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Annals of R.S.C.B., ISSN:1583-6258, Vol. 25, Issue 6, 2021, Pages. 18811 - 18822 Received 25 April 2021; Accepted 08 May 2021.

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Social Competence in Children: Difference between Normal and Hearing Impaired

Mervat El-Shahat Mohamed Elwey1, Amany SobhySorour2, AmanyRashad Abo- Alsood3, Samia Farouk Mahmoud4

1M.Sc, Community Health Nursing, Faculty of Nursing, Zagazig University, Egypt, Email:

[email protected]

2Professor of Community Health Nursing, Faculty of Nursing, Zagazig University, Egypt, Email: [email protected]

3Professor of Community Medicine, Faculty of Medicine, Zagazig University, Egypt

4Assistant. Professor, Community Health Nursing, Faculty of Nursing, Zagazig University, Egypt

Corresponding author: Mervat El-Shahat Mohamed Elwey, Email:[email protected]

Abstract

Social competence plays a vital role on the quality of life, social adjustment and successful emotion in the future and school success. Aim of the study: The present study aimedto assess the social competence between normal and hearing impaired children Research design: A descriptivedesign was utilized to conduct this study.Setting: The study was conducted in two governmental elementary integrationschools in Zagazig City.Sample: A random multistage sampling technique of 60 students equally distributed between into two groups (30 hearing impaired and 30 normal students) who fulfilled the study inclusion criteria. Tools:An interview questionnaire sheetconsisted of three parts; Socio- demographic data,a standardized pictorial social skills scale and a standardized social competence scale.

Results: The results revealed that statistically significant differences were found in all domains of social skills and competence. Conclusion: Statistically significant differences were found between the two studied groups. Hearing impaired children were better than control group in empathy and self-assertion domains, while normal children were better than hearing impaired children in cooperation, social interaction with adults, order, communication and social-emotional control and flexibility domains.

Recommendations:The findings corroborate the need for further studies to investigate factors that might affect the social competence of hearing impaired children and further researches on large scale are needed to generalize and confirm the results of the current study.

Keywords: Social competence, social skills,elementary students, hearing impairment.

Introduction

Hearing impairment is the most current sensory disability increasing globally. Some children are born with hearing impairment or lose their hearing ability for different causes.Hearing is one of the basic learning tools for acquisition of language skills, interaction with environment, and prerequisite for children’s development (WHO, 2018).Lack of this tool may lead to developmental delay, and life-long difficulties of children with hearing impairment. Affected childrenwith hearing impairment could have difficulties in communication and making social relationships. Whenchildren move from kindergarten to school age, many changes in physical, psychological, and social development could occur (Ernst et al., 2016).Children at school age can be a time of increased risk for the onset of a wide range of emotional and behavioral problems, such as depression, violent delinquency, and substance abuse (Monshizadeh et al., 2017). Acceptance by peers and the abilityto develop and keep close friendships help those childrenimprove social skills and social competence, promote self-esteem, and prevent loneliness (Collins & Steinberg, 2015).Those childrenwho have friends tend to be less aggressive, less selfish, more confident, and more involved with school than children with no friends (Barklage, 2014), having no group of

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friends;can lead to miss out many opportunities of peer interaction, imitation, and learning important lifelongskills. Friends have been found to be influential in children’s making short- term choices for their lives, such as their appearance and interests (Hatamizadeh et al., 2018).

