ࡱ> egbcdq` bjbjqPqPJ::`[% TTT(NNN8NOth@PP"QQQ5e5e5e$hwҲETjd@5ejjҲ  QQ oooj\ QTQojoo28 TQ4P PFNk.@l7pil4\NT`5efogh<5e5e5eҲҲoL5e5e5ejjjj&FFhTh$ T& 6\  eLearning: Learning object as basis of eCourses Ivan Pogar i Snje~ana Babi, Maja Gligora Markovi, Polytechnic of Rijeka, Trpimirova 2/V, 51000 Rijeka, Croatia {pogarcic,sbabic, HYPERLINK "mailto:mgligoram}@veleri.hr" mgligoram}@veleri.hr Summary: Fast development of Information Technology has a significant influence on education as important human activity. On the other hand, instructional technology changes approaches to learning and teaching as components of education. Involvement of Information Technology in these processes acquires adjustment of all teaching elements. Application of Information Technology demands significant changes in preparation of curriculum. The concept learning object, in educational theory had to at least indicate new approaches to elementary parts of curriculum. Educational object has to satisfy necessary conditions which are defined through assurance of reusability, generality, adaptability and scalability since they reflect connection between educational paradigms and paradigms of information system development, as well as taxonomy of educational objects. This paper considers importance of educational objects as elements of curriculum and dependence of their definition upon concrete curriculum in a concrete educational context. Key words: eLearning, Learning object, eEducation, eCourses, Information Technologies I. Introduction Teaching is defined through following factors: student and teacher are gathered around contents, they are motivated and directed toward the same goal [1]. The goal is quick and efficient absorption of contents, which refers to adoption of necessary knowledge and gaining specific skills. Although the goal is common, both teacher and student approach to it differently through two various sub-processes: teaching and learning.  Picture 1: Modified Pratts teaching model Development of knowledge in general and applied technologies in specific, reflect on all areas of human activities in various ways. A knowledge enrichment demands shorter time for its adoption, which consequently demands a continuous adjustment to current level through constant refreshment of learned contents and its supplementation with new facts. This whole process is today known as life-time learning. Significant influence on teaching has an application of information and communication technologies. Extensive ICT application is in present frames known as eLearning. However, simple application of technology isnt sufficient for effective and complete realization of process. Technology application demands appropriate methodology. With this paper we would like to emphasize the importance of methodology and technology application especially on curriculum and consequently on other teaching factors. II. eLearning , Learning Object and eContents Learning and teaching as supplementary processes in curriculum implicate application of specific paradigm either in learning or teaching. Each paradigm has its own specificities. Acceptance of distinctive paradigms, especially of so called objective-oriented approach has the most explicitly reflected on forming the teaching contents. Amount of knowledge, applied technology and adoption speed of needed amount of knowledge specify organization of teaching process according to quantity, sequence of presentation, dynamics of presentation and a like. If we define eLearning as learning through ICT application, we have to specify all teaching factors according to paradigms application. ICT application has changed methodology of educational programs development. The common names for those technologies are Instructional Systems Design (ISD) etc. Common to all methodologies is application of step by step approach to determination and evaluation of students needs, development of educational materials and evaluation of teaching effectiveness. One of those methodologies is known by acronym ADDIE (Analysis! Design! Development! Implementation! Evaluation) (Kevin Kruse). The analogy with design and development of information system is obvious. While within frames of classic education one person manages the whole cycle teacher, the same demands engagement of experts from different areas in eLearning. Classic teacher isnt adequately qualified for project management which includes planning