Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’
This internship report details the teaching experience at Gimnasio Cristiano Faro de Luz. This internship aimed to bridge the gap between theoretical knowledge and practice, form teaching identity, build confidence, and foster language learning in students. The activities conducted in this internshi...
- Autores:
-
Echeverry Hernández, Daniel Felipe
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/8810
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/8810
https://repositorio.unicordoba.edu.co
- Palabra clave:
- Pasantía
Educación bilingüe
Competencias comunicativas
Aprendizaje basado en tareas
AICLE
Desarrollo profesional
Teaching internship
Bilingual education
Communicative competencies
Task-based learning
CLIL
Professional development
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2024
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Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’ |
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Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’ |
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Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’ Pasantía Educación bilingüe Competencias comunicativas Aprendizaje basado en tareas AICLE Desarrollo profesional Teaching internship Bilingual education Communicative competencies Task-based learning CLIL Professional development |
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Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’ |
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Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’ |
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Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’ |
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Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’ |
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Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’ |
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Echeverry Hernández, Daniel Felipe |
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Herrera Naranjo, Sol Jashmed |
| dc.contributor.author.none.fl_str_mv |
Echeverry Hernández, Daniel Felipe |
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Díaz España, Itala Susana |
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Pasantía Educación bilingüe Competencias comunicativas Aprendizaje basado en tareas AICLE Desarrollo profesional |
| topic |
Pasantía Educación bilingüe Competencias comunicativas Aprendizaje basado en tareas AICLE Desarrollo profesional Teaching internship Bilingual education Communicative competencies Task-based learning CLIL Professional development |
| dc.subject.keywords.none.fl_str_mv |
Teaching internship Bilingual education Communicative competencies Task-based learning CLIL Professional development |
| description |
This internship report details the teaching experience at Gimnasio Cristiano Faro de Luz. This internship aimed to bridge the gap between theoretical knowledge and practice, form teaching identity, build confidence, and foster language learning in students. The activities conducted in this internship included teaching English to students between 11 and 17 years old through methodologies such as Communicative Language Teaching (CLT), Content and Language Integrated Learning (CLIL), and Task-Based Learning. The gains of this internship were significant: 1) students developed language proficiency, confidence, and critical thinking