How to UPGRADE Your Study System in 2024 (Live coaching)
Summary
TLDRIn this video, a first-year college student named Daniel shares his academic journey and study challenges. He discusses his background, study habits, and goals, including his passion for psychiatry and music. The coach provides personalized advice to enhance Daniel's learning efficiency, focusing on improving his revision and retrieval processes. They emphasize the importance of pre-study, in-class engagement, and regular consolidation to achieve mastery. The session concludes with practical tips for optimizing study time and leveraging classroom experiences, highlighting Daniel's motivation to honor his family's support through his education.
Takeaways
- π The student, Daniel, realizes the importance of studying beyond just urgency and focusing on the long-term importance of mastering the material.
- π Daniel is a first-year college student from Kenya who moved to Canada and is now studying with the goal of going into Psychiatry, with a strong interest in music as well.
- π€ Daniel's learning process involves asking questions about relevance and importance, and he uses a mind map to organize his pre-study notes, which takes about 45 minutes.
- π£οΈ During lectures, Daniel prefers to focus on understanding and asking questions rather than multitasking with note-taking, which he finds challenging.
- π Daniel's main challenge is the gap between lectures and pre-exam revision, often starting to study intensively only 2 days before an exam.
- π The coaching session identifies that Daniel's knowledge gaps are primarily due to mastery issues rather than retention or missed content.
- π The coach suggests that Daniel should use his pre-study mind map during lectures to build on his understanding and integrate new information.
- β° The coach recommends regular consolidation of knowledge, such as reviewing material one week after a lecture, to prevent the decay of mastery before exams.
- π Daniel should focus on targeted revision, seeking out and filling gaps in his knowledge, ideally after each lecture or at the end of each week.
- π― The coach emphasizes the need for Daniel to manage his time effectively and to make the most of his lectures by engaging in gap-seeking while attending class.
- π‘ Daniel appreciates the advice and feels that it will help him make his class time more useful and less painful, showing his respect for education and his family.
Q & A
What is the main issue the student is facing in their study routine?
-The student is struggling with the gap between attending lectures and starting their exam preparation, often leaving it to the last minute. They also have difficulty with revision and retrieval of information.
What is the student's educational background?
-The student, named Daniel, is a first-year college student from Kenya who moved to Canada three years ago. He attended a boarding school in an IB system and transitioned from an IGCSE system to the Canadian Dogwood system for high school.
What are Daniel's long-term goals?
-Daniel aims to go into Psychiatry and research dissociative disorders, which requires a strong foundation in both psychology and medicine. He is also a musician and values the role of music in his life.
What is the student's current method for preparing for lectures?
-Daniel engages in pre-study by reviewing learning objectives, scanning through content, noting keywords, and creating a mind map. This process usually takes him about 45 minutes.
How does Daniel's note-taking process during lectures work?
-Daniel does not take notes during lectures as he finds it difficult to focus on two tasks at once. Instead, he focuses on understanding the material and asking questions, particularly about exam-relevant content.
What is the student's typical approach to revision before exams?
-Daniel typically starts revising two days before an exam. He uses a linear brain dump and mind map approach to identify knowledge gaps and focus his revision efforts.
What does the coach suggest as the main areas for improvement in Daniel's study routine?
-The coach suggests that Daniel should work on integrating his pre-study mind map during lectures to deepen his understanding and build on his initial learning. Additionally, he should focus on regular consolidation of knowledge after lectures and before exams, rather than last-minute cramming.
What is the coach's advice on dealing with the gap between lectures and pre-exam revision?
-The coach advises Daniel to have a structured session of revision one week after the lecture, focusing on lecture objectives, brain dumping, and gap seeking to ensure that the knowledge is consolidated before the exam.
What is the coach's view on the student's ability to implement changes in their study routine?
-The coach believes that Daniel's recent experience of a highly productive week indicates that he is capable of making sustainable changes to his study routine, which is not based on motivation alone.
What does the coach suggest for Daniel to do during lectures if he finds the pace too slow or too fast?
-The coach suggests that Daniel should use such times to do on-the-spot gap seeking or to build on his mind map, ensuring that he is actively engaged in the learning process during lectures.
How does Daniel feel about his current class and lectures?
-Daniel appreciates his current class and finds the lectures valuable despite the student culture around examination and learning not being the best. He plans to continue attending classes as they have been paid for and he wants to make the most out of them.
