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CONTENT STANDARD 1
1. Family Life and Human
Sexuality
Throughout one’s life, each
person has the challenge and opportunity to develop and maintain many types
of relationships which hopefully fulfill the basic human need of loving and
being loved. The family provides the first and basic relationship that forms
and influences other relationships in one’s life.
The general concepts of Family
Life and Human Sexuality are:
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The family is the basic
social institution with the responsibility of providing its members with
the kinds of experience they need for their maximum physical, mental,
social emotional, spiritual and overall development.
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The family serves to
perpetuate humans and to fulfill certain health needs.
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Each family grows and
develops in its own unique way.
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The sex drive, a basic,
powerful force is related to pleasure, the desire to belong, and
reproduction. It requires understanding, acceptance and management.
Management includes abstinence from sexual intercourse until an
appropriate age and developing and practicing skills that address child
abuse whether it be physical, mental, emotional, verbal and or sexual.
Through the study of Family
Life and Human Sexuality the student will:
1) demonstrate the ability to
use information and practices that will enable them to gain skills to
become more positive contributing members of their present and future
families
2) demonstrate understanding
of how various roles and responsibilities on an individual’s social,
emotional and physical health impacts the interactions within the family
and with others
3) demonstrate understanding
of their sexuality and the importance of sexual abstinence or postponed
sexual intercourse.
Performance Indicators:
1.5.1 Identify factors in
family living that contribute to good communication between family members
1.5.2 Discuss the communication
processes among families of different ethnicities and cultures
1.5.3 Discuss the different
family values of other cultures and ethnicities
1.5.4 Analyze your role and
contributions to the family unit for positive and negative factors
1.5.5 Examine the importance of
cooperation, respect and family values for yourself and your family
1.5.6 Analyze the media's
portrayal of family interaction to determine which, if any, are realistic in
their portrayal of families
1.5.7 Develop a definition for
"puberty"
1.5.8 Describe changes that
take place during puberty
1.5.9 Discuss how changes
during puberty affect the mind and body
1.5.10 Identify male and female
reproductive organs and their locations in the human body
1.5.11 Explain the functions of
the male and female reproductive organs
1.5.12 Define "child abuse"
1.5.13 Identify characteristics
that are associated with child abuse
1.5.14 Recommend ways to avoid
situations which might lead to child abuse
1.5.15 Role play situations
that show how to avoid child abuse
1.5.16 Justify the importance
of respecting the body
1.5.17 Define “abstinence"
1.5.18 Restate procedures to
take in seeking help for abuse
1.5.19 Identify resources in
the community you can go to for help
1.5.20 Given an allowance,
create a budget for yourself
1.5.21 Give examples of
positive ways that you can assist the family budget
CONTENT STANDARD 2
2. Environmental Health
The environment includes all of
our surroundings not just the natural environment of air, water, and land,
but also plants, animals and the built environment (roads, buildings, and
vehicles). Study of the environment provides young people with skills that
will help them make a difference in: 1) reducing the overwhelming amount of
solid wastes by contributing to its proper disposal or recycling, and 2)
practicing responsible behaviors that will lower the toxic levels of air,
land, and water pollution.
The general concepts of
environmental health are:
Protection and promotion of
health are the responsibilities of the individual as well as of the
community, nation, and world.
There is a relationship between
humans, disease, and the environment.
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The existence of humans
depends upon their interrelationship with the environment, both organic
and inorganic.
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Humans transform and are
transformed by the environment they live in.
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The survival of human beings
depends upon their limited ability to adapt to change in environmental
relationships and their ability to keep from destroying the environment.
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Community and international
health are promoted most effectively through organized group action
utilizing all resources.
Through the study of the
Environment, students will be able to
1) demonstrate understanding
of why health and disease prevention is an individual as well as
community, national, and international concern and responsibility
2) demonstrate understanding
of the relationships between environmental and health related strategies
and activities that prevent, control, and eliminate pollution and promote
healthy environments and communities.
