Starting and Today of the Interior Architecture Education; A Comparative Research on the Models of Mimar Sinan Fine Arts University, Sanayi-i Nefise Mekteb-i Alisi (Former Mimar Sinan Fine Arts University) and Ecole Des Beaux Arts

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Procedia - Social and Behavioral Sciences 174 ( 2015 ) 4108 – 4116

Peer-review under responsibility of the Sakarya University doi: 10.1016/j.sbspro.2015.01.1162

ScienceDirect

* Corresponding author. Tel.: +90 532 314 7272 E-mail address: cemdogan67@yahoo.com

INTE 2014

Starting and today of the interior architecture education; a

comparative research on the models of mimar sinan fine arts

university, sanayi-i nefise mekteb-i alisi (former mimar sinan fine

arts university) and ecole des beaux arts

Cem DOĞAN

a

, Elif ÖZDOĞLAR

a

*Mimar Sinan Fine Arts University Faculty of Architecture Department of the Interior Architecture Meclis-i Mebusan Cad.No:24 Fındıklı Beyoğlu, İstanbul, Türkiye (Turkey)

Abstract

The aim of the research is to examine the education model and architecture and decorative arts programmes formed by taking the ‘‘Ecole des Beaux Arts’’ as model in which Alexander VALLAURY, the founder of the Sanayi_i Nefise Mekteb-i Alisi which is the first school that trains certified architect in the Ottoman and Turkish Republic, received education and to compare it with the MSGSÜ Department of Interior architecture. This research covers the France, Ecole des Beaux Arts Department of architecture (approximately 1796-1907), Sanayi-i Nefise Mekteb-i Alisi Departments of Architecture and Decorative Arts (Turkish Republic Education Board published in hijri 1340) and MSGSÜ, Faculty of Architecture, Department of Interior Architecture. For this research, the resource and literature review have been done and the data belonging to the first education model which has been determined to continue till 1930 and regulations and programmes have been examined and the comparisons have been made.

Peer-review under responsibility of the Sakarya University.

Keywords: Vallaury; Interior Architecture; Education; Ecole Des Beaux Arts; Sanayi-i Nefise Mekteb-i Alisi

1. Introduction

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Regarding the family of French origin Levantine architect Alexander Vallaury who was born in 1850 in İstanbul, different information takes place in many resources. It has been said that he took his high school education in İstanbul Saint Joseph French High School which was an institution affiliated to the French Society of Priests ("Frères des Ecoles Chrétiennes") whose foundation was put by Saint Jean-Baptiste de la Salle in the city of Reims of France in the year of 1860. As the foundations of the school building were put in the year of 1857, this seems possible and as the school was evacuated during the First World War, the documents before 1920 got lost. It has been determined during the interview made with the Saint Joseph High School that it will not be possible to verify this due to this reason.

In the 3rd_{November 1839, the Tanzimat Reform which can be considered as the first steps of the}

democratization and westernization movements in the Ottoman history opened the doors of a new world understanding and this changing process have also affected the design and architectural areas which are open to continuously have metaphor with the social events and agenda. In this period, the parents directed their children to the profession of architecture which they thought that it was promising and Vallaury was also directed to Paris for getting education and he took education that lasted for eight years in M.Coguart workshop at Ecole Nationale Superieure des Beaux Arts.

When he returned to İstanbul, the friendship of Vallaury exhibiting his projects, surveying and other works with Osman Hamdi Bey played an important role in the establishment of Sanayi-i Nefise Mektebi. The first building of Sanayi-i Nefise Mektebi, İstanbul Archeology Building Asar-ı Atika (ancient monuments) was the artifact of Alexander Vallaury, and he established the Sanayi Nefise Mektebi Department of Architecture in 1883 with the support of Osman Hamdi Bey and he gave education in the field of Architecture and transferred his experiences to the future generations for 25 years as of its establishment. The Architectural works which were

executed by the masters getting education in Hassa Mimarları Ocağı till the 19th_{century before the establishment of}

the Sanayi-i Nefise Mektebi reached to the undergraduate education level with the opening of the first school that educates certified architect with the establishment of the Sanayi-i Nefise Mektebi. (Yavuz, 1976) Till the new system that Professor Arnold Egli brought, the architecture education was given over the foundation which was formed by Alexander Vallaury and shaped with the Ecole Nationale Superieure des Beaux Arts ecole. In this context, Vallaury was not only the founder of the Sanayi Nefise Mektebi Department of Architecture, but also he was the creator of the first education model that educated diplomaed architect in Turkey.