For hearing impaired children who entered school and are not well equipped with necessary tools for this challenging period, it is not surprising to become struggled with feeling of self- consciousness about their hearing impairment and worries among friends (Nickparvar, 2015).As a group of children, with hearing impairment,has difficulties in acquiring social skills through daily experiences, these include communication difficulties, low experience in peer interactions, as well as low school adaptation, and school achievement (Monaghan, 2014).Social skills’ deficit is one of the mainfactors which may lead to peer-rejection, isolation, school disengagement, behavior problems, and academic failure in children with hearing impairment (Kazemi et al., 2016). Furthermore, thisdeficit could decrease perceived competence of these children. Perceived competence is the way in which thehearing impaired child thinks about his or her ability to cope with all aspects of the environment (Faramarzi et al., 2015). It helps thehearing impaired childrento be intrinsically motivated to learn new skills, feel more in control and even if experiencing failure in different domains, exerts more effort; whereas, those who experience lower perceptions of competence, as children with hearing impairment, avoid participation, apply little effort, and demonstrate a negative effect in the form of anxiety and low achievement levels (Zare&Ehteshamzadeh, 2016).Acquisition of social competence plays an important role in developingsocial relationships for childrenand improves overall quality of life. It also facilitates acquiring independence in daily life and adapting different situations in life (Hossein&Roodposhti, 2015).Emphasis on facilitating promotion of social competence has received increasing attention from psychologists, educators and pediatricians who are dealing with children development in the recent years(Sarihi et al., 2015).

Significance of the study

Hearing impaired children reportedly constitute a population of much greater variation than children with normal hearing. Even so, a good number of studies report deficits in social and emotional development in hearing impaired children. Delays have been observed in empathy, communication, social perception, role-taking ability, social problem solving, moral development; social attribution and impulse control(Guerzoni et al., 2016).Numerous studies have proven that the lack of appropriate social interaction is a major factor contributing to the failure of hearing impaired children in community placements (Paraschiv&Olley, 2018). In addition, Social competence emphasizes theimportance of the observation and subsequent modeling of behaviors, attitudes, and emotional reactions of others. So, social interactions play a fundamental role in the development of children’s cognition, their quality of life and adjustment into their community and vocation (Heller &Rimmer,2016).

Aim of the study

The study aimed to assessthe social competence between normal and hearing impaired children.

Research hypothesis

Normal children have higher social competence than that of hearing impaired children.

Subjects and Methods

The methodology followed in carrying out the present study is presented under the following four designs: technical, operational, administrative and statistical designs.

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Technical Design

This design involved description of the research design, study setting, sample and tool of data collection.

Research Design

A descriptivedesign was utilized to achieve the aim of this study.

Setting

The present study was conducted at governmentalelementary integration schools in Zagazig City, where there are two educational zones; east and west administration. The total number of elementaryintegration schools in east administration is 141 compared to 129 elementaryintegration schools in west administration.Two elementaryschools were selected by using simple random sampling technique, Banayos elementary school selected from west administration, while Tolba-Eweda elementary school selected from east administration.

Setting description:

BanayoosElementarySchool: Affiliated to West Administration in Zagazig City and consists of three floors and each floor contains 8 classes where each class contains 75 children.

Tolba-Eweda Elementary School: Affiliated to East Administration in Zagazig City and consists of four floors and each floor contains 6 classes where each class contains 70 children. Subjects were selected for the study sample from these elementary schools.

Sample

The subjects of this study involved two groups, the first group composed of 30 hearing impaired children and the second group composed of 30 normal children in Zagazig City who were available during the time of data collection. The hearing impaired children were selected according to the following inclusion criteria:

- Age ranged from 7 to 11 years.

- Hearing loss level from mild to moderately sever hearing loss (40- 70 dB HL) with unilateral or bilateral.

- With or without cochlear implants.

- Participants were free from mentally challenged or any cognitive problems.

- Parent's agreement to participate in the study was obtained.

Sampling technique

A random multistage sampling technique was used in recruiting elementary children in the study sample.

Stage I: Two elementary governmental integration schools were selected randomly from the two administration zones (East and West) available in Zagazig City.

Stage II: Three classrooms were randomly selected from each school.

Stage III: Purposivesample of children was selected according to the above mentioned criteria.

Sample size

The sample size was estimated to detect the difference between the mean level of social integration score among children according to Suarez et al.(2000), with a 95% level of confidence (error = 5%), and a study power of 90% (β error=10%). Using the Open-Epi software package for the difference between two means, the estimated sample size is 40 children. After adjustment for a dropout rate of 25%, the sample size is 60 children equally distributed between into two groups (30 hearing impaired and 30 normal children).

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Tool of data collection

The researcher used an interview questionnaire sheet for data collection composed of three parts: Socio-demographic data (Appendix I), a standardized pictorial social skills scale (Appendix II), and a standardized social competence scale (Appendix III).

