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NSTA's Project for an Energy Enriched Curriculum


The Project for an Energy-Enriched Curriculum (PEEC) reported was a long-running effort at infusing energy/environment/economics (E/E/E) themes into the K-12 curriculum. While it was conducted as a single integrated effort by the National Science Teachers Association (NSTA), it is supported by a series of contracts and grants, during the period 1976 to 1984, from the Energy Research and Development Administration (ERDA) and the US Department of Energy (DOE).


Final Report, full of summaries, good info, etc:






Printed Packets: 

10-12. How a Bill Becomes a Law to Conserve Energy 

10-12. Agriculture, Energy and Society 

8-9. Energy, Engines and the Industrial Revolution 

8-9. Transportation and the City 

2. Community Workers and the Energy They Use 

1-2. The Energy We Use 

3. Energy and Transportation 

8-9. Mathematics in Energy 

11-12. U.S. Energy Policy: Which Direction? 

8-9. Energy Transitions in United States History 

4-5. Networks: How Energy Links People, Goods and Services 

6-7. Bringing Energy to the People: Washington, D.C. and Ghana 

9-11. Energy in the Global Marketplace 

6-7. Two Energy Gulfs 

9-11. Western Coal: Boom or Bust? 


The Energy We Use. (1 & 2)

 Project for an Energy-Enriched Curriculum. 1977. 

HCP/U 3841-08. Oak Ridge, TN: DOE Technical Information Center.    


Intended for grades  1  & 2.



Community Workers and the Energy They Use. (2)

Bloch, Lenore, Chris Hatch, Olivia Swinton, et al. 1977.

EDM-1030. 80pp.  

Intended  for grade 2.



Energy and Transportation. (3)

Project for an Energy-Enriched Curriculum. 1978.


Intended  for grade 3.

http://eric.ed.gov/ERICWebPortal/detail?accno=ED167402 (draft)


Networks: How Energy Links People, Goods, ana Services. (4 & 5)

 Johnson, Bette, Olivia Swinton, et al. 1978.

' HCP/U 3941-0005. 0~ak Ridgg,    TN;      DOE   Technical   Information    Center.      A    Project    for   an

Energy-Enriched Curriculum unit.*

66pp teacher's manual plus 32pp student guide.

Intended for grades 4 & 5.



Bringing' Energy to the People: Ghana and the 'U.S. (6 & 7)

 Lendsey, ' Jacquelyn   L. ,    Bette   Johnson,    Olivia   Swjnton,    et   al. 1978.      

29pp teacher's manual plus 20pp student guide.

Intended for grades 6 & 7.



Two   Energy   Gulfs. (6 & 7)

 Lendsey,    Jacqueline   L.,    Arthur   Goldman,    Chris   Hatch¬ªf   et   al. 1979.       

47pp     teacher's (? manual     plus     44pV>     student     guide.

Intended, for grades 6  &  7.



Mathematics in Energy. (8 & 9)

Brown, Evelyn, Lois Lut£fe, Charles Durr, et al. 1978. '

54pp teacher's manual plus 56pp student guide.

Intended for grades 8 & 9.



Energy, Engines, and the Industrial Revolution. (8 & 9)

Childs, Barbara, Arthur Golcfrnan, Bette Johnson, Leon Scipio, et al. 1977.

37pp teacher's manual plus 41pp student  guide.     Intended  for grades 8'&  9.



Transportation and the City. (8 & 9)

 Childs, Barbara, Arthur Goldman, Bette Johnson, Leon Scipio, et al. 1977. 

23pp teacher's manual and 19pp student guide.

Intended for grades 8  &  9.  



Energy   Transitions   in   United   States   History. (8 & 9)

Brown;   Evelyn,   /Arthur   Goldman,    Bette   Johnson,    et   al.      1979..

60pp  ^teacher's   manual   plus   57pp student guide.

Intended for grades 8 & 9.



Energy in the Global Marketplace. (9-11)

Brown, Evelyn, John Day, Arthur Goldman, Kenneth P. Weeden et al. 1978. 

39pp teaclier's manual plus Upp student guide.

Intended for grades 9-11.



Western Coal: Boom or Bust? (9-11)

Day, John, Kenneth P. Weeden, et al. 1979^ 

36pp teacher's manual plus 34pp  student guide.    

