This methodologically sound psychometric tool has been handed to Ecuadorian psychologists and teachers as a guide in the career counselling field. The tool will have a significant impact on the democratization of youth, assisting them to make well-targeted choices when planning their education and career.
The authors’ study may be viewed as pioneering work, due to its consideration of the significant cultural and geographic regional differentiation among graduates from the Pacific coast, the Andes, the Amazon rainforest and the Galapagos Islands.
Reaching to the classics of literature on the subject (primarily Holland, Super, Prediger and Strong), the authors have performed a momentous work, which is the construction of a psychometric tool that will be helpful in diagnosing career interests in the entire population of Ecuadorian youth.
Worth additional acknowledgement are the high reliability indicators of the career interests questionnaire conducted on a representative and large study group, as well as the defined psychometric accuracy of the scale.
This publication makes a civilizational quantum leap in the education of Ecuadorian youth, guaranteeing them a career choice that corresponds to their interests and ambitions. This pioneering publication on the Polish and world markets confirms the fact that Polish psychologists have the capability to „export” the psychometric school of thought to the Latin American region, with all of the scientific, social and humanitarian consequences involved.
Darmowy fragment publikacji:
Anna Paszkowska-Rogacz – University of Łódź, Faculty of Educational Sciences
Institute of Psychology, Department of Business Psychology and Career Counselling
Smugowa 10/12 St., 91-433 Łódź
Mariusz Tomasz Wołońciej – The John Paul II Catholic University of Lublin
Faculty of Social Sciences, Institute of Psychology, Department of Experimental Psychology
Al. Racławickie 14, 20-950 Lublin
© Copyright by Authors, Łódź 2018
© Copyright for this edition by University of Łódź, Łódź–Kraków 2018
© Copyright for this edition by Jagiellonian University Press, Łódź–Kraków 2018
All rights reserved
No part of this book may be reprinted or utilised in any form or by any electronic, mechanical or
other means, now known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the publishers
Published by Łódź University Press Jagiellonian University Press
First edition, Łódź–Kraków 2018
ISBN 978-83-8088-863-0 – paperback Łódź University Press
ISBN 978-83-233-4420-9 – paperback Jagiellonian University Press
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ISBN 978-83-233-9790-8 – electronic version Jagiellonian University Press
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Table of contents
Introduction ................................................................................................................................ 7
1. The context of occupational guidance in Ecuador ................................................................
1.1. New challenges of the labor market in Ecuador ...........................................................
1.2. Cultural diversity as a challenge for vocational guidance in Ecuador ...........................
1.3. Ecuadorian youth in the school to work transition ........................................................
1.4. Youth passivity and work instability in the labor market ................................................
1.5. Need for tools in occupational guidance in Ecuador .....................................................
1.6. Legal aspects of professional guidance in Ecuador .....................................................
2. Determinants and correlates of career choice ......................................................................
2.1. Physical constitution and health in professional choices ..............................................
2.2. How does temperament influence occupational choices? ............................................
2.3. Ability as an occupational success predictor ................................................................
2.4. Interests as personality traits ........................................................................................
2.5. Beliefs and values as vocational preferences predictors ..............................................
2.6. Personality and vocation ...............................................................................................
2.7. Stages of career development ......................................................................................
2.8. Career decisions of youth .............................................................................................
3. Theoretical background of the IPPJ questionnaire ...............................................................
3.1. The theory of John Holland ...........................................................................................
3.2. Beyond the RIASEC code letters: Diagnostic aspects of the profile .............................
3.2.1. Congruence of professional interests .................................................................
3.2.2. Consistency of professional interests .................................................................
3.2.3. Differentiation of vocational interests ..................................................................
3.2.4. Identity and vocational interest ...........................................................................
3.3. Prediger’s Model of work environment classification ....................................................
3.4. Typology of jobs according to Holland and Prediger ....................................................
4. The design of the questionnaire ............................................................................................
4.1. The construction of the pilot version ..............................................................................
4.1.1. The pilot study ....................................................................................................
4.1.2. The validity study ................................................................................................
