Search results for 'Children's stories, American History and criticism' (try it on Scholar)

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  1. Randall E. Auxier & Phillip S. Seng (eds.) (2008). The Wizard of Oz and Philosophy. Open Court.score: 224.0
    "Essays explore philosophical themes in the Wizard of Oz saga, comprising the books by L. Frank Baum, the 1939 film, the novel Wicked, and related films and ...
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  2. Jacob M. Held (ed.) (2011). Dr. Seuss and Philosophy: Oh, the Thinks You Can Think! Rowman & Littlefield Publishers.score: 221.0
    Anyone who loves Dr. Seuss or is interested in philosophy will find this book to be intriguing and enlightening.
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  3. Richard Greene & Rachel Robison (eds.) (2009). The Golden Compass and Philosophy. Open Court.score: 154.0
     
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  4. John Tyerman Williams (1996). Pooh and the Philosophers: In Which It is Shown That All of Western Philosophy is Merely a Preamble to Winnie-the-Pooh. Dutton Books.score: 154.0
     
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  5. John Tyerman Williams (1995). Pooh and the Philosophers. Methuen.score: 154.0
     
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  6. Donna Varga (2009). Babes in the Woods: Wilderness Aesthetics in Children's Stories and Toys, 1830-1915. Society and Animals 17 (3):187-205.score: 141.5
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  7. Ai Mizokawa (2013). Relationships Between Maternal Emotional Expressiveness and Children's Sensitivity to Teacher Criticism. Frontiers in Psychology 4.score: 138.0
    Caregivers’ emotional responses to children influence children’s social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother–child interactions and young children’s sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the error. Self-report questionnaires were used to measure maternal expressiveness. The results demonstrated that negative (...)
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  8. Nadia Chernyak, Tamar Kushnir, Katherine M. Sullivan & Qi Wang (2013). A Comparison of American and Nepalese Children's Concepts of Freedom of Choice and Social Constraint. Cognitive Science 37 (7):1343-1355.score: 111.0
    Recent work has shown that preschool-aged children and adults understand freedom of choice regardless of culture, but that adults across cultures differ in perceiving social obligations as constraints on action. To investigate the development of these cultural differences and universalities, we interviewed school-aged children (4–11) in Nepal and the United States regarding beliefs about people's freedom of choice and constraint to follow preferences, perform impossible acts, and break social obligations. Children across cultures and ages universally endorsed the choice to follow (...)
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  9. Evan I. Schwartz (2009). Finding Oz: How L. Frank Baum Discovered the Great American Story. Houghton Mifflin Harcourt.score: 109.0
    Finding Oz tells the remarkable story behind one of the world’s most enduring and best-loved books. Offering profound new insights into the true origins and meaning of L. Frank Baum’s 1900 masterwork, it delves into the personal turmoil and spiritual transformation that fueled Baum’s fantastical parable of the American Dream. Before becoming an impresario of children’s adventure tales, the J. K. Rowling of his age, Baum failed at a series of careers and nearly lost his soul before setting out (...)
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  10. Shmuel Blitz (1998). Bedtime Stories of Jewish Values. Mesorah Publications.score: 109.0
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  11. Sharon Jessop (2011). Children's Participation: An Arendtian Criticism. Educational Philosophy and Theory 43 (9):979-996.score: 97.5
    Hannah Arendt's critique of education in 1950s USA provides an important way of understanding the development of citizenship education. Her theory on the nature of childhood and her concepts of natality and authority give insight into both the directions of current policies and practices, and the possible future states into which these elements may crystallise. It is argued that education for citizenship is an expression of the hope that children will ‘save’ us from ourselves and that there are two distinct (...)
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  12. Robin T. Peterson (2002). The Depiction of African American Children's Activities in Television Commercials: An Assessment. [REVIEW] Journal of Business Ethics 36 (4):303 - 313.score: 96.0
    This study involved a content analysis of the degree of portrayal and the favoribility of portrayal of African American children, as they were cast in various roles. It was hypothesized that these children would be less frequently and less positively portrayed in scholarly than in other roles and that scholarly depiction would vary among product classes. The research results did not support the first two but did support the third hypothesis. Various implications of the findings were drawn.
