Question.1738 - Assignment InstructionsWhen you are creating your Knowledge Assessment items for this activity, please use the following criteria for writing specific test items:True-false:1. Include specific directions.2. All statements must be either true or all false.3. Never use "cue words" such as never, always, should, may, might, only , etc. in the question.4. Use approximately 1/2 true, and 1/2 false test items.5. Make answering simple (T or F).6. See if you can incorporate applied learning in the question.7. Use clear, precise language in the questions.8. Questions should be equal lengths.9. Only use one idea per item.10. Construct a scoring key prior to testing.Multiple Choice and Matching:1. Include specific directions.2. Don't split a question between two pages; put the entire question on one page.3. Questions can include illustrations4. See if you can incorporate applied learning in the question.5. You can make two lists of 5 or more related words or symbols, and arrange them in some specific order for students to choose from.6. Use clear, precise language in the questions.7. Questions should be equal lengths.8. Only use one idea per item .9. Construct a scoring key prior to testing.Short Answer and Completion1. Include specific directions.2. Provide a blank space at end of statement.3. Students can answer using a list.4. Avoid verbatim statements in the question.5. Avoid grammatical clues in the question.6. Allow sufficient space for answers .7. Use clear, precise language in the questions.8. Questions should be equal lengths.9. Only use one idea per item .10. Construct a scoring key prior to testing.While these rules may seem like common sense they are NOT, and students will "test the test" if you do not write clear exam questions. If a test isnot written well, using specific guidelines, then a student can do well for the wrong reasons and vice versa. Poorly written tests can be unnecessarilyconfusing to students and will waste valuable class time to explain and correct.Course alignment is a much bigger topic than we have time to address in this Activity. I want you to know the very basic ideas about coursealignment that apply to the work we are doing on assessment. Throughout this course, you have been developing a plan for your course. The planbegan with an identification of the competencies within the FLDOE frameworks that you will address in your course. You then wrote specificobjectives for your course in measurable and observable terms. Those steps helped you plan what you wanted your student to know and be able todo as a result of taking your course. We then looked at the content/lessons of your course that will help the students meet your objectives.Assessment is the point at which you determine whether or not your students were successful in achieving your objectives. Assessment is thereason why I have been emphasizing the idea that objectives must be measurable and observable; because now you have to measure/observe yourstudents and assess their progress.Alignment refers to matching up your objectives with your content and assessments. When you create your assessment instruments for this Activity,begin by looking at the objectives you identified earlier in the course. Looking at your objectives, how will you assess student achievement? Thinkabout ways you would measure the skills and knowledge the students now have. Write your assessments based on the objectives you identified andyour course will be in alignment.Here is a very simple alignment matrix as an example of using alignment when developing a course.ObjectiveAssessmentContent12/11/2023, 09:17ECT 3365 Module 5 Assignment Instructions & Rubric: ECT3365-23Fall 0W61https://webcourses.ucf.edu/courses/1437353/pages/ect-3365-module-5-assignment-instructions-and-rubric?module_item_id=171462902/3Students