Search results for 'Jacqueline Olds' (try it on Scholar)

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  1. Jacqueline Olds (2002). A Cry Unheard: New Insights Into the Medical Consequences of Loneliness (Review). Perspectives in Biology and Medicine 45 (3):460-463.score: 240.0
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  2. Growing Old (1998). James C. Bradford, Ed., The Military and Conflict Between Cultures. Col-Lege Station, Tex.: Texas A&M University Press, 1997, 233 Pp. ISBN 0-89096-743-1, $37.95 (Hb). Jacqueline Brunning and Paul Forster, The Rule of Reason: The Philosophy of Charles Sanders Peirce. Toronto, Canada: The University of Toronto. [REVIEW] Journal of Value Inquiry 32:439-442.score: 22.0
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  3. Bernhard Hommel Stephan A. Verschoor, Rena M. Eenshuistra, Jutta Kray, Szilvia Biro (2011). Explicit Learning of Arbitrary and Non-Arbitrary Action–Effect Relations in Adults and 4-Year-Olds. Frontiers in Psychology 2.score: 22.0
    Ideomotor theories claim that carrying out a movement that produces a perceivable effect creates a bidirectional association between the two, which can be used by action control processes to retrieve the associated action by anticipating its outcome. Indeed, previous implicit-learning studies have shown that practice renders novel but action-contingent stimuli effective retrieval cues of the action they used to follow, suggesting that experiencing sequences of actions and effects creates bidirectional action-effect associations. We investigated whether action-effect associations are also acquired under (...)
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  4. Nicholas Maxwell (2005). Philosophy Seminars for Five-Year-Olds,. Learning for Democracy 1 (2):71-77.score: 18.0
    We need a revolution in education, from five year olds onwards, so that exploration of problems is at the heart of the enterprise.
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  5. Danielle Matthews, Jessica Butcher, Elena Lieven & Michael Tomasello (2012). Two- and Four-Year-Olds Learn to Adapt Referring Expressions to Context: Effects of Distracters and Feedback on Referential Communication. Topics in Cognitive Science 4 (2):184-210.score: 18.0
    Children often refer to things ambiguously but learn not to from responding to clarification requests. We review and explore this learning process here. In Study 1, eighty-four 2- and 4-year-olds were tested for their ability to request stickers from either (a) a small array with one dissimilar distracter or (b) a large array containing similar distracters. When children made ambiguous requests, they received either general feedback or specific questions about which of two options they wanted. With training, children learned (...)
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  6. Richard Moore, Kristin Liebal & Michael Tomasello (2013). Three-Year-Olds Understand Communicative Intentions Without Language, Gestures, or Gaze. Interaction Studies 14 (1):62-80.score: 18.0
    The communicative interactions of very young children almost always involve language (based on conventions), gesture (based on bodily deixis or iconicity) and directed gaze. In this study, ninety-six children (3;0 years) were asked to determine the location of a hidden toy by understanding a communicative act that contained none of these familiar means. A light-and-sound mechanism placed behind the hiding place and illuminated by a centrally placed switch was used to indicate the location of the toy. After a communicative training (...)
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  7. Ann Frisén, Kristina Holmqvist & Daniel Oscarsson (2008). 13‐Year‐Olds' Perception of Bullying: Definitions, Reasons for Victimisation and Experience of Adults' Response. Educational Studies 34 (2):105-117.score: 18.0
    This study formed the second wave of a longitudinal research project examining bullying from the students? perspective. A sample of 877 Swedish 13?year?olds filled out a questionnaire regarding the definition of bullying, reasons for why some students are bullied and the experience of adults? response to bullying. In their definitions, girls were more likely than boys to include the victims? experience of bullying, whereas boys were more likely than girls to mention bullying as an imbalance of power and a (...)
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  8. Toben H. Mintz (2013). The Segmentation of Sub-Lexical Morphemes in English-Learning 15-Month-Olds. Frontiers in Psychology 4:24-24.score: 18.0
    In most human languages, important components of linguistic structure are carried by affixes, also called bound morphemes. The affixes in a language comprise a relatively small but frequently occurring set of forms that surface as parts of words, but never occur without a stem. They combine productively with word stems and other grammatical entities in systematic and predictable ways. For example, the English suffix –ing occurs on verb stems, and in combination with a form of the auxiliary verb be, marks (...)
