{"id":7877,"date":"2021-11-16T15:55:14","date_gmt":"2021-11-16T13:55:14","guid":{"rendered":"https:\/\/sbunker.org\/?p=7877"},"modified":"2024-09-23T15:56:48","modified_gmt":"2024-09-23T13:56:48","slug":"tregimi-i-thikes-me-dy-tehe-historia-e-arsimimit-te-grave-ne-shba-ii","status":"publish","type":"post","link":"https:\/\/sbunker.org\/en\/analize\/tregimi-i-thikes-me-dy-tehe-historia-e-arsimimit-te-grave-ne-shba-ii\/","title":{"rendered":"Tregimi i thik\u00ebs me dy tehe: Historia e arsimimit t\u00eb grave n\u00eb SHBA (II)"},"content":{"rendered":"

Feminizimi i profesionit t\u00eb m\u00ebsimdh\u00ebnies<\/b>
\n<\/b>
\n<\/b>Historia e arsimit, si u zgjerua dhe si filloi shkollimi masiv zakonisht shqyrtohet nga perspektiva q\u00eb\u00a0 industrializimi ishte shtysa kryesore pse arsimi u b\u00eb shtyll\u00eb kaq e r\u00ebnd\u00ebsishme e shoq\u00ebris\u00eb. Lindja e shtetit-komb, narrativa iluministe q\u00eb diktonte ligj\u00ebrimin politik t\u00eb asaj kohe me iden\u00eb q\u00eb shoq\u00ebria po shkonte drejt nj\u00eb t\u00eb ardhmeje m\u00eb progresive kishte shtyr\u00eb arsimin drejt zgjerimit t\u00eb tij. Rendi i ri ekonomik, avansimi teknologjik dhe nevoja p\u00ebr pun\u00ebtor\u00eb t\u00eb aft\u00eb e moralisht t\u00eb sh\u00ebndosh\u00eb pati si rezultat masivizimin e arsimit. Megjithat\u00eb, kur fusim pozicionin e gruas n\u00eb k\u00ebt\u00eb ekuacion, gj\u00ebrat nd\u00ebrlikohen. N\u00eb pjes\u00ebn e par\u00eb fokus ishte p\u00ebrjashtimi dhe m\u00eb pas p\u00ebrfshirja e grave n\u00eb arsim si nx\u00ebn\u00ebse. Ky seksion do p\u00ebrqendrohet te ajo sesi dhe pse u b\u00ebn\u00eb grat\u00eb pjes\u00eb e profesionit t\u00eb m\u00ebsimdh\u00ebnies.<\/span>
\n<\/span>
\n<\/span>Gruaja historikisht \u00ebsht\u00eb par\u00eb si \u201ctjetra\u201d, ekzistenca e s\u00eb cil\u00ebs v\u00ebrtitej rreth burrit: t\u2019ia plot\u00ebsoj\u00eb nevojat, t\u00eb jet\u00eb bashk\u00ebshorte model, t\u00eb lind\u00eb f\u00ebmij\u00ebt e tij dhe t\u00eb jet\u00eb n\u00ebn\u00eb shembullore. Pak a shum\u00eb, kjo ishte e t\u00ebra. Kjo u p\u00ebrjet\u00ebsua kryesisht nga etosi protestan q\u00eb rregullonte m\u00ebnyr\u00ebn e organizimit t\u00eb jet\u00ebs shoq\u00ebrore. <\/span>[1]<\/span><\/a> Nd\u00ebrsa n\u00eb SHBA po ndodhnin transformime t\u00eb m\u00ebdha si rritja ekonomike dhe nevoja p\u00ebr pun\u00ebtor\u00eb t\u00eb arsimuar, nj\u00ebkoh\u00ebsisht rriteshin z\u00ebrat q\u00eb besonin se grat\u00eb, p\u00ebrve\u00e7 nevoj\u00ebs p\u00ebr t\u2019u arsimuar, duhet edhe t\u00eb arsimojn\u00eb f\u00ebmij\u00ebt tan\u00eb meq\u00eb jan\u00eb m\u00eb t\u00eb p\u00ebrshtatshmet p\u00ebr k\u00ebt\u00eb pun\u00eb. Por pse grat\u00eb ishin papritur kaq t\u00eb p\u00ebrshtatshme p\u00ebr ta arsimuar f\u00ebmij\u00ebn amerikan.?<\/span><\/p>\n