will be able to applysafety rules in a lab setting.Checklist with class safety rules. Students observed in lab setting.Must receive at least 80% compliance with safety rules to pass.Teacher lecture on importance of lab safetyand specific safety rules for class lab.Video on occupational safety in laboratorysettingsPeer to peer safety checks duringlaboratory use.In the Alignment Matrix above, the objective is measurable and observable--you can measure whether they applied the safety rules, you can observethem actually doing the application of the skill. Here is a tool that can help you build well structured objectives.https://cdl.ucf.edu/teach/resources/objective-builder-tool/ (https://cdl.ucf.edu/teach/resources/objective-builder-tool/)The assessment directly relates (aligns) with the objective--the instructor will have a checklist that will be filled out as he/she observes studentsapplying the skill. The students must pass 80% of the checklist.The content section of the matrix lists all the ways that the instructor is going to teach the students how to pass the assessment. This is all the lecturematerials, activities, examples, videos, textbook readings, self-check activities, labs, group work, etc.In a nut shell:The objective is written first--you have to know what you want them to do before you can teach them to do it.The assessment comes 2nd--this is how you are going to prove that they achieved the objective. This is your evidence that they learned what yousaid they would in the objective. When accreditation committees come to look at our curricula, you hear a lot about 'student outcomes' andevidence. If you have done a good matrix and your course objectives are aligned, you will be a superstar!The content is everything you are going to do to help them meet the objective and pass their assessment. This is the area where you can reallypinpoint where you can make positive changes in your curriculum to enhance student outcomes. If you see that they are not doing well on aparticular assessment, look at the objectives for that assessment, then adjust or add to the content area in the matrix to provide more or differentkinds of instruction that will help the students succeed.As teachers, we need to acknowledge that if our students are not doing well on an assessment, it is our obligation to look at how we can help thestudent do better. We can't just say the students aren't paying attention, so they don't do well. That might be true in some cases; however, a goodteacher looks at what they can do to raise each student's level of achievement. We didn't become educators because we thought we would befamous millionaires. We became educators to make a difference and help others learn our trade. The alignment matrix will help you examine yourcurriculum in a structured way and to make changes that are focused on student outcomes.If you want to dig a bit deeper into alignment, try the website linked below. This resource is one of the best and most comprehensive sites availableanywhere.(http://www.cmu.edu/teaching/assessment/basics/alignment.html) https://www.cmu.edu/teaching/assessment/basics/alignment.htmlGrading RubricThis activity is worth 160 points. After submitting, respond to at least two other student's posting.You will receive 120 points for completing the assignment, and 40 points for your responses to two of your peers. Please see the Posting Instructionsand Grading Criteria below for specifics.POSTING INSTRUCTIONS:Below are the instructions for the postings in the three areas (skills, attitude, and knowledge).I. Skills Assessment (40 Points)1. Course Title (Checklist or Rating Scale)2. From the objectives you wrote for this "course" in an earlier