READINGS IN PHILIPPINE HISTORY

ALDRIN A. ALCANTARA
Readings in Philippine History

By: Aldrin A. Alcantara

Copyright © 2020 by Aldrin A. Alcantara and the University of Nueva Caceres

No part of this course module/study guide may be reproduced or transmitted in any form or
by any means, electronic or mechanical, including photocopying, recording, or any information
storage and retrieval system, without permission in writing from the author/s and the
University of Nueva Caceres

Published in the Philippines by the University of Nueva Caceres

Office of the Vice President for Academic Affairs
JH10, JH Bldg., University of Nueva Caceres,
J. Hernandez Ave. Naga City,
Camarines Sur, Philippines

Printed in the Philippines

First printing, 2020
 TABLE OF CONTENTS

INTRODUCTION 1
Course Description 1
Overview of the Course 1
Course Outcomes 1
Prerequisite Knowledge and Skills 1
Course Outline 2
List of Resources 2
Course Schedule 3
Mode of Delivery 3
Module 1: Introduction to Philippine History 4
Module 2: Content and Contextual analysis of Selected Primary Sources 7
Module 3: One Past but Many Histories: Controversies and
Conflicting Views in Philippine History 9
Module 4: Social, Political, Economic and Cultural Issues
in the Philippines and Their History 11
Module 5: Critical Evaluation and Promotion of Local and Oral History 13
FINAL OUTPUT PRESENTATION 15
READINGS IN PHILIPPINE HISTORY

COURSE DESCRIPTION

This is a three-unit course which analyses Philippine history from multiple perspectives through
the lens of selected primary source coming from various disciplines and different genres. Students are
given the opportunity to analyze the author’s background and main arguments, compare different points
of view, identify biases and examine evidence presented in the document.
The discussion will tackle traditional topics in history and other interdisciplinary themes that will
deepen and broaden their understanding of Philippine political, economic, cultural, social and religious
history. Priority is to develop the historical and critical consciousness of the students so that they will
become versatile, articulate, broad-minded, morally upright and responsible citizens. This course has
mandatory topics on Philippine constitution, agrarian reform and taxation.

COURSE OVERVIEW
The course begins with the introduction to primary source analysis, particularly on credibility,
authenticity and provenance, and introduces the learners to the two sources of history – primary and
secondary.
Then the course proceeds to the analysis of famous historical accounts in the Philippines while
critically discussing its primary and secondary sources, content and contextual analysis of selected primary
sources, then you are going to identify historical importance of the text or source and examine the
author’s main argument and point of view.
The course closes with an analysis of the social, political, economic and cultural issues in
Philippines history as well as puts history into context by discovering the local history in your area or
region.

COURSE OUTCOMES
Upon completion of the course, you should be able to:
1. Review the contribution of different kinds of primary sources in understanding Philippine History;
2. Develop critical and analytical skills with exposure to primary sources;
3. Create recommendations/solutions to present-day problems based on their root causes; and
4. Demonstrate interest in local history as part of promoting and preserving Philippine national
patrimony.

PREREQUISITE KNOWLEDGE AND SKILLS

Basic digital literacy skills required for studying such as being able to communicate through email,
FB messenger, and video call (these are especially for students with unstable or zero connectivity at
home). For students who have stable connectivity, one should know the basic skills in downloading and
uploading content material using Google Suite (Google docs, Google drive, Google sheets). Students will
need this as a basic tool when engaging with their teacher and groupmates. Students also need to have
basic skills in using Google meet or Zoom as platforms to be used during real-time or synchronous sessions
with their professor and classmates. To facilitate the use of these tools, it would be advisable for students
to create their own gmail accounts.
Good socialization skills are expected from the learners. As the teachers and students are away
from each other, students need to exert extra effort to establish and maintain quality relationships
through one’s communication skills, collaboration skills, initiative, critical thinking skills, and the like.

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COURSE OUTLINE
I. Introduction to Philippine History
A. Sources of History
B. Evaluation of Primary Sources
C. Credibility, Authenticity and Provenance
II. Content & Contextual Analysis of Selected Primary Sources
A. Content and Context of History
B. Historical importance of the text and source
C. Author’s main argument and point of view
III. One Past But Many Histories: Controversies and Conflicting Views in Philippine History
A. Site of the First Mass in the Philippines
B. Cavite Mutiny
C. Rizal’s Retraction
D. Cry of Balintawak or Pugadlawin
E. The Philippine Revolution
F. Martial Law and EDSA Revolution
IV. Social, Political, Economic & Cultural Issues In Philippines & Their History
A. Agrarian Reform Policies
B. The Philippine Constitution and Government
C. Human Rights
D. Political Dynasties
V. Critical Evaluation and Promotion of Local and Oral History
A. Municipal, City History
B. Regional History
VI. Final Output Presentation: Present your Local History