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  13. Evan I. Schwartz (2009). Finding Oz: How L. Houghton Mifflin Harcourt.score: 91.0
    Finding Oz tells the remarkable story behind one of the world’s most enduring and best-loved books. Offering profound new insights into the true origins and meaning of L. Frank Baum’s 1900 masterwork, it delves into the personal turmoil and spiritual transformation that fueled Baum’s fantastical parable of the American Dream. Before becoming an impresario of children’s adventure tales, the J. K. Rowling of his age, Baum failed at a series of careers and nearly lost his soul before setting out (...)
     
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  14. Patrick Madigan (2008). The Children's Crusade: Medieval History, Modern Mythhistory. By Gary Dickson. Heythrop Journal 49 (6):1068-1069.score: 85.5
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  15. Mădălina Moraru (2012). The Children's Crusade: Medieval History, Modern Mythistory. By Gary Dickson. The European Legacy 17 (3):418 - 419.score: 85.5
    The European Legacy, Volume 17, Issue 3, Page 418-419, June 2012.
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  16. Thomas F. Madden (2010). Gary Dickson, The Children's Crusade: Medieval History, Modern Mythistory. Basingstoke, Eng., and New York: Palgrave Macmillan, 2008. Pp. Xvii, 246; 13 Black-and-White Figures and 1 Map. $35. [REVIEW] Speculum 85 (1):134-136.score: 85.5
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  17. Herbert Spiegelberg (1992). Memories of My American Life for My American Children and Children's Children. Human Studies 15 (4):364 - 377.score: 84.0
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  18. E. D. Hirsch (2006). The Knowledge Deficit: Closing the Shocking Education Gap for American Children. Houghton Mifflin.score: 84.0
    Perhaps our most insightful thinker on what schools teach, E. D. Hirsch, Jr., shows why American students--beginning with a fourth-grade slump--perform less well than students in other industrialized countries. Drawing on classroom observation, the history of ideas, and current scientific understanding of the patterns of intellectual growth, Hirsch builds the case that our schools have indeed made progress in teaching the mechanics of reading. But, as he brilliantly shows, they fail virtually all American children--poor and middle class, (...)
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  19. Heraldo Aparecido Silva & Fernanda Antônia Barbosa da Mota (2013). Aspectos da educação da criança na história da filosofia da educação: a perspectiva de filósofos e educadores // Aspects of children's education in the history of philosophy of education: the perspective of philosophers and educators. Conjectura: Filosofia E Educação 18.score: 84.0
    Este trabalho tem por objetivo apresentar diferentes concepções sobre a educação das crianças na perspectiva de filósofos e educadores, considerados como alguns dos autores mais representativos no estudo do tema. Trata-se de uma pesquisa de caráter bibliográfico, fundamentada na construção de conhecimentos oriundos das contribuições de autores clássicos e contemporâneos, além de estudos posteriores feitos por estudiosos e pesquisadores sobre as idéias de tais autores. Esse procedimento é necessário porque nem todos os autores trataram sistematicamente do tema em questão, mas (...)
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  20. Douglas W. Bird & Rebecca Bliege Bird (2002). Children on the Reef. Human Nature 13 (2):269-297.score: 84.0
    Meriam children are active reef-flat collectors. We demonstrate that while foraging on the reef, children are significantly less selective than adults. This difference and the precise nature of children’s selectivity while reef-flat collecting are consistent with a hypothesis that both children and adults attempt to maximize their rate of return while foraging, but in so doing they face different constraints relative to differences in walking speeds while searching. Implications of these results for general arguments about factors that shape differences between (...)