Yayan Rahayani argumenton n\u00eb artikullin e saj “<\/span>Feminizimi i m\u00ebsimdh\u00ebnies”<\/span><\/i> sesi grat\u00eb q\u00eb kishin hyr\u00eb n\u00eb profesionin e m\u00ebsimdh\u00ebnies mund t\u00eb shihen nga dy k\u00ebndv\u00ebshtrime: si nj\u00eb form\u00eb tjet\u00ebr e <\/span>domestifikimit<\/span><\/i> ose si mund\u00ebsi p\u00ebr grat\u00eb. <\/span>[2]<\/span><\/a> Sidoqoft\u00eb, duket se t\u00eb dy propozimet jan\u00eb t\u00eb vlefshme. <\/span>
\n<\/span>
\n<\/span>Kjo \u00ebsht\u00eb nj\u00eb dukuri shum\u00ebshtresore q\u00eb duhet paraqitur kronologjikisht: s\u00eb pari, industrializimi krijoi vende t\u00eb reja pune q\u00eb n\u00ebnkuptonte m\u00eb shum\u00eb vende pune p\u00ebr burrat n\u00eb fusha t\u00eb ndryshme, duke rezultuar n\u00eb m\u00eb shum\u00eb vende t\u00eb lira n\u00eb fush\u00ebn e arsimit. S\u00eb dyti, paga e m\u00ebsimdh\u00ebn\u00ebsve ishte relativisht e ul\u00ebt duke b\u00ebr\u00eb q\u00eb burrat t\u00eb interesoheshin p\u00ebr gjetjen e pun\u00ebve m\u00eb fitimprur\u00ebse. <\/span>[3]<\/span><\/a> S\u00eb treti, p\u00ebr shkak t\u00eb ndarjes seksuale t\u00eb pun\u00ebs, grat\u00eb paguheshin ekponencialisht m\u00eb pak.\u00a0 Kjo ishte situat\u00eb mjaft e leverdisshme meq\u00eb vazhdohej puna n\u00eb shkolla pa ndonj\u00eb kosto shtes\u00eb.<\/span><\/p>\n