Part I: Socio-demographic data sheet (Appendix I): This involved

Personal data: Such as child’s age, gender, having siblings,birth order, hearing loss level, age at hearing loss, and side of hearing loss.

Family data: Such as parent’s age, educational level, occupation, marital status, family type, income, residence, and crowding index.

Social relationships: Such as with parents, with siblings, with peers, with teachers, and preferred games and play at home and at school.

Part II: A standardized pictorial social skills scale:

This scale was adopted by Sotuhi (2005) and it measures the social skills, it is composed of 22 pictures and it covered four domains (Appendix II):

First domain: Cooperation skills’ domain consisted of 6 pictures.

Second domain: Empathy skills’ domain composed of 5 pictures.

Third domain: Social interaction with adult skills’ domain involved of 6 pictures.

Fourth domain: Order skills’ domain included of 5 pictures.

Scoring system

For each item, a correct response was scored 1 and the incorrect zero. For each area of social skills and for the total scale, the scores of the items were summed-up and the total divided by the number of the items, giving a mean score for the area and for the total. These scores were converted into percent scores and means and standard deviations and medians were computed. The child was considered to have high social skills if the percent score was 60%

or higher, and low if <60%.

Part III: A standardized social competence scale

This scale was adopted by Kamel (2013) and it measures the social competence, it included 36 items and it covered four domains (Appendix III)

First domain: Self-assertion skills (Q1- Q10).

Second domain: Empathy skills (Q11– Q20).

Third domain: Communication skills (Q 21– Q27).

Fourth domain: Social-emotional control and flexibility skills (Q28- Q36).

Scoring system

The child’s response to each item “rarely, sometimes, or always” was scored from 1 to 3 respectively. For each area of social competence and for the total scale, the scores of the items were summed-up and the total divided by the number of the items, giving a mean score for the area and for the total. These scores were converted into percent scores and means and standard deviations and medians. The child was considered to have high social competence if the percent score was 60% or higher, and low if <60%.

Operational Design

The operational design involved description of the preparatory phase, content validity, content reliability, pilot study, and ethical consideration.

Preparatory phase

Extensive review of current and past studies, national and international references related to the research title was done using text books, articles, magazines and internet. This was

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necessary for the researcher to be acquainted withthe research hypothesis andhelped in the design of the data collection tool and the training program content.

Validation of the tool

The tool of this study was distributed among a group of (3) experts in the fields of community health nursing, disability science and statistics who conducted face and content validity of all items of this tool.

Reliability of the tool

Internal consistency of the tool was assessed by calculating Cronbach’s Alpha coefficient. Its reliability proved to be satisfactory as shown by the value of Cronbach’s Alpha coefficient in the following table:

Scale No of Items Cronbach's Alpha

Pictorial social skills scale

22 0.87

Social competence scale 36 0.75 Pilot study

A pilot study was carried out on a sample of 6 children representing ten percent of the calculated total sample size. The aim was to test clarity of the instructions, the format of the questionnaire, and comprehension of the items as well as to estimate the time required for filling in the questionnaire sheet. The participants involved in the pilot study were excluded from the main study sample.

Ethical considerations

The study protocol was approved by the pertinent committees at the Faculty of Nursing, Zagazig University. Informed consents were obtained from the parents through the directors of the selected schools. The protocol included the aim and objectives of the study, as well as its procedures. Parent’s rights to refuse or withdraw at any time without giving any reason was assured, as well as confidentiality and anonymity of the collected information. Also, participants were assured that any obtained information will be used for the research purpose only.

Administrative Design

Official permissions were obtained from the Education Directorate at Zagazig based on letters issued from the Dean of the Faculty of Nursing, Zagazig University explaining the aim and objectives of the study. The Director General referred the researcher to the directors of the selected schools with approval letters. Then, the researcher met with each of them and explained the aim of the study and the nature of the tool used for data collection. The researcher gave the director of each school and the social worker a copy of the tool and the formal letters.

Statistical Design

Data entry and statistical analysis were done using the Statistical Package for Social Sciences (SPSS), version 20.0 statistical software package. Data were presented using descriptive statistics in the form of means, standard deviations and medians for quantitative variables.