Performance Indicators:
2.5.1 Identify different types
of pollution and how they harm the environment
2.5.2 Determine what are the
most serious types of pollution
2.5.3 Keep a record of the
types of pollution that you observe and their sources
2.5.4 Recommend ways that the
community can reduce or eliminate pollution
2.5.5 Predict what the
world/Guam would be like if pollution is not controlled
2.5.6 Identify natural
resources that contribute to health and life
2.5.7 Tell what would happen
when natural resources essential for life are exhausted
2.5.8 Create a plan to protect
a natural resource that is essential for life
2.5.9 Create a plan to protect
the natural resources for the future generations
2.5.10 Design a campaign that
encourages the economical use of resources
2.5.11 Discuss the effects of
pollution on the environment
2.5.12 Conduct an experiment to
show how recycling materials can help the environment
2.5.13 Correspond with a
representative of the Guam Environmental Protection Agency, Public Works,
etc. and write a letter of concern about an environmental problem
CONTENT STANDARD 3
3. Substance Use and Abuse
Students learn that there are
substances that can harm their bodies. They will develop skills, knowledge,
attitudes and values to be able to protect themselves from accidental
poisoning, from the misuse and abuse of medicines and drugs, and from the
hazardous environment created by smokers.
The primary objective of the
study on Substance Use and Abuse is to prevent the use and abuse of
substances such as tobacco, alcohol and other drugs.
The general concepts of
Substance Use and Abuse are:
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Use of substances that alter
mood and behavior arises from a variety of motivations.
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Use of substances that alter
mood and behavior may result in health and safety problems.
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Substances that affect mood
and behavior can produce many and varied effects in individuals who use
them.
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The ability to communicate
and make positive decisions for self leads to a lifestyle of health and
productivity.
Through the study of Substance
Use and Abuse the student will
1) provide information on the
risk factors of drug use and abuse
2) demonstrate activities
that help build their sense of worth and well-being
3) develop skills for setting
positive goals, decision-making , and problem –solving
4) demonstrate use of
positive communication and resiliency skills, and other life skills that
help students live literate, functional , productive, and healthy lives.
Performance Indicators:
3.5.1 Create a chart of local
plants and herbs, their descriptions and uses
3.5.2 Explain the role of the
suruhanu and suruhana or other healers
3.5.3 Tell why people use
over-the-counter drugs instead of prescription drugs
3.5.4 Create a chart of
commonly used over-the-counter drugs, their uses, dosages, side effects and
warnings
3.5.5 Describe some side
effects of prescription drugs and over-the -counter drugs
3.5.6 Tell why it is important
to follow the directions for taking medication
3.5.7 List characteristics of
people who use illegal drugs
3.5.8 List and categorize
illegal drugs, their characteristics and effects on the body and mind
3.5.9 Draw a picture of what
drugs can do to the mind and body
3.5.10 Describe the effects of
drinking alcohol on a person's ability to think
3.5.11 Describe the effects of
drinking on a person's ability to drive a car or handle machinery
3.5.12 Examine the reasons for
teenagers drinking alcohol
3.5.13 Examine ways that
alcohol is made available to young people your age and older
3.5.14 Relate how the use of
alcohol can have a negative effects on families
3.5.15 Explain why tobacco is a
serious health problem
3.5.16 Examine the effects of
smoking on the lungs
3.5.17 Investigate diseases
caused by smoking and select one to report on (lung cancer, emphysema,
throat/mouth cancer, etc.)
3.5.18 Determine the effects of
second hand smoke on the non-smoker
3.5.19 Discuss health problems
that a baby can have if the mother smokes while she is pregnant
3.5.20 Given the facts about
the dangers of smoking, tell how you would respond to the following
statement : "When I am old enough I will/will not smoke"
3.5.21 Tell where inhalants can
be found
3.5.22 List some reasons why
kids use inhalants
3.5.23 Describe what would
happen to you if you used inhalants
3.5.24 Discuss how using
inhalants would affect your family
3.5.25 Show how you would
resist using inhalants
3.5.26 Show how you would help
a friend resist using inhalants
3.5.27 Create a journal of
observations on how the media can influence a person to use substances such
as drugs, alcohol, tobacco or inhalants
3.5.28 Calculate the cost of
buying a substance such as drugs, alcohol, tobacco or inhalants for a week,
month, year and identify things you could have purchased instead
3.5.29 Calculate the hospital
or treatment cost of a person who is being treated for an illness or disease
caused by the use of a substance
3.5.30 Read an article about
substance use and summarize your reaction to the article
CONTENT STANDARD 4
4. Disease Prevention and
Control
This study helps students
understand the causal factors of diseases and disorders. It focuses on
making effective decisions about one’s health and establishing behaviors and
habits by which certain diseases and disorders can be prevented, treated,
and eliminated.