2. Methodology

For this research, the resource and literature review have been done and the data belonging to the first education model which has been determined to continue till 1930 and regulations and programmes have been examined and the comparisons have been made.

3. Results and Discussion

According to Article 19 of the Chapter 3 Education of the Ordinance of Turkish Republic Education Board Sanayi-i Nefise Mekteb-i Alisi (Fine Arts Academy Regulation) which was published in hijri 1340 by İstanbul Matbaa-i Amire, `The education of the Department of the Decorative Arts is the same with the Education of the Department of Art. The student which finishes only the second grade with the success selects one or two of the expertise sections such as the (1) Decorative embroidery (2) Interior decorations (3) Industrial decoration (4) Frescoes and panels. After the second grade, the exercises of the practice studies of the student are realized over the issues depending on the expertise section on which they select the competitions. Among the students who complete second grade, the (composition) competition is made for four times in every year and the drawing competition is made for four times in every year.’’

Table 1

No Name of the department Content

1 Embroidery Ornamentation Shop panels, poster, announcements, door covers, ornamentation... etc. 2 Interior Ornamentation Interior Ornamentation of the buildings with certain styles, furniture,

flooring...etc.

3 Official Industrial Ornamentation Carpeting and similar fabrics, tiles, wallpaper, pearl, leather and glass and metal artifacts pictures ... etc.

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By the Mimar Sinan Fine Arts University, Faculty of Architecture Department of the Interior Architecture, the areas to which the Interior Architects serve are generally listed as follows. 1. They take place in the team realizing the process from the first stages of the space design till the end of the applications (decision making implementation). They determine the dimension and usage data of the space specific furniture (equipments) in the direction of the data obtained and realize their authentic forms.

2. It is a fact that the rearrangement of the interior space is required more frequently than the construction of a new building. They analyze and arrange the new function foreseen in the interior spaces of the buildings whose construction has been completed or to which a new function will be gained other than the old function according to the living and behaviour forms of the people.

3. They determine the interior spaces of the old buildings which are determined as the cultural inheritance or the historical asset and the elements taking place in these places (furniture, building elements etc.). By this way being an intermediary for the adaption and promotion of our traditional art and culture falls within the working area of the interior architects.

In the direction of these definitions, according to Article 19 of the Chapter 3 Education of the Ordinance of Turkish Republic Education Board Sanayi-i Nefise Mekteb-i Alisi (Fine Arts Academy Regulation) which was published in hijri 1340 by İstanbul Matbaa-i Amire, the article that `The Department of Decorative Arts can be regarded as the starting of the Today`s Interior Architecture Education According to the article 4 of the Structuring Chapter 1, `The certificate of decorator is given to the ones who complete their decorative arts classes with success and obtain the values requested to be gained in the competitions also verifies this.

According to the Article 10 of the Fine Arts Academy Regulation ANNEX Chapter 2 Entrance Exams, the entrance exams of the departments of the Teacher Education in Arts and Decorative Arts are as follows.

Art: Ornament or bust from the plaster models with charcoal drawing. Its duration is 2 hours. Modelage: Ornament or bust from the plaster models with the Pipeclay. Its duration is 2 hours.

The school administration may not require to take the students to the examination who get the grade corresponding to the very well from the art and modelage in the high school education. For the success in the entrance exams of the departments of the Teacher Education in Arts and Decorative Arts, it is required to get at least grade of five from both courses. Today, the student admission to the Department of the Interior Architecture is still realized with the two stage pattern examination. In the first stage, the figured composition is requested and in the second stage, the drawing of a space composition is requested. However, the pattern is drawn with the pencil instead of the charcoal drawing. The concept of the modelage examination has been abandoned. The art courses in the high school education are not considered and the students who come from the fine arts high schools have the additional score advantage.