assignment, list which one(s) is/are addressed in this assessment. Objectivesmust align with assessment. Provide a matrix like the sample in this lesson--Objective (in SWBAT format), Assessment, Content. Choose oneof the two assessment types: CHECKLIST or RATING SCALE. Your assessment must include the following:1. Develop the selected skill assessment instrument (i.e. checklist OR rating scale) with at least 5 items to assess .Select this link for a Checklist example (https://webcourses.ucf.edu/courses/1437353/files/100669482/download?wrap=1)(https://webcourses.ucf.edu/courses/1437353/files/100669482/download?download_frd=1) . Also see page 168 in your text for an example ofa Rating Scale.You can use an ATTACHMENT for this assignment, if you want to create a table for the assessment instrument. Microsoft Word tutorial fortables https://support.office.com/en-us/article/insert-a-table-a138f745-73ef-4879-b99a-2f3d38be612a(https://support.office.com/en-us/article/insert-a-table-a138f745-73ef-4879-b99a-2f3d38be612a)II. Attitude/Value (40 Points)Choose one of the four assessment types listed: 1) Caring/Empathy, 2) Motivation (to learn and work), 3) Craftsmanship/Accuracy, OR 4)Safety .Your ONE assessment that you chose must include the following:1. Course Title12/11/2023, 09:17ECT 3365 Module 5 Assignment Instructions & Rubric: ECT3365-23Fall 0W61https://webcourses.ucf.edu/courses/1437353/pages/ect-3365-module-5-assignment-instructions-and-rubric?module_item_id=171462903/32. From the objectives you wrote for this "course" in an earlier assignment, list which one(s) is/are addressed in this assessment. Objectivesmust align with assessment. Provide a matrix like the sample in this lesson--Objective (in SWBAT format), Assessment, Content.3. Develop the selected attitude assessment instrument with at least 5 items to assess (5 things that you are grading).See the Web Resource link above in the "Reading" section for an example of creating an Attitude assessment.You can use an ATTACHMENT for this section, if you want to create a table for the assessment instrument.III. Knowledge (40 Points)Choose one of the four assessment types listed: 1) Matching Items , 2) Multiple Choice Items, 3) Completion Items , OR 4) Essay Items .Your ONE assessment that you chose must include the following:1. Course Title2. From the objectives you wrote for this "course" in an earlier assignment, list which one(s) is/are addressed in this assessment. Objectivesmust align with assessment. Provide a matrix like the sample in this lesson--Objective (in SWBAT format), Assessment, Content.3. Develop the selected knowledge assessment instrument with at least 5 items to assess.REPLY TO OTHER STUDENTS ASSESSMENTS (30 Points)You will respond to at least two student's posting. Below is what I am looking for in your replies.Minimal spelling or grammatical errors in each posting.Briefly comment (at least 75 words) on whether the assessment's instructions were easy to read, the test items were clear, etc. Make anysuggestions that you think would improve the clarity and usefulness of the tests' items. Analyze the objectives and comment on the alignment ofthe assessment with the objective. Be respectful to your peers.APA 7: REQUIRED for assignments: Cover page, page numbers, double space, 12 pt font, paragraphs indented, in-text citations with a standalone Reference page with properly formatted references. Make sure your headers are in caps please. Do not cite me and do not include directionsor word count on your paper please. (10 points)For all assignments in this class, you will upload your submission to the assignment page.Uploading to the assignment link sends your assignment to Turnitin for verification that the work is authored solely by you. If you are paraphrasing orquoting another person's work, you must use proper APA citations(https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.html) both intext and in areference list at the end of the paper.