LIST OF RESOURCES
Books:
Alphora, Veronica and Candelaria, Lee (2018). Readings In Philippine History.
Gerona, Danilo Madrid (2014). La Ciudad de Nueva Caceres: The Rise of a Sixteenth Century Spanish
City.
Lahoz, Manuel C. (2017). Of Tyrants and Martyrs: A Political Memoir
Mijares, Primitivo (1986). The Conjugal Dictatorship of Ferdinand and Imelda Marcos
Torres, Jose Victor (2018). Batis:Sources on Philippine History.

Web-based Resources:
National WWI Museum and Memorial (2014). Why is History Important?. From
https://www.youtube.com/watch?v=LGEO-fghzcw
Rappler. Basagan nf Trip with Leloy Claudio. From https://www.youtube.com/watch?v=- C129XLpTbo
History of the Ages. Historical Sources-Overview. from https://www.youtube.com/watch?v=-
C129XLpTbo
Simple History. Ferdinand Magellan, First Circumnavigation of the Earth. From
https://www.youtube.com/watch?v=ylwi
Keroscene (2016). Philippines: The Hidden History of Ancient Kingdoms and Empires.
https://www.youtube.com/watch?v=2T4T

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COURSE SCHEDULE
This is an 18-week course with three hours per week covering seven modules. Module 1 is an
introduction to Philippine History; Module 2 looks into the content & contextual analysis of selected
primary sources; Module 3 enters into the controversies and conflicting views in Philippine history;
Module 4 on the Social, political, economic & cultural issues in the Philippines & their history; Module 5
is a critical evaluation and promotion of local and oral history; and Module 6 is the final output
presentation.

LEARNING SUPPORT SYSTEM

The mode of delivery of course depends on the Internet connectivity of the students. For those
with zero or poor Internet connectivity, students will be provided with printed copy of the module or a
soft copy of the module in a flash drive.
For students with good connectivity, the course will be delivered through synchronous and
asynchronous sessions.
In asynchronous sessions, the learning occurs through online channels without real-time
interaction (https://thebestschools.org). In UNC, asynchronous engagement is one where the learning
activities will be experienced through the use of a Learning Management System (LMS) or a learning
platform (such as Coursera and LinkedIn, among others) and these learning activities can happen or can
be accessed by the students at any time and at their own pace, given certain time frame.
In synchronous sessions, the learning is online that happens in real time
(https://thebestschools.org). In UNC, the teaching-learning activities happen in real-time through the use
of real-time platforms such as Zoom or Google Meet.
In this modular approach, you are expected to facilitate your own learning. A short discussion on
the concepts needed to understand the lesson is given. You may look for the resources mentioned if the
short discussion is not yet enough for you to grasp an understanding of the lesson. Learning activities are
provided to make you think critically and further deepen your understanding. As with other modular
approach, the modules are designed for self-paced learning.

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 MODULE 1
INTRODUCTION TO PHILIPPINE HISTORY

INTRODUCTION
Research involves examining primary sources (original material) to test and validate the point of
view or interpretation of the material later published as a reference work or secondary source.

A primary source is direct evidence to the event, person, or subject of research, however on its
own it may be difficult to interpret. It is important to locate, read and refer to secondary sources in your
writing. Secondary sources provide vital background information. Having as much knowledge as possible
about the text or event about which you are researching is crucial. Familiarising yourself with what has
been written about your topic will allow you to write more knowledgeably. It informs you as to what
others have said so you can avoid repeating ideas that are already out there and it can be used to support
your ideas or to show an alternative view. You can create an argument that shows all points of view.

LEARNING OUTCOMES
At the end of this section, you should be able to:
1. Explain the meaning and relevance of History;
2. Distinguish Primary and Secondary sources;
3. Differentiate internal and external criticism of repositories of primary sources; and
4. Evaluate the different kinds of primary sources.