of technology implementation, insurance of infrastructure and financing, technical, pedagogical, organizational and advisory support. Analysis and design of educational contents are, from pedagogical-methodological aspect in his domain. However, preparation of educational contents from the aspects of programming, graphic design, choice of technologies and tools require certain skills for their usage so they enforce teacher for additional education and engagements. Implementation of contents through eLearning and usage of appropriate tools demand that teachers know how to use those tools. Different tools are used in different circumstances and they can be grouped according to their possibilities and developing mode: 1. simpler, usually author tools that are created through application of simple concepts, without complex programming. In present frames blogs and other social software programs can insure qualitative educational contents and their adjustment to concrete educational programs of author tools. 2. Forms known as LMS (Learning Management Systems) which include registration and monitor of attendants, different modes of report, CMS (Content Management Systems) which includes preservation of educational contents and their delivery to attendants. Both systems are today combined in one known as LCMS. ELearning, especially on-line forms of that education request specially organised forms and different technological artefacts such as digital warehouses for compilation, systematization and management of parts that represent specific educational units. Within frames of eLearning that forms would be learning objects. Conditional sensibility of dividing educational programs in educational objects and their individual evaluation demand fulfilment of specific conditions. Intention of this paper is to indicate those criteria, at the same time valuating the other elements of teaching as process. A key process of teaching/learning is emerging during the communication between teacher, attendant and content. If teacher applies educational technology in teaching, the other elements of educational system will not change. However, the connectivity mode of elements and their mutual interactivity will change. With the implementation of educational technologies, especially eTechnologies and ICT in educational system, basic terms in education get the prefix e (electronic). Nevertheless, the essence of education is still the same. Its realization has been changed. ELearning de-contextualizes or better yet, re-contextualizes educational process.  Picture 2: Modified Pratts eLearning model All this refers to a context of realization and not the context in which the education is being realized obligatory education, supplementary education or education as hobby. De-contextualization is already evitable at the level of partial program and it becomes more explicit with complex shapes. A complete educational process is being realized through new shapes and it looses its former static quality. TeacherStudentContGoalsContextTeacherdirect indir. act/pasIndir. activeIndir.direct activeIndir. activeStudentIndir. activeIndir. direct act/passIndir.direct activedirect passiveContentsIndir. activeIndir. activeIndir. directdirect direct Goalsdirect activedirect activedirect activedirect cond.direct desirContextIndir. activeIndir. directdirect direct desiddirect desirable Picture 3: Determination of eLearning according to communication between elements Curricula and their importance Depending upon a context in which it is being performed, curriculum is usually pre-defined, (in Croatia) which means that Government regulates it with roughly curriculum and programs. In traditional classes pupils/students also adopt contents from educational notes and handbooks whose authors are not and do not have to be teachers/lecturers. Today teachers and students can frequently find teaching/learning materials in digital forms on different media and on the Internet. Many Croatian Elementary Schools and High Schools Web-sites upload curriculum for their educational subjects. However, such modes of teaching and implementing contents do not use all possibilities offered by Internet and ICT. Present educational technology offer numerous advantages for teachers, among which the biggest is a possibility of all type of interaction. LO learning object (learning object or educational object) Depending upon its figuration and