Some of the important articles related to the Regulation take place below. In this content, the general result for the whole of the education process has also been compared with the general structures of the Fine Arts Academy and Mimar Sinan Fine Arts University and some articles taking place in the regulation are given places and with the table, the differences and similarities are tried to be explained by also adding the Ecole de Beaux Arts school which was taken as basis from the first education model.

According to the Structuring Chapter 1 Article 5, there is a free workshop-gallery which was added to the school afterward for the purposes of the selecting and separating students for the departments of the school. The ones getting the permission to continue to the free workshop do not have the student rights and they are obliged to act according to the regulation of the school.

According to the Article 6 of the Admission Conditions Chapter 2, the age of the student cannot be less than 15 and more than 25

According to the Article 6 of the Admission Conditions Chapter 2, it is required that the ones that will enter to the department of architecture must be graduates of high school and the ones wanting to enter to other departments must complete the first semester of the high school and secondly, they must be successful in the entrance exam of their department.

According to the Article 9 of the Admission Conditions Chapter 2, the ones who cannot be successful at the courses which are given in one year in the examination at the end of the first year are required to be successful in the second year examinations. The ones cannot be successful at the courses which are given in two or more years in the examination at the end of the first year are taken to the examination over the two year curriculum at the end of the

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second year. The examination of the course whose education is given in three years is also subjected to the same procedure. The ones who cannot succeed in the one-year courses in two years as of their entrances to the department and the ones who cannot succeed in the two-year courses in three years as of their entrances to the department and the ones who cannot succeed in the three-year courses in their fourth year as of their entrances to the department cannot benefit from the rights and privileges of the academy student afterwards and the financial rewards that they will win in the school competitions are given to the student who comes from them till they succeed in their courses.

According to the Article 11 of the Education Chapter 3, the education of the Fine Arts Academy is theoretical and applied. The examinations of the theoritical courses are made at the end of the education year and the make-up exams are realized at the starting of the forthcoming education year. The examinations of the applied education are realized at the times to be determined with the regulation and generally at the ends of the first and second semester and the competitions which are repeated for four times in a year are even realized at the first and second halves of the first and second semesters. The first semester is from the starting of the October till the fifteenth of the January and the second semester is from the fifteenth of the January to the end of the May.

According to the Article 20 of the Chapter 4 Examination and Competitions, the success grade of the students in the theoretical courses is determined with the scores that they will at the examinations. Their success grade in the applied education is also determined with the competitions and the grades that they will obtain in the competitions and the values to the grades correspond. The grade from ten to zero is given in the examinations.

According to the Article 21 of the Chapter 4 Examinations and Competitions, for passing the class in the departments of the school including the class distinctions, primarily it is required to get the grade of five from every course and secondly, to obtain a score in the amount of two thirds of the total of the full scores of the theoretical courses included to the class education and forming a whole.

According to the Article 22 of the Chapter 4 Examinations and Competitions, the success grades that the student will take from the competitions are as follows.

Admired = 3 value (Appreciated = 3 value) Very well = 2 value (Excellent = 2 value) Well = 1 value (Good = 1 value)

Medium = 0.5 value (Medium = 0.5 value) Weak or Insufficient = (Weak or inadequate =)

When the full score is accepted as 10, the appreciated corresponds to 10, excellent to 9, good to 8, medium to 6-7. The weak or inadequate expresses the rejection.

According to the Article 23 of the Chapter 4 Examinations and Competitions, the artifacts getting the first two ranks in the Competitions and the drawings gained reward in the construction and competence competitions and all artifacts getting the financial rewards become the properties of the school.

According to the Article 24 of the Chapter 5 Examination Board, the Examinations are open to everyone and they are realized before an examination board. The examination board is partially composed of the experts inside the school and partially composed of the experts outside the school. The school principal is also the chairman of the examination board.

According to the Article 14 of the Fine arts Academy Regulation ANNEX Chapter 3 Examinations and Competitions, the student who gets a score of less of five points in a course or who cannot fulfill the grade average even though s/he passes every course is accepted to a make-up exam from a course from which s/he gets less scores.