Cronbach’s Alpha coefficient was calculated to assess the reliability of the scales used through their internal consistency. Quantitative continuous data were compared using Student t-test in case of comparisons between two independent groups and paired t-test for dependent groups.For multiple group comparisons of quantitative data, one-way analysis of variance test (ANOVA) was used. When normal distribution of the data could not be assumed, the non- parametric Mann-Whitney was used instead. In order to identify the independent predictors

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of the social skills and social competence scores, multiple linear regression analysis was used and analysis of variance for the full regression models was done. Statistical significance was considered at p-value <0.05.

Results

Table 1: Scores of Social Skills of Children in the Hearing-Impaired and Control Groups Pictorial social skills

Hearing-

impaired group Control group Mann Whit ney Test

p-value Mean±

SD Median Mean±

SD

Medi an

Cooperation 30.0±1

8.3

33.30 84.4±1 5.1

83.30 42.94 <0.001

*

Empathy 44.0±1

9.9

40.00 32.7±2 0.0

40.00 5.42 0.02*

Social interaction with adults

23.3±1 7.3

16.70 56.1±1 8.3

50.00 28.01 <0.001

*

Order 38.0±2

3.7

40.00 85.3±2 2.2

100.0 0

31.74 <0.001

*

Total 30.6±1

1.5

31.80 67.7±1 1.8

67.72 43.04 <0.001

* (*) Statistically significant at p<0.05

Table (1) shows that statistically significantly differences were found between hearing impaired and control group children regarding scores of pictorial social skills. Hearing impaired grouphad higher score in empathy domain, while the control group had higher scores in order, cooperation and social interaction with adult domains. Regarding order domain, mean±SD= 85.3±22.2 in the control group compared to mean±SD= 38.0±23.7 in hearing impaired group, was followed by cooperation domain, mean±SD= 84.4±15.1 in the control group compared to mean±SD= 30.0±18.3 in hearing impaired group.

Table 2: Scores of Social Competence of Children in the Hearing-Impaired and Control Groups

Social competence

Hearing-impaired

group Control group Mann

Whitney Test

p-value Mean±SD Median Mean±SD Median

Self-assertion 68.6±3.0 70.00 65.7±4.4 66.70 10.51 0.001*

Empathy 67.4±3.9 66.70 64.0±5.8 63.30 7.77 0.005*

Communication 45.6±5.1 42.90 68.9±8.3 66.70 45.39 <0.001*

Social/emotional control/flexibility

48.9±5.1 48.10 66.5±8.5 66.70 38.52 <0.001*

Total 58.9±1.8 58.30 66.0±3.5 66.70 37.58 <0.001*

(*) Statistically significant at p<0.05

Table (2) reveals that statistically significant differences were found between hearing impaired children and control group children in all social competence domains. Regarding self-assertion and empathy, they were higher in hearing impaired children than the control group while communication and social emotional control flexibility were higher in the control group than in the hearing impaired group of children.

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Table 3: Best Fitting Multiple Linear Regression Model for Pictorial Social Skills’ Scores Items

Unstandardized

Coefficients Standardized

Coefficients t-test p-value

95% Confidence Interval for B

B Std. Error Lower Upper

Constant -9.61 5.98 1.606 0.114 -21.59 2.38

Mother working -5.16 1.93 -0.18 2.675 0.010 -9.03 -1.30 Control group 37.08 2.85 0.85 13.005 <0.001 31.37 42.79 Urban residence 5.79 3.00 0.13 1.931 0.059 -0.22 11.79 R-square=0.75 Model ANOVA: F=59.63, p<0.001

Variables entered and excluded: age, gender, siblings, school performance, parent’s age, marital status, income, mother and father education .Table (3) indicates that mother working was statistically significantly negatively independent predictor of pictorial social skills scores while urban residence was statistically significantly positively independent predictor of pictorial social skills’ scores. The model explains 75% changes of the pictorial social skills scores.