applicability in different educational contexts, LO-learning object can be defined differently. In a wider context it can be defined as any digital or non-digital object that can be used for learning, teaching and education (IEEE Learning Technology Standards Committee 2002). More specific, it can be defined as multiply usable digital source that supports learning [3]. Australian National Training Authority uses analogy for complete definition and explanation [4]. We will comment only two analogies: a) Analogy with characteristics of Lego blocks: each Lego block can be combined with other, they can be matched in different ways and it is being used intuitively and everybody can create their own structures.[2] Negligence of holistic approach to education is disadvantage of the above mentioned analogy. The fact is that from attendants point of view a constructive approach to matching Lego blocks will produce a functional complex. However, curriculum demands not the same, but different blocks. It means blocks have to express their functionality individually and as parts of a whole. b) Analogy with characteristics of atom-molecule connection: it is not possible to combine each atom with any other atom, atoms can be bidden at ways predetermined with their structure and we should have pre-knowledge and thorough knowledge of connecting the atoms. [2] Through his analogy Wiley is retrieving disadvantages of Lego blocks. However, if we combine a bulk of carbon atoms in one way we will produce graphite while another combination can result in a diamond. Matching is not predetermined with structure, but quite opposite structure is predetermined with mode of matching. Holistic approach to teaching that uses this analogy is also not complete. But, c) analogy with kaleidoscope (childrens toy) seems more complete because: each crumb can be combined with others, none of them is not the same, but has a function , all of them can be matched differently and they are being used intuitively and everybody can make their own structures. Constructivism is learning paradigm extremely promoted by eLearning. Teacher is choosing parts-crumbs with a help of other team members, who make curriculum, by combining educational objects in way they form a complex without excessive or lacking parts. Putting a quality at the first place, they produce a needed picture according to context and a concrete situation. While analogy with Lego blocks presumes that learning objects have same characteristics and as such they can easily be combined with other learning objects, analogy with molecules points at the problem of internal structure of learning objects when they are being connected into a complex. Competence of person who matches a structure and ensures its good functioning is another difficulty of this analogy. What can be named LO-learning object and where can we place it Learning object can be a whole curriculum of one subject, more lessons combined together, one lesson, a chapter, pictures, diagrams, text etc. When we determine a size or granularity of learning object, we should keep in mind that it should represent a substantial encircled complex. Learning objects are being stored in repositories. This ensures their availability. Repository is a collection of digital educational materials that enables systematic management of revealing, approaching and saving curriculum/educational contents. Repositories can be divided according to the kinds of information or learning objects they incorporate. The best known world repository of educational materials is MERLOT (Multimedia Educational Resource for Learning and Online Teaching) ( HYPERLINK "http://www.merlot.org" www.merlot.org). Croatia still has not developed repositories. Repositories describe learning objects with metadata which are stored together with them. They enable repository browsing according to conditions included in metadata for all educational contents. As we mentioned before, eLearning, especially on-line forms of learning, demand software solutions which we call LMS (Learning Management System) and LCMS (Learning Content Management System). LSM enables delivery of learning contents, monitor of learning contents, reporting, monitor of attendants progress, interpersonal communication between mentor and student, between students themselves, administrating of learning contents, testing and numerous other advantages. Many free (Moodle, Claroline) and