ࡱ> %'"#$O ]bjbj 8dیeیe<  8#Lo:^QQQQ [!D!$z||||||$o@C+ C+C+QQ49 ; ; ;C+QQz ;C+z ; ;H*IQ@m 4 HfO0HX=6| *I*I J60!$* ;&(!!!9T!!!C+C+C+C+!!!!!!!!! :  HYPERLINK "https://www.google.hr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&cad=rja&uact=8&ved=0ahUKEwiB1s_D2K_TAhUHIVAKHfTcBEIQFghOMAY&url=http%3A%2F%2Fweb.pdx.edu%2F%7Ejhumn%2FScott%2520and%2520Murray.pdf&usg=AFQjCNEQyhDonGkNRGcFgsEIdMqUDbx1Ww&sig2=0qWjNItqqDLZqGhyF_kGNQ" Student self-esteem and  HYPERLINK "https://www.google.hr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&uact=8&ved=0ahUKEwiB1s_D2K_TAhUHIVAKHfTcBEIQFghIMAU&url=http%3A%2F%2Fwww.garysturt.free-online.co.uk%2Fhuman.htm&usg=AFQjCNGEmAnCrsBLnqzn8B1wKvbnalHYmA&sig2=HuAd26uKEAwA1BTFKXlFCA" Humanistic Approaches  Ph.D. Moira Kosti-Bobanovi, Associate Professor Sveu iliate Jurja Dobrile u Puli, Fakulet ekonomije i turizma  Dr. Mijo Mirkovi  HYPERLINK "mailto:mbobanov@unipu.hr" mbobanov@unipu.hr Jelena Mandi, student Sveu iliate Jurja Dobrile u Puli, Fakulet ekonomije i turizma  Dr. Mijo Mirkovi  HYPERLINK "mailto:jmandic@unipu.hr" jmandic@unipu.hr Sa~etak Humanisti ki pristup u enju jezika prepoznaje nu~nost u enja jezika u druatvenim i kulturnim jezi nim kontekstima. Jedan od uo ljivih pomaka u obrazovnom sustavu svijeta bio je uvoenje humanizma i humanisti kih u obrazovanje openito, a posebice u u enju jezika. Cilj ovog rada bio je istra~iti u inke humanisti kih tehnika u enja na samopouzdanje u slu~enju stranim jezikom. Ovo istra~ivanje provedeno je u obliku eksperimentalnog projekta s eksperimentalnom i kontrolnom skupinomU petnaeset tjedana predavanja, studenti u eksperimentalnoj skupini pou avani su stranom jeziku uz humanisti ki pristup u enju, dok su studenti u kontrolnoj skupini bili izlo~eni tradicionalnim metodama u enja. Uzorak studije sastojao se od 133 studenta koji su pohaali fakultet. Podaci su prikupljeni prilagoenim upitnikom koji je izradio Laine (1987). Rezultati su pokazali statisit ki zna ajan u inak humanisti kog pristupa u enju na samopouzdanje u slu~enju stranim jezikom. Sudionici iz eksperimentalne skupine imali su viau razinu akademskog samopouzdanja od sudionika iz kontrolne skupine. Klju ne rije i: u enje stranih jezika; akademsko samopuzdanje; humanisti ki pristup Abstract A humanistic approach to language study recognizes the necessity of learning a language in its social and cultural contexts. One of the conspicuous shifts in the world's educational system was the introduction of humanism and humanistic views into education in general and language teaching in particular. The purpose of this study was to investigate the effects of humanistic learning techniques on foreign language self-esteem. This research was carried out through an experimental design with experimental and control groups. In experimental language classrooms students were engaged in humanistci learning whereas in control groups students were exposed to traditional lecture methods for fifteen weeks. The sample of the study consisted of 133 students studying in college. The data was collected through adapted questionare made by Laine (1987). The results demonstrated that the effect of humanistic learning on foreign language self-esteem was found to be statisticaly significant. The participants of the experimental group had a higher academic self-esteem than those from the control group. Keywords: Foreign language learning; academic self-esteem; humanistic approach. 1. Introduction Humanism is defined as a philosophy of joyous service for the greater good of all humanity in this natural world and advocating the methods of reason, science, and democracy. Humanism concerns various aspects of human nature, and it insists that reason should utterly recognize the emotional side of human beings although it looks upon reason as the final arbiter of what is true and good and beautiful (Lamont,1997). not an end in itself; it is the means to progress towards the pinnacle of self-development, which Maslow terms self-actualisation. The humanistic approach to education involves a move away from traditional behavior theories and practices towards a perspective that recognizes the uniqueness of each individuals perception, experiences and approaches to learning. The humanistic approach to teaching and learning focuses on developing a childs self-concept. If the child feels good about him or herself then that is a positive start. Feeling good about oneself would involve an understanding of ones' strengths and weaknesses, and a belief in one's ability to improve. It would be important for children to feel good about themselves (high self-esteem), and to feel that they can set and achieve appropriate goals (high self-efficacy). The approach has a long history, having appeared in various forms from the times of classical Athens and ancient Rome. Modern aspects have often been referred to as child-centred and have developed from the work of key theorists Maslow (1962) and Rogers (1959). The theories stress the importance of an holistic approach to learning that recognise the importance of feelings and emotions. Learning is of a humanist teachers effort would be put into developing a childs self-esteem. According to Slavin (2000), learners will learn best what they want and need to know. The emphasis here is on internal development and self-regulation. The humanist teacher is a facilitator, not