Dear colleagues here I upload some materials that can be used in the tutoring job ....
THE VOCATIONAL SUPPORT (It's great to work on tutorials from 3 rd to 5 th year of secondary)
INTRODUCTION Since 1994, my professional work has been developed primarily on vocational accompaniment to adolescents. I think you have made over 500 at that time. It is a delicate, complex and exciting. In those early
There were still remnants of what was seen as vocational accompaniment: a counseling by a priest with someone trying to discern whether he was called to be religious or a pair of interviews conducted by a psychologist, tests through, trying to steer the person to the field occupational. It would appear that vocational issues was reduced to two cases: the spiritual and professional and support was done by a priest or a psychologist. In both cases he looked passive and magic (I'm not someone tell me what to do), timely and in confidence "vote." Having chosen the road ahead had obtained the desired product. Today visibly changed the concept of vocation and the accompaniment is not provided only by the priest or psychologist but it is for catechists, teachers, leaders, counselors.
not timely intervention, magical or "good advice", but a series of encounters in establishing a company or team among those who allow themselves to accompany and who feels interest in doing so and has a specific training.
1. CHARACTERISTICS OF VOCATIONAL SUPPORT
belongs to a temporal reality that ends after performing a process. During its development is systematic. Performed by a qualified adult with maturity and emotional stability, with a life project constituted.
has several aspects: emotional, existential, spiritual, psychological, professional.
vocational accompaniment must be based on a triad:
• Affection: takes place in a context of proximity, friendship, trust, sympathy. Enacts the deep and sincere interest by the realities belonging to the inner world, dreams and personal desires. This affection is also reflected in the ability to receive another, to discuss and receive confidences will be kept in an ethical and professional zeal. The style is upbeat, friendly and competent.
• Search realistic boldly involves reviewing aspects personal, purify intentions, see the subject in relation with others and in their daily activities in a realistic and objective.
• The presence of God: every good educator is intended to bring their target to the question: what does God want from me?, What is your project? This triad guarantees
Educator elements of knowledge, evaluation and guidance and for being oriented openness, trust and faith that make the task easier and more efficient. In this context, the person becomes a "more individual" as the ability to view their own initiatives for action and be accountable for its actions. Learn to choose wisely and self-directed while acquiring relevant knowledge to solve existential problems. Any process accompanying
places us at:
• The need to discover the meaning of life.
• The values \u200b\u200bchosen to live.
• Academic training to perform specific tasks.
• Intuition, openness and listening to the will of the Lord of life and history.
2. SOME OBJECTIVES OF VOCATIONAL SUPPORT
• Construction of the identity of discovering those talents and weaknesses that make the individual a to be original, unique, relative to other equally distinct and valuable.
• Capacity to make choices: we are choosing how we want to permanently live different situations, from the most mundane to the exceptional. It's an ability that develops in its exercise.
• Construction of a project of life is embodied in the purpose to which it directs everything we do. It is dynamic and is resetting. It relies on values \u200b\u200band includes affective, spiritual, family and work. A practical activity is to write or draw taking into account what you want to achieve and the path characteristics (how you want to live doing concrete things.)
• Relationship with others: the desires, values, acts performed in connection with others outside of oneself. Discovery is very fruitful in acts of service, ministries, missions, volunteer services. Also related is that you learn to make decisions, to choose.
3. KEYWORDS: Identity Construction
identity can be defined as stable consciousness about themselves (self concept), and expressed behavior (perception). Evolved from the early identification, developmental and psychosocial crises confronting the individual and their values \u200b\u200bwith society and its values. Manenti Cencini and say that "the opposite of the identity is the lack of esteem (which manifests itself in shame) lack of trust (which is manifested in the question), the lack of stability (manifested in the existential void) ".
find identity in three aspects:
• Sense of unity, achieved through history integrating individual aspects to organized a new event or change its configuration varies.
• Sense of continuity: the temporal aspect that persists over time, beyond any circumstance.
• feeling of sameness: it represents the need to be recognized for others ("being oneself", "different from others").