skills; 2) professional development involved classroom management improvements, teaching adaptability, and leadership experience; and 3) contribution to the school by introducing new views and supporting a collaborative environment. In the final section of the report, reflections on the internship and its limitations and areas of improvement are discussed. Lastly, it provides recommendations for future internships and underlines the need for reflective practices, professional development, and teacher collaboration to enhance the education system. |
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2024 |
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2024-12-11T16:07:54Z |
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2024-12-09 |
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Trabajo de grado - Pregrado |
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Universidad de Córdoba |
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Repositorio Institucional Unicórdoba |
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eng |
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Banegas, D., & Poole, P. C. (2018). Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice. Studies in Second Language Learning and Teaching, 10(2), 283-305. Bentley, K. (2010). The TKT course CLIL module. Cambridge University Press. Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected Agenda for CLIL Pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562. doi:https://doi.org/10.2167/beb459.0 Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambrudge University Press. Darn, S. (2006). Teaching English. Retrieved from British Council: https://www.teachingenglish.org.uk/professional-development/teachers/educational policies-practices/articles/content-and-language Dos Santos, L. M. (2020). The discussion of communicative language teaching approach in language classrooms. Journal of Education and e-Learning Research, 7(2), 104-109. Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. Ellis, R. (2021). Task-Based Language Teaching. In H. Mohebbi, & C. Coombe (Eds.), Research Questions in Language Education and Applied Linguistics (pp. 133-136). Cham: Springer Texts. Gabillon, Z. (2020, July 11). Revisiting CLIL: Background, pedagogy, and theoretical 34 underpinnings. Retrieved from Contextes et didactiques: http://journals.openedition.org/ced/1836 Garzón-Díaz, E. (2021). Translanguaging in science lessons: exploring the language of science in L2 low achievers in a public school setting in Colombia. In C. Hemmi, & D. L. Banegas, International Perspectives on CLIL (pp. 85-106). Springer International Publishing. Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching; What every EFL teacher should do. Procedia-Social and Behavioral Sciences, 15, 46-52. Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching. Oxford: Oxford University Press. Lasagabaster, D. (2013). The use of L1 in CLIL classes: The teachers' perspective. Latin American Journal of Content & Language Integrated Learning, 1-21. Parveen, S., & Mirza, N. (2012, March 3). Internship program in education: effectiveness, problems and prospects. International Journal of Learning & Development, 2(1), 487 498. doi:10.5296/ijld.v2i1.1471 Patrick, R. (2019). Comprehensible Input and Krashen's theory. Journal of Classics Teaching, 20(39), 37-44. doi:doi:10.1017/S2058631019000060 Pérez Agustín, M. (2019). Meeting CLILC teachers' training and professional development needs. NABE Journal of Research and Practice, 9(3-4), 119-127. Pistorio, M. I. (2010). A blend of CLIL and cooperative learning creates a socially constructed 35 learning environment. Latin American Joutnal of Content & Language Integrated Learning, 3(1), 1-10. Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language education: A balanced perspective. European Journal of Education and Pedagogy, 4(6), 17-23. Richards, J. C. (2005). Communicative language teaching today. Singapore: Cambridge University Press. Savignon, S. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher education. New Haven: Yale University Press. Vallin, P. (2019, April 5). EPALE - Electronic Platform for Adult LEarning in Europe. Retrieved from Benefits of CLIL Methodology: https://epale.ec.europa.eu/en/blog/benefits-clil methodology Villabona, N., & Cenoz, J. (2021). The integration of content and langguage in CLIL: a challenge for content-drive and language-driven teachers. Language, Culture and Curriculum, 35(1), 36-50. Willis, J. (2021). A framework for task-based learning. Intrinsic Books Ltd. Wolff, D. (2007). Bridging the gap between school and working life. In W. Dieter, & D. Marsh (Eds.), Diverse Contexts - Converging Goals. CLIL in Europe (pp. 15-25). Frankfurt: Peter Lang. Yildiz, Y., & Celik, B. (2020). The use of scaffolding techniques in language learning: Extending the level of understanding. International Journal of Social Sciences & Educational Studies, 7(3), 148-153. Gimnasio Cristiano Faro de Luz [@gimnasiofarodeluz]. (October 4, 2024). NextGen Leaders Camp [Image]. Instagram. Retrieved from https://www.instagram.com/p/DAtoPVlSPMO/?img_index=3 |
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Herrera Naranjo, Sol Jashmedaaff832c-fa59-4e36-a161-3a0bd0a8c840600Echeverry Hernández, Daniel Felipe1505952b-700d-4bc0-a88c-a9cb0913b9b4-1Díaz España, Itala Susana c294db9d-6356-430b-8726-838dad0b51eb6002024-12-11T16:07:54Z2024-12-11T16:07:54Z2024-12-09https://repositorio.unicordoba.edu.co/handle/ucordoba/8810Universidad de CórdobaRepositorio Institucional Unicórdobahttps://repositorio.unicordoba.edu.coThis internship report details the teaching experience at Gimnasio Cristiano Faro de Luz. This internship aimed to bridge the gap between theoretical knowledge and practice, form teaching identity, build confidence, and foster language learning in students. The activities conducted in this internship included teaching English to students between 11 and 17 years old through methodologies such as Communicative Language Teaching (CLT), Content and Language Integrated Learning (CLIL), and Task-Based Learning. The gains of this internship were significant: 1) students developed language proficiency, confidence, and critical thinking skills; 2) professional development involved classroom management improvements, teaching adaptability, and leadership experience; and 3) contribution to the school by introducing new views and supporting a collaborative environment. In the final section of the report, reflections on the internship and its limitations and areas of improvement are discussed. Lastly, it provides recommendations for future internships and underlines the need for reflective practices, professional development, and teacher collaboration to enhance the education system.Este informe de prácticas detalla la experiencia docente llevada a cabo en el Gimnasio Cristiano Faro de Luz. Estas prácticas tuvieron como propósito cerrar la brecha entre el conocimiento teórico y la práctica, formar la identidad docente, fortalecer la confianza