a disseminator, of knowledge. Participatory and discovery methods would be favoured instead of traditional didacticism. As well as the child's academic needs the humanistic teacher is concerned with the child's affective or emotional needs. Feeling and thinking are very much interlinked. Feeling positive about oneself facilitates learning. According to Bartolome (1994), teachers can also humanize instruction by permitting learners to speak from their vantage points and acting as cultural mentors. Permitting learners to speak from their vantage points involves creating learning context in which learners can empower themselves throughout the strategic learning process. A long the same line, Fines (2008) contends that establishing creative, positive, supportive learning environments is the starting point in valuing students; however, we must do more than merely remove negatives if we are to place the highest priority on the humans we are educating. Acting as cultural mentors entails introducing learners not only to culture of the classroom, but also to the subject and discourse styles (Bartolome, 1994). In fact, as Fines (2008) maintains, a teacher is a humanizer if he: 1. treats students as persons having rights and personalities, 2. emphasizes the strength employed by students, and 3. helps students protect his/her identity. On the whole, Bartolome (1994) outlines two approaches in humanizing ELT: 1.Culturally responsive instructionis an attempt to create instructional situations where the teacher uses teaching approaches and strategies that recognize and build on culturally different ways of learning, behaving and using in the classroom. 2. Strategic teaching refers to explicit teaching students learning strategies that enable them consciously to monitor their own learning (e.g., teaching through graphic organizers: graphic organizers are visual maps that represent the structure and organization of texts). English Language Teaching and Humanistic Approaches One of remarkable movements in the realm of language teaching was the type of language education approach that was called Humanistic language teaching (HLT). Gattegno (1972), Curran (1972), Moskowitz (1978), and Stevick (1980) were the prominent exponents of the approach. HLT is an approach, which views the learner as a whole person who has physical, emotional and social features as well as cognitive features. The humanistic approach tends to see language learning as a process that engages the whole person and not just the intellect. It considers the emotional and spiritual needs of an individual too. Stevick (1996) might be the most significant figure for humanistic approach. He (1996) remarks that in a language course, success depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the people in the classroom. The desire on the part of students and teachers to be the object of primacy in the world of meaningful action is plausible. Stevick (1980) recommends that teachers take a serious attention to what goes on inside and between their students. Along the same line, Arnold (2007) goes on to hold that humanistic language teaching does not mean to substitute the cognitive for the affective, but rather to add the affective. Stevick (1996) also criticizes that teachers should stop constant evaluating, praising and blaming students but should enable students to reconcile their performing self and their critical self to provide a harmony between them. Stevick (1990) believed that humanistic approach has the eligibility to be practiced in English language teaching. He firmly believed in the concepts of humanism i.e., whole person, emotive behaviour, learner-centeredness, and rejected alienation, and learning apprehension. Therefore he put significant contribution in advocating humanism in ELT. Despite all the positive points of humanistic education, some teachers resist applying its principles in their classrooms. They think that in humanistic approach, the role of the teacher is diminished and this, in turn, lessens their power to manage and control the class. Brumfit (2001) and Gadd (1998) are skeptic whether the discussed humanistic elements make English Language Teaching successful. At the same time, Arnold (1999) is highly optimistic when she views humanistic approaches as a privilege for English language Teachers. The three methods which are generally considered to reflect the philosophy of the humanistic approach in the fullest measure, and which we used in teaching the experimental group presented in our research, are explained below: 1. The silent way was developed by Gattengo (1972), This method is based on a problem-solving approach to learning, whereby the students learning becomes autonomous and co-operative. The teacher remains as silent as he can when the learners are engaged in learning, but the teacher still stays the firm controller of the class. The scope is to help students select the appropriate phrases and know how to control them, with good intonation and rhythm. Patterns contain vocabulary, and coloured guides for pronunciation are used to assist the teacher in guiding the students understanding while saying the least amount possible. 