commercial tools (WebCT, BlackBoard, IntraLearn) are available today. Besides described characteristics of LMS, LCMS also offers a possibility of managing the learning objects: creation, organization, browsing, grouping and marking the learning objects with meta-data. We would like to direct your attention to an important fact that is usually neglected in scientific approach to eLearning. eLearning is treated as process. However, since we classified software solutions as systems, we should also regard learning as system. Learning is also an information system. Learning is a process through which we analyse/realize information a process in which information reliably turns into a data in attendants head. That explains why objective-oriented paradigms are here being fully expressed. Which criteria are being applied to LO-learning objects? Quality of realized learning objects has to fulfil specific criteria regulated through determined standards that are divided into two groups: standards for communication of learning objects with LMS and LCMS tools standards for meta-data which describe learning objects Among the best known standards are IEEE/LTSC (Learning Technology Standards Committee), LOM (Learning Object Metadata) specification, ADL (Advanced Distributed Learning Initiative) SCROM (Sharable Content Object Reference Model) model for creation and organization of eLearning and MERLOT (Multimedia Educational Resource for Learning and Online Teaching) implementation. Quality of realized objects also has to, according to specific standards, fulfil the following criteria: a new usage of contents (reusability) content can be multiply used disregarding the context, mutual exchange (interoperability) regardless to program tools, learning objects can be used at any location and platform, accessibility accessibility and delivery of contents from distant arbitrary location and durability and flexibility learning objects do not have to be adjusted to new technologies. The importance of these assumptions cannot be overstated as they colour all the design decisions made by participants in the IEEE, IMS, SCORM and other mainstream learning objects efforts (e.g., Cisco, NETg, Click2Learn) eContent is structured in educational units, so called learning objects. Due to Internet, content is interactive, multi-medial, more acceptable and challenging for attendants. Advantage of eContent is flexibility, a possibility of completion and change during the execution of curriculum. Teacher can implement his own personality in each online subject/course. Teacher has been given an assignment to create, plan and design online educational materials which he will use in his eLearning. LO-learning object how to use it? The above mentioned model of contents partition into the learning objects proves their inestimable value in case they are good structured, standardised and placed in appropriate repositories. Extremely important characteristic of learning objects is their plural usability. In that sense, the construction of learning project causes a problem of the abscess level of content. The simpler the object is, its plural usability is bigger, but its pedagogical value is smaller. Bigger learning objects have a smaller usability because they obtain larger amounts of learning contents. Teacher is confronted with extremely demanding assignment. Usually that implicates matching the final objects into a specific structure, according to specific plan and programme and finally their designing. When matching the learning objects, teacher should respect a hierarchic structure which will lead him to a final goal that is to plan and program as highest levels. (For example, a curriculum is grouped from courses, a course is grouped from exercise etc.) Picture 4 demonstrates a process of matching the learning objects. A proper choice of learning objects will allow students to independently choose knowledge amount and dynamics of curriculum adoption. This allows students with less foreknowledge to faster adopt curriculum, while progressive students can broaden their knowledge by constructing a more complex content form.  