profesional y fomentar el aprendizaje del idioma en los estudiantes. Las actividades realizadas durante esta experiencia incluyeron la enseñanza del inglés a estudiantes de entre 11 y 17 años mediante metodologías como la Enseñanza Comunicativa de Lenguas, el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y el Aprendizaje Basado en Tareas. Los logros de estas prácticas fueron significativos: 1) los estudiantes desarrollaron competencias lingüísticas, confianza y habilidades de pensamiento crítico; 2) el desarrollo profesional incluyó mejoras en la gestión del aula, adaptabilidad docente y experiencia en liderazgo; y 3) la contribución a la institución se reflejó en la introducción de nuevas perspectivas y el apoyo a un ambiente de colaboración. En la sección final del informe se presentan reflexiones sobre las prácticas, sus limitaciones y áreas de mejora. Finalmente, se ofrecen recomendaciones para futuras prácticas, subrayando la importancia de las prácticas reflexivas, el desarrollo profesional y la colaboración docente como elementos clave para fortalecer el sistema educativo.Este relatório de estágio detalha a experiência de ensino realizada no Gimnasio Cristiano Faro de Luz. Este estágio teve como objetivo reduzir a lacuna entre o conhecimento teórico e a prática, formar a identidade docente, fortalecer a confiança profissional e promover a aprendizagem de idiomas entre os alunos. As atividades desenvolvidas durante o estágio incluíram o ensino de inglês a estudantes de 11 a 17 anos, utilizando metodologias como o Ensino Comunicativo de Línguas, o Aprendizado Integrado de Conteúdo e Língua e o Ensino Baseado em Tarefas. Os resultados alcançados neste estágio foram significativos: 1) os estudantes desenvolveram proficiência linguística, confiança e habilidades de pensamento crítico; 2) o desenvolvimento profissional incluiu melhorias na gestão de sala de aula, adaptabilidade no ensino e experiência em liderança; e 3) a contribuição para a instituição incluiu a introdução de novas perspectivas e o incentivo a um ambiente colaborativo. Na seção final do relatório, são apresentadas reflexões sobre o estágio, incluindo suas limitações e áreas de melhoria. Por fim, são oferecidas recomendações para futuros estágios, destacando a necessidade de práticas reflexivas, desenvolvimento profissional e colaboração docente como elementos essenciais para aprimorar o sistema educacional.Abstract ......................................................................... 5Table of Figures ...................................... 71. Introduction ......................................................... 82. Underlying Theories .................................... 102.1 Communicative Language Teaching............................ 102.2 Content and Language Integrated Learning ............. 122.3 Task-Based Learning .......................... 153. Teaching Methods and Strategies ............................ 163.1 Duties Chart .............................. 214. Gains.......................................... 214.1 Student growth and learning ....................... 224.2 Teacher professional growth ................................. 234.3 School learning ..................................... 254.4 Most important lesson .................... 265. Conclusions, limitations, and suggestions .............................. 295.1 Conclusions ........................................... 305.2 Limitations ............................................. 315.3 Suggestions .............................................. 