S\u00eb fundi, nj\u00eb grua ishte e p\u00ebrshtatshme p\u00ebr k\u00ebt\u00eb profesion sepse asaj i lejohej t\u2019u jepte m\u00ebsim vet\u00ebm f\u00ebmij\u00ebve n\u00eb nivel fillor. <\/span>[4]<\/span><\/a> Ato po edukonin t\u00eb vegj\u00eblit (t\u00eb nj\u00ebjt\u00ebn q\u00eb b\u00ebnin n\u00eb sht\u00ebpi) dhe po b\u00ebnin gati terrenin p\u00ebr m\u00ebsuesit burra q\u00eb ta vazhdonin pun\u00ebn n\u00eb nivelet m\u00eb t\u00eb larta e gjoja m\u00eb t\u00eb r\u00ebnd\u00ebsishme shkollore. <\/span>[5]<\/span><\/a> Me k\u00ebt\u00eb n\u00eb mendje, grat\u00eb m\u00ebsuese nuk shiheshin si ‘profesioniste’, kjo ishte m\u00eb shum\u00eb nj\u00eb zhvendosje fizike nga sht\u00ebpia n\u00eb klas\u00eb pa ndonj\u00eb ndryshim t\u00eb v\u00ebrtet\u00eb thelb\u00ebsor. <\/span>
\n<\/span>
\n<\/span>Kjo na \u00e7on tek nj\u00eb diskutim tjet\u00ebr i r\u00ebnd\u00ebsish\u00ebm. Angazhimi i grave n\u00eb profesionin e m\u00ebsimdh\u00ebnies nuk mund t\u00eb shihet vet\u00ebm si nj\u00eb p\u00ebrpjekje profesionale. Potencialisht mund t\u00eb argumentohet n\u00eb dy m\u00ebnyra, var\u00ebsisht nga cila perspektiv\u00eb zgjedhim t\u00eb analizojm\u00eb. Nj\u00ebra \u00ebsht\u00eb se gruaja si m\u00ebsuese ishte thjesht zgjatimi i n\u00ebn\u00ebs n\u00eb nj\u00eb klas\u00eb shkollore, nd\u00ebrkaq m\u00ebnyra tjet\u00ebr p\u00ebr ta par\u00eb \u00ebsht\u00eb si p\u00ebrfshirja e grave n\u00eb profesionin e m\u00ebsimdh\u00ebnies ishte fillim i nj\u00eb rrug\u00ebtimi drejt nj\u00eb shoq\u00ebrie m\u00eb t\u00eb barabart\u00eb si p\u00ebr grat\u00eb ashtu dhe p\u00ebr burrat. Sidoqoft\u00eb, feminizimi i profesionit t\u00eb m\u00ebsimdh\u00ebnies k\u00ebmb\u00ebngul\u00ebsisht ka q\u00ebndruar ashtu.<\/span><\/p>\n

[6]<\/span><\/a> Edhe sot, kur grat\u00eb kan\u00eb mund\u00ebsi t\u00eb barabarta (n\u00eb let\u00ebr dhe n\u00eb vende t\u00eb caktuara) ato vazhdojn\u00eb t\u00eb ndjekin profesione q\u00eb p\u00ebrputhen me shpjegimin \u201cn\u00ebn\u00eb\u201d. Prandaj, feminizimi i m\u00ebsimdh\u00ebnies sigurisht q\u00eb ka krijuar mund\u00ebsi p\u00ebr grat\u00eb, por edhe ka vulosur nj\u00eb identitet t\u00eb gruas q\u00eb sfera sht\u00ebpiake do ta p\u00ebrcjell\u00eb at\u00eb kudo q\u00eb mund t\u00eb shkoj\u00eb. Ndon\u00ebse p\u00ebrfshirja e grave n\u00eb profesionin e m\u00ebsimdh\u00ebnies nuk \u00ebsht\u00eb nj\u00eb nism\u00eb e nd\u00ebrmarr\u00eb prej tyre, thjesht n\u00eb at\u00eb moment ka ekzistuar nj\u00eb klim\u00eb e p\u00ebrshtatshme politike dhe ekonomike e diktuar nga burrat. <\/span>[7]<\/span><\/a><\/p>\n

V\u00ebrejtje p\u00ebrmbyll\u00ebse<\/b>
\n<\/b>
\n<\/b>Jam e vet\u00ebdijshme q\u00eb ky shkrim ka kufijt e tij kur b\u00ebhet fjal\u00eb p\u00ebr shqyrtimin e pabarazive klasore dhe racore, q\u00eb natyrisht jan\u00eb faktor\u00eb vendimtar\u00eb n\u00eb p\u00ebrcaktimin e pozit\u00ebs s\u00eb grave n\u00eb bot\u00eb, ve\u00e7an\u00ebrisht n\u00eb bot\u00ebn e arsimit. P\u00ebr m\u00eb tep\u00ebr, literatura e p\u00ebrdorur n\u00eb k\u00ebt\u00eb punim merret pak me faktor\u00ebt e lartp\u00ebrmendur, e kjo nga ana tjet\u00ebr mund t\u00eb ofroj\u00eb konceptualizime t\u00eb rreme n\u00eb lidhje me p\u00ebrvoj\u00ebn dhe formimin e identitetit t\u00eb grave n\u00eb p\u00ebrgjith\u00ebsi dhe ve\u00e7an\u00ebrisht n\u00eb arsim si\u00e7 \u00ebsht\u00eb diskutuar sip\u00ebr. Krahas k\u00ebsaj, kjo mund t\u00eb sh\u00ebrbej\u00eb si tregues sesi shkruhet kjo histori (apo si nuk shkruhet) nga nj\u00eb perspektiv\u00eb shum\u00eb e ngusht\u00eb duke l\u00ebn\u00eb shum\u00eb gj\u00ebra anash. Problemi tjet\u00ebr \u00ebsht\u00eb i akademis\u00eb, p\u00ebrkat\u00ebsisht i fush\u00ebs s\u00eb \u201cstudimeve gjinore\u201d.<\/span><\/p>\n

