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Information, Resources, and Syllabi Statements to Share with Students


Critical Info and Resources for Students


On this page, you'll find critical information and resources to share with students. Many campus community members have contributed to the information on this page. They have all agreed that you can share this information with students as you see fit. If you choose to share information below from specific named contributors, please provide appropriate attribution as you share it.

These resources are still in development. So, please contact Jordan Landry,, to add resources to this page. 

Thanks to Byron Adams, Kiersten Bloechl-Karlsen, Liz Cannon, Jennifer Considine, Sandy Cox, Tom Fischer, Gena Frey, Adrienne Frie, Amney Harper, Alicia Johnson, Jeri Kukurich, Crystal Mueller, Michelle Munn, Heidi Nicholls, Jessica Spanbauer, and Liz Whalley for their contributions to this page!


Critical Campus Resources at UW Oshkosh

Academic Support of Inclusive Excellence, All UW Oshkosh Campuses

The Division of Academic Support of Inclusive Excellence (ASIE) is dedicated to the academic growth and personal development of UW Oshkosh students including structurally excluded groups comprising first-generation, low-income, students of color, women, and LGBTQ+ students.

Advocacy for all students

ASIE aims to empower and inform students, faculty, staff and the broader community to create an equitable, diverse and inclusive campus climate through outreach initiatives, educational programming, leadership opportunities and multicultural events.

For more information, visit our ASIE website

The Accessibility Center, All UW Oshkosh Campuses

Creating an accessible learning environment. The Accessibility Center at UW Oshkosh is committed to being an active partner with students, faculty and staff to provide services and support for students with disabilities ensuring equal opportunity to participate in all aspects of the university programs, services and activities on all three of our campuses.

Offering a range of resources, the Accessibility Center coordinates reasonable accommodations, providing students the opportunity to reach their highest level of success along with promoting independence and self-advocacy. For more information, hours and contact information, visit the Accessibility Center's website

The Center for Academic Resources (CAR), All UW Oshkosh campuses  

The Center for Academic Resources provides one-to-one and small group tutoring for many 100- and 200-level courses on campus at no additional cost. Both online and in-person options are available to students. CAR also offers Supplemental Instruction (SI) for high enrollment and historically difficult courses.  SI sessions are large group content review sessions conducted by student SI Leaders. CAR tutors and SI Leaders have earned high grades in the courses they support and are instructor recommended. Tutors and SI Leaders can help students organize and understand course content in addition to strengthening overall study skills. Please visit the CAR website for more information:

Counseling Center, All UW Oshkosh Campuses

The Counseling Center focuses on helping students flourish, which means to feel good and function well.  We provide individual and group counseling, wellness workshops, biofeedback, mindfulness practices, crisis services and more.  To schedule an appointment, call the Counseling Center at 920-424-2061 and check out our services on our website at

Fond du lac Campus: The Counseling Center will be providing all counseling services through tele-mental health. To set up an appointment, call 920-424-2061. All enrolled Fond du lac students are also eligible for more extensive services at the Counseling Center located on the Oshkosh campus.

Fox Cities Campus: The Counseling Center will be providing all counseling services through tele-mental health. You can set up an appointment by calling 920-424-2061. All enrolled Fox Cities students are also eligible for more extensive services at the Counseling Center located on the Oshkosh campus.

Oshkosh Campus: The Counseling Center will be providing both in-person and tele-mental health services. 

Information Literacy (Polk Library), All UW Oshkosh Campuses

Polk Libraries offers many professional librarians who can help you find library resources for your research. You also may set up a Research Advisory Program session with a librarian at We will have a meeting with a librarian about your work in the course, but you should consider making the librarians regular resources for your work in all of your classes that require research. 

The LGBTQ+ Resource Center, All UW Oshkosh Campuses

The mission of the LGBTQ+ Resource Center is to create a safe, inclusive, and affirming campus climate that fosters academic success and personal growth for students, faculty, and staff of all genders and sexualities through education, advocacy, and support. The vision of the University of Wisconsin Oshkosh LGBTQ+ Resource Center is to create an innovative and fully equitable community of all genders and sexualities that is free of discrimination and strives for knowledge, challenges barriers, and seeks to empower agents of social change. Please visit our website for more information about our values, resources, events, and contact information. 