The general concepts of Disease
Prevention and Control are:
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There are reciprocal
relationships between humans, disease, and the environment.
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Humans are in constant
competition with other organisms for the existing energy of this planet.
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Some diseases develop as a
result of a specific body dysfunction and cannot be transmitted.
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There are measures by which
some diseases can be prevented and controlled to prevent premature death
and or disability.
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Some mental and social
disorders result in measurable and diagnosable physical signs and symptoms
besides abnormal behaviors.
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Becoming infected with a
sexually transmitted disease can cause physical, emotional, and social
problems.
Through the study of Disease
Prevention and Control students will
1) demonstrate understanding
of the range of normalcy of the various parts and systems of their body.
2) demonstrate understanding
of a variety of diseases and disorders and their treatment and management
for maintaining quality health.
Performance Indicators:
4.5.1 Discuss the relationship
between good hygiene practices and disease prevention
4.5.2 Discuss how the skin
serves as a protection against diseases
4.5.3 Tell how the spread of
germs and diseases can affect the community around us
4.5.4 Develop a chart that
outlines the signs, symptoms, treatment methods of transmission and methods
of prevention for the common childhood communicable diseases
4.5.5 Prepare a research paper
on one of the following diseases: tuberculosis, impetigo, chicken pox,
measles, flu, malaria, dengue fever conjunctivitis, pediculosis, scabies,
ringworm, etc.
4.5.6 Prepare a timeline that
shows major epidemics that have occurred in Guam's history
4.5.7 Give examples of ways
that HIV infection can be prevented
4.5.8 Tell how non-communicable
diseases are different from communicable diseases
4.5.9 List diseases that are
non communicable
4.5.10 Create a chart of non
communicable diseases, their symptoms and treatment
4.5.11 Write a report about a
non communicable disease
4.5.12 Describe characteristics
of non-communicable diseases
4.5.13 Name common non
communicable diseases on Guam and other Pacific islands
4.5.14 Define "chronic disease"
4.5.15 Discuss ways that you
can personally protect yourself from HIV infection
4.5.16 Describe how someone
with HIV or AIDS might feel
4.5.17 Define “compassion” and
discuss how this can be applied to someone living with HIV or AIDS
4.5.18 Explain diabetes and how
it affects the body
4.5.19 Describe the treatment
for Diabetes
4.5.20 Define "hypertension"
and list its causes
4.5.21 Describe a treatment
plan for hypertension
4.5.22 Discuss the relationship
between hypertension and heart disease
4.5.23 Describe the effects of
overexposure to ultraviolet rays and skin cancer
4.5.24 Research information
about different non communicable diseases prevalent on Guam such as
diabetes, hypertension, heart disease, lytico-bodig
4.5.25 Select a local or
national organization that provides services or treatment for chronic
diseases and obtain information about their service program (American
Cancers Society, Lions Club, Am. Red Cross, etc.)
4.5.26 Determine the cost and
care expenses for a chronic disease
CONTENT STANDARD 5
5. Personal Health
Development
Establishing healthy habits
early in life is critical to the internalization of lifestyle behaviors that
enhance one’s health in body, mind and spirit. Practicing healthy behaviors
is part of one’s lifestyle that contributes to the quality and the length of
one’s life.
Understanding and appreciating
the growth and development of the human body assist students in making and
applying responsible health choices to improve the quality of their lives.
It is important for students to understand body changes and their
implications especially during adolescence and puberty. This is an area that
may cause unnecessary concern, embarrassment and unhealthy life-long
attitudes and behaviors if not addressed appropriately.
Students need to know how the
physical, mental, emotional, spiritual and social components of health are
interrelated. Essential to feeling good about one’s self is an understanding
and acceptance of one’s characteristics, including interests, values,
attitudes and attributes. The goal is to establish patterns of behavior,
skills, and attitudes that promote mental and emotional health and healthy
interpersonal relationships. Spiritual health contributes to the motivation
and essence of one’s life in relating to self, others, and the environment.
The general concepts of
Personal Growth and Development are:
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The well-being of an
individual is affected by the choices made in personal health care.
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Personal health choices
support the well-being of the body, mind, and spirit.
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Physical activity is an
essential force for making the most of one’s self and life.
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Wellness incorporates skills
in stress management, dietary behaviors and exercise.
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Growth and development follow
a sequence that is predictable yet is unique for each individual.
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Psycho-social and emotional
growth and development is integral to the overall process of maturity.
