Axia Faculty Notes (Standard)



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HCA/230

Communication Skills for the Health Care Professional

Version 4 9/15/2011

Program Council

The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program.

Copyright

Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved.

University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.

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Edited in accordance with University of Phoenix® editorial standards and practices.

Faculty Materials

BOOKS, SOFTWARE, OR OTHER COURSE MATERIALS

CHEESEBRO, T., O’CONNOR, L., & RIOS, F. (2010). COMMUNICATING IN THE WORKPLACE. UPPER SADDLE RIVER, NJ: PRENTICE HALL.

ELECTRONIC RESOURCES

ALL ELECTRONIC MATERIALS ARE AVAILABLE ON THE STUDENT WEBSITE.

Associate Level MATERIALS

ASSOCIATE LEVEL WRITING STYLE HANDBOOK, AVAILABLE ONLINE AT

Course Overview

COURSE DESCRIPTION

THIS COURSE OFFERS THE STUDENT THE FOUNDATIONAL KNOWLEDGE AND SKILLS TO COMMUNICATE EFFECTIVELY IN A VARIETY OF HEALTH CARE WORKPLACE SETTINGS. THE STUDENT WILL DISCUSS SOCIAL AND CULTURAL INFLUENCES ON COMMUNICATION EFFORTS, EXAMINE CHANNELS OF COMMUNICATION INCLUDING INTERNAL, EXTERNAL, AND TECHNOLOGY-RELATED COMMUNICATION, AND THE IMPACT OF CONSUMER AND INTERDISCIPLINARY COMMUNICATION.

Topics and Objectives

WEEK ONE: INTRODUCTION TO COMMUNICATION

• Describe the major components of communication.

• Explain the role perception plays in communication.

Week Two: Cross-Cultural Communication

• Identify the principles of cross-cultural communication.

• Explain cross-cultural communication differences and barriers.

Week Three: Modes of Communication

• Describe verbal and nonverbal communication skills.

• Explain how technology influences communication.

Week Four: Listening Skills

• Explain the importance and application of active listening.

• Describe elements of supportive and defensive communication climates.

Week Five: Interpersonal Relationships

• Identify the importance of interpersonal relationships.

• Analyze elements of interpersonal communication.

Week Six: Conflict Management

• Describe different types of conflict.

• Explain the five styles of conflict management.

• Explain methods of promoting collaborative communication.

Week Seven: Effective Teamwork

• Identify the benefits and characteristics of effective teams.

• Describe problem-solving steps used by teams.

Week Eight: Application

• Apply communication principles to health care.

Week Nine: Presentation

• Create a presentation using communication principles.

Week One Faculty Notes

Topics and Objectives

INTRODUCTION TO COMMUNICATION

• Describe the major components of communication.

• Explain the role perception plays in communication.

Weekly Overview

This week introduces the basics of the communication process, including the steps in the communication process and understanding the roles of the listener and the receiver.

The importance of perception is addressed this week. Various skills are analyzed to improve students’ awareness of the messages they receive or send so they can improve their communication.

This week’s topic, the communication process, is the foundation for the remainder of the course.

Assignment Notes

Assignment: The Communication Process Model

Purpose of Assignment

This assignment allows the student to review the elements of the communication process model and apply this information to a personal experience. After reviewing this information, the student must suggest how perceptions might have influenced his or her communication experience.

Resource Required

Appendix B

Answer Key for The Communication Process Model, Due in Week One

|Question |Possible Answer |

|Briefly describe the misunderstanding, including the setting and |Answers will vary. Descriptions should include the important |

|the people involved. |elements of the situation that led to misunderstanding. |

|Complete the table with information from your described |Answers will vary. Table should be complete. |

|misunderstanding. | |

|The perception model in Ch. 2 of Communicating in the Workplace |Answers should include the student’s perception going into the |

|shows that prior knowledge and experiences combine with your |situation and an explanation of how this affected the |

|psychological state to shape your subjective reality. What was |communication process. |

|your perception going into the situation? How did your perception| |

|of the misunderstanding affect the communication process? | |

|After reflecting on your misunderstanding and analyzing it with |Answers will vary. |

|what you have learned this week, what did you learn about the | |

|communication process? | |

Week Two Faculty Notes

Topics and Objectives

CROSS-CULTURAL COMMUNICATION

• Identify the principles of cross-cultural communication.