Reading and Study Skills Center

The Reading and Study Skills Center assists students in developing the reading and study strategies that are essential for academic success and life-long learning.  Students can enroll in one- and two-credit academic skills courses or schedule individual coaching sessions for topics such as test preparation, academic reading, note taking, time management, test taking and online learning.   Appointments can be scheduled online, in person or via email or phone.   Additionally,  we provide test preparation support for high-stakes entrance exams, such as FORT and Praxis (Education majors), TEAS (Nursing majors), and the Graduate Record Exam (GRE).  Visit our website for additional information.

The Solution Center, Fond du lac and Fox Cities Campuses


The Student Affairs Offices on the access campuses are committed to providing services for students in a one-stop-shop model where prospective, new, and continuing students are able to receive assistance with student related services in one centralized campus location. The staff pride themselves on providing excellent customer service, access to all students, responding quickly to student needs with a personal touch.

The student affairs functions are organized in two major categories:

  1. Consolidated Services
  2. Localized Services (one-stop-shop)

Consolidated services consist of recruitment, marketing, admissions, accessibilities, veterans, financial aid, and student conduct. Consolidated services, for the most part, are carried out by UW Oshkosh centralized staff in collaboration with the student affairs access campus staff.

Localized services consist of new and continuing enrollment (general, career, and academic advising and registration), orientation, student life (student government and activities), transfer, retention, scholarships, and graduation. Delivery of localized services are the responsibility of the access campus staff.

Services and Programs:

  • Prospective student meetings and tours
  • Advising & Registration
  • New Student Orientation & Family Programming
  • Academic Advising
  • Appointment and Walk in Student Servicing
  • Career Advising/Services
  • Accessibility Services
  • Financial Aid and Student Accounts Support
  • Student Life & Student Government
  • Scholarships
  • Retention Activities
  • Transfer Student Preparation


Solution Center Fox Cities Campus:, 920- 832-2620

Solution Center Fond du Lac Campus:, 920-929-1122

Tutoring Services, Fond du lac and Fox Cities Campuses
For both the Fox Cities and Fond du lac campuses, all students are welcome to sign up for tutoring services online. Math and writing tutoring is available as well as tutoring in specific disciplines. For both tutoring in math and writing, drop-in online tutoring is available. For specific disciplines, tutoring is available by appointment. 
The Writing Center, UW Oshkosh campus only

All UW Oshkosh students are eligible for free, one-to-one coaching in the Writing Center. Writing coaches help writers of all ability levels as they work through assignments and gain additional writing skills. Coaches are trained to help writers understand an assignment, envision possibilities for a draft, and improve their writing process. Coaches also can help writers learn to identify and correct their own proofreading errors. They also support public speaking assignments. The Writing Center offers face-to-face, virtual real-time, and asynchronous recorded and written feedback; please check their website for more information. Instructors can request class visits or promo videos/Canvas announcements to share with their classes.

Undergraduate Advising Resource Center, Oshkosh campus only

The UARC assists students with choosing a major, planning for graduation, selecting courses, and identifying resources, opportunities, and strategies for success. Peer Advising Liaisons (PALS) at the UARC can help you find out who your advisor is and how to contact them, register for courses in TitanWeb, use planning sheets, and read your advisement report. For more information, explore the UARC website,

Veterans Resource Center, All UW Oshkosh Campuses

Veteran, active duty, reserve, or national guard students with military-affiliated special circumstances (e.g., upcoming deployments, drill requirements, disabilities, VA appointments, etc.) should communicate these with as much notice as possible. We will work with you and/or put you in contact with the Veterans Resource Center (920-424-1804 or or other University staff who are trained to assist you. 

Please note that important information about veterans and mental health is available on the Oshkosh campus website. 

Fond du lac Campus: for more information, explore the Fond du lac website. 

Fox Cities Campus: for more information, explore the Fox Cities website

Oshkosh Campus: For more information, explore the Oshkosh website,

The Women's Center, 

The UW Oshkosh Women’s Center exists to serve students, staff, faculty and community members. Part of the Division of Academic Support of Inclusive Excellence, the Women’s Center hosts educational programs to address a variety of gender and social issues and provides resources for women and gender minorities. The Women's Centers offers a wide range of programs and events focused on everything from leadership to mentoring to salary negotiation to women and minorities in gaming and more. Check out the Women's Center website to see all the opportunities they offer. 