\u00c7\u00ebshtja e par\u00eb \u00ebsht\u00eb ekzistimi i nj\u00eb fushe t\u00eb ve\u00e7ant\u00eb, nd\u00ebrkaq mos ekzistimi i k\u00ebsaj fushe \u00ebsht\u00eb po aq problematik; pra p\u00ebrballemi me nj\u00eb dilem\u00eb jo t\u00eb vog\u00ebl. Nd\u00ebrkoh\u00eb q\u00eb dega e historis\u00eb s\u00eb sociologjis\u00eb vendos\u00eb t\u00eb mos merret me grat\u00eb, detyrohet fusha e studimeve gjinore ta b\u00ebj\u00eb nj\u00eb gj\u00eb t\u00eb till\u00eb dhe shpesher\u00eb n\u00eb m\u00ebnyr\u00eb p\u00ebrjashtuese p\u00ebr grupe t\u00eb ndryshme shoq\u00ebrore. Por, duke pasur parasysh kush prodhon dije brenda akademis\u00eb, dhe form\u00ebs sesi prodhohet ajo, dija \u00ebsht\u00eb goxha e diktuar nga forcat e jashtme dhe tregut i cili p\u00ebrcakton trendet mbi at\u00eb \u00e7far\u00eb duhet t\u00eb studiuar. Meq\u00eb kjo \u00ebsht\u00eb nj\u00eb \u00e7\u00ebshtje mjaft e nd\u00ebrlikuar, do ndalemi k\u00ebtu, p\u00ebr ta diskutuar n\u00eb nj\u00eb moment t\u00eb dyt\u00eb.<\/span>
\n<\/span>
\n<\/span>Nj\u00eb v\u00ebrejtje tjet\u00ebr po aq e r\u00ebnd\u00ebsishme \u00ebsht\u00eb madh\u00ebrimi i disa pioniereve si Catherine Beecher n\u00eb historin\u00eb e arsimit t\u00eb grave si\u00e7 haset shpesh n\u00eb literatur\u00eb. Kjo mund t\u00eb krijoj\u00eb nj\u00eb gjykim t\u00eb turbullt p\u00ebr lexuesit dhe ata q\u00eb d\u00ebshirojn\u00eb t\u00eb hulumtojn\u00eb k\u00ebt\u00eb tem\u00eb m\u00eb tutje (p\u00ebrfshir\u00eb veten). Ajo q\u00eb dua t\u00eb them \u00ebsht\u00eb se glorifikimi dhe krijimi i ides\u00eb se disa gra q\u00eb apeluan p\u00ebr qasje n\u00eb arsim ka rezultuar n\u00eb ndryshime t\u00eb m\u00ebdha mund t\u00eb kuptohen gabimisht si shenja t\u00eb \u00e7lirimit t\u00eb grave nga detyrat e tyre sht\u00ebpiake dhe hyrjes n\u00eb sfer\u00ebn publike. P\u00ebrve\u00e7 k\u00ebsaj, ajo gjithashtu mund t\u00eb krijoj\u00eb iden\u00eb e rreme e nj\u00eb kronologjie “progresive”, ku historia e grave n\u00eb arsim \u00ebsht\u00eb par\u00eb si nj\u00eb sekuenc\u00eb pozitive nga periudha e hershme e kombit deri te shekulli XXI, e q\u00eb qartazi del t\u00eb mos jet\u00eb ashtu.<\/span>