4.1.3. The validity study of the 60 item version .............................................................
4.1.4. Confirmatory Factor Analysis ..............................................................................
11
13
19
23
24
26
27
31
33
35
37
42
44
48
53
57
61
61
65
66
67
70
72
73
75
79
80
81
85
92
99
6
Tabel of contents
4.1.5. The reliability of the IPPJ scale ...........................................................................
4.1.6. Internal reliability scale: Duplicated items in “Lay key” .......................................
4.1.7. Reliability as test-retest stability of the IPPJ scores ...........................................
4.1.8. Construct validity study through the analysis of intergroup differences ..............
4.1.9. Degree of diversity and intensity of interest ........................................................
5. Normalization procedure and analysis ..................................................................................
6. Scales’ scores calculation .....................................................................................................
7. In the search of new techniques for vocational guidance practice ........................................
Conclusions ...............................................................................................................................
Bibliography ...............................................................................................................................
Appendices ................................................................................................................................
Appendix 1. The pilot version of the IPPJ (120 items) .........................................................
Appendix 2. Answer sheet for the pilot version IPPJ (120 items) .........................................
Appendix 3. The key of the pilot version scales (120 items) ................................................
Appendix 4. Items of the final version (60) with type codes after Factor Analysis of the pilot
version (120) ....................................................................................................
Appendix 5. The final version of the INVENTARIO DE PREFERENCIAS PROFESIONALES
DE JÓVENES (IPPJ) (60 items) ......................................................................
Appendix 6. The key of the IPPJ (final version) ...................................................................
Appendix 7. The translation of the IPPJ items from Spanish into English ............................
Appendix 8. Sten norms for vocational interests of girls (N = 962) (R, S, E, C scales) ........
Appendix 9. Sten norms (R, S, E, C) for professional interests of boys (N = 970) ...............
Appendix 10. Sten norms (I, E) for professional interests for girls and boys (N = 1932)......
Appendix 11. Sten norms for Holland’s Differentiation indicators .........................................
Appendix 12. Sten norms for Iachan’s Differentiation indicators ..........................................
Appendix 13. Sten norms for the Intensity Indicators ...........................................................
Appendix 14: The answer sheet: the table profile or/and the hexagon profile .....................
List of figures .............................................................................................................................
List of tables ..............................................................................................................................
101
105
107
111
116
119
123
125
129
131
141
143
149
151
152
155
159
160
163
164
165
166
167
168
169
171
173
Introduction
For most adolescents taking a career decision is usually an overwhelming
challenge as they lack necessary knowledge to know where to start a new
phase of their path in life, what options they have, and particularly, what they are
interested in. They look for the best vocational path that might satisfy their needs
and fulfill their expectations. With youth between the ages of 15 and 29 years
accounting for about a quarter of the population of roughly 15 million, high school
graduates in Ecuador are one of the biggest and fastest growing demographic
groups in the country. Country-wide, about 60 of the population is below the
age of 29 (INEC, 2010a).
The Economically Active Population (esp. Población Económicamente
Activa [PEA]) in Ecuador is 4 601 165 persons, of which 1 728 862 are
employed full-time and 2 362 396 are employed part-time (INEC 2010a,
statistics for March 2010). Recent graduates are usually affected by high levels
of unemployment or employment in positions below their educational level or
undesirable work places. High school students all struggle to figure out what to
do after graduation.
The Ecuadorian labor market is a challenge for young people and working
conditions are generally poor, and worse than for adults. In 2009, the employment
rate for persons aged 15–24 was 42.9 , as compared to 67.9 percent for adults.
The unemployment rate stood at 4.4 among adults and at 14.1 for youth
(INEC, 2010b). According to ILO statistics, the employment structure in 2012 in
three main sectors was as follows: 27.80 of the Ecuadorian population was
employed in agriculture, and this number is growing; 17.80 of employees were
in industry; and the biggest group, 54.40 , was employed in the service sector
(ILO 2012)1.
An efficient system of vocational guidance may provide useful information
for social policy and for planning future perspectives and recommendations for
developments in education and the economy. It may also be reflected in the
development of a wider and more accurate educational offer and work options for
many social groups, mainly youth.
1 http://www.ilo.org/ilostat/faces/wcnav_defaultSelection?_adf.ctrl-state=k3sz20zlg_4 _
afrLoop=89619727883364 _afrWindowMode=0 _afrWindowId=k3sz20zlg_30#! (retrieved 11.11.2015).