The Writing Center, Oshkosh campus only

All students on the Oshkosh campus are eligible for free, one-to-one coaching in the Writing Center. Writing coaches help writers of all ability levels as they work through assignments and gain additional writing skills. Coaches are trained to help writers understand an assignment, envision possibilities for a draft, and improve their writing process. Coaches also can help writers learn to identify and correct their own proofreading errors. They also support public speaking assignments. The Writing Center offers face-to-face, virtual real-time, and asynchronous recorded and written feedback; please check their website for more information. Instructors can request class visits or promo videos/Canvas announcements to share with their classes.

Resources on Covid-19


The Titans Return website has a number of resources for instructors and students related to COVID-19. 

The Department of Journalism has brought together a range of resources for COVID-19 related challenges facing students on their website. Cindy Schultz from the Department of Journalism provided this resource page. 

Resources for Anti-Racist and Inclusive Teaching

You will find strategies for creating an anti-racist and inclusive classroom on the page featuring the video for the CETL workshop on Anti-Racist and Inclusive Teaching. Presenters also provided a range of resources for instructors interested in addressing the history of white supremacy and creating an anti-racist and inclusive classroom that counters this history. 
Thanks to Byron Adams, Tom Fischer, Adrienne Frie, and Heidi Nicholls for their many contributions of resources and strategies at the session and on the website. 


The below resources were compiled by Heidi Nicholls from the Department of Anthropology, Global Cultures and Religions. 

Yale's Poorvu Center for Teaching and Learning provides overview of the importance of providing an inclusion and diversity statement on the syllabus and models for doing so.

Michigan State University's College of Natural Science provides a a quick reference guide to a range of issues including anti-racism, syllabi statements on inclusion and diversity, and strategies for diversifying the faculty. 

Brown University provides a guide to considering what you want to accomplish through the inclusion and diversity statement and provides model diversity statements as well.

Stanford University has developed a model inclusion and diversity statement for STEM courses in particular and explores why a STEM-focused statement makes a difference in STEM classrooms.


Resources for the Creation of Safe and Inclusive Spaces 

The following resources have been provided by Liz Cannon, Director of the LGBTQ+ Resource Center.

SAFE Space Statement

A safe space is a place where everyone’s identity is respected and differences are celebrated. Because it is a safe space, difficult conversations can happen, and individuals are free to fully express themselves as long as they do so in a respectful manner. We don’t always agree with other’s opinions in this space, but we have each other’s backs. 

Classroom Etiquette 

I consider this online classroom to be a place where you will be treated with respect, and I welcome individuals of all ages, backgrounds, beliefs, ethnicities, genders, gender identities, gender expressions, national origins, religious affiliations, sexual orientations, ability – and other visible and nonvisible differences. All members of this class are expected to contribute to a respectful, welcoming and inclusive environment for every other member of the class.  

During the course of this interim, we may discuss historical or current events that may be disturbing or even traumatizing to some students. If you suspect that the material is likely to be emotionally challenging for you, please discuss your concerns with me prior to the class in which the subject comes up. Similarly, if we are discussing something in class and you feel the need to step outside during a class discussion, you may always do so without academic penalty. You will be responsible for getting the material from a classmate or see me individually to discuss the situation.  

All people have the right to be addressed and referred to in accordance with their personal identity. In this class, we will have the chance to indicate the name that we use and, if we choose, to identify pronouns with which we would like to be addressed. Please let me know your name and pronouns any time before or throughout the class. I will do my best to address and refer to all students accordingly and support classmates in doing so as well. 

Tips for Etiquette in Online Discussions

Our on-line interactions will require us to think even more carefully about how to show respect for each other as we often won’t have the benefit of tone and facial expressions to help. Here are a few tips: 10 Netiquette Tips For Online Discussions.  

Please give both Liz Cannon and Amney Harper from the Department of Professional Counseling credit for the above statements on etiquette in the classroom and online, if you choose to use it in your course. 