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Personal health practices are
affected by a complexity of forces, often conflicting.
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Knowing ourselves helps us to
live better lives.
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Emotional health and mental
health involve how you feel about yourself, how you feel about others and
how you are able to meet the demands of life.
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Emotional and mental health
include specific skills that enhance the appropriate expression and
control of feelings.
Through the study of Personal
Health Development students will be able to:
1) demonstrate knowledge and
understanding of how their bodies, parts and functions, follow predictable
sequences in growth and development unique to them
2) demonstrate knowledge and
understanding of what is happening to their bodies and how to accept and
appreciate them as processes of growth and development.
3) evaluate the complexity of
forces which influence personal health principles and behaviors and to
integrate this knowledge into decision-making for the attainment and
maintenance of high-level wellness throughout the cycle
Performance Indicators:
5.5.1 Discuss why it is
important to keep the body clean during puberty
5.5.2 Tell what life would be
like if you didn't practice good personal hygiene habits
5.5.3 Give examples of ways to
practice and maintain good personal hygiene
5.5.4 Identify changes that are
occurring in your body
5.5.5 Describe how body changes
affect you mentally, physically, and socially
5.5.6 Explain the importance of
respecting yourself
5.5.7 Identify emotions and
associate them with the situations that may cause them to emerge
5.5.8 Place emotions and
situations (identified in 5.5.7) on a continuum from most pleasant to least
pleasant
5.5.9 Discuss how emotions
influence your behavior
5.5.10 Describe the
relationship between anger and violent behavior
5.5.11 Suggest ways to control
anger
5.5.12 Discuss coping
mechanisms and compare the different ways that people cope with life
situations
5.5.13 Recommend alternatives
for coping with stress
5.5.14 Analyze the results or
effects of assumptions you make about people based on first impressions
5.5.15 Agree or Disagree with
the statement and tell why: What you think of others is more important than
what you think about yourself"
5.5.16 Explore the relationship
between good health and the benefits of rest and exercise
5.5.17 Develop an exercise plan
for yourself that shows the value of different exercises to your body
5.5.18 Invent a new exercise
that fifth graders would like to do to keep healthy
5.5.19 Discuss how the media
can influence you to buy products
5.5.20 List the different local
agencies where a person can go to for help to improve their health
5.5.21 Select a community
resource person and write a report about what he or she does (social worker,
nurse, pharmacist, etc.)
5.5.22 Choose a local health
organization/agency and call for information about their services
CONTENT STANDARD 6
6. Nutrition
The development and maintenance
of an individual’s nutritional health must include an understanding of how
nutritional intake and eating patterns are affected by physical, social,
mental, economic, and cultural factors.
The general concepts of
Nutrition are:
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Nutrition is how the body
uses food for energy, growth, and health.
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Food production and handling
affect food quality and health.
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The human life cycle has an
affect on the nutritional needs of people
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Eating is an activity that is
influenced by physical, social, cultural, economic, and psychological
needs which determines nutritional balance.
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There is an interdependence
between meeting human nutritional needs and the community - local, state,
national, and the world.
Through the study of Nutrition,
students will:
1) demonstrate knowledge and
understanding of the role of nutrition in the promotion and maintenance of
wellness and the establishment of proper nutritional practices.
2) demonstrate skills,
attitudes and behaviors to make healthy food choices that contribute to
lifelong wellness (e.g., eating a variety of foods; maintaining healthy
weight; choosing diets low in fat, saturated fat, and cholesterol;
choosing a diet with plenty of vegetables, fruits and grain products;
using sugar, salt and sodium in moderation; and, avoiding alcohol).
Performance Indicators:
6.5.1 Construct a chart to show
how each of the following nutrients affect the body: protein, carbohydrates,
fats, minerals, water and vitamins
6.5.2 Compare nutrient values
of foods that are fresh, frozen, or canned to determine which are most
nutritious
6.5.3 Define "calorie" and
explain its relationship to food
6.5.4 Using a calorie chart
determine your calorie range
6.5.5 Discuss the relationship
between good nutrition and good health
6.5.6 Create a plan that
promotes good eating habits
6.5.7 Tell what "going on a
diet" means
6.5.8 List some positive and
negative things that can happen when a person goes on a diet.