Intended for grades 9-11.



Agriculture, Energy, and Society. (10-12)

Brock, Phyllis, Johrj Day, Gloria Hill, Andrew * Pogan, et al. Revised by Emmet Wright -and -Robert Snyder. 1978.

59pp teacher's manual plus 48pp student guide.

Intended fbr grades 10-12.        



How a Bill Becomes a Law to Conserve Energy. (10-12)

HCP/U 3841-10. Oak Ridge, TN:

Project for an Energy-Enriched Curriculum. 1977. 

DOE Technical Information Center.

59pp teacher's manual plus 54pp student guide.    

Intended for grades 10-12.



U.S.      Energy      Policy:      Which      Direction? (11 & 12)

Christensen,    John    W. ,    Robert   Snyder,    John    Day,    Kenneth   P. Weeden     et     al.        1980.        

blpp    teacher's manual plus  134pp  student  guide.  

Intended  for grades  11   &   12.




An Energy History of the United States

Grades 8-9



How Energy Links People, Goods and Services

Grades 4 & 5






"The first 15 classroom packets (as listed earlier) were published and distributed free of charge by the DOE. By 1981, it was clear that this practice would not be followed for the remaining packets.

In a modification to the final grant (#DE-FG05-81ER102$4) NSTA proposed to repackage the lessons from all the classroom packets by grade level and discipline. There are seven "collections," one each at the K-3 and 4-6 grade level, separate social studies and science collections at the middle school/junior high (7-9) level, and three collections at the high school level In social studies, physical, and life sciences. Since this different format is closer to the usual textbook presentation, it was our belief that our chances of finding private sector support to publish them independently are greater. NSTA has circulated a proposal for support to energy companies based on this repackaging. We are presently negotiating conditions to bring one of these, the high school physical science collection, into final manuscript form and have it printed and distributed by NSTA. If this publication is successful, we will publish other volumes of the collections. 




Final Report, p30: "In 1977, ERDA put out an RFD for an "Energy Education Materials Development" project. With the PEEC experience and mechanisms, NSTA with the National Council for the Social Studies cooperating, was the successful bidder. Four teaching units were developed, one each for science and social studies at the 4, 5, and 6 level and at the 7, 8, and 9 level. These units, as specified in the RFP, dealt with energy conservation, fossil energy, nuclear energy, including fusion, and solar energy."


How We Make Energy Work. Grades 4, 5, 6 Science.

Project for an Energy-Enriched Curriculum. ,1980. 

DOE/CA/06083-02. Oak Ridge, TN: DOE Technical Information Center.  

Intended  for grades 4-6,   science.



The Energy Dome. Social Studies Packet-Grades 4, 5, 6.


Project for. an Energy-Enriched Curriculum. 1980.



The Energy Future Today. Grades 7, 8, 9, Social Studies.

Project for an ^Energy-Enriched Curriculum. 1980. 


Intended for grades 7-9  social studies.



Energy Systems ~ Present, Future ("Extraterrestrials"), Grades 7, 8, 9,/Science.

DOE/CA/06083-03. Oak Ridge, TN: DOE

Technical Information CeViter.    

Project for an Energy-Enriched Curriculum. 1980. 

Intended for grades 7-9 science.'







Energy Education Workshop Handbook: A Guide to Materials by the Project for an Energy-Enriched Curriculum. 


This handbook is designed to help teachers, supervisors, club leaders, and in-service directors lead workshops in energy education. It is based primarily on materials produced by Project for an Energy-Enriched Curriculum (PEEC), but can be modified for use with other materials. The handbook contains six chapters including: (1) Introducing the PEEC Packets; (2) What Are the Facts Behind the Energy Crisis; (3) Interdisciplinary Approaches to Teaching Energy; (4) Infusing Energy Topics into Traditional Subjects; (5) Adapting PEEC Materials to Regional Interests; and (6) Workshop Planning Aids. (Author/RE)


Energy-Environment Mini-Unit Guide


This unit is one part of a three-part National Science Teachers Association (NSTA) series on energy-environment. The goal of this NSTA project is to create a collection of mini-units that provide materials for science and social studies teachers in grades K-12. These materials are intended to make teaching more interdisciplinary and to stimulate decision making in young children. Activities are sought that will enable students to: understand and use existing fundamental concepts in the energy-environment area; identify and evaluate personal and community practices, attitudes, and values related to energy-environment issues; and make effective decisions and/or define their views of appropriate actions on energy-environment issues. 


