How To Improve Education In Rural Areas?

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How To Improve Education In Rural Areas
While the education system in urban areas is not in a top shape as well, it is the rural education scenario which is the benchmark of a country’s progress. Here are five ways the rural education system in India can be developed. – By India Today Web Desk : According to the Annual Status of Education Report (ASER), the number of students going to school in rural India is increasing.

However, more than 50% of the students in the 5 th standard is not capable of reading a text book of 2 nd standard. They do not know how to solve basic mathematical problems. Hence, instead of focusing on uplifting literacy rate, it is time that we focus on quality education. Children are required to empower with the quality education and the knowledge that can be applied in their real life.

If compared with the urban India, the state of education is worse in rural parts of the India. It is important that we realise and acknowledge the fact that a huge segment of our population still resides in rural India which makes it very crucial to pay heed to them.
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What media can still be used for effective learning in schools given the lack of resources in our rural areas in the Philippines?

We all know that Philippines is a developing country and such many rural areas, but even though we are lack of resources we can still used many effective learning traditional media in school like posters, charts, illustrations, pictures and drawings as substitute. We can also use the chalk, blackboard and a textbook.
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What are the obstacles to rural education?

What is the status of educational opportunity in rural America? In recent decades, the hollowing out of Rust Belt towns, a devastating opioid crisis, and bitterly divisive national politics have called attention to the challenges of growing up in rural America.

Despite enhanced focus on these communities, educational opportunity in rural areas is less clearly understood than in nonrural areas, owing in part to the fact that studying rural education nationwide has been an empirical challenge: many rural school districts are small, and most state achievement tests are not comparable across state lines.

Nonetheless, rural youth collectively comprise 20 percent of public school students in the United States, and understanding the status of their educational opportunity is important. New data allow us to address this topic more comprehensively than ever before.

  • As recent advancements have enabled researchers to aggregate local data into massive datasets, scholars are now able to unearth new findings and compare outcomes across places with greater confidence.
  • The Stanford Education Data Archive (), led by Professor Sean Reardon of Stanford, has compiled over 430 million standardized test scores and placed them on a common scale, allowing researchers to explore previously hard-to-answer questions about educational patterns and disparities across the U.S.

In a study published in in May, we examine the rural education landscape in great detail. We explore three primary questions:

Do student achievement and learning rates vary across different types of rural districts? Specifically, do we see differences by region of the country, relative geographic isolation, and characteristics of the local economy? Do any educational differences across rural districts simply reflect differences in demographic factors, such as socioeconomic status and racial/ethnic composition? How do patterns of average academic performance and learning rates differ for rural versus nonrural students? Do these patterns vary for different student groups?

To pursue this project, we leverage the SEDA dataset, which provides measures of educational opportunity for nearly all schools and districts in the United States. We focus on two measures: average third-grade achievement and learning rates from third to eighth grade.

  1. A community’s achievement score corresponds to local third-grade students’ average standardized test score, while its learning rate indicates achievement changes across grade levels or how much the average student learns each year.
  2. For this post, we focus on achievement, which we interpret as a reflection of students’ early childhood educational opportunities; this includes both school experiences and out-of-school resources often tied to a community’s average socioeconomic status.

First, however, we must define what exactly constitutes “rural” education. Of an average nationwide enrollment of 3.75 million students per grade, approximately 715,000 (19 percent) attend “rural” schools; 540,000 (14 percent) attend “rural” districts; and 553,000 (15 percent) are in “rural” counties.

  • Some students appear in multiple categories, and some do not.
  • So which group of students should be considered “rural”? We choose to focus on the 14 percent of U.S.
  • Students enrolled in rural districts.
  • While 18 percent of students in this category are technically enrolled in “nonrural” schools, a district-level analysis may better capture students whose broader educational context is “rural,” as many educational choices are made at the district level (e.g., teacher hiring and resource allocation decisions).