2. Suggestopedia is established by Lozanov (1979) He used a suggestion as an anxiety-reducing and barrier-removing tool. The scope is to supply an atmosphere of relaxation where understanding is purely accidental and subliminal. Using large quantities of linguistic material introduces the idea that language understanding is easy and natural. Classes include fine arts as an integral part of the lesson. 3. Community Language Learning was envolved by Curran (1972), who wanted learning to take place in an anxiety-free atmosphere. He proposed that the teachers take an unobtrusive role and just aid the learners to learn the language. The learners form a community, and they help each other to learn the target language through active interaction. As teachers, we have enormous power in the classroom, but we must strive to use it to create a climate in which students are neither so intimidated that they never challenge us, nor become so infuriated that they revolt. The way we design our courses and interact with students regulates this power relationship and determines the outcome (Ginott, 1976). In fact, in humanism, language and peace are integrated as two juxtaposed concepts (Gomes de Matos, 2006). In this regard, the way the teacher designs his/her courses and interact with students regulates this power relationship and determines the outcome. According to Stevick (1990), the requirements of a humanistic language teaching and the role of teachers are as follows: -a firm command of the language being taugh and a good grasp of language learning theories. The teachers should realise the importance of change, which is implicit in all learning; - a proper training in language teaching methodology and a proper understanding of teacher's emotional intelligence; - a realistic understanding of learner's language needs and cognitive and affective requirements. The humanistic teacher needs to be aware of what motivates their students. He/she will be aware of the individual learners' developmental readiness, which will determine when and how to teach each student something. Above all, the successful humanistic teacher will probably be a pragmatist, allowing a combination of language learning theories and their own experience to interact with each other to produce effective language lessons. The emphasis in education should be transferred from actual teaching to learning, teaching is not the transmission of information - its the facilitation that is both stimulating and facilitating the process of meaningful learning. Self-esteem Nowdays the role of affective variables and the necessity of focusing on the emotional states of learners are readily acknowledged by the language teaching. When considering the learners self-esteem, it is necessary to recognize that how learners feel about themselves and about language learning is likely to be different at different points in the language learning process (Horwitz and Young, 1991). A broad understanding of affect in language learning is important for at least two reasons. First, attention to affective aspects can lead to more effective language learning. When dealing with the affective side of language learners, attention needs to be given both to how we can overcome problems created by negative emotions and to how we can create and use more positive, facilitative emotions. Second, stimulating the different positive emotional factors, such as self-esteem, empathy or motivation, can greatly facilitate the language learning process (Arnold, 2007). What is self-esteem? Self-esteem has to do with the inevitable evaluations one makes about one's own worth. It is a basic requirement for successful cognitive and affective activity. We derive our notions of self-esteem from our inner experience and our relationship with the external world. There are a lot of definitions of self-esteem. Self esteem can be defined as a form of self-acceptance, personal appreciation and subjective respect of ones own (Lane et al. 2004). Branden (2001) describes self-esteem as the disposition to experience oneself as being competent to cope with the basic challenges of life and of being worthy of happiness. Rosenberg (1965) defines self esteem as negative and positive attitude of the individual to oneself. According to him, self esteem arises in the result of self-evaluation of the individual. The judgment attained as a consequence of self-evaluation is indicative for the level of self esteem. Self esteem is the judgment of worthiness related to the concept of self. Ones self-esteem would be academic success divided by how well one thinks he/she ought to be doing. To increase the sum total of ones self-esteem, one needs to boost successes or diminish expectations for achievements. This continues to influence the understanding of self-esteem (Orth, 2010). Self esteem represents the individuals feelings such as self acceptance, personal appreciation, overall acceptance of the personality and self-love (Adams and Gullota, 1989). However, because self-esteem is a complex construct, a short definition cannot possibly grasp the whole concept and phenomenological process. Basically, self-esteem is a psychological and social phenomenon in which an individual evaluates his/her competence and own self according to some values, which may result in different emotional states, and which becomes developmentally stable but is still open to variation depending on personal. Self-esteem has multi-dimensions which are: 1. global self-esteem which means general assessment a person makes of one's