Life Project The psychic life of an individual one of the most important elements is the project of revitalizing life. The questions about himself, the effort to lead with responsibility and sense, intuition, and finding meaning in life are contributing elements to the project. Project presents a fundamental dynamic aspect and that changes, readjusting and defining the evolution of the individual. In children the life project is linked to the desire of parents in pre-adolescence to the world of dreams, in adolescence the desire for independence, identity, freedom in youth and adulthood the project becomes practical experience , carried. The project helps the construction of personal identity and a leading proponent of the same is usually assumed roles, tasks which embody an original, unique and unrepeatable being. The project represents the possibility to unify and integrate the vital energy that permeates all dimensions of personality. Proposes a self-direction, original, and roads with stations themselves, which opens the door to inner freedom, responsibility and creativity. Construction of the project raises the sensitivity to the most important moment of our lives, so it becomes an experience rich in emotions. Of course, building and defining a project does not avoid the trouble of resetting the path or suffer stagnation or dose rate travel. On the other hand, has an ideal character to be materialized in daily life not to be an idyllic reality. To be credible and real must be supported by:
• Self-awareness: knowing who I am beyond labels, tags and mirages. Knowing what we stressed, what we like and dislike, our spontaneous reactions, fears, strengths, how we act aggressively now and what are the causes.
• Self-esteem: healthy affection for what we really are, no complex of inferiority or overestimated.
• self-acceptance, ability to accept our limitations without denying them, seeking to overcome them with patience, optimism and desire sincere change.
4. ROLE OF VOCATIONAL
PASSENGER vocational accompaniment is performed by an adult who must rely on the ability of their "together" to deal constructively with this vital, contributing to the release of that capacity. Proposes a climate of acceptance, understanding and respect, thereby facilitating the process to be free from threats flowing properly. The companion lies at the heart of the process and the importance of relationship problems and feelings of the person who accompanies and not yours. It is very important to understand that the constructive effort comes from the positive forces of another and that is not the craftsman responsible for the task. To this should not present neurotic behavior patterns that hinder the relationship or cause other damage.
passenger Skills:
* Ability to detect changes in nonverbal behaviors (in the tone of voice, expression, the emotions of the other.)
* Ability to engage, "played" in a working relationship with balance, clarity of objectives and with the sense of fostering the climate of support.
* Patience and wisdom to follow the rhythms of another person, not overpower or rush the process.
* Ability to be empathetic and to understand what is being communicated.
* Be trained in basic skills interview.
* Ability to listen and build self-disclosure in the other (see Annex Opener Scale). The value of proximity or closeness of the companion:
From the moment arises, the term "accompaniment" (pairing: be with a. ..) expresses the value of proximity or closeness of the companion. Originally the concept of proximity was used and applied by researchers in social interactions. Is "close" better communication, understanding and contact with what the other person says. Who is accompanied feel the companion "is with me," is an ally, "" traveling companion, "is always ready listen to me, "I care what happens."
positive consequences of the proximity or nearness:
facilitates the interaction is smooth and the discovery of the important aspects in the process. Reaffirms the link, cooperation, sense of be "connected" emotionally. It gives people a sense of validation and that their problems are real and understandable. promotes openness and disclosure of which is accompanied.
5. TECHNICAL
verbalesAproximación Skills:
is a question that is formulated to more information. Do not abusing them as an existential encounter a different story. The approach includes allowing enough time to give the answer, avoid emotional accusatory tone and delicacy to focus on what matters (to avoid the morbid curiosity or by the anecdotal, narrative). You can often avoid the question by expressing interest: "I wonder how you felt at that moment," I'm trying to understand clearly what was thought at that time. "
Clarification:
is a question that seeks to clarify what the person is saying. It is used to better understand vague or confusing phrases, confirm that the companion is understanding what is said and encourage the person to develop his speech.
Paraphrase:
is to reformulate the sentences of the person so that it informs it was understood what he said. Use to focus on communication to those most important and appropriate. It is not exactly repeating his words but rather an active effort passenger with his words shows that he understood what has been told in order to maintain comprehension and fluency in conversation.
Reflection:
is used to communicate that we understand what the other is feeling. Involves reading between the lines and see the love hidden behind the words. The reflection encourages the person to experience and express feelings and so allows you to become aware of them. When the reflex is adequate generate empathy and acceptance.
Providing information:
Si bien no es una respuesta habitual debido a que es más conveniente generar en la persona la responsabilidad de asumir las dificultades y encontrar las soluciones, es un recurso que se puede utilizar ante eventuales riesgos de tomar decisiones comprometidas por la falta de información.