Resources for LGBTQ+ Students

    1. LGBTQ+ Resource Center 
    2. Counseling Center: Sara Curtis is the liaison to the LGBTQ+ Resource Center and runs the Counseling Center’s Lavender Group. 
    3. Trans Lifeline: “Trans Lifeline is a non-profit dedicated to the well-being of transgender people. We run a hotline staffed by transgender people for transgender people. Trans Lifeline volunteers are ready to respond to whatever support needs members of our community might have.“ US: (877) 565-8860 and Canada: (877) 330-6366 
    4. The Trevor Project: “The leading national organization providing crisis intervention and suicide prevention services” to LGBT youth: 866-4-U-TREVOR (866-488-7386) Also available for matters of less pressing urgency, they have a support center for trans* and gender identity questions. 
    5. LGBT National Youth TalklineWe provide a safe space that is anonymous and confidential where young callers can speak on many different issues and concerns including, but not limited to, coming out issues, gender and/or sexuality identities, relationship concerns, bullying, isolation anxiety at school, family issues, HIV?AIDS concerns, safer sex information, suicide, and much much more.   
    6. Diverse & Resilient 
      1. Room to Be Safe is an online resource providing support for survivors of violence. The website offers information for survivors, family and friends, LGBTQ organizations, and service providers. 
      2. The Rainbow Alliance for Youth (RAY) of Wisconsin focuses on building capacity, nurturing leadership, and strengthening collaborations to develop comprehensive programs addressing the needs of LGBTQ youth in Wisconsin and throughout the country. By integrating LGBTQ youth programs into mainstream community efforts about prevention, youth, and social justice issues, RAY can focus on LGBTQ youth as leaders and resources to their community, maximizing their development and risk prevention as well as enhancing communities. 
      3. Healthy Youth is an evidence-based program that encourages lesbian, gay, bisexual, transgender, queer (LGBTQ), and allied youth to make healthy life choices about sexual health, relationships, and leadership. The program aims to increase confidence, motivation, sense of belonging, and knowledge of sexual health issues among LGBTQ and allied youth between the ages of 13 and 20. 
      4. Thinking Under the Influence (TUI) is an alcohol harm reduction program that equips LGBTQ young people and their allies (ages 14 to 24) with knowledge and skills to reduce the risks associated with using alcohol, as well as becoming informed about how the LGBTQ community is affected by alcohol. 

    Statements for Syllabi and/or Canvas Course Pages

    UW Oshkosh Land Acknowledgement Statement

    We acknowledge the original inhabitants of this area, the Menominee and the Ho-Chunk nations. This land encompasses the three campuses of the University of Wisconsin-Oshkosh in the Lake Winnebago region. Please take a moment to honor these ancestral grounds and celebrate the resilience and strength that all Indigenous people have shown worldwide. 

    COVID-19 Statement


    The above statement was tweeted on Twitter by Dr. Chris Jones, @ProfChisMJones. It was shared by Adrienne Frie from the Department of Anthropology, Global Cultures and Religions. 

    Statement on Support of Students with Disabilities 

    Institutions of higher education have been historically ableist, perfectionistic and have failed to value the diversity necessary for authentic innovation and progress. As a class, we acknowledge the presence of visible and invisible disabilities and commit to creating an inclusive and equitable environment for all students.  
    If there are aspects of the instruction or design of this course that result in barriers to your inclusion, please notify me as soon as possible. You are also welcome to contact the Accessibility Center at (920) 424-3100 or For more information, visit the Accessibility Center Website."

    Here are the typical syllabus statements the Dean of Students Office recommends.

    Thanks to Kiersten Bloechl-Karlsen for this statement. 

    Statement on Equity, Inclusion and Diversity in the Classroom 

    Building relationships and community is one of the most important goals of the course. The only way to build community in this course, given the focus, is to honor each person in terms of their identity. Each student in the course will conceive of their identity in different ways; aspects of identity important to students in the course may include ethnicity, ability, sex, sexuality, gender, gender expression, gender identity, religious beliefs, political affiliations, and/or class, to name just a few. Thus, each of us, myself included, must honor each students’ identity in all its complexity. We need to work each class period on listening to others, taking up perspectives unlike our own, challenging our assumptions and finding a route toward understanding the similarities and differences between ourselves and others.  