NSTA Energy-Environment Source Book


This source book, one part of a three-part NSTA series on energy-environment, is written for teachers who wish to incorporate material on the complex subject of energy into their teaching. This work is divided into two volumes, each with numerous tables and figures, along with appendices containing a glossary, mathematics primer, heat engine descriptions, and nuclear energy discussion. Volume 1 (Energy, Society, and the Environment) deals with energy and its relationship with conservation, the environment, the economy, and strategies for energy conservation. In Volume 2 (Energy, Its Extraction, Conversion, and Use), topics discussed include the rate of energy consumption, future sources of energy, and the increased cost of energy. (Author/CP)


Energy-Environment Materials Guide (1975)


This publication, one part of a three-part NSTA series on energy-environment, is a sampling of current energy literature. The references are divided into four separate categories, each directed for a specific audience: readings for teachers, readings for students (grades 8-10); Readings for students (grades 5-9); and readings for students (grades K-6). Included in four appendices are guides for films and audio-visual materials, curriculum materials, sources of information, and government documents. (Author/CP






Fact Sheets, 30 on Worldcat:


On GPO.gov:




1977 Versions:

1. Fuels from Plants (Bioconversion) 

2. Fuels from Wastes (Bioconversion) 


3. Wind Power  

4. Electricity from the Sun I (Solar Photovoltaic Energy)


5. Electricity from the Sun II (Solar Thermal Energy Conversion) 

6. Solar Sea Power (Ocean Thermal Energy Conversion) 

7. Solar Heating and Cooling 

8. Geothermal Energy 

9. Energy Conservation: Homes and Buildings 


10. Energy Conservation: Industry 

11. Energy Conservation: Transportation 

12. Conventional Reactors 

13. Breeder Reactors 

14. Nuclear Fusion 

15. New Fuels from Coal 

16. Energy Storage Technology 

17. Alternative Energy Sources: Environmental Impacts 

18. Alternative Energy Sources: A Glossary of Terms 

ON ERIChttp://eric.ed.gov/ERICWebPortal/detail?accno=ED157744

19. Alternative Energy Sources: A Bibliography 



1. Biofuels 

2. Burning Coal 

3. Wind Power 

4. Electricity from the Sun I: Photovoltaic 

5. Electricity from the Sun II: Solar Thermal 


6. Oil Shale and Tar Sands 

7. Solar Heating and Cooling 

8. Geothermal Energy 

9. Energy Conservation: Homes and Buildings 

10. Energy Conservation: Industry 

11. Energy Conservation: Transportation 

12. Conventional Reactors 

13. Breeder Reactors 

14. Nuclear Fusion 

15. New Fuels from Coal 

16. Energy Storage 

17. Centralized Versus Decentralized Energy Production 

18. Fuel Cells 

19. Energy Technology

20. Energy Glossary



MICROCOMPUTER SOFTWARE -- see Final Report, pages 12-14, plus Appendix 6 for contracts and stuff



Edward C. Hall, Jr., Wayland High School Science Department, Wayland,   MA 01778


During the summer of 1981, the National Science Teachers Association carried out Project for an Energy-enriched Curriculum (PEEC) with funding from the U.S. Department of Energy. The project was based at Technical Education Research Centers in Cambridge, Massachusetts, and focused on materials appropriate to high school students. The overall goal was to create usable software packages that dealt with energy topics. The units now undergoing teacher review and testing are described below. All are intended primarily for high school and junior high school use, and some are also appropriate for use in junior colleges.


1. "Power Plant Engineer"
(TRS-80 and Apple II): This program is a simulation of an electric utility. The student will operate a system consisting of ten power plants in order to provide electric power throughout a given day. Success on this simulation is based on the number of points accumulated. Points are awarded for meeting demand without an excess, choosing the most inexpensive options, anticipating future demand, and adjusting for randomly occurring breakdowns. The simulation is complex and will require students to learn realistic strategies for operation of an electric utility.


