On October 13, 2025, the Singapore Institute of Technology unveiled an ambitious career development initiative that signals a fundamental shift in how educational institutions approach graduate employability. The Design Your Futures (DYF) programme represents more than just another career services offering—it’s a comprehensive ecosystem designed to equip students with the adaptability, strategic thinking, and resilience needed to navigate careers in an increasingly unpredictable world.
This initiative comes at a critical juncture. While SIT’s latest employment survey reveals encouraging results—with 87% of graduates finding employment within six months and 92% securing roles relevant to their studies—the programme acknowledges an uncomfortable truth: education and employment landscapes are transforming faster than traditional career services can adapt to. The question isn’t whether students will need career support, but whether that support can keep pace with change itself.
The DYF Programme: Beyond Traditional Career Services
Design Thinking Meets Career Planning
What distinguishes SIT’s approach is its philosophical foundation. Rather than relying on conventional career counseling—which typically focuses on resume writing, interview tips, and job matching—the DYF programme draws from design thinking methodologies pioneered at Stanford University and incorporates futures thinking concepts developed by futurist Verne Wheelwright.
This framework represents a departure from reactive career services. Instead of waiting until graduation to help students navigate job searches, the programme embeds career planning into the entire undergraduate experience, beginning with freshman orientation. Students are encouraged to view their careers as design challenges to be solved systematically, with multiple iterations and refinements.
The structured activities integrate seamlessly into SIT’s applied learning model. By incorporating design thinking modules, futures thinking exercises, and social innovation projects alongside traditional academic coursework, the university positions career development as central to education rather than peripheral to it. This holistic approach acknowledges that career success increasingly depends on skills like adaptability, creative problem-solving, and systems thinking—capabilities that design thinking explicitly cultivates.
The Work-Study Integration
The programme’s integration with SIT’s Integrated Work Study Programme—which involves an eight to 12-month work attachment—creates a powerful feedback loop. Students aren’t simply theorizing about their careers; they’re testing assumptions in real work environments, gathering data about their preferences and capabilities, and refining their career designs based on tangible experience.
This experiential component is significant. While many universities offer internship programmes, SIT’s extended work attachment combined with reflective design thinking exercises transforms internships from resume-padding exercises into genuine opportunities for career discovery and skill validation.
Alumni Engagement: Extending Support Beyond Graduation
Addressing the Post-Graduation Gap
Historically, career services at universities have focused intensively on undergraduates approaching graduation, then essentially abandoned graduates to navigate career transitions independently. SIT’s decision to extend support to over 21,000 alumni through a condensed DYF course starting January 2026 addresses a critical gap in the employment ecosystem.
The alumni programme structure—a two-day intensive 16-hour workshop with a three-hour follow-up reflection session six months later—reflects a realistic understanding of adult learners’ constraints. Rather than expecting alumni to commit to extended programmes, SIT offers concentrated, high-impact interventions. The opportunity to use Learn for Life credits (allowing one complimentary CET module worth up to $3,500 every five years) removes financial barriers while positioning continuous learning as a norm.
Tailored Guidance and Industry Relevance
Recognizing that career challenges evolve throughout professional lives, SIT commits to providing “guidance tailored to suit individual needs and industry trends.” This flexibility is essential. A graduate navigating their first job transition faces different challenges than someone considering a mid-career pivot or preparing for technological disruption in their field. One-size-fits-all career coaching fails to address this diversity.
The extended career coaching services—resume review, interview preparation, job search strategies—appear conventional on the surface but gain power when delivered by advisors familiar with evolving industry demands and tailored to individual circumstances.
Comparative Positioning: SIT in the Broader Higher Education Landscape
Competitive Benchmarking
SIT’s initiative doesn’t exist in isolation. The article notes that other local universities are strengthening their career support offerings. Nanyang Technological University recently implemented year-long career support for all undergraduates following graduation, while the National University of Singapore provides fresh graduates access to a range of career courses through its Centre for Future-ready Graduates.
This competitive benchmarking among Singapore’s universities reflects broader recognition that career support has become a key differentiator in the educational value proposition. For prospective students evaluating universities, the availability and quality of career services increasingly influences enrollment decisions.