8
Introduction
Vocational counselors may be able to help youth navigate their careers
through the labor market, and with the help of reliable evaluations of the
competencies and interests of secondary school students looking for the perfect
career with the job that fits best to who they are and who they aspire to be.
Hence, this publication aims to support counselors in helping youth to discover
their passion and possibly inspire them early, and with current, valid information
about vocational interests and the demand in the contemporary job-market help
them plan either additional schooling or reaching the job of their dreams.
This work presents a new diagnostic tool: the Inventory of Professional
Preferences of Youth in Ecuador (IPPJ – Inventario de las Preferencias
Profesionales de los Jovenes en Ecuador), with an introduction on how to
better navigate their careers efficiently and successfully, taking into account the
contemporary socioeconomic context in Ecuador.
The key element of the book is a 15 minute self-assessment tool to help
youth discover their professional interests and ideal work. Introductory theoretical
and more practical instructive chapters highlight invaluable issues concerning
the personality aspects and relevant external ones important in the search
and construction of careers that fit students’ interests. Both, the tool, with the
instructions on how to use it, and the introductory section aim to present what
constitutes an appropriate profession choice and how to better match it with
a successful job. It also aims to give some practical tips as to whether to confirm
a particular choice or seek a new career path.
The book on the occupational interests and Inventario de las Preferencias
Profesionales de los Jovenes en Ecuador begins with an overview of the
socioeconomic and legal context of occupational guidance in Ecuador.
The second chapter presents crucial determinants of career choice with
significant role of the profession choice. The third section highlights the theoretical
assumptions (Holland 1959, 1997; Holland, D. C. Gottfredson, Power, 1980)
of the questionnaire that are the starting point for the validation procedure of the
new diagnostic tool.
The fourth chapter presents a detailed description of all crucial steps in the
construction of the Inventario de Preferencias Profesionales de Jovenes that
might serve at first for future, continues the research of academic investigators
and experts which is necessary for the development and adaptation of the tool
as well as for the longitudinal study of the vocational interests of Ecuadorian
students or other related topics and variables. The book was planned as the
starting point for further research on the methodology for analysis of professional
interests and a longitudinal study to provide a new perspective on the assessment
and interpretation of professional interest stability and development.
In the next paragraphs the book presents of the empirical studies indicating
the detailed study results of reliability and validity of the tool. An important element
of this procedure was the diagnosis of applicability and generalization of John
Holland’s model in the culturally different and diverse South American context.
Hence, the Holland’s (1959, 1975, 1992, 1994, and 1997) theoretical model was
validated by exploratory factor analysis and confirmatory analysis to discover
Introduction
9
the internal structure of professional interests in Ecuador and to validate the tool
constructed with Ecuadorian vocational counselors.
For the first time a research project on professional preferences of
youth entering specific career paths was conducted on a representative
national sample. This was made possible through the involvement of more
than 4000 individuals: students and a group of psychologists and vocational
counselors who participated in the test construction, pilot study, main study, re-
test and normalization study.
The fifth chapter describes the data normalization results to provide
counselors with useful reference data. Additionally, this section describes in
brief the statistical procedure, calculation and interpretation of results. The last
section summarizes the methodology and the tool construction process and
presents possible challenges and recommendations for the efficient use of the
IPPJ questionnaire results in advisory practice in Ecuadorian consulting and
educational institutions.
This book on the career preferences of youth in Ecuador has been written as
a result of a Prometeo research project of the Secretaría Nacional de Educación
Superior, Ciencia, Tecnología e Innovación [National Secretariat for Higher
Education, Science, Technology and Innovation] (SENESCYT) in Ecuador entitled
Occupational Preferences of Youth in Ecuador.2 The IPPJ is a psychometric
tool elaborated in cooperation with a team of 25 psychologists and vocational
counselors working as professional counselors in selected Ecuadorian schools
(Colegios) and advisory institutions, and was coordinated by Mariusz Wołońciej,
Ph.D. (Prometeo investigator) in cooperation of Anna Paszkowska-Rogacz,
associated professor at the University of Lodz, Poland. The project that resulted in
the diagnostic tool was undertaken as a joint venture with the team of specialists
representing the SENESCYT, Sistema Nacional de Nivelación y Admisión
[National Leveling and Admission System] (SNNA), and the Universidad Central
del Ecuador [Central University of Ecuador] (UCE), as well as institutions dealing
with professional guidance and the labor market e.g. the International Labor
Organization in Ecuador.