2. "Energy Conversions"
(TRS-80 and Apple II): This program serves two purposes. First, it can be used as a resource base for students and teachers. The program will allow the user to make conversions from one energy unit to another (i.e., tons of coal to barrels of oil). The second part of the program calls for problem solving with the use of the conversion factors. Students are asked to set up problems based on fuel type, efficiency, fuel use, and energy produced.


3. "Personal Energy Inventory"
(TRS-80 and Apple II)
: Students learn about their own consumption of energy by using this program in combination with a survey of personal energy use. Students are asked to keep track of their energy use for a series of days. This includes transportation, heating, hot water, appliances, and other uses of energy. They enter the data from their survey into the computer each day. Then they can use the results to compare two separate days, or compare their use to local and national averages.


4. "Temperature Grapher"
(Apple II): This program utilizes a thermistor (temperature-sensitive) probe that plugs into the game paddle input on an Apple II computer. Students can use one or more thermistors to record graphically the temperature in a variety of laboratory experiments. Students can use this thermistors in many energy applications. For example, measurements of temperature inside a solar collector can be recorded and saved on the computer. Temperature changes of different materials can be recorded simultaneously by using two thermistors.


5. "Home Energy Savings"
(TRS-80 and Apple II): This is a game that can be played by one or more students. The object of the game is to make sensible investments in energy conservation in the home. In the process of playing the game, students learn about various insulation methods, storm windows and doors, furnace replacement, thermostat lowering, and other conservation measures. The program involves students in friendly competition for energy savings.


6. "Electric Bill"
(TRS-80 and Apple II): In this program students learn about the computation of an electric bill. The students can see the different parts to an electric bill and then learn the methods used for calculating a given bill. In addition to numerical computation, students can see the computations of various bills in a graphic form. Several rate structures are illustrated in this program.


Science Teacher, v56 n6 p94-100,102 Sep 1989


Reviews seven software programs... (7) "Electric Bill and Home Energy Savings." (YP)


Try Queue Inc, as 1990 distributor? http://www.qworkbooks.com/jdkcv.html

From this document:








Energy & Education, was born in the fall of 1977. Energy & Education is a bimonthly publication. In its five issues per year, energy educators can find out what is going on and who is doing what around the country. Readers are given a calendar of events, a list of free and inexpensive materials, an editorial from someone with something to say to energy educators, reviews of important energy books, and an energy facts page which keeps them up-to-date on data, etc. A free publication, Energy it Education began with a mailing list of 10,000, and the circulation grew to a high of 35,000 in 3une 1980. In the fall of 1980, we required, for Inclusion on our mailing list, that a reader fill out a questionnaire. The gamble paid off—by 3une 1981, we had recovered 15,000 of our readers. - — - DOE funding for Energy it Education was terminated in 3une 1981 In response to the reduced publications policy of the new administration. Motivated by our feeling for the importance of this newsletter, NSTA decided to try to continue Energy & Education on a subscription basis at $9.00 per year for the five issues. We began this policy with the October 1981 issue (Volume 5, No. 1) and have now produced three volumes on this self-sustaining basis. Its present circulation is about 2500. Energy it Education is in many ways our most important product. It is the one thing that gives a national image to energy education. It's a way for the science teacher, the social studies teacher, or the education manager of an electric utility or an oil company to say to himself, "I 

belong to that group of people who call themselves energy educators," and to keep up with what is happening in the field. That it still exists in a self-sustaining fashion is strong evidence that energy education is now a stable part of the school curricula. NSTA will make every effort to continue its production.  


looks like only University of New South Wales has Vol 2, No 1 (1978) - v.5, No 2 (1982)


Kept going? Energy & Education, v10 n4 pD2-D15 Apr 1987


Another Journal: Journal of Energy Eduction, vol 1 #1

NOT ONLINE: http://eric.ed.gov/ERICWebPortal/detail?accno=ED166025



The Regional Energy Education Network, REEN 

The final step in the expansion of the early PEEC writing efforts into a full-fledged project was to establish our Regional Energy Education Network (REEN). Since PEEC had grown in stature to a national project, it was clearly important to us to have communication channels to educators in various parts of the country. We needed to find out from them what was going on in energy education there and to let them know about and assist in their use of our materials. 