However, SIT’s approach distinguishes itself through several elements: the integration of design thinking and futures thinking methodologies, the substantial work-study component built into every programme, and the explicit extension of support to all alumni rather than just recent graduates. While other universities focus on post-graduation support, SIT emphasizes continuous career design throughout and beyond formal education.
The Employment Data: What It Reveals and Conceals
Strong Headline Numbers with Important Context
The statistics cited at the convocation ceremony present an encouraging picture: 87% employment within six months, 92% in roles relevant to their field. Deputy Prime Minister Gan Kim Yong framed these results as testament to “the strong industry relevance of SIT’s curriculum and its applied learning model.”
These numbers warrant careful interpretation. First, the 87% figure represents employment within six months, not immediate employment. For graduates entering competitive fields or those seeking roles in specific sectors, this timeline matters. Second, “employment” encompasses diverse job types and quality levels—a graduate’s first role may represent either a strategic stepping stone or an underemployment compromise.
The 92% relevance figure is more telling. It suggests SIT’s applied learning model effectively prepares students for the actual job market, not an idealized version of it. This alignment between curriculum and employer needs is increasingly rare as industries evolve rapidly. Many traditional universities struggle to maintain curriculum relevance precisely because their programmes change slowly while industry demands shift quickly.
What’s Not Measured
Employment statistics, while valuable, capture only part of the career success picture. They don’t measure job satisfaction, career trajectory over five or ten years, wage premiums, or the ability to navigate career transitions. A graduate who finds employment quickly but in a dead-end role may eventually face greater challenges than one who takes longer to secure a position with genuine growth potential.
Similarly, these statistics predate the DYF programme’s full rollout. The true impact of design thinking and futures thinking integration on long-term career outcomes won’t be apparent for years. This creates a measurement challenge: how should universities evaluate innovative career support programmes before comprehensive longitudinal data exists?
The Design Thinking Advantage: Why This Approach Matters
Building Career Resilience
Career resilience—the capacity to navigate uncertainty, adapt to change, and recover from setbacks—has become as important as technical skills. The DYF programme’s emphasis on design thinking explicitly develops this capability.
Design thinking frameworks teach students to reframe problems, embrace experimentation, learn from failure, and iterate rapidly. These aren’t abstract concepts; they’re practical approaches that translate directly to career navigation. A graduate trained in design thinking approaches a job loss differently than one who lacks this framework—not with desperation, but with structured problem-solving.
Futures thinking adds another crucial dimension. Rather than passively accepting future trends, futures thinking encourages active imagination of multiple possible futures and deliberate choices about which futures to build toward. In a world where technological disruption constantly reshapes labor markets, this capacity to imagine and work toward preferred futures becomes genuinely strategic.
Addressing Technological Disruption
The timing of SIT’s programme launch deserves note. As artificial intelligence and automation increasingly disrupt labor markets, traditional career planning becomes obsolete. A student graduating in 2025 cannot assume that skills learned during their degree will remain relevant throughout their career. The DYF programme implicitly acknowledges this reality by teaching students to continuously design and redesign their careers rather than execute a fixed plan.
This adaptability becomes existential for some fields. AI developments affect programming, data analysis, creative fields, and increasingly, white-collar professional work. Graduates need not just technical skills but the meta-skills to anticipate disruption, pivot when necessary, and continue learning throughout their careers.
Implementation Challenges and Considerations
Scaling Complex Interventions
Integrating design thinking and futures thinking into hundreds of courses across multiple academic programmes presents genuine challenges. Quality control becomes difficult when the effectiveness of such interventions depends heavily on instructor expertise and student engagement. SIT must develop robust training for academic advisors and faculty to ensure consistency across programmes.
The alumni programme faces different scaling challenges. Converting over 21,000 alumni into participants requires sustained marketing, program administration, and personalized guidance. The Learn for Life credits provide financial incentive, but uptake will depend on how effectively SIT communicates the programme’s value and makes participation convenient.
Measuring Intangible Outcomes
How should SIT measure the success of design thinking and futures thinking integration? Traditional metrics like employment rate and wage premium take years to manifest. Interim metrics might include student engagement, course completion rates, satisfaction surveys, and evidence of students making deliberate career transitions. However, these intermediate measures correlate imperfectly with long-term outcomes.
The best approach likely combines multiple measures: short-term metrics (student engagement, satisfaction), intermediate outcomes (career transitions, role changes initiated by alumni), and long-term tracking (five and ten-year employment trajectories, wage growth, career satisfaction).