    I want you to know that I created this course to be inclusive of all students. When striving for inclusion, I find it important to recognize that some communities have been historically marginalized from education. Thus, I want to affirm that I identify as an ally to LGBTQ+ students; Native, Latinx and Hispanic, Asian, Black, and African American students; first generation college students; students with disabilities; women students; students of diverse religious backgrounds; and students facing financial challenges in affording college.

    I am committed to creating an anti-discriminatory classroom climate in which all students feel safe, supported, and affirmed. I ask that everyone in the class join me in committing to the creation of a welcoming space free of discrimination, bullying, and harassment in which each student can find a sense of belonging.

    I value all my students and want to assist you in finding the support and guidance that you need. So, if any of you face challenges this semester, whether academic or outside of academics, I can help connect you with resources on campus to assist you in addressing these challenges. My goal is to help you to be successful and to ensure that both our classroom and our campus are safe and equitable.

    The above statement was provided by Jordan Landry, Department of English. You do not have to give credit to me if you want to include any of the above in your own statement.

    Statement on Policy on Children in Virtual Sessions

    Caregivers deserve access to education. At all times, I strive to be inclusive of parents and other caregivers. In our virtual learning space, we can expect children to be present in class from time to time since many children are doing in-home virtual education and schools & daycares will be facing periodic sudden closures.

    I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in caregiving status.

    1) Children may be visible on-screen during class sessions, either in a lap or playing in the background. This includes breastfeeding or chestfeeding babies. Alternatively, students may turn off their cameras if more privacy is required.

    Link for "chestfeeding":

    2) Caregivers who anticipate having a children with them during class sessions are encouraged to wear a headset to help minimize background noise (if you have access to one). Students may mute your microphone and communicate through the "chat" feature at any point necessary.

    3) Stepping away momentarily for childcare reasons is completely understandable and expected. Simply mute and/or turn off your camera as necessary, and rejoin us when you are able.

    4) I am happy to problem solve with you in a way that makes you feel supported as you strive for school-caregiving balance so that you can meet the expectations of this class.

    (based on the policies by Dr. Melissa Cheyney, Oregon State University, and Dr. Elizabeth Horn, University of Central Florida)

    Thanks to Alicia Johnson for the above statement. 

    Model Syllabus for Statements of Inclusion,

    COVID-19 Information and Course Policies

    The course policies below have been provided by Jennifer Considine from the Department of Communication Studies. 

    Course Policies


    Attendance: Given the COVID-19 pandemic, attendance will be handled a bit differently this semester. We all have different commitments with work, childcare, etc than we usually do. We all also need to stay home if we are feeling sick to protect the health of others. Given these constraints, my attendance policy this semester is all about communication and flexibility. You will sign up to attend this class on campus one day/week (either Monday or Wednesday) for our face-to-face meeting session. We will conduct our remaining class sessions online. If you need to take this course entirely online, we can arrange for that as well. If you need to miss a class during our regular meeting time (whether it is onsite or synchronous online), please let me know via email ( or text (920-810-4483) that you will be missing. Alerting me before class is preferred. You are welcome to share with me what might prevent you from attending class if you would like, but none of you owe me personal information about your mental or physical health. If you can’t be here, just let me know and we’ll work together on an appropriate accommodation. I will be taking attendance regularly and will follow up with you if I notice you are missing multiple class sessions or seem to be disengaged. Accommodations can be arranged for students absent for observance of a religious holiday or other days of special religious significance. The UW System and UWO have also put in place a number of policies and procedures designed to accommodate students called to active duty military service ( and I am happy to work with you should this occur.


    Late Assignments: Assignment deadlines are intended to keep you on track with our course learning. Major assignments (as denoted on the syllabus) will be subject to a 20% grade deduction for each day late. As with our attendance policy, communication and flexibility will be key this semester. If you need an extension on an assignment deadline, please contact me (before the due date is preferred) to discuss options for an extension.


    Written work, APA, and TurnItIn: All written assignments should be constructed and edited using appropriate academic writing style, spelling, grammar, and punctuation. All assignments should use APA format for in-text citations and the reference page. We will have a workshop on how to use APA in class and you can also find great information here: All assignments will be automatically submitted to TurnItIn via the Canvas dropbox.