\n<\/span>
\n<\/span>Qasjet sociologjike dhe historike ofrojn\u00eb mjete t\u00eb dobishme p\u00ebr shqyrtimin e transformimeve dhe ngjarjeve t\u00eb ve\u00e7anta si kjo. Hetimi historik i grave n\u00eb arsim q\u00eb e shpjegon k\u00ebt\u00eb vet\u00ebm n\u00eb m\u00ebnyr\u00eb kronologjike dhe faktike mund t\u00eb rezultoj\u00eb i mang\u00ebt kur mungon nj\u00eb korniz\u00eb teorike p\u00ebr t\u2019i interpretuar ato ngjarje. Prandaj, \u00ebsht\u00eb thelb\u00ebsore q\u00eb t’i kushtohet v\u00ebmendje komponentit strukturor q\u00eb pozicionon grat\u00eb n\u00eb bot\u00eb.<\/span>
\n<\/span>
\n<\/span>Identitetet e krijuara p\u00ebr grat\u00eb si n\u00ebna dhe si bash\u00ebshorte jan\u00eb ende t\u00eb spikatura sot sa i p\u00ebrket fush\u00ebs s\u00eb arsimit, duke pasur parasysh feminizimin e m\u00ebsimdh\u00ebnies dhe ngecjen e studenteve n\u00eb fusha t\u00eb caktuara akademike q\u00eb reflektojn\u00eb zgjatimin e sfer\u00ebs sht\u00ebpiake n\u00eb sfer\u00ebn publike. <\/span>Historia e grave n\u00eb arsim \u00ebsht\u00eb nj\u00eb histori e pabarazis\u00eb s\u00eb vazhdueshme<\/b>. Prandaj, interpretimi i k\u00ebsaj historie ka shum\u00eb v\u00ebshtir\u00ebsi dhe varet me cil\u00ebn shkoll\u00eb t\u00eb mendimit vendosim ta interpretojm\u00eb. Meqen\u00ebse kjo histori \u00ebsht\u00eb e fragmentuar, duhet t\u00eb sigurohemi q\u00eb nuk jemi t\u00eb nj\u00ebansh\u00ebm n\u00eb shpjegimin e saj. Nj\u00eb nga problemet m\u00eb t\u00eb m\u00ebdha p\u00ebrtej keqinterpretimit \u00ebsht\u00eb mungesa e historis\u00eb s\u00eb \u2018shkruar\u2019, fillimisht pasi q\u00eb grat\u00eb t\u00eb cilat nuk kan\u00eb qen\u00eb pjes\u00eb e sistemit arsimor n\u00eb nj\u00ebfar\u00eb forme s\u2019kan\u00eb ekzistuar fare. Rreziku \u00ebsht\u00eb q\u00eb t\u00eb shihet historia e grave n\u00eb arsim si nj\u00eb hap \u00e7lirues dhe qe hetimi t\u00eb ndalet aty, nd\u00ebrkoh\u00eb q\u00eb mund\u00ebsia q\u00eb grat\u00eb t\u00eb shkollohen n\u00eb at\u00eb koh\u00eb ishte e kufizuar p\u00ebr nj\u00eb grup t\u00eb vog\u00ebl e t\u00eb privilegjuar.<\/span><\/p>\n