Student Buy-In and Motivation
The programme’s success ultimately depends on student engagement. Some students will naturally embrace design thinking approaches and actively design their careers. Others may view the programme as bureaucratic requirement rather than genuine opportunity. Creating sustained engagement across diverse student populations—some highly motivated, others simply pursuing credentials—requires continuous pedagogical innovation and clear communication of value.
The Broader Outlook: Implications for Higher Education and Employment
The Shifting Role of Universities
SIT’s comprehensive career support initiative reflects and accelerates a fundamental shift in university role. Increasingly, universities are expected to deliver not just disciplinary knowledge but workplace readiness, career agility, and lifelong learning capabilities. The boundary between education and workforce development blurs.
This shift creates both opportunities and risks. Opportunities include greater relevance to students’ actual needs and stronger relationships with employers. Risks include pressure to prioritize immediate employability over deeper learning, intellectual exploration, and critical thinking development. Universities must maintain this balance, recognizing that the most valuable career asset is often the ability to think independently and engage with complex problems—capabilities that emerge from rigorous intellectual training.
The Lifetime Learning Imperative
SIT’s extension of career support to alumni reinforces an uncomfortable reality: a single degree no longer provides a complete career foundation. Graduates will require multiple career transitions, skill updates, and strategic pivots throughout their working lives. The traditional model of education followed by work followed by retirement increasingly gives way to continuous cycles of education and work.
This creates business model implications. Universities must develop sustainable mechanisms for supporting alumni throughout careers, not just during undergraduate studies. The Learn for Life credits represent one approach; others might include alumni networks that facilitate peer learning, accessible online continuing education, and career coaching services scaled to serve large populations efficiently.
Industry Partnership Evolution
Genuine career support requires close partnerships with employers. Universities need real-time insights into evolving skill demands, emerging roles, and changing career trajectories. Similarly, employers benefit from universities that understand their needs and prepare graduates effectively.
SIT’s applied learning model and industry partnerships position it well for this collaboration. However, maintaining these relationships requires constant investment. Industries change rapidly; university structures change slowly. Managing this mismatch requires sophisticated scanning of industry trends, agility in curriculum development, and honest conversations with employers about what universities can realistically deliver.
The Equity Question
As career support becomes increasingly sophisticated and comprehensive, universities must grapple with equity questions. Do all students have equal access to design thinking mentorship? Do some students’ backgrounds provide advantages in navigating design thinking frameworks? Does career coaching reinforce existing networks or genuinely open new opportunities?
SIT’s commitment to serving over 21,000 alumni and extending support broadly suggests attention to these questions. However, implementation details matter enormously. Whether career coaching truly reaches working-class graduates navigating job transitions or primarily serves already-advantaged students remains an open question.
Conclusion: Designing an Uncertain Future
The Design Your Futures programme represents sophisticated thinking about career development in an uncertain world. By embedding design thinking and futures thinking into undergraduate education and extending support throughout alumni careers, SIT acknowledges that traditional career planning—developing a detailed five-year plan—provides false certainty.
Instead, the programme equips students and alumni with frameworks for continuous career design: strategies for understanding themselves, imagining possibilities, testing assumptions, learning from experience, and adapting as circumstances change. In an economy disrupted by technological change, this adaptability may matter more than any specific skill or credential.
The early employment results are encouraging, though they predate the programme’s full implementation. The true impact will emerge over years as design thinking-trained graduates navigate career transitions, demonstrate resilience through industry disruption, and make strategic choices about their professional development.
For other universities and employers, SIT’s approach offers important lessons: career support cannot remain peripheral to education; it must be integrated into learning throughout students’ development. Career challenges don’t end at graduation; they multiply and evolve throughout working lives. And perhaps most fundamentally, in an uncertain world, the most valuable career capability is the ability to design your own future deliberately and adapt as that future unfolds.
Whether SIT’s ambitious vision fully materializes depends on implementation fidelity, sustained investment, and genuine student and alumni engagement. Early indicators suggest the initiative is well-conceived and positioned for meaningful impact. As these programmes mature and longitudinal data accumulates, they will provide valuable insights into whether design thinking and futures thinking actually produce more resilient, satisfied, and successful graduates.