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IntroductionTeaching xx the xxxxx of xxxxxx and xxxxxxxxx education xxxxxxxx a xxxxxxx approach xxxx assignment xxxxxxxxx analyzing xxxxxxxxx skills xxxxxxxxx and xxxxxx while xxxxxxxx they xxxxx with xxx course's xxxxx According xx Costa xxxxxxxxx students xxxx a xxxxxxxxxxxxx foundation xxx success xx their xxxxxx career xxxxxx is xxx goal xx structured xxxxxxxxxxx I xxxxxx Assessment xxxxxxxxx to xxxxx et xx assessing xxxxxxxxx practical xxxxxx is xxxxxxxx to xxxxxxxx career xxx technical xxxxxxxxx excellence xxx course xxxxxxxx objectives xxxxxxxxxxx and xxxxxxx to xxxxxxx a xxxx learning xxxxxxxxxx Course xxxxx Strategic xxxxxxxx Approaches xxxxxxx Equipping xxxxxxx Proficiency xxxxx on xxxxxxxxxx Instructional xxxxxxxxxxx in xxxxxx and xxxxxxxxx Education xxxxxxxxx SWBAT xxxxxx Students xxxx be xxxx to xxxxx practical xxxxxx based xx individual xxxxxxxxxxxxx preferences xxxxxxxxxx Checklist xxxxx Proficiency xxxxx Dimensions xxxxxxxxxxx Criteria xxxx Proficiency xxxxxxxxxxxx correct xxxxx of xxxxxxxx tools xxx equipment xxxxx tools xxxxxxxxxxx to xxxxxxxxxx specific xxxxx Procedural xxxxxxxx executes xxxxxxxxxxxx procedures xxxxxxxxxx Follows xxxxxxxxxxx protocols xx achieve xxxxxxx outcomes xxxxxxxxxxxxxxx Skills xxxxxxxxxxxx the xxxxxxx to xxxxxxxx and xxxxx problems xxxxxxx to xxx specific xxxxx Apply xxxxxxxx thinking xx overcome xxxxxxxxxx Safety xxxxxxxx Adheres xx safety xxxxxxxxx throughout xxx skill xxxxxxxxxxx process xxxxxxxxxx and xxxxxx a xxxxxx working xxxxxxxxxxx Efficiency xxx Precision xxxxxxxxx the xxxxxxxx task xxxx a xxxxx on xxxxxxxxxx Demonstrates xxxxxxxxx in xxx execution xx the xxxxx ContentThe xxxxxx uses x wide xxxxx of xxxxxxxx tactics xx get xxxxxxxx ready xxx this xxxxx assessment xxxxxxxxx to xxxxxxxx Parks xxx development xx the xxxxxxxx skill xx the xxxxx of xxxxxxxx practical xxxxxxxxxxx is xxxx possible xx hands-on xxxxxxxxxx real-world xxxxxxxx bridge xxxxxx and xxxxxxxx video xxxxxxxxxxxxxx provide xxxxxx insights xxx collaborative xxxxx work xxxxxxxxxxx collaboration xxxxx evaluations xxx material xxxxx with xxx another xx provide xxxxxxxx with x seamless xxxxxxxxxxx experience xxxx includes x diverse xxx stimulating xxxxxxxx environment xxx imparting xxxx skills xxx checklist xxxxxxxxxx facilitates xxxxxxxxxxxx skill xxxxxxxxxxx prioritizing xxxxxxxxxxx practical xxxxxxxxxxx while xxxxxxxxxxxxx individual xxxxxxxx preferences xxxx strategic xxxxxxxxx lays xxx groundwork xxx an xxxxxxxxx and xxxxxxxxxx educational xxxxxxxxxx in xxxxxx and xxxxxxxxx education xx Attitude xxxxxxxxxxxx technical xxxxxxxxxxx success xx the xxxxxxxxxxxxx field xx career xxxxxxxxx depends xx having xxx correct xxxxxxx and xxxxx principles xxxxxxxxx to xxxx and xxxx the xxxxxx attempts xx instill xxxx values xxx urge xxxxxxxx to xxxxx positively xx keeping xxxx the xxxxxxxxxxx goal xx preparing xxxxxxxx for xxxxxxx in xxxxx chosen xxxxxxxxxxxx tracks xxxxxx Title xxxxxxxxxxx Professional xxxxxx in xxxxxx Education xxxxxxxxx SWBAT xxxxxx Students xxxx exhibit x positive xxxxxxxx and xxxxxx essential xxx success xx their xxxxxx career xxxx Assessment xxxxxxxxxx to xxxxx and xxxx The xxxxxxxx evaluation xxxx is xxxxxxxx to xxxxx students' xxxxx to xxxxx and xxxx hard xxx essential xxxxxxxx of x positive xxxxxxxx in xxx workplace xxxxxxxx Value xxxxxxxxxx Performance xxxxxxxx Enthusiasm xx Learning xxxxxxx enthusiasm xxx learning xxx engaging xxxx course xxxxxxxx Commitment xx Improvement xxxxxxxxxxx commitment xx improvement xxx mastery xxxxxxxxx Approach xx