• Explain cross-cultural communication differences and barriers.

Weekly Overview

During Week Two, students are introduced to the importance of diversity in the United States and throughout the world. Cross-cultural differences, barriers, tools, and competencies are discussed and applied to various health care situations.

Assignment Notes

Discussion Questions are due this week.

Assignment: Cultural Considerations

Purpose of Assignment

Students must research and reference culturally specific information and relate it to a health care scenario. It is important for them to understand the barriers that exist and find effective ways to overcome or deal with these. The prevalence of English as a second language can be tied into this week’s material.

Resources Required

Cross-cultural communication searches in this week’s Electronic Reserve Readings

Written Assignment Grading Form for Cultural Considerations, Due in Week Two

|Content and Development |Points Earned |

|53 Points |XX/53 |

| |Additional Comments: |

|All key elements of the assignment are covered in a substantive way. | |

|The paper is 300 to 350 words in length. | |

|The paper is focused on a culture other than the student’s own culture.| |

|The paper should include the following: | |

| | |

|Identify the principles of cross-cultural communication. | |

|Explain how any cultural differences could become barriers affecting | |

|the communication process with health care providers. | |

|The content is comprehensive, accurate, and persuasive. | |

|The paper develops a central theme or idea directed toward the | |

|appropriate audience. | |

|The paper links theory to relevant examples and uses the vocabulary of | |

|the theory correctly. | |

|Major points are stated clearly; are supported by specific details, | |

|examples, or analysis; and are organized logically. | |

|The introduction provides sufficient background on the topic and | |

|previews major points. | |

|The conclusion is logical, flows from the body of the paper, and | |

|reviews the major points. | |

| | |

|Readability and Style |Points Earned |

|12 Points |XX/12 |

| |Additional Comments: |

|Paragraph transitions are present, logical, and maintain the flow | |

|throughout the paper. | |

|The tone is appropriate to the content and assignment. | |

|Sentences are complete, clear, and concise. | |

|Sentences are well constructed, strong, and varied. | |

|Sentence transitions are present and maintain the flow of thought. | |

| | |

|Mechanics |Points Earned |

|10 Points |XX/10 |

| |Additional Comments: |

|The paper—including tables and graphs, headings, title page, and | |

|reference page—is consistent with APA formatting guidelines and meets | |

|course-level requirements. | |

|Intellectual property is recognized with in-text citations and a | |

|reference page. | |

|Rules of grammar, usage, and punctuation are followed. | |

|Spelling is correct. | |

| | |

|Total |Points Earned |

|75 Points |XX/75 |

|Overall Comments: |

| |

| |

Week Three Faculty Notes

Topics and Objectives

MODES OF COMMUNICATION

• Describe verbal and nonverbal communication skills.

• Explain how technology influences communication.

Weekly Overview

Language is a powerful tool that can either augment effective communication or be a detriment. The nuances of verbal and nonverbal communication are explored, and students can suggest ways to improve these communication techniques.

As technology advances, students learn how various tools influence health care communication. Computers, cellular devices, and electronic medical records are a few of the new technologies that have a profound influence on health care.

Assignment Notes

Assignment: Verbal and Nonverbal Communication

Purpose of Assignment

Students must relate a personal experience where verbal or nonverbal communication was not successful. Students must identify the barriers and suggest how to overcome these roadblocks.

Resource Required

“Verbal and Nonverbal Communication” video located in this week’s Electronic Reserve Readings