Outlines
π Struggling with Study Habits and Mastery
The speaker begins by discussing a student's study habits, revealing that the student does not study until two days before an exam. The student admits to struggling with the number of sessions needed to achieve mastery in various subjects. The speaker introduces a coaching program and invites viewers to join, offering a free coaching session to active community members. The student, Daniel from Kenya, shares his educational background, his move to Canada, and his recent efforts to improve his study methods. Daniel's long-term goals include studying psychiatry and music, emphasizing the need for efficient learning due to his many passions.
π€ Identifying Learning Gaps and Encoding Issues
The conversation shifts to focus on Daniel's learning methods and the challenges he faces with revision and retrieval. Daniel explains his pre-study routine, which includes understanding learning objectives and creating a mind map. The speaker identifies that Daniel's main issue is not retention but rather a lack of mastery during the initial learning phase. They discuss the types of knowledge gaps Daniel experiences, with a focus on gaps due to insufficient initial learning rather than forgotten information.
π The Urgency Trap and its Impact on Study Routines
The discussion continues with Daniel's admission that he only starts studying two days before an exam, highlighting a pattern of urgency-driven studying. The speaker suggests that Daniel's pre-study and questioning during lectures are beneficial, but there is a significant gap in his study routine after lectures and before exams. Daniel acknowledges the need to address this issue and the speaker recommends integrating the pre-study mind map during lectures to build on initial learning and maintain engagement.
π Addressing Mastery Gaps and the Role of Consistent Study
The speaker identifies Daniel's knowledge gaps as primarily mastery issues, suggesting that he needs to think at a level of mastery to address them. The speaker advises that Daniel's rushed revision before exams is not enough and recommends regular consolidation sessions after lectures. They discuss the importance of quality encoding and pre-study to create a more 'sticky' memory of information. Daniel shares his recent productivity and how he managed to maintain it despite a busy schedule, indicating a shift from motivation-based to a more sustainable study approach.
π Reflecting on Education and its Value Beyond Personal Gain
In the final paragraph, Daniel expresses gratitude for the strategies shared and how they can make his educational experience less painful. He reflects on his attitude towards education, seeing it as a way to give back to his family and show respect for the opportunities he has been given. The speaker appreciates Daniel's perspective and adds a suggestion to extend pre-study to cover entire topics, allowing for deeper engagement during lectures and more efficient use of time.
Mindmap
Keywords
π‘Mastery
π‘Revision
π‘Encoding
π‘Retrieval
π‘Priming
π‘Mind Map
π‘Knowledge Gaps
π‘Self-Regulation
π‘Urgency vs. Importance
π‘Productivity
π‘Contingency Plans
Highlights
The student's realization of the importance of study sessions and mastery levels for effective learning.
Introduction of the coaching style and the offer of free coaching sessions to active community members.
The student's background, including moving from Kenya to Canada and adapting to different educational systems.
The student's long-term goals in pursuing psychiatry and research in dissociative disorders, as well as being a musician.
The student's strategy for pre-studying by asking questions and creating a mind map to prepare for lectures.
The student's note-taking approach during lectures, focusing on exam-relevant material.
The issue of the student's procrastination on revision until just before exams, leading to inefficiency.
The student's method of identifying knowledge gaps through a linear brain dump and mind mapping.
The discussion on the types of knowledge gaps and the student's focus on mastery gaps rather than retention gaps.
The coach's suggestion to use the pre-study mind map during lectures to build on and integrate new information.
The student's experience with a highly productive week, showcasing effective time management and planning.
The coach's advice on regular consolidation of knowledge after lectures to avoid last-minute cramming.
The importance of addressing mastery gaps by thinking at the level of mastery and integrating higher levels of thinking.
The coach's recommendation for the student to extend pre-study sessions to cover entire topics for deeper understanding.
The student's appreciation for the coaching session and the newfound strategies to make class time more useful.
The student's motivation for education as a way of giving back to the family and showing respect.