Challenges xxxxxxx a xxxxxxxxx approach xx challenges xxxxxxxxx Collaboration xxxxxxxxxxx effectively xx group xxxxxxxx Upholding xxxxxxx Standards xxxxxx ethical xxxxxxxxx and xxxxxx protocols xxxxxxxxxx course xxxx a xxxx range xx instructional xxxxxxxxxxxxx to xxxxx with xxx prepare xxxxxxxx for xxxx assessment xxxxxxxxx the xxxxxx of xxxxxxxxxxxx values xxxxxxxxx to xxxxxxxx with xxx ability xx voice xxxxx opinions xxx interact xxxx the xxxxxx material xxxxxxxxxxx discussions xxxxxxx active xxxxxxxxxx from xxxxxxxx By xxxxxxxxx real-world xxxxxxxxx for xxxxx case xxxxxxx push xxxxxxxx to xxxxx their xxxxxxxxxxxx and xxxxxxx ideals xx real-world xxxxxx By xxxxxxxxxx real-world xxxxxxxx role-playing xxxxx kids xxxxx and xxxxxxxxxxx proper xxxxxxxxx Engaging xx reflective xxxxxxxxxx enhances xxxxxxxxxxxxxx and xxxxxxxxxxx a xxxx profound xxxxxxxxxxxxx of xxxxxxxx principles xxx how xxxx connect xxxx professional xxxxxxxxx This xxxxxxxxxx coordination xx the xxxxx evaluation xxx material xxxxxxxxxx that xxxxxxxx pick xx the xxxxxxxxx technical xxxxxx and xxxxxxxxx the xxxxxxxxx and xxxxxxx essential xxx success xx their xxxxxx fields xx work xxxx assessing xxxxxxxxx performance xxx above xxxxxxxxxx offers xxxxxxxxx and xxxxxxx while xxxxxxxxxxxx the xxxxxxxxxxxx of xxxxx teamwork xxx moral xxxxxxxx in xxx workplace xxx KnowledgeAccording xx Hern xxxxxxxxxxx and xxxxx having x strong xxxxx knowledge xxxxxxxxxx is xxxxxxx in xxxxxx and xxxxxxxxx Education xxx course xx designed xx convey xxxxxxxxxxx underpinnings xxxxxxxx to xxx chosen xxx path xxxx coincides xxxx the xxxxxxx goal xx ensuring xxxxxxxx gain xxxxxxxxx skills xxx values xxx a xxxxxxxx understanding xx the xxxxxxxxxxx foundations xxxxxxxxxxxx their xxxx Course xxxxx Mastery xx Core xxxxxxxx in xxxxxx and xxxxxxxxx Education xxxxxxxxx SWBAT xxxxxx Students xxxx acquire xxx apply xxxxxxxxxxxx knowledge xxxxxxxx to xxxxx career xxxx Assessment xxxxxxxx Choice xxxxx This xxxxxxxxxx tool xxxx multiple-choice xxxxxxxxx to xxxxx how xxxx students xxxxxxxxxx the xxxxxxxxxxx ideas xxx how xxxx they xxx apply xxxxxx to xxxxxxxxxx situations xxxxxxxxx Dimensions xxxxxxxxxxx Criteria xxxxxxxxxxxxxx of xxx Principles xxxxxxxx key xxxxxxxxxx and xxxxxxxx Scenario xxxxxxxx and xxxxxxxxx Analyse xxxxxxxxx and xxxxxx appropriate xxxxxxxxx Application xx Theoretical xxxxxxxxx Apply xxxxxxxxxxx knowledge xx practical xxxxxxxxxx Comprehension xx Industry xxxxxxxxxxx Demonstrate xxxxxxxxxxxxx of xxxxxxxxxxxxxxxxx terminology xxxxxxx Considerations xx Decision-Making xxxxxxxx ethical xxxxxxxxxxxxxx in xxxxxxxxxxxxxxx ContentThe xxxxxx uses x multimodal xxxxxxxx to xxxxxxx students xxx this xxxxxxxxx assessment xxxxxxxx lectures xxxx students x theoretical xxxxxxxxxx and xxxxxxxxx they xxxxxxxxxx important xxxxx In xxxxxxxx to xxxxxxxxx various xxxxxxxx tools xx accommodate xxxxxxxxx learning xxxxxxxxxxx interactive xxxxxxxxxx resources xxxx enable xxxxxxx participation xxxxxxxxx to xxxxxxxx Parks xxxx studies xxxx theory xxx practice xxxxxxx students xx use xxxx they've xxxxxxx in xxxxxxxxx settings xxxxxxxxx application xxxxxxxxxxxxx offered xx projects xxxxxxx with xxxxxxxxxxx ideas xxxxxxxxxx theoretical xxxxxxxxxxxxx This xxxxxxxxx ensures xxxx students xxxxx how xx apply xxxxx knowledge xx real-world xxxxxxxxxx and xxxxxxxxxx their xxxxxx theoretical xxxxxxxxxxxxx The xxxxxxxxxxxx table xxxxxx makes xx easier xx evaluate xxxxxxxxxx knowledge xxxxxxx and xxxxxxxxxx a xxxxxxxx examination xx students' xxxxxxxxxxxxx of xxx fundamentals xx career xxx technical xxxxxxxxx Respond xx other xxxxxxxxx assessments xxxxxxxx to xxxxxxx 's xxxxxxxxxx Skills xxxxxxxxxxxxx instructions xxx the xxxxxx exam xxx concise xxx make xx easy xx grasp xxxx is xxxxxxxx of xxx The xxxxxxxxx of xxx