Written Assignment Grading Form for Verbal and Nonverbal Communication, Due in Week Three

|Content and Development |Points Earned |

|70 Points |XX/70 |

| |Additional Comments: |

|All key elements of the assignment are covered in a substantive way. | |

|The paper is 750 to 1,050 words in length. | |

|The paper should include the following: | |

| | |

|A description of the principles of verbal and nonverbal communication | |

|An explanation of which three principles the student thinks are | |

|critical for effective communication | |

|At least one personal experience with a difficult verbal or nonverbal | |

|communication | |

|An explanation of how the student could use these principles to promote| |

|communication in a health care workplace | |

|An explanation of how technology influences the communication process | |

|The content is comprehensive, accurate, and persuasive. | |

|The paper develops a central theme or idea directed toward the | |

|appropriate audience. | |

|The paper links theory to relevant examples and uses the vocabulary of | |

|the theory correctly. | |

|Major points are stated clearly; are supported by specific details, | |

|examples, or analysis; and are organized logically. | |

|The introduction provides sufficient background on the topic and | |

|previews major points. | |

|The conclusion is logical, flows from the body of the paper, and | |

|reviews the major points. | |

| | |

|Readability and Style |Points Earned |

|16 Points |XX/16 |

| |Additional Comments: |

|Paragraph transitions are present, logical, and maintain the flow | |

|throughout the paper. | |

|The tone is appropriate to the content and assignment. | |

|Sentences are complete, clear, and concise. | |

|Sentences are well constructed, strong, and varied. | |

|Sentence transitions are present and maintain the flow of thought. | |

| | |

|Mechanics |Points Earned |

|14 Points |XX/14 |

| |Additional Comments: |

|The paper—including tables and graphs, headings, title page, and | |

|reference page—is consistent with APA formatting guidelines and meets | |

|course-level requirements. | |

|Intellectual property is recognized with in-text citations and a | |

|reference page. | |

|Rules of grammar, usage, and punctuation are followed. | |

|Spelling is correct. | |

| | |

|Total |Points Earned |

|100 Points |XX/100 |

|Overall Comments: |

| |

| |

Week Four Faculty Notes

Topics and Objectives

LISTENING SKILLS

• Explain the importance and application of active listening.

• Describe elements of supportive and defensive communication climates.

Weekly Overview

This week’s Electronic Reserve Readings focus on collaboration in the workplace. The importance of collaborating in an interdisciplinary team is an important concept for all health care workers. This concept will be further discussed with the topic of teamwork in Week Seven. The chapter readings further elaborate on listening as an important tool in communication.

Assignment Notes

Discussion Questions are due this week.

Assignment: Listen Up!

Purpose of Assignment

Students must provide suggestions for improving collaboration related to a health care scenario. This assignment is based on the Electronic Reserve Readings for Week Four.

Written Assignment Grading Form for Listen Up! Due in Week Four

|Content and Development |Points Earned |

|53 Points |XX/53 |

| |Additional Comments: |

|All key elements of the assignment are covered in a substantive way. | |

|The paper is 300 to 350 words in length. | |

|The paper is a memo describing the process of active listening and how | |

|it benefits the health care workplace. | |

|The content is comprehensive, accurate, and persuasive. | |

|The paper develops a central theme or idea directed toward the | |

|appropriate audience. | |

|The paper links theory to relevant examples and uses the vocabulary of | |

|the theory correctly. | |

|Major points are stated clearly; are supported by specific details, | |

|examples, or analysis; and are organized logically. | |

|The introduction provides sufficient background on the topic and | |

|previews major points. | |

|The conclusion is logical, flows from the body of the paper, and | |

|reviews the major points. | |

| | |

|Readability and Style |Points Earned |

|12 Points |XX/12 |

| |Additional Comments: |

|Paragraph transitions are present, logical, and maintain the flow | |

|throughout the paper. | |

|The tone is appropriate to the content and assignment. | |

|Sentences are complete, clear, and concise. | |

|Sentences are well constructed, strong, and varied. | |

|Sentence transitions are present and maintain the flow of thought. | |

| | |

|Mechanics |Points Earned |

|10 Points |XX/10 |

| |Additional Comments: |

|The paper—including tables and graphs, headings, title page, and | |

|reference page—is consistent with APA formatting guidelines and meets | |

|course-level requirements. | |

|Intellectual property is recognized with in-text citations and a | |

|reference page. | |

|Rules of grammar, usage, and punctuation are followed. | |

|Spelling is correct. | |

| | |

|Total |Points Earned |

|75 Points |XX/75 |

|Overall Comments: |

| |

| |

Week Five Faculty Notes

Topics and Objectives

INTERPERSONAL RELATIONSHIPS

• Identify the importance of interpersonal relationships.