Transcripts
let's go into the after the lecture so
what's happening afterwards nothing
when's the first time that you'd
actually go through and start like
studying at again before the exam how
long before the exam do you start 2 days
so what's happening in the meantime in
the meantime
nothing I think for you the thing that's
actually limiting you is just literally
the number of sessions you have to hit
the different levels of Mastery I have
had the most productive week of my life
this week your whole life wow very
honestly every couple of months I find
some members in our I can study program
who are active and supportive in our
community and I offer them some 30
minute free coaching sessions some of
you do seem to really like my coaching
style content so I've decided to record
some of these and post them on YouTube
before we jump in I'd appreciate if you
give this video a like and if you're
interested in joining the full program
yourself then you can check out iin
study.com there's a link in the
description the idea here is that in 30
minutes I basically want to just help
you as much as I can make some make some
meaningful difference in that amount of
time we'll see where we get but if you
could just start start off by telling me
a little bit about yourself you know
like where you're from what you're what
you're studying what stage of Education
you're at things like that okay I am a
first year college student my name is
Daniel I come from Kenya I moved to
Canada about 3 years ago when I was 15 I
got a chance to go to a boarding school
in an IB system I came from an igcc
system and then I went into the Canadian
Dogwood system for high school I
recently started watching your videos
and analyzing how I can change my
learning methods 2 months ago and I
realized that doing it by myself was
much more inefficient and that the
investment of just spending money to buy
the course would be much better for the
long-term my long-term goals and my
long-term achievements that I wish to
attain awesome that's great thanks for
that so just tell me a little bit about
your long-term goals my long-term goals
as um as I go into college I want to go
into Psychiatry so I have to go through
medicine I want to go through Psychiatry
to research particular dissociated
disorders so I will need to spend a lot
of time going and focusing on the
psychology aspect as well as the
medicine aspect on top of that I am a
musician music is part of my soul the
reason I have such an expensive
microphone is because I love music
there's a piano in my background right
now that I can totally play and let's
just say that that takes up a lot of
time in my life I am very storm trop
likee in what I like to do I have too
many passions and not enough time for it
so I have to be efficient because
there's no other option aome well on
that note let's just jump into that part
so on the diagnostic assessment that it
gave you a trooper what were your actual
scores deep for deep processing and
self-regulation deep processing was two
self-regulation was two everything else
was three just give me a indication
about your overall background
achievement level like what do you
normally tend to get when you do tests
and exams and things 80 plus okay let's
jump into a little bit about your
learning methods and your learning
system is there a particular aspect that
you feel like is holding you back that
you have a problem with re revision and
retrieval okay why do you say that I
don't feel like my encoding elements are
perfect but when it come if I'm left
alone with a topic whichever topic it
may be I am able to spark my engagement
for the topic which I have over time
learned how to do consistently I'm very
confident in that initial exposure to
that topic being very beneficial for me
getting at least 75% of the topic in but
when it comes to revision afterward when
it comes to the retrieval and learning
how to um get back to that and see what
I've forgotten that's where I have a big
problem just explain that a little bit
more in terms of getting back to see are
you talking about just finding knowledge
gaps finding knowledge gaps okay so when
you said you can get around what 75% of
it are you saying that 25% is
essentially knowledge gaps uh 15% is
stuff that I know I don't know and 10%
of that would be stuff I don't know that
I don't know yeah sure and obviously
there's multiple types of knowledge gaps
like broadly speaking we can say that
there are the gaps that you learned and
then forgot and then there are gaps that
you learned and then it's not that you
forgot it but you never really saw it
from that perspective and then there are
things that you didn't even cover gaps
that were like completely missed do you
have any indication of the proportion of
gaps that you feel like you have like
how many let's start with the biggest
one which is what percentage of gaps
generally speaking and it might be
different depending on subject do you
feel are the types of gaps that you like
completely missed in the first place
like you didn't even study it to begin
with very very few you I I do like going
back and forth and in terms of my learn
learning processes and as I go back
sweeping back and forth I usually don't
miss many things completely or at least
I don't I always Mark out what I need to
do in the first place okay and then so
of the gaps that you find uh or or
struggling to find how many of these are
ones that you have learned and you
learned it the right way but you have
forgotten it um a very few no okay not
very few but few okay so yeah okay so
definit so generally speaking this is
the lower one wait sorry is that because
you didn't learn it the right way the
first time round didn't learn it the