Confrontación:
Se utiliza para identificar mensajes confusos o contradictorios. Se ofrece a la persona con la intención de ayudarla a tomar conciencia de sus incongruencias. Debe mantener un clima cálido y de apoyo ya que si nace de la rabia, la soberbia o la frialdad del que la marca genera en el otro una actitud defensiva.
Recapitulación:
Se utiliza para ordenar la temática, hacer una síntesis del encuentro, reubicar important material should be engaged in rambling or irrelevant issues. It can be used before the match to put us on track in the middle if the person wanders or is dispersed and ultimately to bind things and suggest a next point of departure in the next interview. Nonverbal language
Beyond what is spoken there in every encounter to decode body language. Deserves attention: the gaze, facial expression and body posture. Generally speaking, maintain eye contact, smile, lean forward and open body posture communicate feelings of interest and dedication towards the other person. Obviously the non-verbal language must be consistent with the climate of the meeting in a proper context.
Various studies agree that more than the amount of positive nonverbal behavior generated by matter who is accompanying the consistency of such behavior with what is happening in the game ... By addressing nonverbal behaviors learn to use this material as valuable and effective communication, generating information about the feelings of the person and their consistency between what he says and what actually manifests itself (a situation one can tell you eyes filled with tears and convinced that "I do not care, I was wrong before, not now" or telling a very painful situation with a smile, etc..).
BY WAY OF CONCLUSION:
In a world increasingly complex and dizzying adolescents and youth go dangerously meaningless existence. Existential ignorance of not knowing what is experienced can be fought effectively by discovering the value of a vocation to be done (mission) and a life project. The Vocational
Accompaniment today have been introduced in previously not considered, because we all have a vocation and it involves all aspects of the person (physical, mental, spiritual, social, professional). It is an existential reality that belongs to the inner world. It is built through dialogue and openness with an "other" with others and with God.
For this, support is the preferred career that allows to clarify, compare, share, "land" ideals, dreams, desires. Vocational accompaniment is performed in a process.
cooperate with this discovery and planning of a project is an exciting task for all educators who embark on this wonderful adventure.
Leonardo Buero (BOX)
Opener Scale
The Opener Scale (literal translation would be a "scale Opener") was developed to learn more about how those who listen generate an opening in the other personal. Consists of 10 phrases that are valued with a five-point scale (4 = strongly agree and 0 = strongly disagree).
1. People often talk about themselves a lot.
2. I often say that I listen.
3. Accept others as they are inadvertently changed.
4. People trust me with secrets.
5. I enjoy listening to people.
6. People tell me personal things about themselves.
7. I'm interested in people's problems.
8. I encourage people to tell me how they feel.
9. People are comfortable being with me.
10. Even though I speak little and concentrate on listening I feel good.
People with high scores in the Opener Scale appreciate the views of others and are able to adopt their perspective, are more successful in creating openness in others and enjoy being with others.
(BOX)
Vocational Vocabulary:
Life project: the intuition is anticipated the future development of the individual. It is a dynamic process over time. It builds on a set of ideas and ideals, experiences, beliefs, values \u200b\u200bthat give meaning and guide their lives. Circle the choice of a life estate, a profession, commitment to the Kingdom.
Responsibility: The ability to respond, to give answers to life that makes us questions by sets of circumstances. Life is the question and human being who gives answers.
Vocation: The Call of God and man's response that promotes and guides the growth of the whole person.
human vocation is the call that feels every person to fully develop their full potential, from the perspective of human achievement (intellectual, emotional, sexual and social).
Christian vocation is the call that feels every person to fully develop their full potential through a life gradually inspired and united in the Gospel. Is embodied in a state of life: a secular, marriage, priest, consecrated life, etc.
