Monday 31 December 2012
Sunday 30 December 2012
Saturday 29 December 2012
2012 New Words
image credits: Keep Calm O'Matic App |
November
November’s update sees words from the worlds of technology, social culture, and
finance debuting on Oxford Dictionaries Online.
Social
terms recognized include bezzie, boyf, deets, First
World problem,
and stressy whilst technology brings
us chatbot, forumite, Godwin’s law, and the recently
launched LTE and 4G mobile networks. The
continuing impact of the financial world can be seen in the addition of debt trap, payday loan, and payday lender.
August
The
August quarterly update includes the addition of a number of terms inspired by
contemporary culture, including ridic, group hug, vote (someone or
something) off the island,
and date night.
The
world of technology also remains a major influence on the English language,
with innovative advances reflected in new entries including ethical hacker, 3D printing, and e-learning. Social media also continues
to shape language evolution: tweeps, video chat,lifecasting, and hat tip are among the latest
words to make their Oxford Dictionaries debut, while acronyms
regularly used online (from lulz to DW and UX) have also been recognized.
Superfly
(stylish), boo (boyfriend), and skookum house (prison) are just some of the
1,000 new synonyms added to Oxford Dictionaries Pro in the
August 2012 update, with the addition of the third edition of the Oxford
American Writer’s Thesaurus.
Here, you can read David
Foster Wallace's reflection on the term 'all of' in the Oxford
American Writer's Thesaurus.
July
French, German, Italian, and Spanish vocabulary was added – from the everyday to the
language of computing and technology, health and lifestyle. Look up access and digital in English, mieux and bibliothèque in French, die Servolenkung and der Doppelklick in German, bisettimanale and ambiente in Italian, or caminar and reciclado in Spanish.
May
A wide
variety of words has been added, from aptonym to whatevs. Whether you are a sports fan
who hopes to one day win the scudetto, or a fashionista debating
whether to buy a onesie or a bandage dress, you'll find
something to interest you.
Words from the world of finance and banking (Robin Hood tax, debt ceiling, sovereign debt), computing (ransomware, geodata), and the environment (green technology, eco-driving, water footprint) have been added, too.
February
Calling
all fashionistas – new words added to Oxford Dictionaries Online include boy shorts, shootie, and hobo bag. Gaming also plays a big role
in the latest update, with gamification, ludology, and social gaming all featuring. Or
perhaps you prefer to step away from the computer screen and indulge in some LARPing?
Learn
more about the new words, from cyberchondriac to scratchiti, on the OxfordWords blog.
In Oxford Dictionaries (slightly abridged)
Saturday 22 December 2012
Christmas wishes
To all our Readers, Friends and Visitors, our sincere and warm wishes of a very Merry Christmas!
We are shutting down for some days, to take a break and enjoy some quality family time over Christmas. Meanwhile, we do hope your holiday season is full of light, happiness and love! See you in some days!
Friday 21 December 2012
Some facts on Doomsday 2012
image credits: Red Thread Magazine |
Mayan
Calendar: The Maya calendar, which is made up
different cycles of day counts, does not end this year. Rather, one cycle of
144,000 days (394 years) ends and the next cycle begins.
Mayan
Prophecy: The ancient Maya did not predict the end
of the world or any disaster in December 2012. Such doomsday predictions are a
modern hoax.
Planet Nibiru: Nibiru is probably the minor
name of a god found in ancient Mesopotamian writing. There is no planet named
Nibiru, and the fictional books by economist Zecharia Sitchin about a
civilization on this planet are a hoax.
Rogue
Planet Headed for Earth. For the past decade there
have been reports of a rogue object (Planet X, or Nibiru, or Hercubolus, or
even Comet Elenin) that will collide with Earth in December 2012. These claims
are not true. If such a threatening world existed, it would be one of the
brightest objects in the sky, and astronomers would have been tracking it for
years. If it existed, its gravity would be distorting the orbits of planets,
especially Mars and Earth. Astronomers know that it does not exist.
Planet
Alignments: There is no alignment of planets in Dec
2012. There is an approximate lining up of the Earth and Sun and the center of
our Galaxy in late December, but this happens every year. In any case, planet
alignments have no effect on the Earth.