checklist xxxxxxxxxxx divides xxx assessment xxxx distinct xxxxx areas xxxx each xxxxxxxxx specified xxxxxxxxx and xxxxxxxx may xxxx understand xx Adding xxxxxxxxxx examples xx scenarios xxx each xxxx is xxxxxxx to xxxxxxx comprehension xxx give x more xxxxxxxx knowledge xx the xxxxxx skills xxx selected xxxxxxxxxx intends xx use xxxxxxxxx skills xxxxx on xxxxxxx preferences xxx instruction xxx items xx the xxxxxxxxx specifically xxxxxx important xxxxx components xx ensure x thorough xxxxxxxxxx The xxxxxxxxx is xxxxxxxxxxxx by xxxxxx applied xxxxxxxx methods xxxx real-life xxxxxxxxx and xxxxxxxxx exercises xx the xxxxxxx part xxxx makes xxx learning xxx evaluation xxxxxxx run xxxx smoothly xxxxxx Question xxx Student xx Skills xxxxxxxxxx Demonstrate xxx correct xxxxx of x digital xxxxxxxxxx in x simulated xxxxxxxx Response xx Student xx Assessment xxxxxxxx Value xxx attitude xxxxxx assessment xxxxxxxxxxxx are xxxxxxxxx to xxxx it xxxx to xxxxxxxxxx all xxxxxxxxxxxx The xxxxx tables xxxxxxxxxxx arrange xxxxxxxxxxx dimensions xxxxxxxxx particular xxxxxxxxx or xxxxxxxxxx indications xxx every xxxxxxxxx is xxxxxxx to xxxxxxxxxx comprehension xxx both xxxxxxxxx and xxxxxxxx The xxxxxxxx evaluation xx in xxxx with xxxxxxxxx positive xxxxxx and xxxxxxxxx Performance xxxxxxxxx directly xxxxxxx desired xxxxxxx such xx upholding xxxxxxx standards xxx productive xxxxxxxx Content xxxxxxx such xx role-playing xxxxxxxxxx and xxxxxxxxxxx conversations xxxxxxxxxx foster xxxxxxxxxxxx value xxxxxxxxxxx This xxxxxxxxxxxx guarantees x strong xxxxxx of xxxxxxxxxx and xxxxxxx methods xxxxxx Question xxx Student xx Attitude xxxxx Assessment xxxxxxxx how xxx contributed xx effective xxxxxxxxxxxxx and xxx ethical xxxxxx you xxxxxxxxxxx in x group xxxxxxx ConclusionUltimately xxxxx carefully xxxxxxxxx tests xx knowledge xxxxxxxx values xxx skill xxxxxxxxx the xxxxxxxxxxx between xxxxxxxxxxx and xxxxxxx learning xxxxxxx the xxxxxxxxx alignment xx objectives xxxxxxxxxxx and xxxxxxxx this xxxxxxxx to xxxxxxxx guarantees xxxx students xxxxxxxx with x deep xxxxxxxxxxxxx of xxx basic xxxxx in xxxxxx and xxxxxxxxx education xx well xx a xxxxxxxx attitude xxx set xx values xxxxxxxxxxxxxxx M x Students' xxxxxxxxxxx of xxxxxxxxxxxxx methods xxxx in xxxxxx and xxxxxxxxx education xxxxxxx University xxxxxxxxx perceptions xx instructional xxxxxxx used xx postsecondary xxxxxx and xxxxxxxxx education x ProQuestHern xxxxxxxxxxx V x Blank x Teaching xxxxxxx language xxxxxxxx in xxxxxx and xxxxxxxxx education xxxxxxxx Routledge xxxxxxxx English xxxxxxxx Learners xx Career xxx Technical xxxxxxxxx Programs x Victor x Hern xxxxxxxxxxx William xxxxx - xxxxxx BooksKilag x K xx oza x Comighud x Amontos x Damos x Abendan x F xxxxxxxxxx Teachers xxxxxxxxxxx Technology xxxx Livelihood xxxxxxxxx for x Digital xxxxxx Excellencia xxxxxxxxxxxxx Multi-disciplinary xxxxxxx of xxxxxxxxx - xxxxxxxxxx Teachers xxxxxxxxxxx Technology xxxx Livelihood xxxxxxxxx for x Digital xxxxxx Excellencia xxxxxxxxxxxxx Multi-disciplinary xxxxxxx of xxxxxxxxx multijournals xxx King x P xxxx V x Eds xxxxxxxxxxx in xxxxxx and xxxxxxxxx education xxxxxxxxx approaches xxxxxxx workforce xxxxxxxxxxxx around xxx globe xxx Innovations xx Career xxx Technical xxxxxxxxx Strategic xxxxxxxxxx towards x Google xxxxxxxxxxxxx N x Parks x Teacher xxxxxxxxx in xxxxxx and xxxxxxxxx education xxxxxxxxxx and xxxxxx implications xxx the xxx millennium xxxx - xx - xxxxxxx Education xx Career xxx Technical xxxxxxxxx Background xxx Policy xxxxxxxxxxxx for xxx New xxxxxxxxxx Rojewski x Preparing xxx workforce xx tomorrow x conceptual xxxxxxxxx for xxxxxx and xxxxxxxxx education xxxxxxx of xxxxxxxxxx Education xxxxxxxx - xxxxx doi xxx JVERMore Articles From English
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