• Analyze elements of interpersonal communication.

Weekly Overview

Discovering and analyzing various interpersonal communication styles helps students to better learn about themselves. The goal in health care is to provide a supportive environment as opposed to a defensive one. Assertiveness is addressed, and students evaluate their assertiveness in a quiz that is the basis of their weekly assignment.

Assignment Notes

Assignment: Are You A Good Communicator?

Purpose of Assignment

Students must complete a self-study and analyze their interpersonal communication style. This information will be used as the groundwork for their paper.

Resource Required

“How Assertive are You?” quiz on p. 137 in Ch. 6 of Communication in the Workplace

Written Assignment Grading Form for Are You A Good Communicator? Due in Week Five

|Content and Development |Points Earned |

|70 Points |XX/70 |

| |Additional Comments: |

|All key elements of the assignment are covered in a substantive way. | |

|The paper is 750 to 1,050 words in length. | |

|The paper should include the following: | |

| | |

|A definition of effective communication and an explanation of why | |

|quality interpersonal relationships are important, particularly in the | |

|health care industry | |

|A description of supportive and defensive relationships and an | |

|explanation of why one type of relationship is more appropriate for the| |

|health care industry | |

|An explanation of what an assertive style is and the appropriateness of| |

|this style in a health care workplace | |

|A self-assessment of the elements of your interpersonal communication | |

|skills | |

|An explanation of what others can do to self-assess their assertiveness| |

|and make changes in their style to positively influence their health | |

|care workplace, using the student’s self-assessment as an example | |

|The content is comprehensive, accurate, and persuasive. | |

|The paper develops a central theme or idea directed toward the | |

|appropriate audience. | |

|The paper links theory to relevant examples and uses the vocabulary of | |

|the theory correctly. | |

|Major points are stated clearly; are supported by specific details, | |

|examples, or analysis; and are organized logically. | |

|The introduction provides sufficient background on the topic and | |

|previews major points. | |

|The conclusion is logical, flows from the body of the paper, and | |

|reviews the major points. | |

| | |

|Readability and Style |Points Earned |

|16 Points |XX/16 |

| |Additional Comments: |

|Paragraph transitions are present, logical, and maintain the flow | |

|throughout the paper. | |

|The tone is appropriate to the content and assignment. | |

|Sentences are complete, clear, and concise. | |

|Sentences are well constructed, strong, and varied. | |

|Sentence transitions are present and maintain the flow of thought. | |

| | |

|Mechanics |Points Earned |

|14 Points |XX/14 |

| |Additional Comments: |

|The paper—including tables and graphs, headings, title page, and | |

|reference page—is consistent with APA formatting guidelines and meets | |

|course-level requirements. | |

|Intellectual property is recognized with in-text citations and a | |

|reference page. | |

|Rules of grammar, usage, and punctuation are followed. | |

|Spelling is correct. | |

| | |

|Total |Points Earned |

|100 Points |XX/100 |

|Overall Comments: |

| |

| |

Week Six Faculty Notes

Topics and Objectives

CONFLICT MANAGEMENT

• Describe different types of conflict.

• Explain the five styles of conflict management.

• Explain methods of promoting collaborative communication

Weekly Overview

The lesson for this week is to help students understand that conflict is inevitable and can be an opportunity to reveal and solve problems to improve the health care system.

Assignment Notes

Discussion Questions are due this week.

Assignment: Conflicts Are Important

Purpose of Assignment

Student must review and analyze the different types of conflict and the conflict management styles. This assignment is based on the readings from the text.

Resource Required

Appendix D

Answer Key for Conflicts are Important, Due in Week Six

Part 1: The Five Conflict Types

All answers should be in paragraph form.

|Conflict Type |Possible Description |

|Pseudo conflicts |“Not real conflicts, but are only perceived as a conflict.” Caused by “faulty assumptions and |

| |false dilemmas” (p. 160). |

|Fact conflicts |Occur when individuals have a conflict based on information that could easily be researched and |

| |the conflict could be resolved. (p. 160) |

|Ego conflicts |These conflicts are based around issues of status and power. (p. 161) |

|Value conflicts |Conflicts occur because of values or beliefs that conflict participants’ hold. (p. 161) |

|Need conflicts |This happens when the needs of two or more people conflict. (p. 161) |

Reference:

Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in the workplace. Upper Saddle River, NJ: Prentice Hall.