Correspondingly, early in 1978, we established a 24-person Regional Energy Education Network. Twelve of the representatives were NSTA district directors, and 12 of them were social studies people in the same regions. REEN members were, on the whole, quite active in their home regions. They established workshops, they provided a distribution point for the PEEC materials and other materials, and they sent back to us their guidance for what was needed to make energy education work. The benefit/cost ratio of the network idea was high enough that we were encouraged to seek private sector funding and expand it. We report on the National Energy Education Network project under in. "Related 

Activities," below.



Posters and Pedagogy.

Fowler, John M.

Social Education, v46 n3 p158 Mar 1982

Discusses a special project of the National Science Teachers Association which will develop energy posters for classroom use. The poster "Energy Search" in this issue will be followed by a poster on "Solar Promise" in the April 1982 issue and a poster on "Nuclear Promise" in the May 1982 issue. (RM)


Education-Psychology H62 .S6





December 1978: First Annual Practitioners Conference on Energy Education

University of Maryland

Reported in 1/79 Energy & Education.


Late 1979: Second annual practitioners conference on energy education.

Rockford College in Rockford, Illinois

Hoffman, H. H., & Miller, F. G. (Eds.). 



November 1980: Third Annual Practitioners Conference on Energy Education

White, Janet A., Ed.; Hofman, Helenmarie, Ed.

Tennessee Valley Authority's Land Between the Lakes conference center



December 10-12, 1981: Fourth Practitioners Conference

4-H Center in Washington, D.C., last of these events

DATES DIFFERENT? "4-H Energy Education Workshop (SD-29) : National 4-H Center, February 22-26, 1982"


The National Council for Energy in Education was a major outcome of last one (See III)


National Conference on Energy Education was held in Detroit on November 22, 1981. 

 simultaneously with the Annual Meeting of the National Council for the Social Studies


The International Energy Information Forum and Workshop for Educators, held June 10-12, 1982 in Gatlinburg, Tennessee





Final Report page 8: "With the change in publication policy of the new administration in 1981, no further packets have been published, and several have been withdrawn from publication. All the remaining classroom packets (the full set of 38 is listed in Appendix 4), however, have gone through the full PEEC developmental process described above and turned into the program office at DOE as finished manuscripts. NSTA owns the copyrights to the unpublished manuscripts and has made a considerable effort to find ways and means to get them into print."


Unprinted Packets (Appendix 4, p.169 of PDF Final Report)

The Natural Laws of Energy 


Coal: Promise and Problems 

Nuclear Fission 

"E" the Magnificant 

Energy: The Thread of Life 

Unprinted Packets (continued): 

Canada, Mexico and the United States 

Energy Conservation as a Political Issue 

Energy for the Future 

Energy and Water 

Energy as an Investment Choice 

The Exponential Energy Century 

Less Developed Countries and Energy 

Appropriate Technology for Energy Production 

Energy Flows in Natural Systems 

Critical Thinking on Energy 

Fossil Fuels and the Greenhouse Effect 

Energy and the Automobile 

The Arithmetic of Energy Conservation 

Energy for Tomorrow 

Energy Conservation: An International Comparison 

Exploring for Energy 

Making Decisions About Synfuels 



Wind, Water, Fire, and Earth. Energy Lessons for the Physical Sciences.

Authors: Watt, Shirley L., Ed.;  And Others

page 7: "This volume is a collection of lessons from the heretofore unpublished packets."

ONLINE: http://eric.ed.gov/ERICWebPortal/detail?accno=ED282719



Teacher Training Materials

From page 12 of PDF Final Report:

"NSTA convened a group of teacher educators from science, social studies, and mathematics in summer 1980 to produce lesson collections and suggestions for the use of PEEC materials in education "methods" courses. The participants in this writing session are listed in Appendix 2. [NOT THERE?] The five collections developed from that session are listed below. 

     Energy in Secondary School Science Teacher Education 

     Energy in Elementary School Science Teacher Education 

     Energy in Secondary School Social Studies Teacher Education 

     Energy in Elementary School Social Studies Teacher Educaiton 

     Energy Education in Middle/Junior High School Mathematics Teacher Education 

They were used and revised the following year, but met with the same decision not to publish which has hampered our other efforts."   




PEEC REPORTS AND ARTICLES -- NOTE: These are NOT online unless noted


Fowler, John M. "An Energy-Rich Curriculum—Help Us Evaluate It!" The Science Teacher, December 1976. 