Profession:
Task or scientific specialty practice that one chooses to perform personally, support themselves and provide a service to the community. This requires a tertiary study and / or university. Working
:
is essential for the self of individuals. Should be a source of personal satisfaction through the practice of creative and personal values \u200b\u200band should have a fair and decent wage that allows the maintenance of the individual. Contributions
taken from:
• Vocational guidance as a process
Angela Lopez Bonelli
• Common principles in Psychotherapy
Chris Kleinke
• vocational workshop
Luskevich and Prof. Prof. Claudia Cristina Carvajal
• Educational guidance and support Severino de Pieri
vocational
• Psychology and Training
A. Cencini and A. Manenti
INTRODUCTION Since 1994, my professional work has been developed primarily on vocational accompaniment to adolescents. I think you have made over 500 at that time. It is a delicate, complex and exciting. In those early
There were still remnants of what was seen as vocational accompaniment: a counseling by a priest with someone trying to discern whether he was called to be religious or a pair of interviews conducted by a psychologist, tests through, trying to steer the person to the field occupational. It would appear that vocational issues was reduced to two cases: the spiritual and professional and support was done by a priest or a psychologist. In both cases he looked passive and magic (I'm not someone tell me what to do), timely and in confidence "vote." Having chosen the road ahead had obtained the desired product. Today visibly changed the concept of vocation and the accompaniment is not provided only by the priest or psychologist but it is for catechists, teachers, leaders, counselors.
not timely intervention, magical or "good advice", but a series of encounters in establishing a company or team among those who allow themselves to accompany and who feels interest in doing so and has a specific training.
1. CHARACTERISTICS OF VOCATIONAL SUPPORT
belongs to a temporal reality that ends after performing a process. During its development is systematic. Performed by a qualified adult with maturity and emotional stability, with a life project constituted.
has several aspects: emotional, existential, spiritual, psychological, professional.
vocational accompaniment must be based on a triad:
• Affection: takes place in a context of proximity, friendship, trust, sympathy. Enacts the deep and sincere interest by the realities belonging to the inner world, dreams and personal desires. This affection is also reflected in the ability to receive another, to discuss and receive confidences will be kept in an ethical and professional zeal. The style is upbeat, friendly and competent.
• Search realistic boldly involves reviewing aspects personal, purify intentions, see the subject in relation with others and in their daily activities in a realistic and objective.
• The presence of God: every good educator is intended to bring their target to the question: what does God want from me?, What is your project? This triad guarantees
Educator elements of knowledge, evaluation and guidance and for being oriented openness, trust and faith that make the task easier and more efficient. In this context, the person becomes a "more individual" as the ability to view their own initiatives for action and be accountable for its actions. Learn to choose wisely and self-directed while acquiring relevant knowledge to solve existential problems. Any process accompanying
places us at:
• The need to discover the meaning of life.
• The values \u200b\u200bchosen to live.
• Academic training to perform specific tasks.
• Intuition, openness and listening to the will of the Lord of life and history.
2. SOME OBJECTIVES OF VOCATIONAL SUPPORT
• Construction of the identity of discovering those talents and weaknesses that make the individual a to be original, unique, relative to other equally distinct and valuable.
• Capacity to make choices: we are choosing how we want to permanently live different situations, from the most mundane to the exceptional. It's an ability that develops in its exercise.
• Construction of a project of life is embodied in the purpose to which it directs everything we do. It is dynamic and is resetting. It relies on values \u200b\u200band includes affective, spiritual, family and work. A practical activity is to write or draw taking into account what you want to achieve and the path characteristics (how you want to live doing concrete things.)
• Relationship with others: the desires, values, acts performed in connection with others outside of oneself. Discovery is very fruitful in acts of service, ministries, missions, volunteer services. Also related is that you learn to make decisions, to choose.
3. KEYWORDS: Identity Construction
identity can be defined as stable consciousness about themselves (self concept), and expressed behavior (perception). Evolved from the early identification, developmental and psychosocial crises confronting the individual and their values \u200b\u200bwith society and its values. Manenti Cencini and say that "the opposite of the identity is the lack of esteem (which manifests itself in shame) lack of trust (which is manifested in the question), the lack of stability (manifested in the existential void) ".
find identity in three aspects:
• Sense of unity, achieved through history integrating individual aspects to organized a new event or change its configuration varies.
• Sense of continuity: the temporal aspect that persists over time, beyond any circumstance.
• feeling of sameness: it represents the need to be recognized for others ("being oneself", "different from others").