Pole
Shift: There is nothing strange this year about
either the magnetic poles or the rotational poles of the Earth. The magnetic
polarity changes every million years or so, but that is not happening now, and
it probably takes thousands of years when it does happen. A sudden change in
the rotational axis has never happened and is not possible. If there were any
change in the Earth’s rotation, it would be instantly apparent by failure of
our GPS systems.
Increasing
Disasters. Our planet is behaving normally in 2012,
although we see more and more news stories about natural disasters. There has
been no increase in earthquakes or volcanic eruptions. There has been an
increase in extreme weather, including both droughts and floods, which are
partly attributable to global warming, but this has nothing to do with a 2012
doomsday.
Solar
Outbursts: The Sun’s ongoing 11-year activity cycle
is expected to peak in 2013, not 2012. Solar outbursts can damage orbiting
satellites but will not hurt us on the surface. The strength of the 2013 solar
maximum is predicted to be lower than average, not higher.
Bunker
Conspiracy: Accusations of a massive government
cover-up are nonsense. No government could hide an incoming planet or silence
hundreds of thousands of scientists. Rumors that huge bunkers have been built
in the USA or elsewhere to shelter the elite are lies. Apparently a few people
are building private shelters, but their fear of 2012 is misplaced and they are
wasting their money.
Scaring
Children: The group most vulnerable to doomsday
claims is children. Teachers report that many of their students are frightened
and some are even considering suicide. This is the most tragic consequence of
the 2012 hoax.
The
End of the World: The idea of the sudden end of the
world by any cause is absurd. The Earth has been here for more than 4 billion
years, and it will be several more billion years before the gradual brightening
of the Sun makes our planet unlivable. Meanwhile there is no known astronomical
or geological threat that could destroy the Earth.
By David Morrison (Director of the Carl Sagan Center), in Doomsday 2012 Fact Sheet (slightly abridged)
Thursday 20 December 2012
Oh Christmas lights keep shining on!...
"Those Christmas lights
Light up the street
Down where the sea and the city meet
May all your troubles soon be gone
Oh Christmas lights keep shining on"
Light up the street
Down where the sea and the city meet
May all your troubles soon be gone
Oh Christmas lights keep shining on"
Tuesday 18 December 2012
Christmas shopping
No better place to be during our scarce, but happy, Christmas shopping... The lights, the colours, the caroling, the warm spirit... Harrods is not only one of the most important department stores in the UK, but also an irreplaceable part of its identity. Wish I could be there!
photo credits: Harrods on Instagram |
Monday 17 December 2012
Saturday 15 December 2012
Friday 14 December 2012
Google Maps @ Night
Earth at Night 2012 is a neat use of Google Maps to display what the world looks like after the sun goes down. The Earth at Night map allows you to specify a location and see how much artificial light is emitted from it at night. You can't zoom-in as far as you would in normal Google Map, but you still can center a location on the map.
Image from Earth At Night 2012 |
This isn't an official new aspect of Google Maps. It was developed through a collaboration of Google, NOAA, and NASA.
Applied to ELT it could be interesting to have students to identify places without the benefit of the usual features of a map, as they generally find it so tough to locate different parts of the UK and the USA. Just don't let them use the search box until they're ready to check their answers!
Source: Free Technology For Teachers (adapted)
Thursday 13 December 2012
American English Website
American English is a resource center for teaching and learning about American English language and culture. The website provides a variety of engaging materials and resources for teachers' professional development and for students in the classroom. Both teachers and students will find new ways to practice English and learn more about the United States.
The Office of English Language Programs in Washington, D.C. provides academic expertise, advisory and consultative assistance, as well as materials and resources worldwide. All programs are implemented by Regional English Language Officers at American Embassies or Consulates. Programs and resources administered through their office include English materials, distance education programs, and teacher training workshops. Check back the website regularly for updates and new resources. Besides, you can create your own 'resource list', for example with your favourite articles from the English Teaching Forum.
Wednesday 12 December 2012
December Lesson Ideas
found pic @ Jcesc Gifted Gab |
Winter break is just around the corner! Do your students celebrate Christmas, Hanukkah, Kwanzaa, or Three Kings Day? Maybe they celebrate St. Lucia Day or Ramadan. December offers great opportunities for teaching about our multicultural world. Here are some fun suggestions that will keep your students engaged until winter break, suggested by Eye on Education and by Education World.