self; 2. situational self-esteem which means a specific situation such as foreign language context and 3. task self-esteemthat means a particular task within a situation e.g., writing or speaking in an EFL context (Brown, 2000). Extensive research indicates conclusively that the cognitive aspects of learning are fostered in an atmosphere in which all dimensions of self-esteem are promoted (Waltz and Bleuer 1992). Teachers can build on this phenomenon with students of any age. Canfield and Wells (1994) suggest that the most important thing a teacher can do to help students emotionally and intellectually is to create an environment of mutual support and care. The crucial thing is the safety and encouragement students sense in the classroom. Self-esteem and the language classroom In school, students are constantly evaluating their competence in classroom tasks and performances. Accordingly, self-efficacy, which is the perception people have about their competence, is fostered mainly in schools (Bandura 1997). Researchers in communication studies, an area very relevant for language teaching, affirm that the perceptions one has of self significantly affect attitudes, behaviours, evaluations, and cognitive processes. Therefore, the concept an individual has of self has played an important role in classroom (McCroskey, 1977). Many researchers refer to the importance of affect in the language classroom. Some studies (Gardner and Lambert, 1972) found that self-esteem is a very important factor in second/ foreign language success. It is a requisite for successful language learning. Therefore, if students lack the confidence in their abilities and feel unable to do certain tasks, they will not be able to learn second/ foreign language successfully. Students with low self-esteem have negative attitudes such as worthlessness and uselessness about themselves; therefore, they do not focus on learning (Stevick, 1990; Brown, 2000). Language learning is an anxiety-provoking experience for many students (Muchnick and Wolfe, 1982; Horwitz et al. 1986; Kosti-Bobanovi (2009); MacIntyre and Gardner, 1991; Arnold, 1999). As Horwitz et al (1986:128) note, the importance of the disparity between the true self as known to the language learner and the more limited self as can be presented at any given moment in the foreign language would seem to distinguish foreign language anxiety from other academic anxieties such as those associated with mathematics or science. Probably no other field of study implicates self-esteemand self-expression to the degree that language study does. A number of studies found that self-esteem affects academic performance in English among English as foreign language students positively (Marsh, 1990; Kurtz-Costes and Schneider, 1994; Chapman and Tunmer, 1997; Marsh et al., 1988; Choi, 2005; De Fraine, Van Damme and Ongheda, 2007; Liu, 2008). On the other hand, some studies showed that it is the English achievement that positively affects English self-esteem (Marsh, Kong and Hau, 2000). Helmke and Van Aken (1995) suggested that, although there is no agreement about the direction of causal ordering between academic self-esteem and academic achievement, one thing is certain that academic self-esteem is formed at least in part as a result of prior academic achievement and support. Canfield and Wells (1994) stated that self-esstim is correlated with previous experience of language learning. The authors conclude that the student who has had a good deal of success in the past will be likely to risk success again; if he should fail, his self-concept can afford it. A student with a history predominated by failures will be reluctant to risk failure again. His depleted self-concept cannot afford it. There are many enemies of self-esteem in the classroom. Hoffman et al. (2005) discusses some of them: labelling, criticism, sarcasm, put downs, comparisons, and evaluating the person rather than the behaviour. If these are not avoided, learners self-concept will not be protected in the classroom. Generally speaking, self-esteem is one of the central drives in human beings. When the level of self-esteem is low, the psychological homeostasis is unbalanced, creating insecurity, fear, social distance and other negative situations. In the context of language learning low self-esteem can have serious consequences. Students may avoid taking the necessary risks to acquire communicative competence in the target language; they may feel deeply insecure and even drop out of the class. Taking these effects into consideration, in the language classroom it is important to be concerned about learners self-esteem. According to Reasoner (1992) applications of a self-esteem model, which comprises security, identity, belonging, purpose and competence as the main components of self-esteem, should be pre-planned in the teaching units and integrated within the foreign language curriculum. Teachers themselves need to be aware of their own self-esteem, to understand what self-esteem is, what are the sources and components, and how applications can be implemented in the language classroom. The aim of the study The aim of this study was to find out the effects of humanistic approach on foreign language self-esteem across control and experiment group students. The two major research questions of the present study are: 1. What is the level of academic self-esteem among English as a foreign language student who participated in our research? 