Part 2: The Five Conflict Management Styles

All answers should be in paragraph form and should include strengths and weaknesses of each style.

|Conflict Management Style |Possible Description |

|Avoiders |Manage conflict by avoiding it when possible. |

| |Strength: “buying time in order to think through a problem.” (p. 162) |

| |Weakness: Could prevent you from finding a long-term resolution. (p. 162) |

|Accommodators |“Allow others to determine the outcome of the conflict.” |

| |Strength: Works best when subject of the conflict is not important to you. Keeps the peace. |

| |Weakness: Repeatedly giving in to others might prevent you from obtaining goals and personal |

| |peace. (p. 162) |

|Forcers |This management style pushes to get their way in conflicts. |

| |Strength: Decisions are made quickly |

| |Weakness: May not listen to or consider the input of others. Resolutions may not be the best |

| |option. |

|Compromisers |Expects all parties to a conflict to concede something to reach an agreement. |

| |Strength: Solutions are on middle ground. Everyone gets some of what they want. |

| |Weakness: “Unmet needs may still remain” (p. 163). |

|Collaborators |Want to meet the needs of all parties to a conflict. |

| |Strength: Everyone feels committed to a solution and the process used to reach it. |

| |Weakness: Hard to meet everyone’s needs without fully understanding what each participants needs|

| |are. |

Reference:

Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in the workplace. Upper Saddle River, NJ: Prentice Hall.

Week Seven Faculty Notes

Topics and Objectives

EFFECTIVE TEAMWORK

• Identify the benefits and characteristics of effective teams.

• Describe problem-solving steps used by teams.

Weekly Overview

Students are introduced to the components of teamwork and the need for effective teamwork in health care. Problem-solving techniques and strategies are discussed along with the topic of criticism and how do deal with it in a healthy and productive manner.

Assignment Notes

Assignment: Working With Teams

Purpose of Assignment

Student must apply team building and problem-solving skills to a health care scenario.

Resource Required

Appendix E

Written Assignment Grading Form for Working With Teams, Due in Week Seven

|Content and Development |Points Earned |

|70 Points |XX/70 |

| |Additional Comments: |

|All key elements of the assignment are covered in a substantive way. | |

|The paper is 750 to 1,050 words in length. | |

|The paper should include the following: | |

| | |

|A description of the combination of communication skills needed on the | |

|team and why they are needed | |

|A description of how the team will be structured and organized | |

|An explanation of the types of conflict that may occur within the team | |

|and how team roles and functions will be defined to avoid conflict | |

|A description of the team problem-solving steps | |

|An explanation of how the team manager will promote effective teamwork | |

|to solve the billing problem | |

|The content is comprehensive, accurate, and persuasive. | |

|The paper develops a central theme or idea directed toward the | |

|appropriate audience. | |

|The paper links theory to relevant examples and uses the vocabulary of | |

|the theory correctly. | |

|Major points are stated clearly; are supported by specific details, | |

|examples, or analysis; and are organized logically. | |

|The introduction provides sufficient background on the topic and | |

|previews major points. | |

|The conclusion is logical, flows from the body of the paper, and | |

|reviews the major points. | |

| | |

|Readability and Style |Points Earned |

|16 Points |XX/16 |

| |Additional Comments: |

|Paragraph transitions are present, logical, and maintain the flow | |

|throughout the paper. | |

|The tone is appropriate to the content and assignment. | |

|Sentences are complete, clear, and concise. | |

|Sentences are well constructed, strong, and varied. | |

|Sentence transitions are present and maintain the flow of thought. | |

| | |

|Mechanics |Points Earned |

|14 Points |XX/14 |

| |Additional Comments: |

|The paper—including tables and graphs, headings, title page, and | |

|reference page—is consistent with APA formatting guidelines and meets | |

|course-level requirements. | |

|Intellectual property is recognized with in-text citations and a | |

|reference page. | |

|Rules of grammar, usage, and punctuation are followed. | |

|Spelling is correct. | |

| | |

|Total |Points Earned |

|100 Points |XX/100 |

|Overall Comments: |

| |

| |

Week Eight Faculty Notes

Topics and Objectives

APPLICATION

• Apply communication principles to health care.