PRE-CLASS REQUIRED READING

The following resources will be your guide in understanding the relevance of history and the two
most important sources of history. These are our main references but feel free to look for other
online/offline resources that would help you in navigating the course.
1. Batis: Sources in Philippine History, Jose Victor Torres 2018
2. Readings in Philippine History, Lee P. Candelaria and Veronica C. Alporha
3. Historical Sources – Overview, History for the Ages, https://www.youtube.com/watch?v=-
C129XLpTbo
4. Why is History important?, National WWI Muesum and Memorial,
https://www.youtube.com/watch?v=LGEO-fghzcw
5. Philippines: The Hidden History of Ancient Kingdoms and Empire, Keroscene
https://www.youtube.com/watch?v=2T4T

Good historical writing includes: a clear argument that has both logical and persuasive elements
interpretations that strive to be as objective as possible but openly acknowledging the underlying
concerns and assumptions something new rather than simply re-hashing the work of other authors--
sometimes asking old questions and finding new answers or asking questions which never have been
asked a response to debates in the field of history, either by challenging or reinforcing the interpretations
of other historians evidenced in the footnotes and biography.
Historical sources are typically divided into two categories: primary and secondary sources.
Depending on the historian's intent, some sources change their designation. Determining what sort of
sources to use, and the level of credibility and reliability of those sources, is an important step in critical
thinking for the historian.

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Primary Source
Reading primary sources enjoins the reader to engage in historical imagination along with the use
of research skills. A good primary source reader is willing and able to ask questions, be creative in giving
possible answers, gathering factual background data and create a response which is analytical in nature.
In evaluating primary sources, we shall explore the parts of the text or artifact by using these steps:

1. Author and Audience: Who wrote the text (or created the artifact) and what is the author/creator's
place in society? If the person is not well known, try to get clues from the text/artifact itself.

2. Logic: What is the author's point of view? How does the creator construct the artifact? What is the
strategy for accomplishing a particular goal? Do you think the strategy is effective for the intended
audience? Cite specific examples.

3. Frame of Reference: How do the ideas and values in the source differ from the ideas and values of
our age? Give specific examples of differences between your frame of reference and that of the author or
creator -- either as an individual or as a member of a cultural group.
What assumptions do we as readers bring to bear on this text? See if you can find portions of the
text which we might find objectionable, but which contemporaries might have found acceptable.

4. Evaluating Truth Content: How might this text support one of the arguments found in a historical
secondary source? Choose a paragraph anywhere in a secondary source you've read, state where this text
might be an appropriate footnote (give a full citation), and explain why.

5. Relation to Other Sources: Compare and contrast the source with another primary source from the
same time period. What major similarities? What major differences appear in them?
Which do you find more reliable and credible? Reliability refers to the consistency of the author's
account of the truth. A reliable text displays a pattern of verifiable truth-telling that tends to make the
reader trust that the rest of the text is true also. Your task as a historian is to make and justify decisions
about the relative veracity of historical texts and portions of them.

Secondary Source
A secondary source is a document or recording that relates or discusses information originally
presented elsewhere. A secondary source contrasts with a primary source, which is an original source of
the information being discussed; a primary source can be a person with direct knowledge of a situation,
or a document created by such a person.

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ACTIVITY
Concept Mapping. Now that you have an idea on how history is gathered thru two important
sources, let us now differentiate the two. Create a matrix (table) that will differentiate Primary Source vs
Secondary Source on the following aspects:

CRITERION PRIMARY SOURCE SECONDARY SOURCE

Definition

Crediblity

Authenticity

Provenance

Sample Document

You may just highlight at least two (2) distinguishing elements for each aspect. Try to unlock
difficult words by using your dictionaries and related articles about the topic. You can do it!

REFLECTION
Is “hearsay” a primary or a secondary source? Defend your answer in five (5) sentences.
______________________________________________________________________________
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______________________________________________________________________________.

SOURCES
National WWI Museum and Memorial (2014). Why is History Important?.
From https://www.youtube.com/watch?v=LGEO-fghzcw
Rappler. Basagan nf Trip with Leloy Claudio.
From https://www.youtube.com/watch?v=-C129XLpTbo

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 MODULE 2
CONTENT & CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES

INTRODUCTION
Historians employ sourcing and contextualization to deeply consider an author’s background and
the time and place in which the author lived (context) to better understand the point of view, meaning,
and argument of a primary source. When analysed in this way, understanding the point of view is often
called historical perspective, which Sexias and Morton (2013) define as “attempting to see through the
eyes of people who lived in times and circumstances far removed from our present-day lives.”
Teaching students to source and contextualize aids in developing deep understanding of historical
perspective. Students who actively engage in these strategies are more likely to ascertain the author’s
point of view or purpose.

LEARNING OUTCOMES
At the end of this section, you should be able to:
1. Examine context, content and perspective of different kinds of primary sources;
2. Discuss the contribution of different kinds of primary sources in understanding Philippine
History; and
3. Assess the impact or implications of the exposure to primary sources.