right way the first time round okay so
it's a master so the main gaps are
really a Mastery Gap issue I see so
rather than a pure retention Gap would
you agree with that the main types of
gaps you have are in discovering Mastery
gaps yes okay but the ones that you do
learn the right way to the right level
of Mastery you feel that you've got a
good level of retention on it yes I do
okay cool we can look at this in two
parts I know that You' have said that
the revision and retrieval is a big one
but I want to make sure that you're
first round encoding is done you know
like good enough that it's not going to
have you know massive gaping holes in it
because obviously even if we get the
retrieval right if a lot of what you're
missing is because you didn't learn the
right way in the first place there's
something to look at there and then we
can have a look at the retrieval stuff
so just tell me a little bit about the
learning process for when you encounter
information for the very first time I
ask lots of questions about why this is
relevant why I need to learn this and
which parts of it are going to be the
the most important parts that I need to
learn so let's just rewind a little bit
like when is this even happening like
what's the first moment that the first
piece of information for that topic like
enters your scope before the lecture how
far before usually the day before yeah
usually the day before yes okay so you
so day before is the first time you'll
be exposed to that topic yes and so
you're going to proactively just go
through and do a little bit of pre-study
or priming for that subject yes are you
ever priming more than one lecture at a
time um yes because the pace that I tend
to Prime at is is faster than what I'm
currently being taught at so how many
like lectures roughly is one whole topic
two three lectures okay and how many
lectures are you able to Prime on two
lectures two so you're doing almost the
whole topic yes yes for priming okay
you're doing a priming that is like
almost whole topic and so tell me a
little bit about what that priming
process looks like what are you actually
doing okay um learning objectives uh I
go through the learning objectives I
have my sheet of paper on the side I'll
quickly scope through the um scan
through the content I'll write down any
keywords that I don't understand
completely or a concept that I've noted
it could be important and I do my best
not to to think too much into the
details of one specific keyword then
once I'm once I'm at the end of the of
the lecture notes or the slides that
I've taken I'll take my keywords and
then I'll try and make a mind map okay
and how long does that whole process
usually take 45 minutes this is very
good by the way like everything you're
saying is you know it's like a really
really solid foundation of pre- study so
if it's taking 45 minutes you know I I
think overall by the end of that you're
pretty confident with what that topic is
going to talk about like the main ideas
and like the overall flow yeah okay
that's okay so now let's go into the
actual you know day of like the the
lecture itself are you going to the
lectures or are you watching recording
or how's that happening I'm going to the
lectures the pace that the lectures go
at is very not followable followable for
me so I don't it's too slow and too fast
at some points yeah sure there's times
when I know that okay I need to sit here
for a second and there's times that okay
I really don't want to do this because I
feel like I I should go to that more
pressing issue how do you try to manage
that I don't I basically study by myself
outside of school and then when I'm
getting into school into my lectures I'm
taking down notes on what I know is
going to come to the on the exam so when
the teacher says this is going to come
on the exam or this is one kind of model
question that might come I'll take notes
of that and then that's what I should be
using for revision but then my
self-regulation gets in the way and I
don't use that for revision later on oh
okay what's your note taking process
during like while it's being explained
to you physically I do not do anything
because I have a very hard time focusing
on on two tasks at once usually I'm I'm
sitting there and I'm waiting to ask a
really a good question or not waiting
I'm trying to ask a really good question
so why is um examples would be with
hydrogen bonding in my recent chemistry
lesson why a hydrogen bond and a dipole
are different when they're technically
the same thing but that's the details um
move on from there yeah okay okay sure
okay now let's go into the after the
lecture so what's happening afterwards
nothing okay so when when's the first
time that You' actually go through and
start like studying it again and
consolidating before the exam okay so
what's happening in the meantime in the
meantime nothing and and why is that I
started the course recently I started
the course 4 days ago I think on the
last Sunday actually yeah 7 days ago
after realizing after the first getting
into the Rapids about urgency and
importance and the difference between
those two things I've realized that I've
been completely on urgency and and not
really thinking about the importance so
by the time the exam comes it's like I'm
it's like I'm a deer in headlights I
just oh wait I need to study and then I
study that and then I go through the
same cycle again when you say before
exam like how how long before the exam
do you start two days one day two days
jeez man you you're not a deer in the
headlight you're a deer that's like
already sniffing the front of the the
Bonnet you're mid impact exactly exactly
okay so tell me about how you're doing