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  21. Shira Wolosky (2010). Children's Literature: A Reader's History From Aesop to Harry Potter. Common Knowledge 16 (1):160-160.score: 84.0
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  22. Deborah Kelemen (2003). British and American Children's Preferences for Teleo-Functional Explanations of the Natural World. Cognition 88 (2):201-221.score: 84.0
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  23. John Bock & Sara E. Johnson (2004). Subsistence Ecology and Play Among the Okavango Delta Peoples of Botswana. Human Nature 15 (1):63-81.score: 84.0
    Children’s play is widely believed by educators and social scientists to have a training function that contributes to psychosocial development as well as the acquisition of skills related to adult competency in task performance. In this paper we examine these assumptions from the perspective of life-history theory using behavioral observation and household economic data collected among children in a community in the Okavango Delta of Botswana where people engage in mixed subsistence regimes of dry farming, foraging, and herding.We hypothesize (...)
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  24. Dan Flores (forthcoming). Nature's Children: Environmental History as Human Natural History. Human/Nature: Biology, Culture, and Environmental History.score: 84.0
     
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  25. Ronald J. Goldman & Juliette D. G. Goldman (1982). Children's Perceptions of Length of Gestation Period, the Birth Exit, and Birth Necessity Explanations: A Cross-National Study of Australian, English, North American and Swedish Children. Journal of Biosocial Science 14 (1):109-121.score: 84.0
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  26. Dominique Marshall (2012). 17 Birth Registration and the Promotion of Children's Rights in the Interwar Years: The Save the Children International Union's Conference on the African Child, and Herbert Hoover's American Child Health Association. Proceedings of the British Academy 182:449.score: 84.0
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  27. Heraldo Aparecido Silva & Fernanda Antônia Barbosa da Mota (2013). Aspectos da educação da criança na história da filosofia da educação: a perspectiva de filósofos e educadores // Aspects of children's education in the history of philosophy of education: the perspective of philosophers and educators. Conjectura: Filosofia E Educação 18 (2):65-77.score: 84.0
    Este trabalho tem por objetivo apresentar diferentes concepções sobre a educação das crianças na perspectiva de filósofos e educadores, considerados como alguns dos autores mais representativos no estudo do tema. Trata-se de uma pesquisa de caráter bibliográfico, fundamentada na construção de conhecimentos oriundos das contribuições de autores clássicos e contemporâneos, além de estudos posteriores feitos por estudiosos e pesquisadores sobre as idéias de tais autores. Esse procedimento é necessário porque nem todos os autores trataram sistematicamente do tema em questão, mas (...)
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  28. Vasiliki Spiliotopoulou-Papantoniou (2007). Models of the Universe: Children's Experiences and Evidence From the History of Science. Science and Education 16 (7-8):801-833.score: 84.0
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  29. Briana Vander Wege, Mayra L. Sã¡Nchez Gonzã¡Lez, Wolfgang Friedlmeier, Linda M. Mihalca, Erica Goodrich & Feyza Corapci (2014). Emotion Displays in Media: A Comparison Between American, Romanian, and Turkish Children's Storybooks. Frontiers in Psychology 5.score: 84.0
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  30. Shira Wolosky Weiss (2010). Children's Literature: A Reader's History From Aesop to Harry Potter (Review). Common Knowledge 16 (1):160.score: 84.0
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  31. Clevis Headley (2001). Race, African American Philosophy, and Africana Philosophy: A Critical Reading of Lewis Gordon's Her Majesty's Other Children. Philosophia Africana 4 (1):43-60.score: 81.0
  32. Joanna Clyne (2008). History's Children: History Wars in the Classroom [Book Review]. Agora 43 (4):69.score: 81.0
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  33. Martin Jay (2002). Lafayette's Children: The American Reception of French Liberalism. Substance 31 (1):9-26.score: 81.0
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  34. Rama Lohani-Chase (2009). Political (W) Holes: Post-Colonial Identity, Contingency of Meaning and History in Salman Rushdie's Midnight's Children. Journal of Philosophy: A Cross-Disciplinary Inquiry 4 (10).score: 81.0
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  35. Feliz Molina (2013). Readymades in the Social Sphere: An Interview with Daniel Peltz. Continent 3 (1):17-24.score: 75.0
    Since 2008 I have been closely following the conceptual/performance/video work of Daniel Peltz. Gently rendered through media installation, ethnographic, and performance strategies, Peltz’s work reverently and warmly engages the inner workings of social systems, leaving elegant rips and tears in any given socio/cultural quilt. He engages readymades (of social and media constructions) and uses what are identified as interruptionist/interventionist strategies to disrupt parts of an existing social system, thus allowing for something other to emerge. Like the stereoscope that requires two (...)