The contributions of crucial actors and decision makers ensured the project’s
success. This was possible thanks to the institutional support of the SENESCYT,
Prometeo project, Ministerio de Educación, Ministerio del Trabajo [Ministry
of Education, Ministry of Labor], Universidad Central del Ecuador [Central
University of Ecuador], teachers, and other related administrative entities. We
are especially thankful to Lorena Araujo and Pablo Ormaza for their valuable,
logistic contribution and expertise, and all persons taking part in the innumerable
major and minor tasks, such as collecting data, consulting, and sharing valuable
experience and knowledge to improve the investigation methodology and the
final publication.
2 The book is an integral part and the guide of the IPPJ questionnaire created during a one-year
research project (2014) on the professional interests of youth in transition from secondary school to
university in Ecuador.
10
Introduction
A supplementary element of the questionnaire is the electronic version of the
tool available on the SENESCYT website (http://www.educacionsuperior.gob.ec/)
and the manual for vocational counselors. The electronic version allows a student
to perform their own self-diagnosis, which may offer them additional information
in career planning. After answering the questionnaire items, the student receives
a brief report informing him or her of the results obtained related to each of the
six Holland model scales.
1. The context of occupational guidance
in Ecuador
The number of children in secondary school education has increased tripled
in the past ten years, and the number of those registered in superior education
has doubled. Though the national project development ‘well being’ (es. Buen
Vivir) contributed a lot to the higher education level; it still does not guarantee
a quicker or easier integration of youth into the labor market. This may partly
result from the low level of education received, or from cultural aspects, but may
also be caused by the inadequacy of educational profile choices among academic
youth (INEC 2013)1 as well as poor vocational guidance support for students.
Contemporary, more and less latent labor market indicators highlight some
of the challenges Ecuadorian youth face in the transition from school to work
as working conditions are poor and generally much worse than for adults. The
total official unemployment rate for the general population was low and stood
at 4.28 (INEC, 2014)2. According to statistics of the Instituto Ecuatoriano de
Estadísticas y Censos [Ecuadorian Institute of Statistics and Censuses] in 2010
(INEC, 2010b), the employment rate for persons aged 15–24 was high, at around
43 per cent while it was 67.9 per cent for adults.
Interesting, additional markers (e.g. NEET-type indicator) shed light on
a hidden dimension of the labor market in Ecuador. A NEET is a young person
who is ‘Not in Education, Employment, or Training’ and is similar to NLFET rate
used in 2013 by the International Labor Organization (ILO), where the acronym
NLFET stands for ‘Neither in the Labor Force, nor in Education or Training’.
According to the ILO statistics (see the analysis of the Organización de Trabajo
Decente y Juventud en América Latina [Decent Work and Youth Organization
in Latin America])3 the NLFET rate in Ecuador is relatively low compared to
other South America countries. According to official statistics one in five people
between 15 and 24 years of age is neither in school nor working. Simultaneously,
the share of young women in Ecuador, from which 32 of the 19–24 age group
1 http://www.ecuadorencifras.gob.ec/estadisticas/ (retrieved 11.11.2015).
2 http://www.ecuadorencifras.gob.ec/estadisticas/ (retrieved 11.11.2015).
3 http://www.andes.info.ec/es/noticias/ecuador-tiene-tasa-desempleo-juvenil-mas-baja-
america-latina-caribe-segun-gobierno.html#8120 (retrieved 11.11.2015).
12
neither work nor study, is significantly higher in comparison to men, where 37.1
men have neither any work nor access to education (INEC, 2010b).
Professional education is a significant factor contributing to the average life
standards related directly to income levels in Ecuador. An Ecuadorian without
a degree earns usually less than 200 USD per month, while a professional who
has completed a degree has an income of around 1.500 USD per month (on-line
resources de INEC)4. Figures show, additionally, that workers with a professional
degree often have more and better access to benefits such as training, holidays,
social security, etc. than those who have not completed their education (77 vs.