According to the Article 14 of the Fine arts Academy Regulation ANNEX Chapter 3 Examinations and Competitions, obtaining of a right of entrance to the year-end examinations of a student is dependent on the realization of the following conditions by him/her.

1)That the average of the scores that s/he gets from the teachers during the education year as question or duty applied working score must be more than the score of (5)

2)That s/he must complete and deliver the duties that the teacher gives within a certain duration

3)That his order of attendance to the course or workshop must be stable– namely, stability of the fact that s/he participates to at least two thirds of the course or workshop hours

4)That the albums and other drawings belonging to the education must be given to the administration 5)S/he must make his/her name registered one day before the examination day.

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Mimar Sinan Fine Arts University Ecole de Beaux Arts Sanayi-i Nefise Mektebi

There is not age limitation sought in the

students for entering to the examination The ages of the students must be between 15-30 for being able to enter the exam The ages of the students must be between 15-25 for being able to enter the exam

The students cannot benefit from the

studentship rights after the first 4 years. The students can benefit from the studentship rights till the age of 30. The students cannot benefit from the studentship rights after the first 5 years of his/her education.

If the students cannot graduate in the first four years, they can continue their educations till they graduate. There is no age limitation.

The students are obliged to make 6 clear 6 sketch projects for graduating. However, they can make more projects if they want till the age of 30.

The students can use the workshops till the age of 30 even though they graduate.

The workshops are not open to the usage of the

ones other than the school students. The workshops are open to everybody having age of less than 30 and having French origin regardless of having relations with the school or not.

The workshops are not open to the usage of the ones other than the school students. However, the student candidates can use the free workshop with the permission.

Generally, the competitions are not arranged by the school for the students. The competitions are organized by the sector. The participation is the individual preference of the students. It does not affect the grade or graduation.

With the competitions organized by the school, the highest ranked student is selected. It is required for the grade or the graduation.

The competitions are organized by the school for the students. It is required for the grade or the graduation.

It is required to be a high school graduate. It is required to be a high school graduate. It is required to be a high school graduate or to complete the first part of the high school.

The department of the interior architecture is entered with the university examination realized by ÖSYM and dual stages ability examination.

It is entered with the descriptive geometry, history, architectural design, drawing, and mathematics examination.

The decorative arts department is entered with the art and modelage examinations. The school administration may not require to take the student who has obtained the grade corresponding to the very well from the art or modelage in the high school education to the examination.

The attendance obligation for the students is 70% for the theoretical courses and 80% for the applied courses.

There is no attendance obligation for the courses other than the course of Building science.

The student is obliged to prove his/her existence at the school at 9 o`clock in the days other than the holidays. The student who has been determined not to attend the school for ten days during one month without any excuses from the records of the attendance ledger is exposed to one (warning). The student who is exposed to warning for three times during one education year is regarded to resign from the school. The recommendation letter is not requested. The recommendation letter is requested. The recommendation letter is not

requested.

There are common courses among the courses in the education model. Today, there are also common courses between the departments and in the post-Republican period, the course of the History of the Atatürk Principles and Revolutions took place the course of History and the history of design took place the course of the history of art. The foreign language information has been added to the pool of the common courses for the purpose of looking to the globalized world from a wide perspective. The course of aesthetics and the courses covering the concept of the aesthetic are still given in the Fine Arts University and they have been removed from the common course pool. Today, the Turkish Language is also among the common courses given. The elective course pool has

been formed for the student to develop himself/herself in the direction of his/her knowledge and skills as of the 2nd

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Especially, in the art and design, it is very important that the students must graduate as versatile and original individuals. This application or its similar one is not encountered in the Fine Arts Academy Regulation. The common courses and their durations available on the curriculum in the institution of Sanayi-i Nefise Mekteb-i take place below.

Table 3

The one giving the education Interdepartmental Common courses:

Aristoklis Efendi (Master) History– 2.3.1883 – 1894.

Sakızlı Ohannes Efendi (Master) History of Art - 1890 - .

Vâhid Bey (Son-in law of Osman Hamdi Bey)– History of Art– 7.12.1908 –1931.

Celâl Esad Arseven History of Architecture - 10.6.1924 – April.1943.