Bibliografi<\/b><\/p>\n

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Bowles, Samuel., Herbert Gintis. <\/span>Schooling in capitalist America<\/span><\/i>. Chicago: Haymarket Books, 2011.<\/span><\/p>\n

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\n<\/span>
\n<\/span>Green, Andy, <\/span>Education and state formation.<\/span><\/i> 2nd ed. New York: Palgrave Macmillan, 2013.<\/span><\/p>\n

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\u00a0(Accessed 2021-01-28)<\/span><\/p>\n

Nash, A. Margaret. <\/span>Women’s Education in the United States,<\/span><\/i> 1780-1840. 1st ed. New York: Palgrave Macmillan. 2005<\/span><\/p>\n

Rahayani, Yayan. Feminization of Teaching. <\/span>Journal of English and Education<\/span><\/i>, Vol. 4. no. 2, 2016: pp.13-24.<\/span><\/p>\n

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[1]<\/span><\/a> Spence, Jean., Aiston, Sarah. and Meikle, Maureen. <\/span>Women, education, and agency, 1600-2000<\/span><\/i>. London: Routledge. 2011. p. 2<\/span><\/p>\n

[2]<\/span><\/a> Rahayani, Yayan. Feminization of Teaching. <\/span>Journal of English and Education<\/span><\/i>, Vol. 4. no. 2, 2016: p.14<\/span><\/p>\n

[3]<\/span><\/a> Cortina, Regina. and Roman, Sonsoles. Women and Teaching. New York: Palgrave Macmillan. 2006. p. 2<\/span><\/p>\n

[4]<\/span><\/a> Cortina, Regina. and Roman, Sonsoles. Women and Teaching. New York: Palgrave Macmillan. 2006. p.2<\/span><\/p>\n

[5]<\/span><\/a> Rahayani, Yayan. Feminization of Teaching. <\/span>Journal of English and Education<\/span><\/i>, Vol. 4. no. 2, 2016: p. 17<\/span><\/p>\n

[6]<\/span><\/a> Ibid. pp. 13-14<\/span><\/p>\n

[7]<\/span><\/a> Cortina, Regina. and Roman, Sonsoles. Women and Teaching. New York: Palgrave Macmillan. 2006. p.7<\/span><\/p>","protected":false},"excerpt":{"rendered":"

Feminizimi i profesionit t\u00eb m\u00ebsimdh\u00ebnies Historia e arsimit, si u zgjerua dhe si filloi shkollimi masiv zakonisht shqyrtohet nga perspektiva q\u00eb\u00a0 industrializimi ishte shtysa kryesore pse arsimi u b\u00eb shtyll\u00eb kaq e r\u00ebnd\u00ebsishme e shoq\u00ebris\u00eb. Lindja e shtetit-komb, narrativa iluministe q\u00eb diktonte ligj\u00ebrimin politik t\u00eb asaj kohe me iden\u00eb q\u00eb shoq\u00ebria po shkonte drejt nj\u00eb […]<\/p>","protected":false},"author":36,"featured_media":7565,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1130,1206,999,1145],"ppma_author":[46],"class_list":["post-7877","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-cmesime","tag-hisoria-e-arsimit","tag-shba","tag-sistemi-arsimor"],"authors":[{"term_id":46,"user_id":36,"is_guest":0,"slug":"adea-batusha","display_name":"Adea Batusha","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/adea.jpg","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/adea.jpg"},"user_url":"","last_name":"Batusha","first_name":"Adea","description":"Adea Batusha ka p\u00ebrfunduar studimet Bachelor n\u00eb Universitetin e Prishtin\u00ebs p\u00ebr Filozofi, dhe tani po vazhdon studimet Master n\u00eb Universitetin e Uppsal\u00ebs p\u00ebr Sociologji t\u00eb Arsimit. Si aktiviste politike ka qen\u00eb aktive nga viti 2010, s\u00eb pari n\u00eb L\u00ebvizjen VET\u00cbVENDOSJE! dhe m\u00eb pas n\u00eb Partin\u00eb Socialdemokrate ku \u00ebsht\u00eb p\u00ebrq\u00ebndruar n\u00eb forumin per politika, specifikisht n\u00eb departamentin e arsimit.\r\n"}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7877","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/comments?post=7877"}],"version-history":[{"count":1,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7877\/revisions"}],"predecessor-version":[{"id":7878,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7877\/revisions\/7878"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/media\/7565"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/media?parent=7877"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/categories?post=7877"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/tags?post=7877"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/ppma_author?post=7877"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}