Life Project The psychic life of an individual one of the most important elements is the project of revitalizing life. The questions about himself, the effort to lead with responsibility and sense, intuition, and finding meaning in life are contributing elements to the project. Project presents a fundamental dynamic aspect and that changes, readjusting and defining the evolution of the individual. In children the life project is linked to the desire of parents in pre-adolescence to the world of dreams, in adolescence the desire for independence, identity, freedom in youth and adulthood the project becomes practical experience , carried. The project helps the construction of personal identity and a leading proponent of the same is usually assumed roles, tasks which embody an original, unique and unrepeatable being. The project represents the possibility to unify and integrate the vital energy that permeates all dimensions of personality. Proposes a self-direction, original, and roads with stations themselves, which opens the door to inner freedom, responsibility and creativity. Construction of the project raises the sensitivity to the most important moment of our lives, so it becomes an experience rich in emotions. Of course, building and defining a project does not avoid the trouble of resetting the path or suffer stagnation or dose rate travel. On the other hand, has an ideal character to be materialized in daily life not to be an idyllic reality. To be credible and real must be supported by:
• Self-awareness: knowing who I am beyond labels, tags and mirages. Knowing what we stressed, what we like and dislike, our spontaneous reactions, fears, strengths, how we act aggressively now and what are the causes.
• Self-esteem: healthy affection for what we really are, no complex of inferiority or overestimated.
• self-acceptance, ability to accept our limitations without denying them, seeking to overcome them with patience, optimism and desire sincere change.
4. ROLE OF VOCATIONAL
PASSENGER vocational accompaniment is performed by an adult who must rely on the ability of their "together" to deal constructively with this vital, contributing to the release of that capacity. Proposes a climate of acceptance, understanding and respect, thereby facilitating the process to be free from threats flowing properly. The companion lies at the heart of the process and the importance of relationship problems and feelings of the person who accompanies and not yours. It is very important to understand that the constructive effort comes from the positive forces of another and that is not the craftsman responsible for the task. To this should not present neurotic behavior patterns that hinder the relationship or cause other damage.
passenger Skills:
* Ability to detect changes in nonverbal behaviors (in the tone of voice, expression, the emotions of the other.)
* Ability to engage, "played" in a working relationship with balance, clarity of objectives and with the sense of fostering the climate of support.
* Patience and wisdom to follow the rhythms of another person, not overpower or rush the process.
* Ability to be empathetic and to understand what is being communicated.
* Be trained in basic skills interview.
* Ability to listen and build self-disclosure in the other (see Annex Opener Scale). The value of proximity or closeness of the companion:
From the moment arises, the term "accompaniment" (pairing: be with a. ..) expresses the value of proximity or closeness of the companion. Originally the concept of proximity was used and applied by researchers in social interactions. Is "close" better communication, understanding and contact with what the other person says. Who is accompanied feel the companion "is with me," is an ally, "" traveling companion, "is always ready listen to me, "I care what happens."
positive consequences of the proximity or nearness:
facilitates the interaction is smooth and the discovery of the important aspects in the process. Reaffirms the link, cooperation, sense of be "connected" emotionally. It gives people a sense of validation and that their problems are real and understandable. promotes openness and disclosure of which is accompanied.
5. TECHNICAL
verbalesAproximación Skills:
is a question that is formulated to more information. Do not abusing them as an existential encounter a different story. The approach includes allowing enough time to give the answer, avoid emotional accusatory tone and delicacy to focus on what matters (to avoid the morbid curiosity or by the anecdotal, narrative). You can often avoid the question by expressing interest: "I wonder how you felt at that moment," I'm trying to understand clearly what was thought at that time. "
Clarification:
is a question that seeks to clarify what the person is saying. It is used to better understand vague or confusing phrases, confirm that the companion is understanding what is said and encourage the person to develop his speech.
Paraphrase:
is to reformulate the sentences of the person so that it informs it was understood what he said. Use to focus on communication to those most important and appropriate. It is not exactly repeating his words but rather an active effort passenger with his words shows that he understood what has been told in order to maintain comprehension and fluency in conversation.
Reflection:
is used to communicate that we understand what the other is feeling. Involves reading between the lines and see the love hidden behind the words. The reflection encourages the person to experience and express feelings and so allows you to become aware of them. When the reflex is adequate generate empathy and acceptance.
Providing information:
Si bien no es una respuesta habitual debido a que es más conveniente generar en la persona la responsabilidad de asumir las dificultades y encontrar las soluciones, es un recurso que se puede utilizar ante eventuales riesgos de tomar decisiones comprometidas por la falta de información.