Our analysis of these rural districts produced three key findings. First, we find substantial differences in achievement across different rural communities. For example, rural students in New England are scoring a grade level ahead of the national average, whereas rural students in the Pacific region of the U.S.

are performing a grade level below the national average. That is a difference of two grade levels between New England and Pacific rural students. Some, but not all, of this geographic variation is explained by demographic differences. For example, in the South Atlantic region—where rural students are a grade level below New England—the regional difference in achievement disappears when we control for demographics.

In the Mid-Atlantic, not so much. This suggests that educational opportunities for rural students are more stratified in some places than others. In some rural districts, poor and nonpoor students are experiencing similar levels of educational opportunity, whereas in other rural districts, poor and nonpoor students see pronounced test score differences.

  1. We also examine whether the remoteness of a rural place is linked to student success.
  2. Broadly, we find that districts farthest from urban centers do score lower, on average.
  3. This is only partially accounted for by difference in community demographics.
  4. In other words, geographic isolation appears to have a negative association with achievement beyond what can be attributed to differences in community socioeconomic status or racial/ethnic composition.

Next, we find very small differences in achievement between rural and nonrural students nationwide, but this masks larger rural/nonrural differences within specific groups of students. At first glance, some parts of Figure 1 present a puzzle. Overall, we see almost no difference in rural and nonrural achievement.

However, when we look at each racial/ethnic group individually, we see that nonrural students tend to outscore rural students of the same group, in some cases substantially. For example, rural white students score over half of a grade level lower than nonrural white students (0.18 standard deviations).

Differences in achievement for rural and nonrural Native American students are nearly as large (0.15 standard deviations). Hispanic students in rural districts slightly outscore Hispanic students in nonrural districts, but the difference is small. Why do we see test score differences among student subgroups but not among students overall? This apparent contradiction is the product of differences in population distribution.

  • For example, white students score above average in both rural and nonrural areas, but since they comprise a much higher share of the rural student population than the nonrural population, they raise the overall average for rural districts.
  • It’s also important to note that “nonrural districts” is a category that encompasses many different types of districts.
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Though the overall difference between rural districts and nonrural districts is small, the differences between rural districts and urban, suburban, and town districts, separately, are much larger in magnitude. Finally, district socioeconomic status appears to matter less for achievement in rural areas than nonrural areas.

Whereas poorer rural students are nearly a third of a grade level ahead of poorer nonrural students, wealthier rural students are behind wealthier nonrural students by about the same margin. In other words, though socioeconomic status is still the factor most strongly predictive of student achievement, achievement differences at each end of the socioeconomic spectrum appear less extreme for rural students than for nonrural students.

We suspect, though cannot confirm empirically, that both “floor” and “ceiling” effects could be at play. There may be a “ceiling” effect in rural communities, such that resources which traditionally benefit students from wealthier families are less widely available in rural areas.

For example, existing literature suggests that rural schools to provide support for gifted student programs, while after-school programming is in rural areas. Similarly, there could be a “floor” effect due to rural communities having relatively lower population density, which means that a community might be served by a single school or program.

This could result in the communities’ poorest children attending the same childcare centers, classrooms, and extracurricular spaces as the communities’ wealthiest children, which may benefit these poorer children. In light of these findings, we offer a few recommendations for practitioners and policymakers.

First, expand rural broadband access. Greater connectivity can enable districts to expand virtual tutoring and other enrichment opportunities for students, particularly for those in more isolated areas, and help them achieve at higher levels. Further, consider policies that help rural students who wish to attend college overcome the non-academic hurdles they may face.

Though rural students on average score at least as well as their nonrural counterparts, they attend and graduate college at, Since the data we use are drawn from third-grade test scores, it is possible rural students fall behind by high school. However, research suggests rural students face many hurdles to educational attainment outside of achievement, including financial burden, geographic isolation from higher education institutions, and few nearby jobs requiring a college degree.

  1. We also call upon our fellow researchers to continue exploring rural educational opportunity.
  2. Further work is needed to understand the mechanisms which allow rural districts to attenuate the connection between socioeconomic status and student achievement.
  3. Regions such as New England, in which the average rural student outperforms the national average for all students by a whole grade level, may provide useful case studies.