2. Do the humanistic learning techniques lead to a statistically significant difference in the control and experiment group students foreign language self-esteem? 2. Method The purpose of this study was to investigate the effects of humanistic learning techniques on foreign language self-esteem. In order to apply active learning techniques successfully, teaching the academic staff was a must. So, all the teaching staff participated in this study attended three workshops. Humanistic learning training program comprised the theoretical background, discussion of theory and practice teaching sessions followed by discussions. It is expected that this study would enable the educational administrators to compare the present and proposed educational practices in the light of valid research data. In this research, pretest-posttest experimental design with control group was employed. Language teaching based on the humanistic learning techniques was used in experimental group whereas traditional language teaching methods were used in control group. Following the pre-test administration of foreign language Academic self-esteem scale humanistic learning techniques were applied to experimental group for fifteen weeks while the control groups got traditional English language teaching methods. At the end of the experiment, the same foreign language Academic self-esteem scale was administrated as post-tests. 2.1. Participants The subjects were 133 students enrolled in EFL courses at University of Juraj Dobrila, Pula. All the subjects were freshmen: 76 males and 57 females ranging in age from 18 to 20. All of them majored in information and communication technology. The average age of the students was 19. One group (n=65) formed the experimental groups, and the other one (n=68) formed the control group. Their language levels in English were all intermediate. All the classes met twice per week and lasted 90 minutes. 2.2. Instruments Participants foreign language academic self-esteem scores were measured by modified version of Laines questionnaire (1987). It consisted of 5 parts related to the student's actual self-image, to the student's satisfaction with the success in learning English language, the social image of self-esteem through the eyes of teachers and other students and intention to achieve a certain grade. The questionnaire comprising Likert Scale Type of questions with five choices from 1 to 5, where 1 represented weak self-esteem and 5 strong self-esteem. 3. Data analysis After sorting out the invalid questionnaires, data were coded, computed, and analyzed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics (means and standard deviations) were used to describe the study sample. Comparison of means was done using t-test. The level of significance selected for this study was p< 0.05 level. 4. Results and discussion . To investigate academic self-esteem among English as foreign language students we used a Croatian translation of the adapted version of Laines questionnaire (1987). The total number of participants of the study is 133. The results of the questionnare may be seen in the table 1. Table 1: Real and social components of self-esteem (Whole group N=133) Self-esteemLevel of agreementPercentageMy English level is ________bad10,7%average51,2%good38,1%I am ________ with my English gradedissatisfied9,5%quite satisfied61,9%completely satisfied28,6%My teacher thinks that I am ________ in English bad13,1%average50,0%good36,9%My classmates think I am ________ in Englishbad7,1%average48,8%good44,0%This year I would like to achieve ________ in Englishgrade 29,5%grade 339,3%grade 429,8%grade 520,2% Analysing the results presented in the above table we may conclude that our respondents have rather good self-esteem. Most of them (51,2%) believed that their English level was average and 61,9% were quite satisfied with their English language grade. As for the social component of self-concept, it is interesting that 50,0% of respondents considered that their teachers thought that their English level was average. A high percentage of respondents (48,8%) believe that their classmates also perceived their English level as average. Respondents participated in our research presented high aspirations level about their final grade. Although most of them felt that their knowledge of English was average, 50,0% intented to acquire a very good or excellent grade. Based on the research of self-esteem, we may conclude that, although respondents have a satisfactory image of themselves, they want to achieve more, which means that their motivation for learning English is high. Means and standard deviations of students' percived self-esteem are shown in the Table 2. Table 2: Means and standard deviations descriptive statistics (Whole group) Academic self-esteem NMSDStudents self perception of English ability 1332,28 0,66Students opinion of their English grade1332,180,58Teachers perception of students achievement 1332,250,68Classmates perception of students achievement1332,360,61Aspiration level about the sudents final grade1332,650,96Total1332,340,69 The minimum score on the questionnaire was 5, and the maximum 22. Coefficient of reliability of the questionnaire (Cronbach Alpha) is 0,78. Analyzing the results presented in