Picture 4: Matching the learning objects into educational plan and program [5] For this process teacher should be properly trained. In other words, education and preparation of teachers for their life time profession should involve contents that will adequately qualify them for that kind of profession. These are usually the common problems at the beginning of their education, but they can be eliminated. Through usage of learning objects teacher demonstrates his pedagogical qualification and skills. According to educational context, teacher should adjust and use specific teaching paradigms that should formerly be adopted. Constructive approach to education is important because it enables teacher to become motivator, router and to ascent student to independently build his knowledge. So, the teacher now regains a new role in teaching process opposite of one in traditional teaching where he was only responsible transmitter of knowledge. These circumstances put teacher in a new and often unknown position in eLearning compare to other factors of eLearning. That assumes that eTeacher, apart from being en expert in his field of teaching, has to poses social, managerial and technical knowledge along with pedagogical skills. II. Conclusion Curriculum is just one of the key elements of each educational system. From the perspective of other elements of educational system: teacher, student and educational context, implementation of learning objects into curriculum is an assignment that requires attention and competence. Teacher as subject holder decides when and what kind of technology they will apply in courses. This also applies to ICT or eLearning. That sort of work is usually based on the enthusiasm of individual teacher entitled as independent archer. Content created in digital form is evaluated differently from the one in printable form. If educational plan and program define obligatory usage of technology in educational context, we deal with the problem of teachers education since they will firstly use and afterwards individually create and distribute learning objects. In Croatia an organised creation of learning objects is still at experimental level since we do not have repositories with defined standardization. Croatia is on the other hand confronted with an emerging need for repository development and for necessary changes in evaluation of digital work. Depending upon educational context teacher will differently implement technology. When choosing technology in teaching we should bear in mind attendants age. Valid usage of technologies acquires educated and qualified teacher who understands technical possibilities of computers [6]. Supplementary conditions refer to changes in pedagogical work in order to properly and appropriately apply different educational technologies. Teachers are expected to fully engage even beyond working hours due to time difference of involving students in courses. Finally, in terms of web and Internet a world does not have a necessity for thousand similar forms of learning objects if one of them satisfies terms put in front of him. Advantages of this kind of approach, like its price and similar, are beyond any doubt. References: [1] Pratt, D. D. (pred izdanjem.) Good teaching: one size fits all? U: An Up-date on Teaching Theory, Jovita Ross-Gordon (Ed.), San Francisco: Jossey-Bass, Publishers. http://www.one45.com/teachingperspectives/ [2] Wiley, D.A. The post-Lego learning object November, 5, 1999  HYPERLINK "http://wiley.ed.usu.edu/docs/post-lego.pdf" http://wiley.ed.usu.edu/docs/post-lego.pdf [3] Wiley, D.A. Connecting learning objects to instructional design theory: a definition, a metaphor and a taxonomy. 2000.  HYPERLINK "http://www.reusability.org/read/chapters/wiley.doc" http://www.reusability.org/read/chapters/wiley.doc [4]Australian National Training Authority. VET Learning object repository: green paper for discussion. 2003.  HYPERLINK "http://www.flexiblelearning.net.au/projects/resources/VLOR_green_paper.pdf" http://www.flexiblelearning.net.au/projects/resources/VLOR_green_paper.pdf [5]Caplan, D. (2004). The Development of Online Courses. U Anderson, T i Elloumi, F. (ur.), Fallon, C., & Brown, S. (2003). ELearning Standards: a Guide to Purchasing, Developing and Deploying Standards-Conformant ELearning. Boca Raton: CRC Press. URL: http://www.elearning- IEEE Learning Technology Standards Committee. Draft standard for learning object metadata. 2002.  HYPERLINK "http://ltsc.ieee.org/wg12/files/LOM_1484_12_1_v1_Final_Draft.pdf" http://ltsc.ieee.org/wg12/files/LOM_1484_12_1_v1_Final_Draft.pdf [6]Prensky, M. (2001).  