We hope subsequent efforts will uncover insights that can better enable policymakers to support students of all backgrounds. : What is the status of educational opportunity in rural America?
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What is the advantage of rural area?

A more relaxed pace of life – Country saught after and valued becuase the sense of peace, refuge and comfort they can provide could be perceived as being highter than in similar urban hom, with soothing natural landscapes all around, a mere glance out of the window and onto open fields or other green spaces can help lower stress levels.
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What is the lifestyle of rural areas?

A rural area is an open swath of land that has few homes or other buildings, and not very many people. A rural areas population density is very low. Many people live in a city, or urban area, Their homes and businesses are located very close to one another.

In a rural area, there are fewer people, and their homes and businesses are located far away from one another. Agriculture is the primary industry in most rural areas. Most people live or work on farms or ranches, Hamlets, villages, towns, and other small settlements are in or surrounded by rural areas.

Wildlife is more frequently found in rural areas than in cities because of the absence of people and buildings. In fact, rural areas are often called the country because residents can see and interact with the country’s native wildlife. Throughout the world, more people live in rural areas than in urban areas.

  • This has been changing rapidly, however.
  • Urbanization is happening all over the world.
  • In Asia, for example, the United Nations estimates that the urban population will increase by almost two billion by 2050.
  • Shift to Cities People are migrating to urban areas for many reasons, including agricultural technology, industrial technology, and the hope of changing ones economic circumstances,

Agricultural technology has decreased the need for agricultural workers. Improved transportation, tools, fertilizer, and genetically modified crops mean fewer farmworkers harvest more food. This decreased need for farm employment drives many farmworkers into cities in search of jobs.

  1. Industrial technology has created many jobs unique to urban areas.
  2. Developing countries often have resource-based economies, meaning most people make their living from agriculture, timber, mining, or other harvesting of natural resources,
  3. These natural resources are most often located in rural areas.

As developing countries expand the use of industrial technology, they often shift their focus to a service-based economy, Service-based economies use industrial technology to provide finished goods and services to people inside and outside their countries.

India, for instance, is a country where many people practice agriculture in rural areas. As the Indian economy develops, however, more people migrate to urban areas like Bangalore to work in the technology industry. Instead of providing the raw materials ( metals ) for computer chips to nations like the United States, Indian companies now manufacture the computer chips themselves.

Centers of learning, such as universities, hospitals, and regional government, are usually located in urban areas. Many rural residents travel to cities to take advantage of economic opportunities there. The cost of living in urban areas is usually much higher than in rural areas.

  1. It costs more to rent a house, buy food, and use transportation.
  2. For this reason, wages are usually higher in urban areas.
  3. The search for higher wages is another reason people migrate from rural areas.
  4. In the United States, rural areas take up about 98 percent of the country but are home to only 25 percent of the population.

In Ethiopia, a less-developed country where agricultural jobs are much more common, 87 percent of the people live in rural areas. Fast Fact By the Numbers In the United States, the Census Bureau classifies a rural area as a town with fewer than 1,000 people per 2.6 square kilometers (square mile), and surrounding areas with fewer than 500 people per 2.6 square kilometers (square mile).
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Why is education a problem in rural areas?

Addressing the Challenges of Rural Students Rural students often have fewer educational opportunities than metro-area peers, but teachers can work with families to improve outcomes. Rural districts are an often-overlooked part of the complex American education system, even though students—or one in five nationally—attend a rural school.

These districts are typically disregarded because of their small populations compared with larger single districts in more urban areas. In terms of funding, national and state legislation tends to be more directly applied to the larger districts in an attempt to effect the most positive change for as many students as possible.

However, when considered as a group, rural districts encompass a large number of students nationwide. Despite specific challenges within rural districts, students in these districts often score at or above their peers on state and national testing. According to the at the USDA, in 2018, 22.4 percent of students in non-metro schools were in poverty compared with their metro school counterparts at 17.3 percent.