The stakes are high—not just for SIT, but for the broader educational ecosystem. In a world of constant change, the question of how to prepare people for careers they cannot fully anticipate becomes urgent. SIT’s answer—teaching people to design their own futures—deserves serious attention and rigorous evaluation.
Cultivating an AI-Ready Workforce: An In-Depth Analysis of the Singapore Institute of Technology’s New AI Practitioner and Doctoral Training Programmes
Abstract: This paper provides a detailed analysis of the Singapore Institute of Technology’s (SIT) newly launched Artificial Intelligence (AI) programmes, aimed at addressing the nation’s critical need for AI talent. The initiative, comprising a six-month SNAIC AI Programme for practitioners and an Applied AI Doctoral Training Centre, seeks to train over 200 professionals in three years and establish a pathway for applied AI research. Developed in collaboration with the Infocomm Media Development Authority (IMDA) and the SIT x Nvidia AI Centre (SNAIC), these programmes emphasize practical application, human-AI collaboration, and the development of “AI bilingualists” – domain experts adept at leveraging AI. This paper explores the design, strategic rationale, and potential impact of SIT’s multi-pronged approach in strengthening Singapore’s AI capabilities, fostering innovation, and ensuring responsible AI deployment across key sectors.
Keywords: Artificial Intelligence, Workforce Development, Singapore, SIT, Applied AI, Digital Transformation, Human-AI Collaboration, Lifelong Learning, Doctoral Training, Skills Development.
- Introduction
The rapid advancement of Artificial Intelligence (AI) is fundamentally reshaping industries, economies, and societies worldwide. Nations are increasingly recognizing the strategic imperative of cultivating a skilled AI workforce to harness the transformative potential of this technology while mitigating associated risks. Singapore, a nation committed to digital transformation and innovation, has consistently prioritized the development of its AI ecosystem. In this context, the Singapore Institute of Technology (SIT) has launched a significant new initiative: a comprehensive AI training programme designed to upskill fresh graduates and mid-career professionals, complemented by an Applied AI Doctoral Training Centre.
Announced on October 2, 2025, during the official opening of the SIT x Nvidia AI Centre (SNAIC), these programmes represent a concerted effort to expand Singapore’s pool of AI practitioners and researchers. This paper delves into the specifics of SIT’s approach, examining its modular design, strategic partnerships, and alignment with national objectives, particularly the ambition to develop 15,000 AI practitioners and foster a culture of balanced human-AI collaboration.
- The Global AI Talent Landscape and Singapore’s National Imperative
The global demand for AI talent vastly outstrips supply, creating a competitive environment for skilled professionals. Countries and corporations are investing heavily in education and training to bridge this gap, recognizing that a robust AI workforce is crucial for economic competitiveness, national security, and social progress. The nature of required AI skills is also evolving rapidly, moving beyond foundational data science to encompass specialized areas like generative AI, large language models (LLMs), and agentic AI systems.
Singapore, a land-scarce nation heavily reliant on human capital and innovation, has actively pursued a national AI strategy. This includes investing in research, attracting global talent, and, critically, developing its local workforce. The government aims to expand its pool of AI practitioners to 15,000 in the coming years, a target that necessitates scalable and effective training initiatives. SIT’s new programmes are a direct response to this national imperative, designed to equip individuals with the practical skills needed to deploy AI solutions across various sectors.
- The SNAIC AI Programme: Developing Applied AI Practitioners
The core of SIT’s new initiative is the six-month SNAIC AI Programme, specifically crafted for fresh graduates and mid-career professionals. The programme’s objective is to train over 200 participants within the next three years, transforming them into proficient AI practitioners capable of developing AI applications.
3.1. Programme Design and Curriculum
The SNAIC AI Programme is structured into two distinct phases:
Intensive Training (Two Months): This phase focuses on equipping participants with the latest theoretical knowledge and practical skills in cutting-edge AI domains. Modules, developed by the SIT x Nvidia AI Centre (SNAIC), cover essential topics such as:
Generative AI: Techniques for creating new content, including text, images, and code.
Large Language Models (LLMs): Understanding, fine-tuning, and applying powerful language models for various tasks.
Agentic AI: Developing AI systems capable of autonomous decision-making and goal-oriented actions. This intensive period ensures participants gain a strong foundation in contemporary AI tools, libraries, and algorithms.