Are you tired of doing the same holiday art project year after year? Here you can get handprint wreathes, tissue paper bows, dozens of more ideas.
2. Emphasize the Giving -- Not the Getting -- This Holiday Season
Are your students too focused on the gimme elements of the holiday season? Teach them about the true meaning of the season by emphasizing the giving over the getting.
Are your students too focused on the gimme elements of the holiday season? Teach them about the true meaning of the season by emphasizing the giving over the getting.
3. Brighten Up the Holidays with Cross-Curriculum Activities
Across-the-curriculum activities that teach skills while celebrating the season.
Across-the-curriculum activities that teach skills while celebrating the season.
4. Give Your Students the Dickens
Explore some of the student-friendly Dickens Web sites we found and hear from some of the teachers and Dickens fans who created them. Included: Teacher-created ideas for extending the works of Dickens.
Explore some of the student-friendly Dickens Web sites we found and hear from some of the teachers and Dickens fans who created them. Included: Teacher-created ideas for extending the works of Dickens.
5. December Days: Ten Activities to Celebrate a Month of Special Days
Activities for ten special dates in December, a geography teaching master, and more.
Activities for ten special dates in December, a geography teaching master, and more.
6. Sites to See: December Holidays
Don't let the December holidays disrupt the learning in your classroom. These online resources help incorporate the holidays into real learning activities -- and provide a little fun as well. Included: A dozen Web sites for Hanukkah, Kwanzaa, and Christmas.
Don't let the December holidays disrupt the learning in your classroom. These online resources help incorporate the holidays into real learning activities -- and provide a little fun as well. Included: A dozen Web sites for Hanukkah, Kwanzaa, and Christmas.
Students create a timeline to illustrate when popular toys were introduced.
This simple craft will keep students focused and having fun.
Students will develop a plan for decorating a tree in a theme related to a book they have read.
10. Santa's Helpers
Students apply to become Santa's little helper by writing a letter to him explaining how he/she is qualified to help.
Teach your students about alliteration by having them create festive tongue twisters!
Students will demonstrate an understanding of how different cultures celebrate the winter holidays.
Cut out christmas trees from green paper and glue numbered stars on top of them. Students can use pom pom ornaments to decorate the trees (but only the amount the star said on each tree).
Students will learn the different customs of celebrating Christmas, Hanukkah, and Kwanzaa.
Students wrap a box (in class or at home) and write a compliment for each other student in the classroom. They then exchange compliments. Each student will have a box full of compliments to take home as a present.
Tuesday 11 December 2012
Where are the Wise Men?
A cartoon by Schrank @ The Independent |
This cartoon by Schrank from The Independent relates to the Doha Climate Change Conference, which finally produced an agreement that would see the Kyoto Protocol continuing for a further seven years. However, the deal was denounced by climate activists as inadequate to contain global warming at 2 degrees Celsius, given that greenhouse gas emissions are likely to hit another record level this year. A polar bear is sweltering in the desert heat on the road to Doha, which is in Qatar. He asks a group of three camels, "Where are the wise men?" Meanwhile, planes crisscross the sky, emitting tons of CO2 into the atmosphere.
The cartoonist plays on the word 'wise'. According to Christian tradition, the Three Wise Men were a group of distinguished foreigners who visited Jesus after his birth, bearing gifts of gold, frankincense and myrrh. They are usually shown riding camels. More generally, awise person is able to use their experience and knowledge to make sensible decisions and judgements, something noticeably lacking at the Doha conference.
Source: The English Blog
Monday 10 December 2012
Some key concepts in Assessment
image credits: Muskegon Community College |
To what extent are my students achieving the stated goals?
How should I allocate class time for the current topic?
Can I teach this topic in a more efficient or effective way?
What parts of this unit are my students finding most valuable?
How will I change this unit the next time I teach it?
Which grades do I assign my students?
Meanwhile, for students, learner assessment answers a different set of questions:
Do I know what my teacher thinks is most important?
Am I mastering the unit content?
How can I improve the way I study English?
What grade am I earning in this subject?
Explaining the importance of assessment, Brissenden and Slater state that assessment is important because it drives students learning. Whether we like it or not, most students tend to focus their energies on the best or most expeditious way to pass their ‘tests.’ Based on this knowledge, we can use our assessment strategies to manipulate the kinds of learning that takes place. For example, assessment strategies that focus predominantly on recall of knowledge will likely promote superficial learning. On the other hand, if we choose assessment strategies that demand critical thinking or creative problem-solving, we are likely to realize a higher level of student performance or achievement. In addition, good assessment can help students become more effective self-directed learners.