  1. While these students perform well on assessments statistically, their school experience is different from that of their suburban or urban peers in several ways.
  2. To begin with, a large portion of rural students must deal with a lack of access to quality reading materials and instruction at an early age (especially preschool), a lack of consistent access to medical care, the impact of opioid abuse and child homelessness in low-income and rural communities, and other factors.
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To meet the specific needs of rural students, there are a variety of strategies that can help guarantee access to learning. By engaging all components of the learning process—teachers, students, and families—teachers are more able to assess the specific needs of their students and address them with purpose.

When positive bonds or relationships are cultivated between each of the components, teachers are more equipped to design learning experiences that fit the needs of their students. Educators connect in meaningful ways with their students inside the classroom, employing a variety of strategies to build strong bonds and a community of learning.

It can be more difficult to establish those purposeful bonds with families. Routinely making calls to parents, sending out weekly or monthly newsletters, or meeting with parents in person can go a long way toward fostering a focus on learning. In rural communities, families are often the central factor in student success in the classroom.

Regular transparent communication with families about your expectations for learning and behavior can have a tremendous positive impact and create an accessible environment for learning. This cultivates a system of accountability, includes families in the process, and helps build student agency within the classroom.

For rural students, it can be difficult to connect new learning with prior experiences. Many times, rural students lack life experiences that other students may have because of the typically isolated nature of their families and communities, which can limit their ability to fully benefit from a diverse curriculum.

Additionally, rural students don’t have access to a variety of accelerated courses that may be more available in urban or suburban school districts, including AP and dual credit courses. While working with the district administration to provide these resources in a rural district can be a long and difficult process, administrators often respond positively when approached with possible solutions.

Advocating for your students can help encourage administrators to make decisions that will improve the situation. Rural students also lack consistent access to quality early reading opportunities because of the socioeconomic circumstances of some families and the absence of financial flexibility in rural districts to allocate money to address these issues.

For example, while many students have access to local libraries not far from their homes in a rural setting, their districts may not have the time or funding to establish beneficial relationships with the library system that would enable and encourage families and students to take advantage of those resources, especially at the preschool level.

Within the classroom, teachers have the training and ability to modify materials and design curricula that provide greater access to learning at little to no cost with high levels of positive impact on student learning. A barrier for most struggling students is the inability to decode and comprehend complex grade-level texts in every subject.

If you modify what texts specific students are required to read, or scaffold their learning by front-loading important vocabulary or other prerequisite information, rural students who may struggle to access the content will have a greater opportunity for success. Additionally, a lack of funding in rural districts may also mean that many students might not have regular access to technology that would allow them to participate in generally more engaging learning activities.

These strategies for engaging rural students are centered around developing a feedback loop that consists of teachers, students, and parents. A feedback loop, when purposefully designed, can be an asset in the classroom in limitless ways. It should focus on setting and clarifying learning expectations on a weekly or monthly basis in addition to providing comments specifically focused on creating opportunities for students to revise their work for deeper learning.

Parents should have enough information to hold their children accountable for learning. Teachers need to make a fervent attempt to actively remove all forms of doubt from the rural classroom and continually seek to maintain open lines of communication that enable them to implement an engaging and accessible curriculum.

Removing doubt from the curriculum requires that both families and students understand your expectations for their learning, what content is being addressed, and how they might succeed within the learning environment. While educators in rural districts are capable of designing curriculum in this way, many may lack the experience or training to do so. : Addressing the Challenges of Rural Students
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What causes lack of education in rural areas?

Rural areas are generally remote and relatively underdeveloped. As a result, many schools lack the necessary physical resources and basic infrastructure for sanitation (Mulford & Johns, 2004; Peters & Le Cornu, 2004), water, roads, transport, electricity, and information and communication technology.
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Why do rural areas lack education?

Lack of materials – When we study in more privileged areas, we use laptops or tablets because the internet and electricity are easily available to us. Information can be obtained with just a click of the mouse. However, things operate differently in rural areas.