PRE-CLASS REQUIRED READING / VIDEO

The following resources will be your guide in understanding the different kinds of primary source
and their impact in understanding Philippine history. These are our main references but feel free to look
for other online/offline resources that would help you in navigating the module.
1. Basagan ng trip with Leloy Claudio: 5 misconceptions about Philippine History, Rappler,
https://www.youtube.com/watch?v=4SSRXcP5f
2. Basagan ng Trip with Leloy Caludio: 5 movies about Philippine History, Debunking myths on the
origins of the Filipino

ACTIVITY
HISTORY LENS. Choose between the two videos to watch and read about relevant articles
particularly “Misconceptions on Philippine History” and try to answer the following question:

1. Why are there misconceptions in history?

______________________________________________________________________________
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______________________________________________________________________________.
2. What could be the reason/s for these misconceptions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
3. How can we rectify or change these misconceptions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.

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 4. Identify at least three (3) Philippine history misconceptions and try to rectify them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.

REFLECTION
Historical Revisionism is an alteration of history at certain moments in time. The alteration may
be done a few months or many years after the actual event. Try to reflect on this concept and ask yourself
“Why do people resort to historical revisionism?” Answer in no less than five (5) sentences.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.

SOURCES
History of the Ages. Historical Sources-Overview. from https://www.youtube.com/watch?v=-
C129XLpTbo
Simple History. Ferdinand Magellan, First Circumnavigation of the Earth. From
https://www.youtube.com/watch?v=ylwi

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 MODULE 3
ONE PAST BUT MANY HISTORIES: CONTROVERSIES AND CONFLICTING
VIEWS IN PHILIPPINE HISTORY

INTRODUCTION
History is about interpreting the past; it is a “spin” on the historical facts. As the scholar E.H. Carr
noted, history has been called a “hard core of facts” surrounded by a “pulp of disputable interpretation.”
Without interpretation—“the pulpy part of the fruit”—there is no meaning, only disconnected facts. Even
if an historian is not explicit about his or her viewpoint, an interpretation is always lurking somewhere in
what he or she writes.
Through interpretation, historians say what they believe the past means. They attempt to explain
why and how things happened as they did and why particular elements in the past are important.

LEARNING OUTCOMES
At the end of this section, you should be able to:
1. Examine primary sources in relation to historical issues or controversies;
2. Create arguments in favour or against a particular issue using those sources; and
3. Appraise the impact of different and often conflicting narratives of key areas of Philippine
History.

PRE-CLASS REQUIRED READING / VIDEO

The following resources will be your guide in understanding the different kinds of controversies
surrounding Philippine history. These are our main references but feel free to look for other online/offline
resources that would help you in navigating the module.
1. Garcia, Carlito D. (2015). The Filipinos and Their Struggle for Freedom and Survival: a
textbook in Philippine History for College Students.
2. Ateneo de Manila University UCPRO (2016). No To Historical Revisionism. From
https://www.youtube.com/watch?v=Df-u2f598WM

ACTIVITY

Find at least two (2) resources/articles/readings and read on the following topics.
a. Site of the First Mass
b. Cavite Mutiny
c. Retraction of Rizal
d. Cry of Balintawak or Pugadlawin
e. The Philippine Revolution
f. Martial Law and EDSA

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 After reading about these events in Philippine history, write an argumentative essay on your
chosen historical controversy wherein you will justify your point of view regarding the “truth” about the
chosen controversy. In your argumentative essay, choose the article that best suits your point of view.
Then write the essay following the three basic parts: Introduction, Body and Conclusion.
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

SOURCES
History of the Ages. Historical Sources-Overview. from https://www.youtube.com/watch?v=-
C129XLpTbo
Simple History. Ferdinand Magellan, First Circumnavigation of the Earth. From
https://www.youtube.com/watch?v=ylwi

REFLECTION
TV shows, social media posts, online videos would say that something or someone is
“controversial”. In your own understanding, when is something “controversial”? Why are some of the
events in Philippine history “Controversial”?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 MODULE 4
SOCIAL, POLITICAL, ECONOMIC AND CULTURAL ISSUES IN PHILIPPINES
AND THEIR HISTORY

INTRODUCTION
Recent political and economic developments and associated changes in the practice and delivery
of health and social care have led managers and professionals to recognise the importance and links
between problem solving and decision-making skills. In particular, assessing the impact of political,
economic, socio-cultural, environmental and other external influences upon health care policy, proposals
and organisational programmes is becoming a recognisable stage of health service strategic development
and planning mechanisms. Undertaking this form of strategic analysis therefore is to diagnose the key
issues that the organisation needs to address.