Confrontación:
Se utiliza para identificar mensajes confusos o contradictorios. Se ofrece a la persona con la intención de ayudarla a tomar conciencia de sus incongruencias. Debe mantener un clima cálido y de apoyo ya que si nace de la rabia, la soberbia o la frialdad del que la marca genera en el otro una actitud defensiva.
Recapitulación:
Se utiliza para ordenar la temática, hacer una síntesis del encuentro, reubicar important material should be engaged in rambling or irrelevant issues. It can be used before the match to put us on track in the middle if the person wanders or is dispersed and ultimately to bind things and suggest a next point of departure in the next interview. Nonverbal language
Beyond what is spoken there in every encounter to decode body language. Deserves attention: the gaze, facial expression and body posture. Generally speaking, maintain eye contact, smile, lean forward and open body posture communicate feelings of interest and dedication towards the other person. Obviously the non-verbal language must be consistent with the climate of the meeting in a proper context.
Various studies agree that more than the amount of positive nonverbal behavior generated by matter who is accompanying the consistency of such behavior with what is happening in the game ... By addressing nonverbal behaviors learn to use this material as valuable and effective communication, generating information about the feelings of the person and their consistency between what he says and what actually manifests itself (a situation one can tell you eyes filled with tears and convinced that "I do not care, I was wrong before, not now" or telling a very painful situation with a smile, etc..).
BY WAY OF CONCLUSION:
In a world increasingly complex and dizzying adolescents and youth go dangerously meaningless existence. Existential ignorance of not knowing what is experienced can be fought effectively by discovering the value of a vocation to be done (mission) and a life project. The Vocational
Accompaniment today have been introduced in previously not considered, because we all have a vocation and it involves all aspects of the person (physical, mental, spiritual, social, professional). It is an existential reality that belongs to the inner world. It is built through dialogue and openness with an "other" with others and with God.
For this, support is the preferred career that allows to clarify, compare, share, "land" ideals, dreams, desires. Vocational accompaniment is performed in a process.
cooperate with this discovery and planning of a project is an exciting task for all educators who embark on this wonderful adventure.
Leonardo Buero (BOX)
Opener Scale
The Opener Scale (literal translation would be a "scale Opener") was developed to learn more about how those who listen generate an opening in the other personal. Consists of 10 phrases that are valued with a five-point scale (4 = strongly agree and 0 = strongly disagree).
1. People often talk about themselves a lot.
2. I often say that I listen.
3. Accept others as they are inadvertently changed.
4. People trust me with secrets.
5. I enjoy listening to people.
6. People tell me personal things about themselves.
7. I'm interested in people's problems.
8. I encourage people to tell me how they feel.
9. People are comfortable being with me.
10. Even though I speak little and concentrate on listening I feel good.
People with high scores in the Opener Scale appreciate the views of others and are able to adopt their perspective, are more successful in creating openness in others and enjoy being with others.
(BOX)
Vocational Vocabulary:
Life project: the intuition is anticipated the future development of the individual. It is a dynamic process over time. It builds on a set of ideas and ideals, experiences, beliefs, values \u200b\u200bthat give meaning and guide their lives. Circle the choice of a life estate, a profession, commitment to the Kingdom.
Responsibility: The ability to respond, to give answers to life that makes us questions by sets of circumstances. Life is the question and human being who gives answers.
Vocation: The Call of God and man's response that promotes and guides the growth of the whole person.
human vocation is the call that feels every person to fully develop their full potential, from the perspective of human achievement (intellectual, emotional, sexual and social).
Christian vocation is the call that feels every person to fully develop their full potential through a life gradually inspired and united in the Gospel. Is embodied in a state of life: a secular, marriage, priest, consecrated life, etc.
Profession:
Task or scientific specialty practice that one chooses to perform personally, support themselves and provide a service to the community. This requires a tertiary study and / or university. Working
:
is essential for the self of individuals. Should be a source of personal satisfaction through the practice of creative and personal values \u200b\u200band should have a fair and decent wage that allows the maintenance of the individual. Contributions
taken from:
• Vocational guidance as a process
Angela Lopez Bonelli
• Common principles in Psychotherapy
Chris Kleinke
• vocational workshop
Luskevich and Prof. Prof. Claudia Cristina Carvajal
• Educational guidance and support Severino de Pieri
vocational
• Psychology and Training
A. Cencini and A. Manenti
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