Table 4: Best Fitting Multiple Linear Regression Model for the Social Competence Scores

Items

Unstandardized

Coefficients Standardized

Coefficients t-test p- value

95%

Confidence Interval for B B Std.

Error Lower Upper

Constant 42.39 4.05 10.465 <0.001 34.28 50.50 Control group 7.89 0.75 0.87 10.473 <0.001 6.38 9.40 Father age 0.23 0.10 0.20 2.383 0.021 0.04 0.43 R-square=0.65 Model ANOVA: F=56.78, p<0.001

Variables entered and excluded: age, gender, siblings, school performance, father age, parent’s education, marital status, income, mother job, residence. As shown in table (4), the best fitting multiple linear regression models reveals that father age was statistically significantly positively independent predictor of social competence scores. The model explains 65% changes of the social competence scores.

Discussion

All human beings are social in nature and need to communicate to live in the society, social competencies appropriate for social development of childrento express emotions, build self- esteem and confidence (Odom et al., 2016). Social competence has an impact on the development of communication skills, social adaption, long-term relationships, and the development of cognition, emotion and personality in unique and important ways ofchildren with hearing impairment (Li et al., 2016).Social competence is quite helpful for children to build stronger and more mature social bonding for their adult life, this successful mutual interaction assisting to build mutual trust, develop humor, control emotional response, resolve conflicts and respond to aggression and violence in a better way, on this way the children would grow to become effective and well-adjusted adults (Vandell& George, 2018).The aim of the study was to assess the social competence between normal and hearing impairment children.In comparing between the two groups, the hearing impaired group and the control group, the study results revealed that statistically significant differences were found in all domains of social skills and competence, which justifies the study hypothesis.Regarding cooperation domain, results of the present study revealed that the control group had higher

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mean scores than the hearing impaired children. This might be due to that normal children were more attentive, interactive, follow rules, sharing in the group and had better adjustment to the hearing world in which they live.On the same way, Monshizadeh et al. (2017),in Iran, found that normal children were better than hearing impaired peers in cooperation skills.

However, several researches as that of Mahvashevernosfaderani et al. (2012), in Italy, found that hearing impaired children were better than normal children in cooperation domain.Similarly, Qayyum and Nadeem (2012), in Indonesia, found that cooperation of hearing impaired children was better than normal peers.As well, Movallaliet al. (2014), in Iran, reported that cooperation skills of hearing impaired children were higher than normal children. The discrepancy in results might be due to different culture among studied group.In relation to Empathy domain, the current study result confirmed that empathy scores of the hearing impaired children were higher than the control group. It might be due to that hearing impaired children are more sensitive and have more feelings and emotions to facilitate the establishment of close and friendly relations with others. In this respect, a study done by Naeini et al. (2013), in Iran, revealed that hearing impaired children are having higher scores than normal hearing ones regarding empathy skill. As well, Movallaliet al. (2014), in Iran, reported that hearing impaired children got higher mean score compared to normal children as regards empathy aspect.Similarly, AboudandYousafzai (2015),in England, found increasing scores of hearing impaired children in empathy domain compared to normal peers.As regards social interaction with adult domain, results of the present study indicated that the control group was better in scores than the hearing impaired children. This might be due to that normal children build relationships, interact with others freely and express more thoughts. On the other hand, Mahvashevernosfaderani et al. (2012), in Italy, confirmed that hearing impaired children were better than normal children regarding social interaction with adults. In addition, Movallaliet al. (2014), in Iran, reported that social adjustment mean score of hearing impaired children was higher compared to that of normal children group. It might be due to that handling with hearing impaired children was in an effective manner to manage and facilitate their problems.Regarding order skill domain, the current study findings showed that normal children were higher in scores than hearing impaired children. It might be due to that normal hearing children participate in group activities, discuss their thoughts, obey instructions, follow discipline rules and pay attention carefully. In accordance with this study finding, Ryan and Edge (2018), in London, confirmed that normal children have higher scores than hearing impaired peers regarding order skill domain. Additionally, Bierman (2019), in China, emphasized that normal hearing children were better than hearing impaired children in order skill domain.As regardsself-assertion domain, the present study results found that hearing impaired children were better in scores than the control group in self- assertion domain. It might be due to that hearing impaired children are able to face up pressure of others and life’s challenges and show feelings freely. In this respect, Mahvashevernosfaderani et al. (2012),in Italy,concludedthathearing impairedchildren were better than normal hearing group regardingself-assertion skills. Additionally, Howell et al.