    Accommodations: It is the policy and practice of myself and all UW Oshkosh to create an inclusive learning environment. If there are aspects of the instruction or design of this course that result in barriers to your inclusion, please notify me as soon as possible. You are also welcome to contact the Accessibility Center at (920) 424-3100 or For more information, visit the Accessibility website at


    A Note on Grace and Flexibility in the Time of COVID-19

    Let’s just put it out there - this pandemic is awful. Most of us are feeling scared, isolated, and just overall frustrated with how our lives have changed. You might be feeling uncertain about online learning, finding work/school/life balance, paying your bills, wearing a mask, caring for family members, or a myriad of other things. If you tell me you are struggling, I won’t judge you or think less of you. I will work with you to provide the support I can or connect you to resources on campus and in the community (see page x of this syllabus for a list of resources you might use).

    Creating an Inclusive Class Community


    We come together in this class as teacher and students and members of the UW Oshkosh Community. We all experience our community differently and our learning is strengthened when we come together to share ideas and encounter challenges and new lessons. In this class, people of all ethnicities, genders and gender identities, religions, ages, sexual orientations, abilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. Fostering a culture of diversity, equity and inclusion is one of the most pressing challenges facing higher education today and it is important to me that you all feel safe and supported in my classroom. As a teacher, researcher, and community member, I am committed to promoting interfaith dialogue, racial justice and inclusive excellence. It is important to me that we can have brave conversations about the challenges facing our world today. Read on for some guidelines on participation and resources for inclusive excellence.


    Diversity, Communication and Class Participation: This is a course dedicated to the study of communication. It is important to acknowledge that communication never exists in a vacuum, but rather is employed by diverse people in multiple, changing contexts. As a result, our goal is to learn about ways to support positive interactions between and among individuals and groups with a variety of identities, ways of life, and belief systems, as these interactions manifest in complex contexts. Please see this course as an opportunity to practice openness and listening as well as speaking. Some students participate by making several comments to show they are present in the class. Other students are more reserved and prefer to listen. These quiet students often demonstrate their participation through occasional enlightening questions that aid our discussion and show active presence in the class. Either mode of participation is welcome, but please stay engaged. We will work together as a class during our first week to create some guidelines and expectations for communication processes in our face-to-face and online discussions.


    Pronouns/Names: My personal pronouns are she/her/hers. If you feel comfortable, please feel free (but not required), to disclose to me your personal pronouns. I will do my best to use them. Also, please note that in all the courses I teach you can always submit written work using gender-neutral pronouns (they, them, theirs, ze, hir, hirs, etc.). Please respect your peers’ personal pronouns in our face-to-face and online discussions as well.


    The Division of Academic Support of Inclusive Excellence (ASIE) at UW Oshkosh is dedicated to the academic growth and personal development of UW Oshkosh students comprising first-generation, low-income, students of color, women, and LGBTQ+ students. You can learn more about the ASIE programs listed below at:

    • American Indian Student Services
    • LGBTQ+ Resource Center
    • McNair Scholars Program
    • Men of Color and Latino/a/Hispanic Initiative
    • Student Achievement Services and Student Support Services
    • Women’s Center

    I will share resources and events from these programs as we go through the class and I encourage you to check them out!


    Bias Incident Reports: The campus community is committed to fostering an inclusive environment where every member of our community is respected and valued. If you witness or experience an incident of bias, you are invited to file a bias incident report so that the situation can be addressed. If you choose to share your name, a UW Oshkosh staff member will follow up with you within one business day. Bias incident reports can be filed here:


    Title IX: Title IX of the Educational Amendments of 1972 prohibits discrimination based on sex (gender and gender identity) in educational programs including recruitment, admissions, financial aid, classroom instruction, on campus housing, employment, and other areas. Title IX also protects pregnant arid parenting students, and prohibits sexual harassment including sexual violence. To report complaints of sexual harassment or discrimination based on gender, contact the Office of Equal Opportunity and Access at (920) 424-1166 or (920) 424-2021. To report complaints of sexual assault, students can also contact the Dean of Students Office at 424-3100 or University Police at 424-1212.


    Resources and References for Success

    I want you to be successful in this course and in all your studies. Below, I have offered a brief list of references and resources that you might find useful. I used many resources like these when I was a student and I recommend them all. Feel free to reach out to these resources directly or set up an appointment with me and I can help you get connected.

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