Table 2 we may conclude that the total mean score is medium (2,34) meaning that the respondents perceived self-esteem is average. The highest score was achieved on the Aspiration level about the sudents final grade (2,65) and the lowest Students opinion of their English grade (2,18). From this we may conclude that the respondents are not satisfied with the present English grade and in the future, they would like to achieve higer one. We wanted to investigate whether there are differences in the studens academic self-esteem between the experimental and control groups in the first measurement, i.e. before applying humanistic learning techniques, and in II. measurement, i.e. after applying them. The significance of differences was checked with t-tests. Table 3: Comparison of academic self-esteem between the experimental and control groups before applying humanistic methods of learning StudentsNMSDtpSelf-esteemE6511,741,860,870,35C6811,312,48 According to the data presented in Table 3 it is clear that there is no statistically significant differences in the academic self-esteem between the experimental and control groups before applying the humanistic methods of learning (t (0,87= 0,35 p > 0,05). Table 4: Comparison of academic self-esteem between the experimental and control groups after applying humanistic methods of learning StudentsNMSDtpSelf-esteemE6512,262,572,040,02C6811,122,46 The results show that after the applying the humanistic methods of learning there are statistically significant differences in the academic self-esteem between the experimental and control group. The participants of the experimental group had a higher academic self-esteem than those from the control group (t (2,04= 0,02 p > 0,05). These conclusions are based on the computed t test of the differences between both groups (2 tailed significance levels) shown in Table 4. The results were found to be very effective and also enhanced the spirit of motivation in teaching and learning a language skill humanistically. These results do match with the findings presented in the study made by Zisk (1998). The author examined the effects of cooperative learning on 10th graders academic self-concept, pointed out the fact that experiment group students engaged in the cooperative learning techniques acquired statistically significant higher scores of self-concept than the traditional lecture group i.e. control group students. In other words, cooperative learning practices created a positive effect on the experiment group students. Similary, Aspy and Roebuck (1969) applaying of Carl Roger's person-centered concept of education have proved efficiency in the English language teaching at the University. Taking into account the results achieved the authors can state that it is necessary for the teacher to focus on the inner world of the student, as well as his reflections appearing in the processing and understanding of the information received. In addition, students whose teachers are facilitators are less prone to absenteeism, exhibit higher self-esteem, demonstrate higher academic achievement. Matukhin, et al. (2014) survey showed that successful teaching of foreign language to engineering students and formation of the student's personality depend on both external and internal factors. Learner-centered approach in teaching of foreign language is particularly characterized by the functional pedagogical activity of the educator to optimize teaching process which among other includes encouragement of students self-esteem and self-worth development. As cited in Wang (2004), within humanistic classrooms, the students' multiple perspectives are valued and their errors are admitted. Some of the cooperative activities, such as pair-work or group-work are good examples for this point, since in such activities, the students can best convey their ideas and the anxiety is much less. The author pointed out that the slowest student and the best one should be denied being in the same group, since the slowest student can benefit nothing from such group except that his self-esteem diminishes. Before an excellent partner, the only thing he can do is to keep silent (Wang, 2004:59). In the language classroom attention to self-esteem can help to direct learner energy which has been diverted from the learning task and focused on non-productive identity beliefs back to a state which is productive for acquisition. 5. Conclusion Humanistic language teachers need to have a thorough grasp of both how people learn and what motivates them to learn. They need to shed the old image of the teacher being the fount of wisdom and replace it with the teacher as facilitator. So in language teaching, teachers should always bear the affective factors in their minds and put students in the first place, then they may achieve the success in language teaching. 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hWKhhq4hWKhnDmH sH hWKhhq46mH sH hWKhhq4mH sH hWKhhq4mH nHsH tHhWKhhq4mH nHsH tHhWKhnDmH nHsH tHhWKhhq46mH nHsH tHhWKhnD6mH nHsH tH-I3RTVbtUmʢT R TT2TRTqTTU=UlUUUUU"V\VVV)WȾݯݓݓݓݓݑȾȯȾȾݓ݂q hWKhhq46B*mH phsH hWKhhq4B*mHphsHUhWKhhq46mH sH hWKhhq46mH nHsH tHhWKhhq4mH nHsH tHhWKhhq46] hWKhhq4hWKhhq46]mH sH hWKhhq4mH sH hWKhhq4nHtHhWKhhq46nHtH)>ݤRTTlUUVeWW@Y ZdZZ[r[\\]]]]]]]]$ & Fdha$gdnD & F7$8$H$gdnD & FgdnDMaslow, A. 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