Industry Projects (Four Months): Following the intensive training, participants engage in real-world projects with industry partners. Supervised by instructors and experts from SIT and SNAIC, these projects are designed to tackle actual business problems using AI. This hands-on application phase is critical for translating theoretical knowledge into practical solutions, allowing participants to gain invaluable experience in problem-solving, project management, and collaboration within an industry context.
3.2. Eligibility and Cost
The programme targets individuals with foundational skills in Python programming, cloud platforms, and data technologies. Applicants are also required to hold a degree or diploma in computing, engineering, or related fields, ensuring a baseline technical proficiency. The cost of the programme is set at an accessible $1,000 before GST, reflecting a commitment to broad participation and upskilling opportunities.
3.3. Collaboration and Synergy
The SNAIC AI Programme is a collaborative effort, underscoring SIT’s strategy of leveraging partnerships for greater impact:
SIT x Nvidia AI Centre (SNAIC): This centre, a collaboration between SIT and chipmaking giant Nvidia, serves as a hub for applied AI research. Since its inception 1.5 years prior, SNAIC has actively engaged with 70 companies, developing 50 AI solutions across diverse sectors including manufacturing, healthcare, and transport. SNAIC’s direct involvement in developing the programme modules ensures the curriculum remains cutting-edge and industry-relevant.
Infocomm Media Development Authority (IMDA): IMDA’s collaboration highlights the programme’s alignment with national digital development strategies, ensuring it contributes directly to Singapore’s broader AI talent goals.
- The Applied AI Doctoral Training Centre: Nurturing Innovators and “AI Bilingualists”
Complementing the practitioner programme, SIT also unveiled an Applied AI Doctoral Training Centre. This initiative creates a crucial development pathway for AI professionals, enabling them to transition from practitioners to applied AI researchers and innovators.
4.1. Purpose and Focus
The Doctoral Training Centre is designed to anchor all of SIT’s applied AI doctoral projects. Its primary aim is to nurture “AI bilingualists” – a concept articulated by Minister for Digital Development and Information Josephine Teo. These are not merely AI builders, but domain experts (e.g., radiologists, technicians, lawyers) who possess a deep understanding of their respective fields and are also proficient in applying AI to solve real-world problems within those domains. This dual expertise is considered vital for effective and responsible AI integration.
4.2. Industrial Doctoral Projects
Through the centre, SNAIC will support the training of 10 industrial doctorate students annually. These candidates will undertake multi-year research projects focused on complex, industry-driven challenges that cannot be addressed with off-the-shelf tools. This approach ensures that doctoral research is directly relevant to industry needs, fostering innovation that has tangible economic and societal impact. This initiative is touted as the first of several planned doctoral training centres, with future iterations slated to focus on specific priority sectors like maritime and healthcare, further developing “AI bilingualists” in these critical areas.
- Strategic Rationale and National Implications: Human-Centric AI and “AI Bilingualism”
The launch of SIT’s AI programmes is deeply rooted in a strategic vision for AI deployment in Singapore, emphasizing human collaboration over mere automation. Minister Josephine Teo’s remarks during the launch underscored this philosophy.
5.1. The Imperative of Human-AI Collaboration
Minister Teo highlighted a critical concern: the dangers of deploying AI tools without considering their collaborative potential with human experts. She cited a study by Massachusetts Institute of Technology researchers (April 2024), which found that radiologists using an AI diagnostic tool experienced a decline in diagnostic accuracy, even though the tool alone outperformed many human professionals. The reason: the AI tool was not designed for collaboration and lacked transparency in its reasoning, leading human experts to suspend their better judgment.
This example serves as a powerful cautionary tale, reinforcing Singapore’s commitment to developing AI that augments, rather than simply replaces, human capabilities. The programmes at SIT are therefore designed not just to teach technical AI skills, but also to instill a mindset of collaborative AI deployment, where tools are used to enhance human decision-making and productivity.
5.2. The Role of “AI Bilingualists”
The concept of “AI bilingualists” is central to this strategy. Singapore needs individuals who are not only expert in building AI models but also deeply knowledgeable in specific domains and capable of applying AI effectively within those contexts. This bridging of AI expertise with domain-specific knowledge is crucial for several reasons:
Contextual Understanding: Domain experts can identify the most relevant problems for AI application and interpret AI outputs within a practical context.