Weekly Overview

The text readings help the student prepare his or her final project. Targeting a specific audience helps the student focus on the type of presentation needed. Further guidance is provided in Week Nine to assist the student with the actual outline and flow of his or her presentation.

Assignment Notes

Discussion Questions are due this week.

Week Nine Faculty Notes

Topics and Objectives

PRESENTATION

• Create a presentation using communication principles.

Weekly Overview

Student must employ the communication principles discussed in this course and integrate them into a Microsoft® PowerPoint® presentation. Student may choose from three scenarios.

Assignment Notes

Final Project: Final Project

Purpose of Assignment

Students must develop and complete a Microsoft® PowerPoint® presentation that encompasses the material related to health communication from this course. This is the culmination and application of communication basics that students can use in interpersonal relationships in the health care industry.

Resources Required

Appendix A

Appendix F

Presentation Grading Form for Final Project, Due in Week Nine

|Content and Development |Points Earned |

|193 Points |XX/193 |

| |Additional Comments: |

|All key elements of the assignment are covered in a substantive way. | |

|Presentation consists of 8 to 12 slides appropriate for the speaker’s | |

|audience. | |

|The content is comprehensive, accurate, and persuasive. | |

|Presentation includes visual aids and uses elegant graphics. | |

|Text is limited to approximately 5 lines, approximately 5 words per | |

|bulleted item. | |

|Appropriate font sizes are used. | |

|The presentation develops a central theme or idea directed toward the | |

|appropriate audience. | |

|The presentation links theory to relevant examples of current experience | |

|and industry practice and uses the vocabulary of the theory correctly. | |

|Include at least 2 references. | |

|Major points are stated clearly; are supported by specific details, | |

|examples, or analysis; and are organized logically. | |

|The introduction provides sufficient background on the topic and previews | |

|major points. | |

|The conclusion is logical and reviews the major points. | |

| | |

|Readability and Style |Points Earned |

|44 Points |XX/44 |

| |Additional Comments: |

|Slide transitions are logical and maintain the flow throughout the | |

|presentation. | |

|The tone is appropriate to the content and assignment. | |

|Sentences are clear and concise. | |

| | |

|Mechanics |Points Earned |

|38 Points |XX/38 |

| |Additional Comments: |

|The presentation—including tables and graphs, headings, title slide, and | |

|reference slide—is consistent with APA formatting guidelines and meets | |

|course-level requirements. | |

|Intellectual property is recognized with in-text citations and a reference | |

|slide. | |

|The presentation is laid out with effective use of headings, font styles, | |

|and white space. | |

|Rules of grammar, usage, and punctuation are followed. | |

|Spelling is correct. | |

| | |

|Total |Points Earned |

|275 Points |XX/275 |

|Overall Comments: |

| |

| |

Associate Program Faculty Material

Instructions for Using the Written Assignment Grading Form

The grading form summarizes the points earned for a written assignment, usually focusing 70% for content and development and 30% for readability, style, and mechanics. The form also provides space in which you may comment on any area that needs special attention for remediation or reinforcement. It is not necessary to provide a comment for each section or bullet point.

In some cases, you may want to customize the form by adding or deleting lines to document particular features or ideas that you will look for while grading the paper.

Each time you grade a student paper, copy the table and paste it at the end of the assignment. When the grading process is complete, return the student’s paper, which now contains the feedback form and score for the assignment.

1. Open the student’s attached Microsoft( Word document.

2. Open a new Written Assignment Grading Form from the master file.

3. Copy and Paste the Written Assignment Grading Form at the end of the student paper.

4. Grade the paper, providing quality feedback on the content of the paper.

5. Complete the Written Assignment Grading Form, which is now in the student paper, providing comments when applicable. It is not necessary to record a comment for every item.

6. Enter the student’s score for each of the three main categories: content and development, readability and style, and mechanics. Optionally, you may enter points for each subcategory. Calculate and enter a total score.

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