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  9. Jacqueline Picoche (2006). La Professeure Jacqueline a Rectifié Son Orthographe. Revue Belge de Philologie Et D'Histoire 84 (3):607-627.score: 18.0
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  10. G. Huntley-Fenner (2001). Children's Understanding of Number is Similar to Adults' and Rats': Numerical Estimation by 5--7-Year-Olds. Cognition 78 (3):27-40.score: 18.0
    Adult number representations can belong to either of two types. One is discrete, language-specific, and culturally-derived; the other is analog and language-independent. Quantitative evidence is presented to demonstrate that analog number representations are adult-like in young children. Five- to 7-year-olds accurately estimated rapidly presented groups of 5--11 items. Groups were presented in random order and random arrangements controlling for overall area. Children's data were qualitatively, and to some degree quantitatively, similar to adult data with one exception: the ratio of (...)
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  11. Nicole Edelman (1998). Jacqueline CARROY, Nathalie RICHARD (sous la dir.), La découverte et ses récits en sciences humaines, Paris, L'Harmattan, 1998, 318 p. [REVIEW] Clio 2:27-27.score: 18.0
    Ont contribué au volume : David Allen, Gabriel Bergounioux, Claude Blanckaert, Jacqueline Carroy, Jean François Chiantarretto, Françoise Couchard, Gérard Lagneau, Sophie-Anne Leterrier, Laurent Muchielli, Jean Yves Pautrat, Paule Petitier, Jacques Postel, Jacques Rancière, Marc Renneville, Nathalie Richard et Geneviève Vermès. A priori, loin de la problématique des relations entre les sexes, ce recueil de textes issu d'un colloque organisé par la Société française pour l'histoire des s..
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  12. Therese Östh Ben Kenward (2012). Enactment of Third-Party Punishment by 4-Year-Olds. Frontiers in Psychology 3.score: 18.0
    When prompted, preschoolers advocate punishment for moral transgressions against third parties, but little is known about whether and how they might act out such punishment. In this study, adult demonstrators enacted doll stories in which a perpetrator child doll made an unprovoked attack on a victim child doll, after which an adult doll punished either the perpetrator (consistent punishment) or victim (inconsistent punishment). When asked to help retell the story, given free choice of their own preferred actions for the adult (...)
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  13. Bruce Carrington, Becky Francis, Merryn Hutchings, Christine Skelton, Barbara Read & Ian Hall (2007). Does the Gender of the Teacher Really Matter? Seven‐ to Eight‐Year‐Olds' Accounts of Their Interactions with Their Teachers. Educational Studies 33 (4):397-413.score: 18.0
    In recent years, policy?makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male ?role models? in schools continues to have an adverse effect on boys? academic motivation and engagement. Utilizing data from interviews with (...)
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  14. Theo Cox (2006). The Educational Attitudes and Views About School of a Sample of Disadvantaged Fifteen‐Year‐Olds. Educational Studies 9 (2):69-79.score: 18.0
    (1983). The Educational Attitudes and Views about School of a Sample of Disadvantaged Fifteen‐year‐olds. Educational Studies: Vol. 9, No. 2, pp. 69-79.
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  15. Jacqueline Jenkins (1995). cThis Lyf En Englyssh Tunge': Translation Anxiety in Late Medieval Lives of St Katherine Jacqueline Jenkins. Speculum 70:822-64.score: 18.0
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  16. Ben Kenward & Therese Östh (2012). Enactment of Third-Party Punishment by 4-Year-Olds. Frontiers in Psychology 3.score: 18.0
    When prompted, preschoolers advocate punishment for moral transgressions against third parties, but little is known about whether and how they might act out such punishment. In this study, adult demonstrators enacted doll stories in which a perpetrator child doll made an unprovoked attack on a victim child doll, after which an adult doll punished either the perpetrator (consistent punishment) or victim (inconsistent punishment). When asked to help retell the story, given free choice of their own preferred actions for the adult (...)
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  17. Jonathan Redshaw & Thomas Suddendorf (2013). Foresight Beyond the Very Next Event: Four-Year-Olds Can Link Past and Deferred Future Episodes. Frontiers in Psychology 4 (404):1-6.score: 18.0
    Previous experiments have demonstrated that by four years of age children can use information from a past episode to solve a problem for the very next future episode. However, it remained unclear whether four-year-olds can similarly use such information to solve a problem for a more removed future episode that is not of immediate concern. In the current study we introduced four-year-olds to problems in one room before taking them to another room and distracting them for 15 minutes. (...)