Ethical Deployment: They can ensure AI is applied responsibly, considering sector-specific regulations, safety, and societal impact.
Value Creation: “AI bilingualists” can drive true innovation by integrating AI seamlessly into existing workflows and developing novel solutions that address specific industry challenges.
Avoiding “Suspension of Judgment”: By understanding both the AI’s capabilities and limitations, these professionals are less likely to blindly follow AI recommendations and can maintain critical judgment.
Professor Susanna Leong, Vice-President for Applied Research at SIT, echoed this sentiment, expressing hope to train SIT’s accountancy, allied health, and engineering students to be fluent in AI, enabling them to productively use AI in their respective fields and enhance company competitiveness. This integration of AI fluency across diverse disciplines is a testament to the “AI bilingualist” vision.
- Synergy, Ecosystem Development, and Future Outlook
SIT’s initiatives are not isolated programmes but rather integral components of a larger ecosystem aimed at fostering applied AI talent and innovation in Singapore. The symbiotic relationship between the SNAIC AI Programme, the Applied AI Doctoral Training Centre, and the SIT x Nvidia AI Centre creates a comprehensive talent development pipeline.
The SNAIC’s track record of collaborating with 70 companies and developing 50 AI solutions demonstrates its capacity for facilitating meaningful industry engagement, which is crucial for both practitioner training and doctoral research. The partnership with Nvidia also provides access to cutting-edge technology and expertise.
Looking ahead, SIT’s model holds significant promise. By focusing on applied AI and cultivating “AI bilingualists,” Singapore aims to carve out a unique niche in the global AI landscape, emphasizing practical, human-centric, and responsible AI deployment. The planned expansion of doctoral training centers into other priority sectors like maritime and healthcare further reinforces this strategic direction, ensuring that AI innovation is tailored to the specific needs and opportunities of Singapore’s economy.
- Challenges and Considerations
While SIT’s new AI programmes represent a robust and forward-thinking approach, several challenges and considerations warrant attention:
Maintaining Curriculum Relevance: The field of AI evolves at an unprecedented pace. Continuously updating the curriculum to remain at the forefront of generative AI, LLMs, and agentic AI will be critical.
Quality of Industry Projects: The success of the four-month industry project phase heavily relies on the quality and relevance of projects offered by industry partners and the mentorship provided. Ensuring a consistent supply of challenging and educational projects will be key.
Attracting and Retaining Talent: While the programme aims to train 200 practitioners, attracting top fresh graduates and mid-career professionals requires continuous effort, especially given the competitive talent landscape. Retention of these newly skilled professionals within Singapore’s AI ecosystem is equally important.
Scalability: Expanding beyond the initial 200 practitioners over three years will require further investment, resources, and potentially new partnerships.
Integration Across Disciplines: Effectively integrating “AI fluency” into diverse SIT programmes (accountancy, allied health, engineering) presents a significant pedagogical challenge, requiring specialized instructors and tailored curricula.
Despite these challenges, SIT’s proactive stance and structured approach provide a strong foundation for addressing Singapore’s AI talent needs.
- Conclusion
The Singapore Institute of Technology’s launch of the SNAIC AI Programme and the Applied AI Doctoral Training Centre marks a pivotal moment in Singapore’s national AI strategy. Through a multi-pronged approach encompassing intensive practitioner training, industry-driven projects, and advanced doctoral research, SIT is poised to significantly contribute to the nation’s goal of developing a skilled and adaptable AI workforce.
By emphasizing human-AI collaboration and nurturing “AI bilingualists,” these programmes aim to foster responsible and impactful AI deployment across critical sectors. The strategic partnerships with IMDA and Nvidia, coupled with SIT’s focus on applied learning, position these initiatives as a benchmark for national efforts to address the global AI talent gap. As Singapore continues its journey towards becoming a leading digital economy, the success of programmes like those at SIT will be instrumental in shaping its future AI landscape and ensuring sustained innovation and competitiveness.
References
[1] The Straits Times. (2025, October 2). SIT’s new AI programme to train 200 practitioners in 3 years. Retrieved from [Insert actual URL of the article here, e.g., https://www.straitstimes.com/singapore/sit-s-new-ai-programme-to-train-200-practitioners-in-3-years]
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