6.5.9 Explain how a poor diet
can affect growth and development
6.5.10 Explain the health risks
for obesity and being underweight
6.5.11 Keep a record for one
week of the kinds of foods you eat and when you eat to determine your risks
for being overweight or underweight
6.5.12 Create a personal plan
for weight control and maintenance
6.5.13 For one week, record
foods you eat in the school cafeteria and categorize them into the
components of the food pyramid
6.5.14 Recommend ways to
improve the school menus to meet food pyramid guidelines
6.5.15 List the foods you eat
at home and place them appropriately in a food pyramid
6.5.16 Construct a food pyramid
for local and ethnic foods and then match them to "western foods" that are
comparable
6.5.17 Create a chart of foods
eaten by adolescents that includes the food values found on food labels
6.5.18 Using food labels, graph
the sodium/fat and calorie content of processed or canned foods to determine
health benefits or health risks
6.5.19 Discuss the relationship
between meal planning and family economics
6.5.20 Research careers related
to food and describe their roles and responsibilities toward promoting good
health
CONTENT STANDARD 7
7. Personal Safety
Internalizing the importance of
safety and practicing behaviors necessary to reduce the risk of injury are
critical elements in helping students to develop and maintain attitudes
toward personal safety.
The general components of
Personal Safety are:
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The potential for hazards and
accidents exist in any environment.
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Safe living involves the
development and use of safety precautions and preventive and emergency
measures while recognizing the inevitability and appeal of risk-taking.
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Accidents are caused by human
and environmental factors and may result in personal injury, property
damage, or death.
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National and man-made
environmental factors influence health and safety.
Through the study of Personal
Safety students will:
1) recognize the potential
for hazards and injuries in any environment and demonstrate how to apply
preventive and emergency measures.
2) demonstrate their
knowledge of what to do and what not to do in case of an accident or
injury to minimize the extent of the damage.
Performance Indicators:
7.5.1 Recommend rules for
playing safely at home and at school
7.5.2 Identify different
electrical appliances used in the home or school
7.5.3 Give examples of safety
rules that apply to the use of electrical appliances
7.5.4 Identify areas in and
around the home and school that are potentials for falls or other accidents
7.5.5 Suggest ways to improve
potential safety hazards in and around the home and school
7.5.6 Debate the best way to
handle various emergency situations
7.5.7 Restate water safety
rules for the beach or pool
7.5.8 Read and interpret water
safety signs
7.5.9 Discuss the reasons for
having rules for water safety
7.5.10 List the rules for
boating safety and tell why they are important to follow
7.5.11 Demonstrate proper use
of water and boating safety equipment
7.5.12 Compare water conditions
for safe and unsafe water activity
7.5.13 Discuss the impact of
injuries caused by the misuse of guns and other firearms
7.5.14 Discuss how guns are
used for sport and for protection
7.5.15 Discuss the use of guns
by the media and how it relates to violence
7.5.16 Describe the process for
gun ownership
7.5.17 List other types of
disasters and give brief descriptions of each
7.5.18 Create an evacuation
plan for your family in case of an earthquake or typhoon
7.5.19 Analyze the effects of
disasters such as earthquakes and typhoons on the victims
7.5.20 Create a layout of the
home and identify exits for fire emergencies
7.5.21 Demonstrate the
procedures to take when you catch on fire
7.5.22 Discuss the effects of a
fire
7.5.23 Analyze the different
types of fires and apply the appropriate methods for extinguishing each kind
7.5.24 Describe safe/unsafe
road conditions for crossing either by foot or by vehicle
7.5.25 Explain the significance
of road safety signs
7.5.26 Explain the purpose of
speed bumps
7.5.27 Match road sign symbols
with their messages
7.5.28 Discuss why people do
not follow rules for road safety (i.e. why they don't wear seat belts,
riding in the back of a pick-up truck, etc.)
7.5.29 Develop a plan to make
the street or road where you live safer for you and others
7.5.30 State safety rules for
handling blood
7.5.31 Describe first aid
treatment for minor and severe burns
7.5.32 Describe treatment for
accidental poisoning
7.5.33 Describe basic
cardiopulmonary resuscitation procedures
7.5.34 Demonstrate first aid
procedure for scrapes and minor and severe cuts
7.5.35 Tell why products have
consumer warning labels
7.5.36 Read product labels and
tell what kind of information you can find that will help you keep safe when
using those products
7.5.37 Research what the law
says about the use of seat belts and what will happen if you don't follow
the law
7.5.38 Research what the law
says about the use of guns and what happens to people who use guns illegally
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