HYPERLINK "http://webct.carnet.hr/ELA_1_semestar_2005_hrvatski/Orijentacija/05.htm" \l "#" Digital Natives, Digital Immigrants. On the Horizon NCB University Press Theory and Practice of Online Learning. (175-194). Athabasca, Kanada: Athabasca University.  HYPERLINK "http://webct.carnet.hr/ELA_T-05_Tutoring/Orijentacija/literatura.html" \l "#" http://cde.athabascau.ca/online_book/pdf/TPOL_chp07.pdf WEB SOURCES Advanced Distributed Learning (ADL), URL: http://www.adlnet.org/ CARNet Documentation and Reference Centre Creation of eLearning tools  HYPERLINK "http://www.carnet.hr/referalni/obrazovni/oca/" http://www.carnet.hr/referalni/obrazovni/oca/ Dublin Core Metadata Initiative (DCMI) URL: http://www.dublincore.org IEEE/LTSC LOM (http://ltsc.ieee.org/) Ilumina: Educational Resources for Science and Mathematics (http://www.ilumina-dlib.org/l) IMS Global Learning Consortium (http://www.imsglobal.org/) MathGate (http://www.mathgate.ac.uk) MERLOT (http://www.merlot.org) Sharable Content Object Reference Model (SCORM) 2004 and other documents, URL: http://www.adlnet.org/index.cfm?fuseaction=SCORDown     PAGE  PAGE 2 student goal contents teacher Context (technology) teacher student contents as a function of context `b|~N P r t ˼xeVKhH"th ^mH sH hH"th{CJaJmH sH $hH"thc0JOJQJ^JmH sH #jh- hcUmH sH jhcUmH sH hH"thcmH sH h{mH sH hcmH sH h+Vh{mH sH h+Vh{CJaJmH sH h+Vh{5CJaJmH sH ,HhZh+Vh{5CJaJmH sH hi`25CJaJmH sH `b$ P klm}~*+-./0gd4j$a$gd4jgd4jgd?( 7$8$H$gd ^gd ^gd{$a$gd{`eee  klmpq|~"FOQ`ݿwggwwg[gwLwh+VhFCJaJmH sH hcCJaJmH sH h+Vh*5CJaJmH sH h+Vh)(CJaJmH sH h+Vh*CJaJmH sH h+Vh*CJaJmH sH h+VCJaJmH sH h+Vh?(CJaJmH sH h+Vh{CJaJmH sH hc5CJ\aJmH sH "h ^h ^5CJ\aJmH sH h ^h ^5CJaJmH sH `m'()*+,-/089RSdef⵩ĵxl]N]?h+VhjUoCJaJmH sH h+Vhl>CJaJmH sH h+Vhf/9CJaJmH sH h4jCJaJmH sH h+VhR5CJaJmH sH h+Vh?(mH sH *jhfCJUaJmHnHsH tH uh4jCJaJmH sH h+VhRCJaJmH sH h+VhE@CJaJmH sH h+Vh)(CJaJmH sH h+VhFCJaJmH sH h+Vh*CJaJmH sH 0123456789defOP)*_`; gd4j$a$gd4jfi7WeNOP⥖wg[L=h+Vh(CJaJmHsHh+Vh(CJaJmHsHhQ.CJaJmHsHh+VhE@6CJaJmHsHh+Vh! 6CJaJmHsHh+VhE@CJaJmH sH h+Vh CJaJmH sH h+Vh(CJaJmH sH h+VhU-CJaJmHsHh+Vhl>5CJaJmH sH h+Vhw3CJaJmH sH h+Vh+CJaJmH sH h+Vhl>CJaJmH sH ()*Jfyx~Ʒ{l]N?h+Vh_CJaJmH sH h+Vh4CJaJmH sH h+VhNCJaJmH sH h+Vh63CJaJmH sH h+Vh82CJaJmH sH h+Vh&CJaJmH sH h+Vhm@GCJaJmH sH h+VhnXCJaJmH sH h+Vh4TCJaJmH sH h+Vh 6CJaJmHsHh+Vh?(CJaJmHsHhQ.CJaJmHsHh+Vh(CJaJmHsHjnw ^_`л|m|^^O|@|h+Vh82CJaJmH sH h+Vh$CJaJmH sH h+Vhx+CJaJmH sH h+VhNCJaJmH sH h+Vhd'CJaJmH sH hi`2CJaJmH sH h+VhCJaJmH sH (h+VhCJ_H=aJmH nH sH tH (h+Vh_CJ_H=aJmH nH sH tH h+Vh_CJaJmH sH h+Vh"CJaJmH sH "h+Vh_5CJ\aJmH sH `-Kop; " 3 7 : ; < ⢒r`QBh+VhU-CJaJmHsHh+VhbCJaJmH sH "h+Vhb5CJ\aJmH sH h+Vh CJ\aJmH sH h+VhbCJ\aJmH sH h+Vh8"CJ\aJmH sH "h+Vh8"5CJ\aJmH sH h+Vhd'CJaJmH sH h+Vh CJaJmH sH h+Vh8"5CJaJmH sH h+Vh8"CJaJmH sH h+Vh#F]CJaJmH sH ; < """"#$%%%&%'%)%*%+%,%-%.%/%0%1%2%3%4%5%b%c%&&$a$gd4jgd4jgd4j< > X y !!%!>!J!L!g!h!z!!!!!!!"""R"l"""""""#!#@#O#ǧljzljǧkkh+VhwCJaJmH sH h+Vh:fCJaJmHsHh+Vh CJaJmH sH h+Vh7fCJaJmHsHh+VhB5CJaJmH sH h+Vhb5CJaJmH sH h+VhBCJaJmH sH h+Vh CJaJmH sH h+VhbCJaJmH sH hi`2CJaJmH sH (O#o#w######0$;$S$f$$$$$$$$#%$%%%&%'%(%3%Ǹ⸩s]Nh+Vh( 4CJaJmHsH*jh ^CJUaJmHnHsH tH uh+VhwCJaJmHsHh+Vh4jCJaJmH sH h4jCJaJmH sH hwCJaJmH sH h+Vh)CJaJmH sH h+VhDxCJaJmH sH hi`2CJaJmH sH h+Vh CJaJmH sH h+VhwCJaJmH sH h+VhU-CJaJmH sH 3%5%R%Z%b%c%&&&=&M&]&l&&&&&''''''''!'"'³~ocScScScScShfh( 4CJ\aJmHsHhfh( 4CJ\aJh+Vh( 4CJaJmHsHh+Vh)mHsHh+VhCJaJmH sH h+Vh)CJaJmH sH h4jCJaJmH sH h+Vh4jCJaJmH sH h+Vh:fCJaJmH sH hfhf5CJaJmH sH hfh)5CJaJmH sH h+Vh( 4CJaJmH sH &&&&''''"'#'+'~k$Ifgd4jlFf$$Ifgd4jl$Ifgd4jl$Ifgd4jl$Ifgd4jl$Ifgd4jl$Ifgd4jlgd4jgd4j "'#'*'+'1'2'8'9'<'='@'A'G'H'N'O'U'd'e'j'r's'{''''''''''''''''( ((@(E(M(R(S(T(\(b(j(p((((((˼˼˼ˡ˚˴ˬ˴˚˴˴˚ˬ˴˚˴ˬ˚h:5CJaJmH sH  h+Vhfh+VhfCJaJh:CJaJhfCJaJh+Vh( 4CJaJmHsHh+Vh( 4CJaJhfh( 4CJ\aJmHsHhfh( 4CJ\aJh+Vhf5\mHsH7+'2'9'A'H'O'V']'d'k'r's'{''''''''''''Ff $Ifgd4jlFf$$Ifa$gd4jl'''''''''((( (((($(+(2(9(@(F(M(S(Ff $$Ifa$gd4jl$Ifgd4jlS(T(\(c(j(q(x(((((((((((()))**gd4j$a$gd4jFf$$Ifa$gd4jl$Ifgd4jlFf((((((((())))K)i)r)s)￯o`QBQ6hH"tCJaJmH sH h+Vh DCJaJmH sH h+Vh`KCJaJmH sH h+Vh?(CJaJmH sH h+Vh?(6CJaJmH sH h+VhR6CJaJmH sH h+Vh)6CJaJmH sH h+Vh)6CJaJmH sH h+Vh.N6CJaJmHsHh:h6CJaJmHsHh:hi`25CJaJmH sH h:h5CJaJmH sH h:h)5CJaJmH sH s)))))))))) *Y*u*********"+*+3+:+;+E+e+m+++,,M,Y,e,坎paaaah+Vh)CJaJmH sH h+Vh|CJaJmH sH h+Vh >CJaJmH sH h+VhtCJaJmH sH h+Vh`KCJaJmHsHh+VhlCJaJmH sH h+Vh=DCJaJmH sH hH"tCJaJmH sH h+VhW\CJaJmH sH h+Vh`KCJaJmH sH hdoCJaJmH sH #*f,g,,,..//11(2)2334K6L6M6777'8(8e;f;g;[<b? 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