35 respectively).
The context for all these numbers are deep transformations in the Ecuadorian
educational system and labor market that have created the need for research that
would highlight the role and assimilate the occupational interests of youth and
youth career counseling. The mentioned indicators do not necessarily reflect the
entirety of the complex situation of youth who need professional guidance on
their career paths.
One of the most urgent challenges of the contemporary Ecuadorian labor
market is providing new employees with a job that accurately fits their competences,
needs and abilities for increased work satisfaction and professional performance.
Secondly, there is also a need for the continuous and appropriate adjustment of
candidate characteristics to the circumstances of the job environment. Thus, the
physical and psychological (i.e., cognitive and emotional) aspects of the candidate
should meet the physiological and psychological requirements of the specific job
performed (Demerouti, Bakker, Nachreiner, Schaufeli, 2001).
As mentioned above this study on vocational preferences is an integral
and important component of the national program Buen Vivir (‘well being’)
program addressed to youth entering the labor market or the next level of their
education. Young people, with their specific personality traits, various talents and
competence profiles face a critical period of decision-making and the subsequent
life-long consequences of these decisions. Thus they are in need of professional
support to plan and manage their careers.
The research on vocational interests aims to better understand the real success
factors of Ecuadorian students in their post-secondary education and future career.
Secondly, it aspires to serve vocational counselors and teachers as a practical tool,
which incorporates the necessary theoretical framework for career guidance, and
a psychometric tool developed with a representative national sample of Ecuadorian
youth (16–19 years old). This publication presents the results of such a study. Both
the research methodology description and the questionnaire as a diagnostic tool
fill a gap in the system and aim to support efficient human resource management
in Ecuador. They may have a direct impact on future job satisfaction, creativity and
efficiency at work, and in consequence, the national economy.
4 http://inec.gob.ec/inec/index.php?option=com_remository Itemid=420 func=startdown
id=935 lang =es (retrieved 11.11.2015).
Vocational interests of youth in Ecuador. Inventory of the Occupational... 1. The context of occupational guidance in Ecuador
13
In the context of contemporary education and the labor market challenges,
the Inventario de Preferencias Profesionales de Jovenes (IPPJ) may serve
Ecuadorian youth as it was designed using the highest methodological standards
to ensure its validity and reliability, and in accordance with the complex socio-
cultural context of Ecuador in the transition period known as revolución ciudadana
(citizen revolution).
1.1. New challenges of the labor market in Ecuador
Vocational guidance is an intrinsic aspect of the human resources management
process on both a personal as well as societal or national level. Its success is
related, among other factors, to the disproportion between the job supply and job
demand in the Ecuadorian labor market (INEC, 2010)5. At the individual level,
human resources management conditions the better use of a given student’s
personal resources and interests. At the national level, it is reflected in the labor
market conditions and results in general life satisfaction in Ecuador.
As the economy in Ecuador is undergoing rapid changes that have deeply
impacted the employment structure (INEC 2010a), the educational system is
seeking efficient solutions and tools to face future labor market demands. In 2012
according to ILO statistics about 27.8 of the Ecuadorian population was employed
in the agriculture sector, 17.8 in industry and 54.4 in the service sector.
An occupational guidance system based on adequate information about the
labor market as well as a set of reliable and valid diagnostic tools is capable of
providing solutions for the educational system and developing new strategies to
support students, graduates and unemployed/underemployed persons, preparing
them for the transition into the labor market in Ecuador or abroad.
The Ecuadorian labor market is developing in each of key employment
sectors with 36.7 of Ecuadorian population living in rural area and 63.3 in
urban regions (World Bank Statistics, 2014)6. The situation of youth is especially
difficult in rural areas, where Ecuadorians experience very low income and
limited employment choice. According to World Bank Statistics the percentage
of the population living below the national poverty level is still quite high and this
is related to limited education access, low health conditions, economic activity,
security, and life satisfaction.
The satisfactory economic indicators of the prior decade are being challenged
by the present crisis caused by a growing national debt and very low oil barrel
prices in 2015 (oil is one of the key income sources for Ecuador). This situation is
aggravated by the disadvantages of the educational system and the labor market
situation. The latest indicator of poverty in Ecuador estimated on the basis of
5 http://www.inec.gob.ec/inec/index.php?option=com_remository Itemid= func=startdown
id=932 lang=es TB_iframe=true height=250 width=800 (retrieved 14.11.2015).