Some schools have a “computer lab”, but not like the fancy ones we have. Their “computer labs” are equipped with two or three old donated computers that are extremely slow because of poor connection or the sheer age of the computer. In such conditions, with little or no access to electricity and the internet, most of the information has to be derived from physical textbooks.

Re-imagining Education in Rural India | Nikhil Rodekar | TEDxOrbisSchool

Students may not have enough money to purchase books. Schools may also not have a large variety of books available. This limits the extent of knowledge that the students can learn.
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How do you empower rural communities?

One in five people in developing countries live on less than US$1.9 a day, and most live in rural areas. They depend directly on small-scale farming, forest resources, livestock and fishing for their subsistence. Reducing rural poverty by empowering people,

  1. Investing in people, and strengthening producer organizations and rural institutions, is key to developing a more inclusive agricultural sector.
  2. Such investments have enormous potential to generate economic growth that is equitable and reduces rural poverty.
  3. FAO works with member states and partners to design and implement rural development and poverty reduction strategies, where the participation and institutions of the rural poor is critical.

This work focuses on increasing poor rural household’s access to knowledge and technology, advisory and financial services, and decent employment. It increases their ability to manage natural resources; connects them to agricultural value chains to improve access to markets; provides social protection, especially for women, youth and indigenous people

Strengthen rural institutions such as producer organizations, cooperatives and networks: FAO supports policies that enhance dialogue between small-scale producers, government agencies and private stakeholders. These policies strengthen the collective voice of farmers, pastoralists and fisherfolk in local and national policy-making and increase access to agricultural markets, savings and credit facilities.

Empower small-scale rural producers through policy: FAO aims to reduce rural poverty by supporting policies, which make it easier to self-manage land and productive resources, access social and financial services, as well as national and export markets. Policies address gender inequalities, as well as the special roles and needs of indigenous people.

Increase small-scale rural producer’s access to information and resources: FAO supports equal access to technology, agricultural knowledge and market information through policies, which boost rural education for men and women using modern information technology and innovation in the provision of advisory services.

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Economically empower small-scale farmers, fisher folk, pastoralists, and forest-dependent communities: FAO supports market and trade policies, which drive development, strengthen food security, reduce poverty and maximize environmental sustainability. Preserving flexibility in national policy options, allows developing countries to balance the needs of poor consumers and rural producers.

Empower the rural poor to achieve the Sustainable Development Goals (SDG’s) by 2030. Solving issues with access and empowerment are necessary to achieve the Goal 1 targets on eradicating extreme poverty, reducing those living in poverty by at least half, ensuring equal rights to access resources, and reducing inequality overall.

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What do rural areas need?

Community Development Through a Rural Lens | Local Initiatives Support Corporation When I introduce myself to someone and say I work in “community development,” I know most people immediately picture an inner-city neighborhood. Likewise, when I say I work in “rural America,” I know most people picture rolling farmland.

But in reality, rural America is made up of hundreds of small towns and large, sparsely populated counties. Community development is just as relevant to those areas as it is to Detroit, Los Angeles or New York City. Community development anywhere is about community, whether that community consists of twenty dense city blocks, a main street with just one stoplight, or a county made up of several small towns without any stoplights.

Rural communities face many of the same issues that urban communities do. Jobs that pay a livable wage, affordable, quality housing options and access to health care and educational opportunities are often in short supply. And rural families want the same things for their children that everyone does: good health, a safe community, a quality education and a bright future.

Unique challenges for rural development Rural communities, however, face their own difficulties, such as high concentrations of poverty, poor infrastructure and geographic isolation. What works in urban America doesn’t always translate to solutions for rural America, since the resources and systems to address challenges are not always readily available in rural areas.

Rural poverty affects millions of families, with some areas experiencing continuously high rates of poverty over several decades. Ninety-five percent of counties with the highest rates of child poverty are in rural areas, especially in the Mississippi Delta, Central Appalachia and along the Texas-Mexico border.