your revision brain dump and see what
holes there are and then I I
specifically Target the holes that I
that I end up seeing linear brain dump
mind M brain dump so I have brain dump
based on lecture objectives or just self
queuing and just your own kind of flow I
usually go through the lecture Aces
first and then I see okay I'm very sure
that I don't remember that I'm going to
put that aside and uh I know I'm going
to focus on that and then I put I sort
out what I know for sure I do not
remember and then after that I start
making m a mind map and then I might end
up getting queued into remembering the
stuff that I knew that I didn't remember
and then I'll start realizing okay I'm
done I'm going to go check how accurate
this is and I'm going to go check the
parts that I wasn't confident in because
even if I was right what matters is
whether or not I was confident in it or
not and then I'd go I'd repeat the cycle
okay so here's what I'm seeing overall
you're doing some priming and the
priming looks like it's it's doing good
for you and actually probably the reason
why you're able to still do pretty like
reasonably well even though you have
essentially no study to speak of until
just before the exam yeah um is probably
because that priming is actually helping
you a lot I would say and then in the
lecture you are asking good questions
and that's that's going to be good it's
going to help you to keep engaged and
get a deeper level of Mastery obviously
there's a big gap there in terms of what
happens after the lecture and then
before the exam although it is rushed I
mean it's relatively targeted you're
looking at lecture objectives you're
trying to identify gaps you're you're
actively Gap seeking and you're trying
to Target your revision for that so yeah
yes like there's lots of things that can
be improved with the retrieval system
but I I think that's not really the
lowest hanging fruit here for you I
think the thing that's going to make the
biggest difference is to figure out why
is it that you know there's such a big
gap between you know after the lecture
and then your pre-exam revision and also
um what can you do during the lecture
that really takes what you did in your
pre-study and Carries that forward to
build on it a little bit more so let's
just I'll start with that second one
first have you ever tried to just take
your pre-study mind map into the lecture
with you and then just try to build on
that as they're speaking no do you think
that you would find that difficult to do
uh I would but I can try yeah give it a
go I don't think you'll find it as
difficult as maybe you might think
because you're already asking good
questions and when you have the map in
front of you it's going to help you to
think of more questions because you can
literally see it and when you add things
to it it's going to help you to like
organize the discoveries and insights
you make and it also means that when
some when you know when they say hey
this is going to be in the exam this is
going to be really important you can
think about how that thing fits with
what you've already got so that later
when you do your revision it's actually
anchored there on your map as well like
you've already tried to integrate it on
the spot right because the alternative
is otherwise if it's too fast or too
slow either way if it's hard to follow
then that information is not really
doing much for you anyway so spending a
little bit more time inside your own
head integrating thinking about how it
all connects together that's going to be
time that's worth spending all right so
that's the first thing that I'd
recommend for you to try out and the
second thing that we should look at is
you talked about the fact that you've
really been like trapped in that urgency
so now you know that you shouldn't do
that do you think it's going to be easy
for you to try to change that and have a
little bit more of that regular
consolidation like the day after at the
end of the week or do you feel like it
will still be difficult there'll be more
barriers I I have had the most um the
most productive week of my life this
week your whole life wow very honestly
yesterday I had a 12h hour or 13h hour
workshift I woke up 5:00 a.m. today to
get to my family's place on another
Island to to be here for a family
relations because this is very important
and I still managed uh I kind of messed
up my timing with the buses and needed
to go to needed to walk 30 minutes back
home to get all this gear so that you
could have some proper good audio for
for this video and in all with all of
this happening I was able to have buffer
time I had contingency plans I have
contingency plans for what I'm going to
do tomorrow and how I'm going to get to
my job that I have to attend to and
that's a that's amazing I think I think
people that watch this video are going
to want to have you back on to just ask
you how you able to do that but anyway
okay so so one week is one week really
really productive is good do you feel
that it's sustainable yes because it's
not motivation based anymore right okay
so hopefully that's something that will
then just fix itself and that you will
be able to have that day after the
lecture you know the week after the
lecture the thing is that when your
knowledge Gap is because of let's say
that the knowledge Gap is because you
just completely miss something it's not
even on the board these are relatively
easy to fix because it just means that
the scope that we're looking at is
usually not align and there's some easy
things that we can do like for example
looking at the lecture objectives a
little bit more clear clearly being more
inquisitive exploring outside of the