6 http://data.worldbank.org/country/ecuador (retrieved 14.11.2015).
14
a population-weighted subgroup from household survey statistics in 2014 was
22.5 of the population. In 2010 the population of Ecuadorians living on less than
five dollars a day was 37.1 (ILO Yearbook of Labor Statistics, 2014)7.
The position of youth on the Ecuadorian labor market scene is somewhat
complicated, and contradicts the satisfactory indicators of a relatively low youth
unemployment and high employment rate (Figure 1), which do not always
coincide with real youth career opportunities.
Unemployment rate ( )
18
15
12
9
6
3
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Country 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Ecuador
4.2
9.8
4.2
8.7
4.9
12
14
7.7
13
Figure 1. Unemployment rate indicators, 2000 to 2013
11.1 10.7
8.5
8.8
5
(ILO, Yearbook of Labor Statistics, 2014)8
According to ILO statistics the unemployment rate is defined as a percent of
the labor force that is without jobs and additionally substantial underemployment
might be noted. Ecuador has a relatively high Labor Force Participation rate, which
was 61.45 in February 2014 (ILO, Yearbook of Labor Statistics, 2014)9. The
discrepancy by gender was high, however, with female Labor Force Participation
at 47.77 . The total unemployment rate in Ecuador was relatively low and
ranged about 4.68 ,10 compared for instance to the number of economically
active persons without work in Spain during an analogical period of time which
was five times higher, 25.9 registered unemployed. As mentioned earlier, the
youth unemployment rate (15–24 years old) is also relatively low, as it reached
14.1 in 2009 then dropped to 11.2 in 2011 and 10.2 in 2014. An important
characteristic of the labor market is the employment rate understood as the
percentage of the total labor force that is employed.11 Simultaneously, a very
7 http://www.oit.org/stat/Publications/Yearbook/lang--en/index.htm (retrieved 14.11.2015).
8 http://www.oit.org/stat/Publications/Yearbook/lang--en/index.htm (retrieved 14.11.2015).
9 http://www.oit.org/stat/Publications/Yearbook/lang--en/index.htm (retrieved 14.11.2015).
10 With higher Female unemployment was higher at 5,25 .
11 This may result from the high risk and expense of creating jobs in Ecuador.
Vocational interests of youth in Ecuador. Inventory of the Occupational... 1. The context of occupational guidance in Ecuador
15
high discrepancy in the employment rate between men and women suggests the
difference of opportunities between women and men entering the labor market
after they complete their education. This is visible in the total employment rate,
50.37 , and only 34.13 from the total labor force related to women.
Taking into account key labor market indicators we may easily overlook some
hidden disadvantages in the work environment of youth. The labor market is
characterized by a relatively high employment rate and low unemployment, with
an employment rate of 46 in the group of youth 15–24 old in Ecuador (Figure 2),
while in the European Union it is 32,45 , and in Spain for the analogical group
and time it is only 15,6 (ILO, Yearbook of Labour Statistics, 2013)12. What is
even more crucial marker of the youth condition on the labor market is not only
the employment rate but their real opportunities to have education opportunities
and vocational counseling to better prepare them for the future successful career.
60
50
40
30
20
1990
10
1995
2000
1990
1995
2000
2005
2005
2010
2015
2010
2015
Ecuador - Employment to population ratio, ages 15-24, total ( ) (modeled ILO estimate)
Spain - Employment to population ratio, ages 15-24, total ( ) (modeled ILO estimate)
European Union - Employment to population ratio, ages 15-24, total ( ) (modeled ILO estimate)
60
50
40
30
20
10
Figure 2. Total employment to population ratio, ages 15–24, in Ecuador: green line (46 )
in comparison to the European Union: red line (32.45) and Spain: blue line (15.6 ).
(Source: ILO, Yearbook of Labor Statistics, 2013)13
12 http://www.oit.org/stat/Publications/Yearbook/lang--en/index.htm (retrieved 14.11.2015).
13 http://www.oit.org/stat/Publications/Yearbook/lang--en/index.htm (retrieved 14.11.2015).
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