  1. Infrastructure and housing stock in rural areas are often poorer than what can be found in cities.
  2. There is often simply less housing available in rural areas because the density of units is much lower.
  3. Rental housing stock in rural areas is more likely to be older and in poor condition, and more expensive relative to incomes.

Homeownership can be difficult to attain, as well, and much of the available housing stock does not meet mortgage criteria. While land costs are low, infrastructure for new construction is expensive and scale is difficult to attain. The geographic isolation of rural communities is a major hurdle to improving residents’ employment and incomes, since public transit is not available to rural residents.

  • The long distances also make it harder for rural residents to access health care and other critical services.
  • And rural community developers themselves frequently work in isolation.
  • A CDC with a staff of one or two is often the only game in town.
  • Their closest peers may not even be in the same state.
  • The value of rural community development At Rural LISC we know that prosperity and opportunity in rural America is good for everyone.

Rural areas are the primary source of the nation’s food, water, fuel and recreation and are home to more than 64 million people, 20% of the U.S. population. Rural America is an economic engine for the country; 27.3 million rural adults over age 16 are employed with more than 75% in the private sector.

Rural areas from coast to coast are home to innovative and forward-looking community development initiatives, from small business incubators providing growth engines in small towns like London, Kentucky; to the creation of Energy star-certified homes for thousands of low-income families in California’s Coachella Valley; to the Teche Ridge master-planned neighborhood in New Iberia, Louisiana, which arose from the determination to rebuild “better than before” in the Gulf Coast communities devastated by Hurricanes Katrina and Rita.

Rural community developers have long been role models for how to do more with less. With fewer local financial institutions and foundations, and smaller pools of potential staff members, rural developers have learned to leverage their strong community connections, local government relationships and residents and neighbors to help accomplish their work.

Because of their geographic isolation, rural developers make a priority of network building and knowledge sharing across sectors and geographies. Rural LISC’s approach Rural LISC believes in rural America, and in the crucial role that nonprofit community developers play in improving the quality of life for rural people.

That is why Rural LISC is dedicated to building the capacity of its CDC partners to be stronger and more productive organizations. We support CDCs to think and to work comprehensively, producing healthy housing, arts and cultural projects, job-producing economic developments, health programs and more.

  1. Rural LISC is about connections.
  2. We know that in order to prosper and grow their rural communities, community developers in rural America must be connected to the essential resources and expertise they need.
  3. Strong and healthy connections result in increased productivity and improved outcomes for rural residents This year the Rural LISC program celebrates its 20 th anniversary.

Our annual seminar for our CDC Partners will focus on 20 years of learning what works in rural community development, as well as what is coming for rural development in the future. We will share the key learnings from our seminar with all of you. In the weeks to come, we will spotlight rural community development here on the LISC Institute for Comprehensive Community Development website.
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What is the solution for rural problems?

What is a rural solution? – A rural solution solves specific challenges in the rural environment. It’s a tool that can be used and re-used to address common issues like resource management, marginalization of rural communities, financing concerns, erosion, pollution, financial stress and the effects of climate change.

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    How does living in a rural area affect a child’s development?

    Children who live in urban or rural zones often find themselves in a precarious situation. Due to extreme poverty, they can hardly satisfy fundamental needs such as nutrition, access to healthcare, education, and are often exposed to danger. Car accidents and violence are also a part of their everyday lives.
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    Why is rural area better than city?

    You Get Lots of Privacy – One of the best benefits of living rurally is the amount of privacy you get. Living a rural life means living outside of city limits. A country lifestyle allows you to have all of the space and privacy that you need to live a happy, comfortable life.
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    What media can still be used for effective learning in schools in Philippines?

    Given the lack of resources in our rural areas in the Philippines, what media can still be used for effective learning in schools? (clue: traditional media) – The media that can still be used for effective learning in schools is the traditional media.
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    How media is used in schools to enhance learning?

    Media can be a powerful way to enhance student learning. Instead of always relying on lectures, you can use print, audio, and visual media, such as books, videos, audio, television, CDs, DVDs, or short films, to hold your students’ attention and help them retain information.
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