Ahmed Haşim – Fine Arts (Aesthetic) – 1927– October 1933. (Demir, -2010)

Table 4

Sanayi-i Nefise Mektebi hijri 1340 Mimar Sinan Fine Arts University Gregorian 2014

History History of Atatürk Principles and Revolutions

History of Art History of Design

History of Architecture History of Architecture

Aesthetic -

- Foreign Language

- Turkish Language

In the starting of the Interior Architecture education, the courses were annual and even some courses were multi-annual and today, the courses are given for semester in the interior architecture education. The majority of the

courses given in the 1st_{grade are based on the hand drawing and general ability for both semesters.}

Table 5

1st_grade _{Sanayi-i Nefise Mektebi Department of Decorative Arts}

Copy Drawing: Ornament, body parts, full body from the plaster models with the charcoal drawing

Pattern and Mechanic: With the India ink and ruler pen

Decoration Drawing: Free hand draws, general views of the plants and analysis parts Imaginary Drawing: Separate issues

Modelage: Ornament Calligraphy:Cufic Applied Perspective Decorative Arts Theories Drawing under the fixed light

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Table 6

1st_{Grade 1}st

semester Mimar Sinan Fine Arts University Department of Interior Architecture 1

st_{Grade 2}nd

semester Mimar Sinan Fine Arts University Department of Interior Architecture Eng 101/Ger 101/Fre 101 Foreign Language I Eng 201/Ger 201/Fre 201 Foreign Language II

Tur 102 Turkish Language I Tur 202 Turkish Language II

Icm 121 İm Introduction to Design I Icm 221 İm Introduction to Design II Icm 122 İm Descriptive Geometry Icm 222 İm Perspective

Icm 123 İm Basic Education Icm 224 İm Technical Drawing II

Icm 124 İm Technical Drawing I

Icm 125 İm Building Science I Icm 225 İm Building Science II

Icm 129 İm Spatial Design Icm 228 İm Computer Aided Design I

Icm 223 İm Vocational Basic Education Icm 229 İm Space Organizations in residences Ink 701 History of Atatürk Principles and

Revolutions I Ink 801 History of Atatürk Principles and Revolutions II

In the starting of the Interior Architecture education, the courses given in the 2nd_{grade were the courses}

having the attribution of the continuation of the 1st_{grade and being based on the hand drawing and general ability}

and today, the technical courses are dominant in the 2nd_{grade in the interior architecture education.}

Table 7

2nd_grade _{Sanayi-i Nefise Mektebi Department of Decorative Arts}

Copy Drawing:Live model with charcoal drawing, oil painting still life and drapery Pattern: Architectural drawings (related to the general history of architecture) Decoration Drawing: Decoration of the surfaces

Imaginary Drawing: Combined issues Calligraphy:Cufic and Sulus Compositions Modelage: Ornament and bust

Perspective

Decorative Arts Theories History of Fine Arts General history of architecture Anatomy

Drawing under the fixed light

Table 8 2nd_{Grade 1}st

nd _Grade

2nd_semester Mimar Sinan Fine Arts University Department of Interior _Architecture Eng 301/Ger 301/Fre 301 Foreign Language

III Eng 401/Ger 401/Fre 401 Foreign Language IV

Icm 320 İm Introduction to Furniture Icm 420 İm Structure in Furniture Icm 321 İm Building Equipment I Icm 421 İm Building Equipment II

Icm 322 İm Material I Icm 422 İm Material II

Icm 324 İm Project I Icm 424 İm Project II

Icm 325 İm History of Design I Icm 425 İm History of Design II

Icm 327 İm Detail Analyzing Icm 429 İm Spatial Design II

Icm 328 İm Computer Aided Design II Mim 491 History of Architecture II Icm 329 İm Spatial Design I

Mim 391 History of Architecture I

In the starting of the Interior Architecture education, the courses given in the 2nd_{grade were the courses}

being based on the hand drawing and general ability having the attribution of the continuation of the 1st_{grade and}

today, the protection repair and design focused courses are dominant in the 3rd_{grade in the interior architecture}