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  36. James R. Anderson & Mark Krailo (2011). The Children's Oncology Group Routinely Applies “Lack of Efficacy” Interim Monitoring to Its Randomized Clinical Trials. American Journal of Bioethics 11 (3):18-19.score: 70.0
    (2011). The Children's Oncology Group Routinely Applies “Lack of Efficacy” Interim Monitoring to Its Randomized Clinical Trials. The American Journal of Bioethics: Vol. 11, No. 3, pp. 18-19.
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  37. Don S. Browning & John Witte (2011). Christianity's Mixed Contributions to Children's Rights. Zygon 46 (3):713-732.score: 69.0
    Abstract. In this paper, which was among Don Browning's last writings before he died, we review and evaluate the main arguments against the United Nations Convention on the Rights of the Child (the “CRC”) that conservative American Christians in particular have opposed. While we take their objections seriously, we think that, on balance, the CRC is worthy of ratification, especially if it is read in light of the profamily ethic that informs the CRC and many earlier human rights instruments. (...)
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  38. Rebecca Bliege Bird & Douglas W. Bird (2002). Constraints of Knowing or Constraints of Growing? Human Nature 13 (2):239-267.score: 68.0
    Recent theoretical models suggest that the difference between human and nonhuman primate life-history patterns may be due to a reliance on complex foraging strategies requiring extensive learning. These models predict that children should reach adult levels of efficiency faster when foraging is cognitively simple. We test this prediction with data on Meriam fishing, spearfishing, and shellfishing efficiency. For fishing and spearfishing, which are cognitively difficult, we can find no significant amount of variability in return rates because of experiential factors (...)
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  39. Margaret Somerville (2011). Children's Human Rights to Natural Biological Origins and Family Structure. Bioethics Research Notes 23 (1):1.score: 67.0
    Somerville, Margaret Over the millennia of human history, the idea that children - at least those born into a marriage - had rights with respect to their biological parents was taken for granted and reflected in law and public policy. But with same-sex marriage, which gives same-sex spouses the right to found a family, that is no longer the case. Likewise, children's rights with respect to their biological origins were not an issue when there was no technoscience that (...)
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  40. Lynn Revell (2002). Children's Responses to Character Education. Educational Studies 28 (4):421-431.score: 67.0
    This is an investigation of Character Education in American public schools in the Chicago area. The research involved interviewing almost 700 children from a wide variety of schools and ages. The children were asked about their views on citizenship, Americanness and identity. They were also asked explicitly what they thought of Character Education. The results indicate that, despite a similar programme of education, teaching attitudes and teaching materials, the most marked difference between the children's responses correlated strongly with (...)
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  41. U. Swartling, G. Helgesson, M. G. Hansson & J. Ludvigsson (2008). Parental Authority, Research Interests and Children's Right to Decide in Medical Research – an Uneasy Tension? Clinical Ethics 3 (2):69-74.score: 67.0
    There is an increased focus on, and evidence of, children's capability to both understand and make decisions about issues relating to participation in medical research. At the same time there are divergent ideas of when, how and to what extent children should be allowed to decide for themselves. Furthermore, little is known about parents' views on these matters, an important issue since they often provide the formal consent. In this questionnaire study of 2500 families in south-east Sweden (with and (...)
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  42. Peter R. Costello (ed.) (2011). Philosophy in Children's Literature. Lexington Books.score: 67.0
    "This book seeks to join the ongoing, interdisciplinary approach to children's literature by means of sustained readings of individual texts by means of important works in the history of philosophy.
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  43. Kai Hammermeister (2011). Diotima's Children: German Aesthetic Rationalism From Leibniz to Lessing. British Journal for the History of Philosophy 19 (2):353-355.score: 66.0
    (2011). Diotima's Children: German Aesthetic Rationalism from Leibniz to Lessing. British Journal for the History of Philosophy: Vol. 19, No. 2, pp. 353-355.