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  18. Judi Humberstone Robert Reeve (2011). Five- to 7-Year-Olds' Finger Gnosia and Calculation Abilities. Frontiers in Psychology 2.score: 18.0
    The research examined the relationship between 65 5- to 7-year-olds’ finger gnosia, visuo-spatial working memory and finger-use solving single digit addition problems. Their non-verbal IQ and basic RT were also assessed. Previous research has found significant changes in children’s representational abilities between five and seven years. One aim of the research was to determine whether changes in finger representational abilities (finger gnosia) occur across these ages and whether they are associated with finger-use in computation. A second aim was to (...)
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  19. H. T. Woolley (1922). Personality Studies of Three-Year-Olds. Journal of Experimental Psychology 5 (6):381.score: 17.0
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  20. Anika Fiebich (2013). Mindreading with Ease? Fluency and Belief Reasoning in 4- to 5-Year-Olds. Synthese:1-16.score: 16.0
    For decades, philosophers and psychologists have assumed that children understand other people’s behavior on the basis of Belief Reasoning (BR) at latest by age 5 when they pass the false belief task. Furthermore, children’s use of BR in the true belief task has been regarded as being ontogenetically prior. Recent findings from developmental studies challenge this view and indicate that 4- to 5-year-old children make use of a reasoning strategy, which is cognitively less demanding than BR and called perceptual access (...)
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  21. Richard Moore, Bettina Mueller, Juliane Kaminski & Michael Tomasello (forthcoming). Two-Year-Olds but Not Domestic Dogs (Canis Familiaris) Understand Communicative Intentions Without Language, Gestures, or Gaze. Developmental Science.score: 16.0
    Infants can see someone pointing to one of two buckets and infer that the toy they are seeking is hidden inside. Great apes do not succeed in this task, but, surprisingly, domestic dogs do. However, whether children and dogs understand these communicative acts in the same way is not yet known. To test this possibility, an experimenter did not point, look, or extend any part of her body towards either bucket, but instead lifted and shook one via a centrally pulled (...)
     
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  22. Melanie Khu Susan A. Graham, Jean Keates, Ena Vukatana (2012). Distinct Labels Attenuate 15-Month-Olds' Attention to Shape in an Inductive Inference Task. Frontiers in Psychology 3.score: 16.0
    We examined the role of distinct labels on infants’ inductive inferences. Thirty-six 15-month-old infants were presented with target objects that possessed a nonobvious property, followed by test objects that varied in shape similarity relative to the target. Infants were tested in one of two groups, a Same Label group in which target and test objects were labelled with the same noun, and a Distinct Label group in which target and test objects were labelled with different nouns. When target and test (...)
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  23. P. A. Brunt (1965). Jacqueline de Romilly: Thucydides and Athenian Imperialism. Translated by Philip Thody. Pp. Xi + 400. Oxford: Blackwell, 1963. Cloth, 50s. Net.Ronald Syme: Thucydides. (British Academy Lecture on a Master Mind, 1960.) Pp. 18. London: Oxford University Press, 1963. Paper, 5s. Net. [REVIEW] The Classical Review 15 (01):115-.score: 15.0
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  24. Reviewed by David M. Adams (2000). David S. Oderberg and Jacqueline A. Laing, Human Lives: Critical Essays on Consequentialist Bioethics. Ethics 110 (2).score: 15.0
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  25. Wayne Proudfoot (2009). Jacqueline Mariña Transformation of the Self in the Thought of Friedrich Schleiermacher . (Oxford: Oxford University Press, 2008). Pp. X+270. £55.00 (Hbk). Isbn 978 0 19 920637. [REVIEW] Religious Studies 45 (2):227-232.score: 15.0