316. References ......................... 337. Appendixes ............................................ 37PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésPasantíasapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Lenguas Extranjeras con Énfasis en InglésCopyright Universidad de Córdoba, 2024https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Internship at the educational institution ‘Gimnasio Cristiano Faro de Luz – The Lighthouse School’Trabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextBanegas, D., & Poole, P. C. (2018). Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice. Studies in Second Language Learning and Teaching, 10(2), 283-305.Bentley, K. (2010). The TKT course CLIL module. Cambridge University Press.Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected Agenda for CLIL Pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562. doi:https://doi.org/10.2167/beb459.0Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambrudge University Press.Darn, S. (2006). Teaching English. Retrieved from British Council: https://www.teachingenglish.org.uk/professional-development/teachers/educational policies-practices/articles/content-and-languageDos Santos, L. M. (2020). The discussion of communicative language teaching approach in language classrooms. Journal of Education and e-Learning Research, 7(2), 104-109.Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.Ellis, R. (2021). Task-Based Language Teaching. In H. Mohebbi, & C. Coombe (Eds.), Research Questions in Language Education and Applied Linguistics (pp. 133-136). Cham: Springer Texts.Gabillon, Z. (2020, July 11). Revisiting CLIL: Background, pedagogy, and theoretical 34 underpinnings. Retrieved from Contextes et didactiques: http://journals.openedition.org/ced/1836Garzón-Díaz, E. (2021). Translanguaging in science lessons: exploring the language of science in L2 low achievers in a public school setting in Colombia. In C. Hemmi, & D. L. Banegas, International Perspectives on CLIL (pp. 85-106). Springer International Publishing.Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching; What every EFL teacher should do. Procedia-Social and Behavioral Sciences, 15, 46-52.Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching. Oxford: Oxford University Press.Lasagabaster, D. (2013). The use of L1 in CLIL classes: The teachers' perspective. Latin American Journal of Content & Language Integrated Learning, 1-21.Parveen, S., & Mirza, N. (2012, March 3). Internship program in education: effectiveness, problems and prospects. International Journal of Learning & Development, 2(1), 487 498. doi:10.5296/ijld.v2i1.1471Patrick, R. (2019). Comprehensible Input and Krashen's theory. Journal of Classics Teaching, 20(39), 37-44. doi:doi:10.1017/S2058631019000060Pérez Agustín, M. (2019). Meeting CLILC teachers' training and professional development needs. NABE Journal of Research and Practice, 9(3-4), 119-127.Pistorio, M. I. (2010). A blend of CLIL and cooperative learning creates a socially constructed 35 learning environment. Latin American Joutnal of Content & Language Integrated Learning, 3(1), 1-10.Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language education: A balanced perspective. European Journal of Education and Pedagogy, 4(6), 17-23.Richards, J. C. (2005). Communicative language teaching today. Singapore: Cambridge University Press.Savignon, S. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher education. New Haven: Yale University Press.Vallin, P. (2019, April 5). EPALE - Electronic Platform for Adult LEarning in Europe. Retrieved from Benefits of CLIL Methodology: https://epale.ec.europa.eu/en/blog/benefits-clil methodologyVillabona, N., & Cenoz, J. (2021). The integration of content and langguage in CLIL: a challenge for content-drive and language-driven teachers. Language, Culture and Curriculum, 35(1), 36-50.Willis, J. (2021). A framework for task-based learning. Intrinsic Books Ltd.Wolff, D. (2007). Bridging the gap between school and working life. In W. Dieter, & D. Marsh (Eds.), Diverse Contexts - Converging Goals. CLIL in Europe (pp. 15-25). Frankfurt: Peter Lang.Yildiz, Y., & Celik, B. (2020). The use of scaffolding techniques in language learning: Extending the level of understanding. International Journal of Social Sciences & Educational Studies, 7(3), 148-153.Gimnasio Cristiano Faro de Luz [@gimnasiofarodeluz]. (October 4, 2024). NextGen Leaders Camp [Image]. Instagram. 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BlamVjdXRhIHDDumJsaWNhbWVudGUgZW4gZm9ybWEgZGlnaXRhbCBsYSBPYnJhIG8gY3VhbHF1aWVyIE9icmEgRGVyaXZhZGEgdSBPYnJhIENvbGVjdGl2YSwgVXN0ZWQgZGViZSBtYW50ZW5lciBpbnRhY3RhIHRvZGEgbGEgaW5mb3JtYWNpw7NuIGRlIGRlcmVjaG8gZGUgYXV0b3IgZGUgbGEgT2JyYSB5IHByb3BvcmNpb25hciwgZGUgZm9ybWEgcmF6b25hYmxlIHNlZ8O6biBlbCBtZWRpbyBvIG1hbmVyYSBxdWUgVXN0ZWQgZXN0w6kgdXRpbGl6YW5kbzogKGkpIGVsIG5vbWJyZSBkZWwgQXV0b3IgT3JpZ2luYWwgc2kgZXN0w6EgcHJvdmlzdG8gKG8gc2V1ZMOzbmltbywgc2kgZnVlcmUgYXBsaWNhYmxlKSwgeS9vIChpaSkgZWwgbm9tYnJlIGRlIGxhIHBhcnRlIG8gbGFzIHBhcnRlcyBxdWUgZWwgQXV0b3IgT3JpZ2luYWwgeS9vIGVsIExpY2VuY2lhbnRlIGh1YmllcmVuIGRlc2lnbmFkbyBwYXJhIGxhIGF0cmlidWNpw7NuICh2LmcuLCB1biBpbnN0aXR1dG8gcGF0cm9jaW5hZG9yLCBlZGl0b3JpYWwsIHB1YmxpY2FjacOzbikgZW4gbGEgaW5mb3JtYWNpw7NuIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZWwgTGljZW5jaWFudGUsIHTDqXJtaW5vcyBkZSBzZXJ2aWNpb3MgbyBkZSBvdHJhcyBmb3JtYXMgcmF6b25hYmxlczsgZWwgdMOtdHVsbyBkZSBsYSBPYnJhIHNpIGVzdMOhIHByb3Zpc3RvOyBlbiBsYSBtZWRpZGEgZGUgbG8gcmF6b25hYmxlbWVudGUgZmFjdGlibGUgeSwgc2kgZXN0w6EgcHJvdmlzdG8sIGVsIElkZW50aWZpY2Fkb3IgVW5pZm9ybWUgZGUgUmVjdXJzb3MgKFVuaWZvcm0gUmVzb3VyY2UgSWRlbnRpZmllcikgcXVlIGVsIExpY2VuY2lhbnRlIGVzcGVjaWZpY2EgcGFyYSBzZXIgYXNvY2lhZG8gY29uIGxhIE9icmEsIHNhbHZvIHF1ZSB0YWwgVVJJIG5vIHNlIHJlZmllcmEgYSBsYSBub3RhIHNvYnJlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBvIGEgbGEgaW5mb3JtYWNpw7NuIHNvYnJlIGVsIGxpY2VuY2lhbWllbnRvIGRlIGxhIE9icmE7IHkgZW4gZWwgY2FzbyBkZSB1bmEgT2JyYSBEZXJpdmFkYSwgYXRyaWJ1aXIgZWwgY3LDqWRpdG8gaWRlbnRpZmljYW5kbyBlbCB1c28gZGUgbGEgT2JyYSBlbiBsYSBPYnJhIERlcml2YWRhICh2LmcuLCAiVHJhZHVjY2nDs24gRnJhbmNlc2EgZGUgbGEgT2JyYSBkZWwgQXV0b3IgT3JpZ2luYWwsIiBvICJHdWnDs24gQ2luZW1hdG9ncsOhZmljbyBiYXNhZG8gZW4gbGEgT2JyYSBvcmlnaW5hbCBkZWwgQXV0b3IgT3JpZ2luYWwiKS4gVGFsIGNyw6lkaXRvIHB1ZWRlIHNlciBpbXBsZW1lbnRhZG8gZGUgY3VhbHF1aWVyIGZvcm1hIHJhem9uYWJsZTsgZW4gZWwgY2Fzbywgc2luIGVtYmFyZ28sIGRlIE9icmFzIERlcml2YWRhcyB1IE9icmFzIENvbGVjdGl2YXMsIHRhbCBjcsOpZGl0byBhcGFyZWNlcsOhLCBjb21vIG3DrW5pbW8sIGRvbmRlIGFwYXJlY2UgZWwgY3LDqWRpdG8gZGUgY3VhbHF1aWVyIG90cm8gYXV0b3IgY29tcGFyYWJsZSB5IGRlIHVuYSBtYW5lcmEsIGFsIG1lbm9zLCB0YW4gZGVzdGFjYWRhIGNvbW8gZWwgY3LDqWRpdG8gZGUgb3RybyBhdXRvciBjb21wYXJhYmxlLjwvbGk+CiAgICAgIDxsaT4KICAgICAgICBQYXJhIGV2aXRhciB0b2RhIGNvbmZ1c2nDs24sIGVsIExpY2VuY2lhbnRlIGFjbGFyYSBxdWUsIGN1YW5kbyBsYSBvYnJhIGVzIHVuYSBjb21wb3NpY2nDs24gbXVzaWNhbDoKICAgICAgICA8b2wgdHlwZT0iaSI+CiAgICAgICAgICA8bGk+UmVnYWzDrWFzIHBvciBpbnRlcnByZXRhY2nDs24geSBlamVjdWNpw7NuIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBvIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIHkgZGUgcmVjb2xlY3Rhciwgc2VhIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIFNBWUNPKSwgbGFzIHJlZ2Fsw61hcyBwb3IgbGEgZWplY3VjacOzbiBww7pibGljYSBvIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8gV2ViY2FzdCkgbGljZW5jaWFkYSBiYWpvIGxpY2VuY2lhcyBnZW5lcmFsZXMsIHNpIGxhIGludGVycHJldGFjacOzbiBvIGVqZWN1Y2nDs24gZGUgbGEgb2JyYSBlc3TDoSBwcmltb3JkaWFsbWVudGUgb3JpZW50YWRhIHBvciBvIGRpcmlnaWRhIGEgbGEgb2J0ZW5jacOzbiBkZSB1bmEgdmVudGFqYSBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS48L2xpPgogICAgICAgICAgPGxpPlJlZ2Fsw61hcyBwb3IgRm9ub2dyYW1hcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSByZWNvbGVjdGFyLCBpbmRpdmlkdWFsbWVudGUgbyBhIHRyYXbDqXMgZGUgdW5hIHNvY2llZGFkIGRlIGdlc3Rpw7NuIGNvbGVjdGl2YSBkZSBkZXJlY2hvcyBkZSBhdXRvciB5IGRlcmVjaG9zIGNvbmV4b3MgKHBvciBlamVtcGxvLCBsb3MgY29uc2FncmFkb3MgcG9yIGxhIFNBWUNPKSwgdW5hIGFnZW5jaWEgZGUgZGVyZWNob3MgbXVzaWNhbGVzIG8gYWxnw7puIGFnZW50ZSBkZXNpZ25hZG8sIGxhcyByZWdhbMOtYXMgcG9yIGN1YWxxdWllciBmb25vZ3JhbWEgcXVlIFVzdGVkIGNyZWUgYSBwYXJ0aXIgZGUgbGEgb2JyYSAo4oCcdmVyc2nDs24gY292ZXLigJ0pIHkgZGlzdHJpYnV5YSwgZW4gbG9zIHTDqXJtaW5vcyBkZWwgcsOpZ2ltZW4gZGUgZGVyZWNob3MgZGUgYXV0b3IsIHNpIGxhIGNyZWFjacOzbiBvIGRpc3RyaWJ1Y2nDs24gZGUgZXNhIHZlcnNpw7NuIGNvdmVyIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkZXN0aW5hZGEgbyBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuPC9saT4KICAgICAgICA8L29sPgogICAgICA8L2xpPgogICAgICA8bGk+R2VzdGnDs24gZGUgRGVyZWNob3MgZGUgQXV0b3Igc29icmUgSW50ZXJwcmV0YWNpb25lcyB5IEVqZWN1Y2lvbmVzIERpZ2l0YWxlcyAoV2ViQ2FzdGluZykuIFBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgc2VhIHVuIGZvbm9ncmFtYSwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgKHBvciBlamVtcGxvLCB3ZWJjYXN0KSB5IGRlIHJlY29sZWN0YXIsIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIEFDSU5QUk8pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpLCBzdWpldGEgYSBsYXMgZGlzcG9zaWNpb25lcyBhcGxpY2FibGVzIGRlbCByw6lnaW1lbiBkZSBEZXJlY2hvIGRlIEF1dG9yLCBzaSBlc3RhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBlc3TDoSBwcmltb3JkaWFsbWVudGUgZGlyaWdpZGEgYSBvYnRlbmVyIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLjwvbGk+CiAgICA8L29sPgogIDwvbGk+CiAgPGJyLz4KICA8bGk+CiAgICBSZXByZXNlbnRhY2lvbmVzLCBHYXJhbnTDrWFzIHkgTGltaXRhY2lvbmVzIGRlIFJlc3BvbnNhYmlsaWRhZC4KICAgIDxwPkEgTUVOT1MgUVVFIExBUyBQQVJURVMgTE8gQUNPUkRBUkFOIERFIE9UUkEgRk9STUEgUE9SIEVTQ1JJVE8sIEVMIExJQ0VOQ0lBTlRFIE9GUkVDRSBMQSBPQlJBIChFTiBFTCBFU1RBRE8gRU4gRUwgUVVFIFNFIEVOQ1VFTlRSQSkg4oCcVEFMIENVQUzigJ0sIFNJTiBCUklOREFSIEdBUkFOVMONQVMgREUgQ0xBU0UgQUxHVU5BIFJFU1BFQ1RPIERFIExBIE9CUkEsIFlBIFNFQSBFWFBSRVNBLCBJTVBMw41DSVRBLCBMRUdBTCBPIENVQUxRVUlFUkEgT1RSQSwgSU5DTFVZRU5ETywgU0lOIExJTUlUQVJTRSBBIEVMTEFTLCBHQVJBTlTDjUFTIERFIFRJVFVMQVJJREFELCBDT01FUkNJQUJJTElEQUQsIEFEQVBUQUJJTElEQUQgTyBBREVDVUFDScOTTiBBIFBST1DDk1NJVE8gREVURVJNSU5BRE8sIEFVU0VOQ0lBIERFIElORlJBQ0NJw5NOLCBERSBBVVNFTkNJQSBERSBERUZFQ1RPUyBMQVRFTlRFUyBPIERFIE9UUk8gVElQTywgTyBMQSBQUkVTRU5DSUEgTyBBVVNFTkNJQSBERSBFUlJPUkVTLCBTRUFOIE8gTk8gREVTQ1VCUklCTEVTIChQVUVEQU4gTyBOTyBTRVIgRVNUT1MgREVTQ1VCSUVSVE9TKS4gQUxHVU5BUyBKVVJJU0RJQ0NJT05FUyBOTyBQRVJNSVRFTiBMQSBFWENMVVNJw5NOIERFIEdBUkFOVMONQVMgSU1QTMONQ0lUQVMsIEVOIENVWU8gQ0FTTyBFU1RBIEVYQ0xVU0nDk04gUFVFREUgTk8gQVBMSUNBUlNFIEEgVVNURUQuPC9wPgogIDwvbGk+CiAgPGJyLz4KICA8bGk+CiAgICBMaW1pdGFjacOzbiBkZSByZXNwb25zYWJpbGlkYWQuCiAgICA8cD5BIE1FTk9TIFFVRSBMTyBFWElKQSBFWFBSRVNBTUVOVEUgTEEgTEVZIEFQTElDQUJMRSwgRUwgTElDRU5DSUFOVEUgTk8gU0VSw4EgUkVTUE9OU0FCTEUgQU5URSBVU1RFRCBQT1IgREHDkU8gQUxHVU5PLCBTRUEgUE9SIFJFU1BPTlNBQklMSURBRCBFWFRSQUNPTlRSQUNUVUFMLCBQUkVDT05UUkFDVFVBTCBPIENPTlRSQUNUVUFMLCBPQkpFVElWQSBPIFNVQkpFVElWQSwgU0UgVFJBVEUgREUgREHDkU9TIE1PUkFMRVMgTyBQQVRSSU1PTklBTEVTLCBESVJFQ1RPUyBPIElORElSRUNUT1MsIFBSRVZJU1RPUyBPIElNUFJFVklTVE9TIFBST0RVQ0lET1MgUE9SIEVMIFVTTyBERSBFU1RBIExJQ0VOQ0lBIE8gREUgTEEgT0JSQSwgQVVOIENVQU5ETyBFTCBMSUNFTkNJQU5URSBIQVlBIFNJRE8gQURWRVJUSURPIERFIExBIFBPU0lCSUxJREFEIERFIERJQ0hPUyBEQcORT1MuIEFMR1VOQVMgTEVZRVMgTk8gUEVSTUlURU4gTEEgRVhDTFVTScOTTiBERSBDSUVSVEEgUkVTUE9OU0FCSUxJREFELCBFTiBDVVlPIENBU08gRVNUQSBFWENMVVNJw5NOIFBVRURFIE5PIEFQTElDQVJTRSBBIFVTVEVELjwvcD4KICA8L2xpPgogIDxici8+CiAgPGxpPgogICAgVMOpcm1pbm8uCiAgICA8b2wgdHlwZT0iYSI+CiAgICAgIDxsaT5Fc3RhIExpY2VuY2lhIHkgbG9zIGRlcmVjaG9zIG90b3JnYWRvcyBlbiB2aXJ0dWQgZGUgZWxsYSB0ZXJtaW5hcsOhbiBhdXRvbcOhdGljYW1lbnRlIHNpIFVzdGVkIGluZnJpbmdlIGFsZ3VuYSBjb25kaWNpw7NuIGVzdGFibGVjaWRhIGVuIGVsbGEuIFNpbiBlbWJhcmdvLCBsb3MgaW5kaXZpZHVvcyBvIGVudGlkYWRlcyBxdWUgaGFuIHJlY2liaWRvIE9icmFzIERlcml2YWRhcyBvIENvbGVjdGl2YXMgZGUgVXN0ZWQgZGUgY29uZm9ybWlkYWQgY29uIGVzdGEgTGljZW5jaWEsIG5vIHZlcsOhbiB0ZXJtaW5hZGFzIHN1cyBsaWNlbmNpYXMsIHNpZW1wcmUgcXVlIGVzdG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgc2lnYW4gY3VtcGxpZW5kbyDDrW50ZWdyYW1lbnRlIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhcyBsaWNlbmNpYXMuIExhcyBTZWNjaW9uZXMgMSwgMiwgNSwgNiwgNywgeSA4IHN1YnNpc3RpcsOhbiBhIGN1YWxxdWllciB0ZXJtaW5hY2nDs24gZGUgZXN0YSBMaWNlbmNpYS48L2xpPgogICAgICA8bGk+U3VqZXRhIGEgbGFzIGNvbmRpY2lvbmVzIHkgdMOpcm1pbm9zIGFudGVyaW9yZXMsIGxhIGxpY2VuY2lhIG90b3JnYWRhIGFxdcOtIGVzIHBlcnBldHVhIChkdXJhbnRlIGVsIHBlcsOtb2RvIGRlIHZpZ2VuY2lhIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZSBsYSBvYnJhKS4gTm8gb2JzdGFudGUgbG8gYW50ZXJpb3IsIGVsIExpY2VuY2lhbnRlIHNlIHJlc2VydmEgZWwgZGVyZWNobyBhIHB1YmxpY2FyIHkvbyBlc3RyZW5hciBsYSBPYnJhIGJham8gY29uZGljaW9uZXMgZGUgbGljZW5jaWEgZGlmZXJlbnRlcyBvIGEgZGVqYXIgZGUgZGlzdHJpYnVpcmxhIGVuIGxvcyB0w6lybWlub3MgZGUgZXN0YSBMaWNlbmNpYSBlbiBjdWFscXVpZXIgbW9tZW50bzsgZW4gZWwgZW50ZW5kaWRvLCBzaW4gZW1iYXJnbywgcXVlIGVzYSBlbGVjY2nDs24gbm8gc2Vydmlyw6EgcGFyYSByZXZvY2FyIGVzdGEgbGljZW5jaWEgbyBxdWUgZGViYSBzZXIgb3RvcmdhZGEgLCBiYWpvIGxvcyB0w6lybWlub3MgZGUgZXN0YSBsaWNlbmNpYSksIHkgZXN0YSBsaWNlbmNpYSBjb250aW51YXLDoSBlbiBwbGVubyB2aWdvciB5IGVmZWN0byBhIG1lbm9zIHF1ZSBzZWEgdGVybWluYWRhIGNvbW8gc2UgZXhwcmVzYSBhdHLDoXMuIExhIExpY2VuY2lhIHJldm9jYWRhIGNvbnRpbnVhcsOhIHNpZW5kbyBwbGVuYW1lbnRlIHZpZ2VudGUgeSBlZmVjdGl2YSBzaSBubyBzZSBsZSBkYSB0w6lybWlubyBlbiBsYXMgY29uZGljaW9uZXMgaW5kaWNhZGFzIGFudGVyaW9ybWVudGUuPC9saT4KICAgIDwvb2w+CiAgPC9saT4KICA8YnIvPgogIDxsaT4KICAgIFZhcmlvcy4KICAgIDxvbCB0eXBlPSJhIj4KICAgICAgPGxpPkNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuPC9saT4KICAgICAgPGxpPlNpIGFsZ3VuYSBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSByZXN1bHRhIGludmFsaWRhZGEgbyBubyBleGlnaWJsZSwgc2Vnw7puIGxhIGxlZ2lzbGFjacOzbiB2aWdlbnRlLCBlc3RvIG5vIGFmZWN0YXLDoSBuaSBsYSB2YWxpZGV6IG5pIGxhIGFwbGljYWJpbGlkYWQgZGVsIHJlc3RvIGRlIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEgeSwgc2luIGFjY2nDs24gYWRpY2lvbmFsIHBvciBwYXJ0ZSBkZSBsb3Mgc3VqZXRvcyBkZSBlc3RlIGFjdWVyZG8sIGFxdcOpbGxhIHNlIGVudGVuZGVyw6EgcmVmb3JtYWRhIGxvIG3DrW5pbW8gbmVjZXNhcmlvIHBhcmEgaGFjZXIgcXVlIGRpY2hhIGRpc3Bvc2ljacOzbiBzZWEgdsOhbGlkYSB5IGV4aWdpYmxlLjwvbGk+CiAgICAgIDxsaT5OaW5nw7puIHTDqXJtaW5vIG8gZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgc2UgZXN0aW1hcsOhIHJlbnVuY2lhZGEgeSBuaW5ndW5hIHZpb2xhY2nDs24gZGUgZWxsYSBzZXLDoSBjb25zZW50aWRhIGEgbWVub3MgcXVlIGVzYSByZW51bmNpYSBvIGNvbnNlbnRpbWllbnRvIHNlYSBvdG9yZ2FkbyBwb3IgZXNjcml0byB5IGZpcm1hZG8gcG9yIGxhIHBhcnRlIHF1ZSByZW51bmNpZSBvIGNvbnNpZW50YS48L2xpPgogICAgICA8bGk+RXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLjwvbGk+CiAgICA8L29sPgogIDwvbGk+CiAgPGJyLz4KPC9vbD4K 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