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Table 9

3rd_Grade _{Sanayi-i Nefise Mektebi Department of Decorative Arts}

Copy Drawing: Academy portrait and man in clothes from the live model with the oil painting Pattern: Architectural drawings (Related to the general history of the architecture)

Decoration Drawing: Tile and carpet drawings imitation and copyright watercolor painting Imaginary Drawing: Combined issues and movement

Calligraphy and ornamentation: Composition and ornamentation appropriate to the certain surfaces Modelage: Academy and composition

History of Fine Arts Anatomy

General History of Architecture Aesthetics

Education and Training Method

Drawing under the fixed light: Kur dö suvar (night course) Table 10 3rd_{Grade 1}st

rd_{Grade 2}nd

semester Mimar Sinan Fine Arts University Department of Interior Architecture Icm 520 İm Identity in Furniture Icm 620 İm Experimental Furniture

Icm 522 İm Application Project Icm 624 İm Project IV

Icm 524 İm Project III Mim 682 Conservation and Restoration

Icm 528 İm General Lighting Mim 691 Mi Surveying II

Mim 591 Mi Surveying I

In the starting of the Interior Architecture Education, the courses given in the 2nd_{grade were the courses}

being based on the hand drawing and general ability having the attribution of the continuation of the 1st_{grade and}

today, the vocational hardware and field focused courses are dominant in the 4th_{grade in the interior architecture}

education.

Table 11

4th_Grade _{Sanayi-i Nefise Mektebi Department of Decorative Arts}

Copy Drawing: Full body and man in clothes from the live model with the oil painting. Giving expression to the face

Imaginary Drawing: Oil painting draft=sketches, combination(composition) depiction and illustration Decoration Drawing: Combination = composition

Calligraphy and ornamentation: Composition and ornamentation appropriate to the certain surfaces Modelage: Academy composition

History of Fine Arts: Aesthetics:

Drawing under the fixed light: Kur dö suvar Table 12 4th_{Grade 1}st

th _Grade

2nd_semester Mimar Sinan Fine Arts University Department of Interior _Architecture Icm 723 İm General Law Knowledge Icm 823 İm Vocational Law Knowledge

Icm 724 İm Project V Icm 824 İm Graduation Project

Icm 726 Construction Management and

Economics Icm 827 İm Furniture Application Studio II

Icm 727 İm Furniture Application Studio I

4. Conclusion

In the general meaning, the hand drawing and the general ability protect their importance in the interior architecture and especially it is the most efficient method in the sketch and thought stage and the possibilities that the technology brings and the possibility to make drawing, design and production in the digital environment have played an important role in the transfer of the weight given to the hand drawing and general ability. The design realized in the digital environment and easiness of the storing and archiving of the designs in the digital environment, being a method saving time, easiness of being exhibited via the digital exhibitions have provided the approval of the advancement of the education in this direction by the academicians and becoming easier of the integration process. The issues such as vocational law is an important step in terms of providing awareness about the law of intellectual and artistic works that prevents the problems such as copying and reproduction that can arise

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from these easiness by the students even at the education process. The project courses have taken their places as a method of thinking and conveying what you think that forms the most important process of the interior architecture education and gives meaning by combining the design oriented courses with the pattern weighted courses. In the today’s world in which the capital gains importance day by day, the building economy has also gained value and making the one to be made with the most appropriate price and the calculation of the cost of the building have gained importance. In the courses such as the Furniture Application workshop, it is aimed that the students reveal projects in the world norms by revealing original designs and they are prepared for the market from the design process to the production process. In this context, in the starting, the interior architecture education was art and design based and today, the data preparing the student to the sector have been added to the interior architecture education on this base. In the starting of the interior architecture education, the production of new decorations was focused and today, the determination of the available issues and the protection methods are dominant in the interior architecture education. According to the Article 40 of the Fine Arts Academy Regulation ANNEX Chapter 5 Education, the expression that “At the time of giving of the issue of the Decorative Arts Department Competition- which one of the expression styles of –Lavi-Watercolor Painting -Garizay-Kamayo-Oil Painting – mud is requested and the completion duration are determined” is given place. Today, the competitions are organized by the sector and the students participate to the competitions that attract their interests with the free participation.

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