(2013),in the United-states, confirmed that hearing impaired children got higher scores than control group regarding self-assertion skills.Furthermore, theseresultsare similar to those of the study of Movallaliet al. (2014), in Iran,which revealed that the hearing impaired group was higher level compared to normal group regarding assertion skill. In relation to communication skill’s domain, the current study finding revealed that normal children were better in scores than hearing impaired children. It might be due to that normal hearing children are able to understand and react well with others. On the same way, Vernosfaderani (2014) reported that normal hearing children got high scores in communication skills compared to the hearing impaired ones.Additionally,Adibsereshki et al. (2015), in England, found thatnormal group was better than hearing impaired group regarding communication skills. In addition,Ramakrishna (2019), in India, indicated that normal children were better than hearing impaired children in relation to communication skills.Incongruent with the

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previous studies, the study done by Naeini et al. (2013), in Iran, revealed that hearing impaired children were better than normal peers regarding communication skills.

Additionally, Movallaliet al. (2014), in Iran, reported that communication skills of hearing impaired children were higher compared to normal peers.Similarly, AboudandYousafzai (2015), in England, showed that hearing impaired children got higher scores in communication skills compared to normal hearing. It might be due to that hearing impaired children are able to adapt with others and able to solve such problems. In the light of the current study, Social-Emotional control and flexibility domain of the normal group was higher in scores than hearing impaired children group. It might be due to that the normal hearing children are able to control their emotions and behaviors. Similar results were found, in Iraq, by Ahmadi et al. (2014), inYemen, by Ayub and Razieh (2015),andin Italy,by Babaei andCheraghali (2016).On the other hand, Naeini et al. (2013), in Iran, showed that hearing impaired group was higher than normal group regarding socio-emotional competence.

Additionally, Movallali et al. (2014), in Iran, reported that the hearing impaired children group was better than the normal hearing children in relation to self- control in social and emotional aspect. Different results might reflect that they are managing problems. The results of best fitting multiple linear regression models revealed that workingmother was anegatively independent predictor of social skills. It might be due to that working mothers have no enough time to spend with and caring of their hearing impaired children. In agreement of this study finding, Parvathy and Renjith (2015), in London,showed that hearing impaired children of working mother were more unsociable, isolated and being aggressive.In disagreement with the previous results, Rakesh (2014), in India,reported that hearing impaired children of working mothers showed higher level of social performance and competence than children of housewife mothers. It might be due to that working mothers feeling guilty toward their children and having to care for them resulted to attachment to their children which prevents to become more sociable with others. The results of best fitting multiple linear regression models showed that urban residence was apositively independent predictor of pictorial social skills scores, this finding might be due to different culture. In the same context, Alam (2019), in Menofya, Egypt, found that there was a positive significant correlation between urban residence and improving child’s sociable behavior and decreasing social problems.

Conversely with the previous results, Searcy-Miller et al. (2016), in New York, found that children from rural residence were more maladjusted, aggressive and acting out social problems than children from urban residence. This might be due to the contradiction between results that reflected different culture and ethnicity. There were no chances for social cooperation enhanced in rural residence more than in urban residence.The results of best fitting multiple linear regression model indicated that father age was apositively independent predictor of social competence, it might be due to that older fathers have the ability to share their experience, diverse and plenty knowledge and social skills with their children.

Conclusion

From the findings of the current study conclusions can be deduced the following

Statistically significant differences were found between the two studied groups. Hearing impaired children were better than control group in empathy and self-assertion domains, while normal children were better than hearing impaired children in cooperation, social interaction with adults, order, communication and social-emotional control and flexibility domains.

Recommendations

Based upon the results of the current study, the following recommendations can be suggested:

-Further studies to investigate factors that might affect the social competence of hearing impaired children.

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-Further researches on large scale are needed to generalize and confirm the results of the current study.

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