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  44. Annette Patterson (2013). The Legacy of Ian Hunter's Work on Literature Education and the History of Reading Practices: Some Preliminary Remarks. History of European Ideas 40 (1):1-7.score: 66.0
    Summary Ian Hunter's early work on the history of literature education and the emergence of English as school subject issued a bold challenge to traditional accounts that have in the main focused on English either as knowledge of a particular field or as ideology. The alternative proposal put forward by Hunter and supported by detailed historical analysis is that English exists as a series of historically contingent techniques and practices for shaping the self-managing capacities of children. The challenge for (...)
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  45. Andrew Garrod, Carole R. Beal, William Jaeger, Joshua Thomas, Jay Davis, Nicole Leiser & Almin Hodzic (2003). Culture, Ethnic Conflict and Moral Orientation in Bosnian Children. Journal of Moral Education 32 (2):131-150.score: 58.0
    Previous research has identified two moral orientations in people's reasoning about moral dilemmas: an orientation to rights, fairness, and justice and another based on care, compassion and concern for others and the self. To investigate the association of political violence and ethnic conflict with children's preferred moral orientation, two studies were conducted in Bosnia and Herzegovina, the first with 10-12-year-olds and the second with 6-8- and 9-11-year-olds. In the first study, children's solutions to dilemmas involving animal characters were (...)
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  46. Rafe Esquith (2007). Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56. Viking.score: 57.0
    From one of America’s most celebrated educators, an inspiring guide to transforming every child’s education In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher (...)
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  47. Melissa Conroy (2010). Treating Transgendered Children: Clinical Methods and Religious Mythology. Zygon 45 (2):301-316.score: 57.0
    Bruce Lincoln suggests that myth is "that small class of stories that possess both credibility and authority" (1992, 24). When studying the history of mythology we find that myths often are understood as something other people have—as if the group in question possesses the truth while others live by falsehoods. In examining contemporary North American society, we can see how Judeo-Christian narratives structure popular and medical discourses regarding sex and gender. The idea that humans are born into male (...)
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  48. Stephen M. Downes (1999). Can Scientific Development and Children's Cognitive Development Be the Same Process? Philosophy of Science 66 (4):565-578.score: 57.0
    In this paper I assess Gopnik and Meltzoff's developmental psychology of science as a contribution to the understanding of scientific development. I focus on two specific aspects of Gopnik and Meltzoff's approach: the relation between their views and recapitulationist views of ontogeny and phylogeny in biology, and their overall conception of cognition as a set of veridical processes. First, I discuss several issues that arise from their appeal to evolutionary biology, focusing specifically on the role of distinctions between ontogeny and (...)
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  49. Eileen A. Joy (2013). Disturbing the Wednesday-Ish Business-as-Usual of the University Studium: A Wayzgoose Manifest. Continent 2 (4):260-268.score: 57.0
    In this issue we include contributions from the individuals presiding at the panel All in a Jurnal's Work: A BABEL Wayzgoose, convened at the second Biennial Meeting of the BABEL Working Group. Sadly, the contributions of Daniel Remein, chief rogue at the Organism for Poetic Research as well as editor at Whiskey & Fox , were not able to appear in this version of the proceedings. From the program : 2ND BIENNUAL MEETING OF THE BABEL WORKING GROUP CONFERENCE “CRUISING IN (...)
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  50. Patrick Madigan (2011). The Sorrow That Dare Not Say its Name: The Inadequate Father, the Motor of History. Heythrop Journal 52 (5):739-750.score: 57.0
    Although the following essay is literary-philosophical, it arose from a practical interest. I have been struck by how widespread today is the complaint about the ‘inadequate father’. Of course a father may be inadequate in diverse ways, either absconding, absent and weak, or overbearing, bullying, and tyrannical, or some combination of these. Further, I am not restricting the term ‘father’ to its narrow biological sense, but using it rather as a metaphor for any institution or structure which an individual or (...)
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