scope doing practice questions you know
having conversations with people so
that's kind of easy to solve if there's
an issue with the retention
again this is not as easy to solve but
it's the answer is relatively
straightforward usually the lowest
hanging fruit is to work on having a
better quality encoding and pre-study
step which primes the brain to hold on
to that information more in a more
sticky way but in your situation your
knowledge Gap is a Mastery issue Mastery
issues there's really only two ways that
we well there's fundamentally only one
way that you can address a Mastery issue
and that is to think at the level of
Mastery more but because higher level
lels of thinking are more integrated and
relational there's many more angles to
think through and it can be quite
overwhelming and I think for you the
thing that's actually limiting you is
just literally the number of sessions
you have to hit the different levels of
Mastery M you're hitting a high level of
Mastery like superficial and depth but
Broad and relational in your pre-study
so that's good you're heading some
deeper level of depth and details and
still somewhat relational in the lecture
through the questions that you're asking
and then by building on your mind map
during the lecture that's going to help
to to turn that into more of an asset
that moves forward but then you're
probably getting like a very extended
per of knowledge Decay and your Mastery
is going to be fading before your exam
and so even though in your exam you're
doing a relational brain dump which is
targeting the higher levels and you're
looking at Gap seeking which is going to
look at multiple different levels
there's just not going to be enough like
sessions to be able to hit some of the
finer details ideally what you should be
doing is that whole revision thing that
you do where you get the lecture
objectives you target you do the brain
dumps you you seek the gaps and then you
try to fill those that should happen
like one week after the lecture so at
the end of every week that's the session
that you want to have so that before the
before the exam your revision is more
focused around just getting like a a
more Nuance level of of Gap seeking the
gaps that are not obvious you don't want
to you ideally don't want to know where
your gaps are until you have tested them
before the exam like the gaps that are
obvious that you can look at and be like
I definitely know I've got these they
should be already handled earlier on so
that by the end you're looking for the
gaps that you haven't discovered already
and all you need is maybe just like one
or two additional sessions throughout
the termal semester to be able to fit
that in and that's I think you know as
you mentioned that's kind of more of a
time management or a task management
related issue so those are probably the
two things that I'd recommend for you to
work on and in this case I think it was
fairly obvious you probably could have
figured that out yourself actually what
do you think about those recommendations
the one about bringing my I kind of gave
up on my class honestly not that I hate
the teachers I don't hate school
whatsoever I think it's a wonderful um
the one that I go to is wonderful even
if the student culture around
examination and learning isn't the best
I just felt like I gave up on class and
you just gave me a chance to you make
that time more useful because I will be
keep on going to class because these
these these lectures have been paid for
and I have I have a lot to give back to
my family this is part of my respect
towards that so I'm very I'm just very
thankful that now I have a way to to go
through it less painfully yeah you know
one thing that I just thought of to add
on is that because you're actually pre-
studying in multiple lectures in one go
if you can extend out your pre-study
session by a little bit to try to cover
the whole topic if it's if you're able
to do like two lectures and there's only
one more to go just just do another 15
20 minutes and just get that other one
done but that means that when you're in
the lecture you can go deeper as you
build the map out but you can also use
part of of that class like for example
if they're talking about something and
they're going over something for like a
long time and you're just thinking like
I don't even have any good questions to
ask about this there's nothing to even
build here use that time to just do some
Gap seeking on the spot okay oh that's
efficient I like that yeah it's one of
those things it's like if you're going
to be there anyway you may as well use
that time for something and if it's not
going to be useful for just you know CU
you know a lot of the times like
teachers or lecturers like you know if
they might be tier they might just you
know have whatever human yeah or
sometimes they've just clocked out like
literally you know sometimes you get you
know teachers or lecturers that are like
I'm kind of just waiting to retire yeah
so you know in those situations you got
to make do and and try to do what what
you can but you know your motivation
behind it and giving back to your family
you know that's a it's a beautiful thing
to hear and it's really you know it's a
really it's a really good like wholesome
way of thinking about education in a way
because a lot of people are very like
entitled you know it's refreshing to
actually hear someone talk about
education in a way that it's like I've
paid for it this is something that I can
have and like this is a way of giving
back and showing respect to the the
people that have helped me get to the
position that I'm in which is
[Music]
awesome
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