LEARNING OUTCOMES
At the end of this section, you should be able to:
1. Apply historical analysis of a particular event or issue that could help others understand the
chosen topic; and
2. Propose solutions to present day problems based on their understanding of root causes as
shown by primary sources.

PRE-CLASS REQUIRED READING / VIDEO

The following resources will be your guide in understanding the social, political, economic and
cultural issues in the Philippines and their history. These are our main references but feel free to look for
other online/offline resources that would help you in navigating the module.
1. Philippine Constitution, any reference
2. Intuitional history of schools, corporations, religious groups and organizations, any reference.

ACTIVITY
MULTI-FACET RESEARCH. Look for social, political, economic and cultural issues in the Philippines.
At least two (2) main issues. Then read about their histories focusing on how they started, how the evolved
and how they were resolved. If the issue was not resolve, what do you think we can do to resolve the
issue? Write in spaces provided.
Social Issue 1. 2.
Political Issue 1. 2.
Economic Issue 1. 2.
Cultural Issue 1. 2.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.

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REFLECTION
Covid-19 has changed the face of the Philippines and the world. What do you think are the 1.
Social, 2. Political, 3. Economic and 4. Cultural impacts of the pandemic in relation to history? This is a
difficult question for reflection but try to reflect on this current issue.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

SOURCES
Aguinaldo, Emilio. True Version of the Philippine Revolution, from
http://www.gutenberg.org/ebooks/12996

Mabini, Apolinario. The Philippine Revolution. From

http://malacanang.gov.ph/8143-the-philippine-revolution-by-apolinario-

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 MODULE 5
CRITICAL EVALUATION AND PROMOTION OF LOCAL AND ORAL HISTORY

INTRODUCTION
Studying history to most of us means studying history on a grand scale. The rise and fall of
civilizations, the progress of major social and economic changes, everything in short that affects whole
countries, peoples and world events. The big picture of history as given by these studies is vitally
important, but it is worthwhile to remember that those major processes and events we learn about were
made up of individuals, families, locales and communities that all played their part in shaping and being
shaped by history.

LEARNING OUTCOMES
At the end of this section, you should be able to:
1. Examine local historical sites, events, celebrations, practices, organizations and personalities;
and
2. Create ways by which local history and culture can be promoted as part of preserving the
country’s historical and cultural heritage.

PRE-CLASS REQUIRED READING / VIDEO

Gerona, Danilo Madrid (2014). La Ciudad de Nueva Caceres: The Rise of a
Sixteenth Century Spanish City.
Local History as a Microcosm

Local history contains a wealth of details and stories that help reveal how societal changes
impacted the lives of ordinary people. It can be seen as a ‘microcosm’ or representation of large patterns
on a small scale. Learning about local history turns the grand patterns of historical change into concrete
stories that tell of the lives of individuals. It is thus vital to increasing one’s understanding of historical
processes.

Local History teaches you about your Community

Locations and objects in your community, sometimes things as mundane as names of streets, can
reflect the long heritage of past generations where you live. Few of us know the origins or histories behind
our community, but learning the stories of a region’s past can change the way you think about the present.

History is all around you

Above all, studying local history can fill you with the knowledge that history is all around you.
Learning about local history can help you realize the grand scheme of historical change is made up of
countless individuals like you and those around you who in their own ways contributed to the ongoing
story of your community. And this story likely contains fascinating information that is worth finding and
preserving.

ACTIVITY
THROWBACK THURSDAY. We are very familiar with this tag. Whenever we say “”throwback
Thursday” we mean a picture a topic or a memory from the past. Let us improve our knowledge and
appreciation of our local history in this activity. Interview three (3) elderly members of your community.

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You may do this thru face-to-face, phone conversation or video call. Let them tell about the history of
your place by focusing on these topics:
a. Origin of the community
b. Notable events in the community
c. Notable persons in the community
After the interviews, try to “package” their stories by making one big story about your local
history. Therefore, you will have three “short stories” of your local history. Try to make interesting titles
for each story. You may encode or write them in a separate sheet.

REFLECTION
Reflect on the saying “My History, My Self”. What does the saying imply about local history?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.

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FINAL OUTPUT PRESENTATION

INTRODUCTION
They say history is just a collection of stories of the past. But that is not history in its entirety.
History is the construction of meaningful past. And in this module, you will present one of your short
stories. This should be the best among the three stories you have. Follow the rubric below. You can do it!

OUTCOMES
At the end of this section, you should be able to:
1. Write a short story about your local history
2. Follow the rubric in making the short story

RUBRIC FOR ESSAY

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