomes?Inconclusion,theage-oldpremisethatmoreisbetterholdstruewhenitcomesto
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