As indicated above, motivating and directing learning is only one purpose of assessment. Well-designed assessment strategies also play a critical role in educational decision-making and are a vital component of ongoing quality improvement processes at the lesson, course and/or curriculum level.
To ensure our comprehension on assessment, here are some important concepts in assessment:
1. Formative and Summative Assessment
Formative assessment aims to inform ongoing teaching and learning by providing immediate feedback. A teacher who assesses pupils’ understanding of a listening text and uses the outcomes to change her plan and give more practice before moving on to a speaking activity, is carrying out formative assessment. Ideally, formative assessment should influence both teaching and learning by giving feedback to both teacher and learner. Summative assessment, on the other hand, aims to asses learning at the end of a unit, term, year, or course, and does not feed back into the next round of teaching.
2. Diagnostic and Achievement Assessment
Many assessment activities provide both formative and summative information, but it is helpful to be clear as to the primary purpose and one of an assessment because this can affect what kind of information the activity needs to produce. It is fundamental to highlight the distinction between assessing achievement, i.e. what a learner can do, and diagnostic assessment that aims to establish what a child can and can not yet do, so that further learning opportunities can be provided.
3. Criterion-referenced and Norm-referenced Assessment
If we assess learner’s achievement, we can produce a ranking of learners which says that child X has learnt more than child Y and less that child Z; this would be norm-referenced. Alternatively, we can compare a learner’s performance, not to other learners, but to a set of criteria of expected performance or learning targets. Criterion-referenced assesment can match the child’s performance against an expected response on an item, or it may make use of a set of descriptors along a scale, on which a learner is placed.
4. Validity
The concepts of validity and reliability are used to describe the technical quality of assessment practices. They are more often applied to testing, although are also important in alternative assessment. Validity is more important, particularly in alternative assessment, and concerns how far an assesment assesses what it claims to. If a test does not measure what it claims to, then there are clearly dangers in using it.
5. Reliability
Reliability measures how well a test or assessment assesses what it claims to: would the assessment produce the same results if it were taken by the same pupils on different occasions, or if the same test or assesment was scored by different people? (Gipps and Stobart, 1993).
Validity and reliability can be conflicting needs for assessment techniques and procedures. The most reliable assessments will be pencil and paper tests in which each item measures only a single aspect of a skill and which give each testee a numerical mark. But the most valid assessments will be on those that collect a lot of information about performance on several aspects of a skill. When validity increased, reliability decreased.
Types and Approaches to Assessment
Numerous terms are used to describe different types and approaches to learner assessment. Although somewhat arbitrary, it is useful to these various terms as representing dichotomous poles:
Formative <---------------------------------> Summative
Informal <---------------------------------> Formal
Continuous <----------------------------------> Final
Process <---------------------------------> Product
Divergent <---------------------------------> Convergent
1. Formative vs. Summative Assessment
Formative assessment is designed to assist the learning process by providing feedback to the learner, which can be used to identify strengths and weakness and hence improve future performance. Formative assessment is most appropriate where the results are to be used internally by those involved in the learning process.
Summative assessment is used primarily to make decisions for grading or determine readiness for progression. Typically summative assessment occurs at the end of an educational activity and is designed to judge the learner’s overall performance.
2. Informal vs. Formal Assessment
With informal assessment, the judgments are integrated with other tasks, e.g., lecturer feedback on the answer to a question. Informal assessment is most often used to provide formative feedback. As such, it tends to be less threatening and thus less stressful to the student. However, informal feedback is prone to high subjectivity or bias.
Formal assessment occurs when students are aware that the task that they are doing is for assessment purposes, e.g., a written examination. Most formal assessments also are summative in nature and thus tend to have greater motivation impact and are associated with increased stress. Given their role in decision-making, formal assessments should be held to higher standards of reliability and validity than informal assessments.