Carey, Helen H. "Energy Is Elementary," Science and Children, May 1976.



Kryger, King C. "Some Guidelines for Energy Programs," Today's Education. September/October 1977. 



Fowler, John M. "The Energy Elephant," The Journal of College Science Teaching, November 1977. f 



Fowler, John M. "Energy: Present Problems and Future Potential," Science and Children, March 1978. 



Kryger, King C. "How to Harvest a Crisis: Teaching About Energy," Social Science Record, Fall 1978. 



Fowler, John M. and King C. Kryger. "Vocational Education and Energy for the Future," VocEd, 3anuary 1979. 

Energizing Vocational Instruction.

Fowler, John M.; Kryger, King, VocEd, v54 n1 p41-43 Jan 1979



Fowler, John M. "The Nuclear Equation," Voter, Vol. XXIX, #2, pp. 1-6, Summer 1979. 


Hofman, Helen marie. - "The Role of Educators in Today's Energy Problem,"

Chemistry in the Two-Year College, Vol. XX, 1979. 

Not in 1979 (XIX) or 1980 (XX): http://www.2yc3.org/Archives/


Fowler, John and Helen Carey. "Energy and the Social Studies: A Match That Works," The Social Studies. 1980. 



Fellows, Julia A. "Energy and the Curriculum: An Infusion Process," Intercom, No. 98, 3uly 1980. 


Hofman, Helenmarie. "Energy Crisis--Schools to the Rescue Again," School Science and Mathematics, October 1980. 



Carey, Helen H. and 3ohn M. Fowler. "Teaching Energy Issues in the Social Studies," The Education Digest, October 1980. 


Fowler, John M. "A Lot of Energy at the NSTA," Contemporary Education. Vol. 52, No. 2, Winter 1981, pp. 73-77. 



Fowler, John M. "Energy Education and the Environment," Environment, May 1981, pp. 40-42. 


Hofman, Helenmarie and Lynn W. Glass. "Three Studies for Evaluating Energy Education Curriculum Materials,"

School Science and Mathematics. 3une 1981 [WRONG?]

School Science and Mathematics, v82 n6 p481-89 Oct 1982



Fowler, John M. "Energy Education in the United States," New Trends in Physics Teaching, 4, UNESCO series, to be published in 1984. 

ONLINE, on p.144, with many other energy articles: http://unesdoc.unesco.org/images/0013/001368/136815eo.pdf

In French? http://unesdoc.unesco.org/images/0013/001368/136816fo.pdf




Award Winning Energy Education Activities for Elementary and High School Teachers.

Carey, Helen H., Ed. 

ONLINE: http://eric.ed.gov/ERICWebPortal/detail?accno=ED159022


Energy: The Surprising Decade.

Fowler, John M.

Science Teacher, v50 n3 p37-40,45-47 Mar 1983



Power Plant Performance

Fowler, John M.;  And Others

Environment, 20, 3, 25-32, Apr 78



Energy, Education, and the "Wolf" Criers

Fowler, John M.

Social Education, 40, 4, 245-56, Apr 76



Energy, Education and the 'Wolf' Criers

Fowler, John M.

Science Teacher, 43, 3, 25-32, Mar 76 



Entering a New Energy Age 

Fowler, John M.

Science Teacher, 42, 8, 32-38, Oct 75 



Energy and the Environment

Fowler, John M.

Science Teacher, 39, 9, 10-22, Dec 72



The Environmental Theme in Physics Education.

Fowler, John M.

ONLINE: http://eric.ed.gov/ERICWebPortal/detail?accno=ED064056





Energy and the Environment. Second Edition.

Fowler, John M. 







Energy Education in the Schools. Results of a Survey of the Penetration of Energy Education into the Classroom.

Janet A. White and John M. Fowler



Revlew and Evaluation of DOE Energy Education Curriculum Materials, Prepared by Battelle, Columbus, Ohio 43201, U.S. Department of Energy, Office of 



The Status of State Energy Education Policy: Final Report. Prepared for the 

Education Commission of the States by Energy Information Associates, Inc., 

Littleton, CO (provided through Grant #EU-78-G-01-6241 from the U.S. Depart- 

ment of Energy) September 11, 1978, p. 7. 






The Federal Role in Energy Education in the U.S.A.

Duggan, Donald D.





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