3. Continuous vs. Final Assessment
Continuous assessment occurs throughout a learning experience (intermittent is probably a more realistic term). Continuous assessment is most appropriate when student and/or instructor knowledge of progress or achievement is needed to determine the subsequent progression or sequence of activities. Continuous assessment provides both students and teachers with the information needed to improve teaching and learning in process. Obviously, continuous assessment involves increased effort for both teacher and student. Final (or terminal) assessment is that which takes place only at the end of a learning activity. It is most appropriate when learning can only be assessed as a complete whole rather than as constituent parts. Typically, final assessment is used for summative decision-making.
4. Process vs. Product Assessment
Process assessment focuses on the steps or procedures underlying a particular ability or task, i.e., the cognitive steps in performing a mathematical operation. Because it provides more detailed information, process assessment is most useful when a student is learning a new skill and for providing formative feedback to assist in improving performance.
Product assessment focuses on evaluating the result or outcome of a process. Using the above example, we would focus on the answer to the math computation. Product assessment is most appropriate for documenting proficiency or competency in a given skill, i.e., for summative purposes.
5. Divergent vs. Convergent Assessment
Divergent assessments are those for which a range of answers or solutions might be considered correct. Divergent assessments tend to be more authentic and most appropriate in evaluating higher cognitive skills. However, these types of assessment are often time consuming to evaluate and the resulting judgments often exhibit poor reliability. A convergent assessment has only one correct response (per item). Objective test items are the best example and demonstrate the value of this approach in assessing knowledge. Obviously, convergent assessments are easier to evaluate or score than divergent assessments. Unfortunately, this “ease of use” often leads to their widespread application of this approach even when contrary to good assessment practices.
Assessment Principles
What principles will provide the most essential, fundamental "structure" of assessment knowledge and skills that result in effective educational practices and improved student learning? McMillan (2000) tries to elaborate the principles as follows:
What principles will provide the most essential, fundamental "structure" of assessment knowledge and skills that result in effective educational practices and improved student learning? McMillan (2000) tries to elaborate the principles as follows:
1. Assessment is inherently a process of professional judgment.
2. Assessment is based on separate but related principles of measurement evidence and evaluation.
3. Assessment decision-making is influenced by a series of tensions.
4. Assessment influences student motivation and learning.
5. Assessment contains error.
6. Good assessment enhances instruction.
7. Good assessment is valid.
8. Good assessment is fair and ethical.
9. Good assessments use multiple methods.
10. Good assessment is efficient and feasible.
11. Good assessment appropriately incorporates technology.
Testing: Why and How
Testing is certainly not the only way to assess students, but there are many good reasons for including a test in our language course:
1. A test can give the teacher valuable information about where the students are in their learning and can affect what the teacher will cover next. They will help a teacher to decide if her teaching has been effective and help to highlight what needs to be reviewed. Testing can be as much an assessment of the teaching as the learning
2. Tests can give students a sense of accomplishment as well as information about what they know and what they need to review.
3. Tests can also have a positive effect in that they encourage students to review material covered on the course.
However, sometimes testing doesn't work and we could find many arguments against using tests as a form of assessment:
1. Some students become so nervous that they can't perform and don't give a true account of their knowledge or ability
2. Other students can do well with last-minute cramming despite not having worked throughout the course
3. Once the test has finished, students can just forget all that they had learned
4. Students become focused on passing tests rather than learning to improve their language skills.
Frost (2004) admits that using only tests as a basis for assessment has obvious drawbacks. They are 'one-off' events that do not necessarily give an entirely fair account of a student's proficiency. As we have already mentioned, some people are more suited to them than others. There are other alternatives that can be used instead of or alongside tests.
1. Continuous assessment
Teachers give grades for a number of assignments over a period of time. A final grade is decided on a combination of assignments.
2. Portfolio
A student collects a number of assignments and projects and presents them in a file. The file is then used as a basis for evaluation.
3. Self-assessment
The students evaluate themselves. The criteria must be carefully decided upon beforehand.
4. Teacher's assessment
The teacher gives an assessment of the learner for work done throughout the course including classroom contributions.
To summarize, what is most essential about assessment is understanding how general, fundamental assessment principles and ideas can be used to enhance student learning and teacher effectiveness. This will be achieved as teachers and administrators learn about conceptual and technical assessment concepts, methods, and procedures, for both large-scale and classroom assessments, and apply these fundamentals to instruction. Finally, the comprehension on the assessment principles will guide the assessment training and professional development of teachers and administrators to run more productive assessment.
By Agustina Djihadi, found @ A Journey Called Life Blog
Saturday 8 December 2012
Hanukkah
found pic @ Google Images |
The festival is observed by the kindling of the
lights of a unique candelabrum, the nine-branched Menorah or Hanukiah, one
additional light on each night of the holiday, progressing to eight on the
final night. The typical Menorah consists of eight branches with an additional
raised branch. The extra light is called a shamash
and is given a distinct location, usually above or below the rest. The purpose
of the shamash is to have a light
available for use, as using the Hanukkah lights themselves is forbidden.
Background
The name
"Hanukkah" derives from the Hebrew verb "×—× ×š", meaning to dedicate. On Hanukkah, the Jews regained control of Jerusalem
and rededicated the Temple.
When the Second Temple in Jerusalem was looted and
services stopped, Judaism was outlawed. In 167 BC, Antiochus ordered an altar
to Zeus erected in the Temple. He banned circumcision and ordered pigs to be
sacrificed at the altar of the temple. Antiochus's actions provoked a
large-scale revolt.
Mattityahu, a Jewish priest, and his five sons (Jochanan,
Simeon, Eleazar, Jonathan, and Judah) led a rebellion against Antiochus. By 166
BC Mattityahu had died, and Judah took his place as leader. By 165 BC the
Jewish revolt against the Seleucid monarchy was successful.
The Temple was liberated and rededicated. The
festival of Hanukkah was instituted to celebrate this event. Judah ordered the
Temple to be cleansed, a new altar to be built in place of the polluted one and
new holy vessels to be made. According to the Talmud, olive oil was needed for
the menorah in the Temple, which was required to burn throughout the night
every night. The story goes that there was only enough oil to burn for one day,
yet it burned for eight days, the time needed to prepare a fresh supply of oil
for the menorah. An eight-day festival was declared by the Jewish sages to
commemorate this miracle.
Rituals
Sufganiyot (kind of fried jelly doughnuts)photo credits: Inhabitots |
Hanukkah is celebrated by a series of rituals that
are performed every day throughout the 8-day holiday, some are family-based and
others communal. There are special additions to the daily prayer service, and a
section is added to the blessing after meals. Hanukkah is not a
"Sabbath-like" holiday, and there is no obligation to refrain from
activities that are forbidden on the Sabbath.
Adherents go to work as usual, but may leave early in
order to be home to kindle the lights at nightfall. There is no religious
reason for schools to be closed, although, in Israel, schools close from the
second day for the whole week of Hanukkah. Many families exchange small gifts
each night, such as books or games. Fried foods are eaten to commemorate the
importance of oil during the celebration of Hanukkah.
image credits: lovefromtheoven |
Source: Johnston, S. (2004). Religions of the Ancient World: A Guide. Harvard University
Press & Greenberg, I. (1993). The Jewish Way: Living the Holidays.
Simon & Schuster (slightly abridged and adapted)
Thursday 6 December 2012
Wednesday 5 December 2012
Beware the 'digital native' stereotype
found image @ Academia Marketing Digital |
Mary Hertz cites a study in which the
nonprofit organization One Laptop Per Child left pre-loaded tablets with
illiterate children in remote Ethiopian villages. The children quickly figured
out how to use the applications and began teaching themselves to read. Within a
few months they'd overridden the software meant to freeze the desktop settings,
and customized their devices. But Hertz
says this proves her point that being able to use technology does not make you
proficient:
“Sure, we can place a tablet in the
hands of children who have never seen a package label or a sign, and they will
learn on their own. But what happens when and if those children become
connected to the larger, global online community? It is not guaranteed that
they will be ready to navigate etiquette and intellectual property rights on
their own. “
Instead, Hertz writes, we should
call students "digital citizens," which implies a more complicated
relationship with technology—not innate proficiency.
She is not the first to argue that
teachers cannot assume students know how to properly navigate the digital
world. Jody Passanisi and Shara Peters said in Scientific American that students struggle with basic Internet
searches, and a majority of teachers in a recent Pew Research Center survey
said students need more training in finding credible information online.
Perhaps
Hertz' claim boils down to semantics. Aren't 'digital natives' simply those who've only known a world in which
electronic devices are the primary means of accessing information? The term brings to mind this video.
Source: Education Week Teacher (slightly abridged and adapted)
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