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  26. Marc Neuberg (1997). Les causes et les raisons. Philosophie analytique et sciences humaines Ruwen Ogien Nîmes, Éditions Jacqueline Chambon, 1995, 238 p. [REVIEW] Dialogue 36 (3):661-.score: 15.0
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  27. C. Jeffery Kinlaw (2009). Review of Jacqueline Mar, Transformation of the Self in the Thought of Friedrich Schleiermacher. [REVIEW] Notre Dame Philosophical Reviews 2009 (1).score: 15.0
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  28. Alain Voizard (1995). Wittgenstein Analysé J.-P. Leyvraz Et K. Mulligan, Directeurs de la Publication Collection «Rayon Philo» Nîmes, Éditions Jacqueline Chambon, 1993, 342 P. [REVIEW] Dialogue 34 (01):187-.score: 15.0
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  29. Paul Bloom (2008). Three- and Four-Year-Olds Spontaneously Use Others' Past Performance to Guide Their Learning. Cognition 107 (3):1018-1034.score: 15.0
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  30. Yvon Gauthier (2004). Les Constructions des nombres réels dans le mouvement d'arithmétisation de l'analyse Jacqueline Boniface Collection «Comprendre les mathématiques par les textes historiques» Ellipses, Paris, 2002, 176 p. [REVIEW] Dialogue 43 (01):190-.score: 15.0
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  31. Douglas E. Gerber (1994). The Budé Bacchylides Jean Irigoin (Ed.), Jacqueline Duchemin, Louis Bardollet (Trs.): Bacchylide, Dithyrambes-Épinicies-Fragments. (Collection des Universités de France, Budé.) Pp. Lvi+280 (Text and Translation Double). Paris: Les Belles Lettres, 1993. [REVIEW] The Classical Review 44 (02):268-269.score: 15.0
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  32. David M. Adams (2000). David S. Oderberg and Jacqueline A. Laing, Human Lives: Critical Essays on Consequentialist Bioethics:Human Lives: Critical Essays on Consequentialist Bioethics. Ethics 110 (2):434-436.score: 15.0
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  33. Richard Dufour (1999). Plotin, «Ennéades I, 3». Sur la dialectique Vladimir Jankélévitch Préface de Lucien Jerphagnon, édition établie par Jacqueline Lagrée et Françoise Schwab Collection «Écrits de Plotin» Paris, Éditions du Cerf, 1998, 139 p. [REVIEW] Dialogue 38 (03):617-.score: 15.0
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  34. Eduardo Mendieta (2004). Book Review: Jacqueline M. Martinez. Phenomenology of Chicana Experience and Identity: Communication and Transformation in Praxis. Lanham, Md.: Rowman & Littlefield Publishers, 2000. [REVIEW] Hypatia 19 (3):231-234.score: 15.0
  35. Eileen O'Neill (2009). Review of Jacqueline Broad, Karen Green, A History of Women's Political Thought in Europe, 1400-1700. [REVIEW] Notre Dame Philosophical Reviews 2009 (11).score: 15.0
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  36. Sarah E. Shannon (1996). Caring in Crisis: An Oral History of Critical Care Nursing. Jacqueline Zalumas [Studies in Health, Illness, and Caregiving Series. Joan E. Lynaugh, Gen. Ed.] Philadelphia, PA: University of Pennsylvania Press, 1995. 212 Pp. [REVIEW] Cambridge Quarterly of Healthcare Ethics 5 (01):174-.score: 15.0
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  37. Margaret Atherton (2004). Review of John J. Conley, S.J., Jacqueline Broad, The Suspicion of Virtue: Women Philosophers in Neoclassical France and Women Philosophers of the Seventeenth Century. [REVIEW] Notre Dame Philosophical Reviews 2004 (1).score: 15.0
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  38. Yvon Gauthier (2005). Hilbert Et la Notion d'Existence En Mathématiques Jacqueline Boniface Collection «Mathesis» Paris, Librairie Philosophique J. Vrin, 2003, 320 P. [REVIEW] Dialogue 44 (02):399-.score: 15.0
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  39. Robert Tremblay (1997). La Pensée-Signe. Études Sur C. S. Peirce Claudine Tiercelin Collection «Rayon Philo» Nîmes, Éditions Jacqueline Chambon, 1993, 400 P. [REVIEW] Dialogue 36 (03):650-.score: 15.0
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  40. S. Arunachalam & S. R. Waxman (2010). Meaning From Syntax: Evidence From 2-Year-Olds. Cognition 114 (3):442-446.score: 15.0
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  41. Hugh Lloyd-Jones (1970). Tragic Time Jacqueline de Romilly: Time in Greek Tragedy. (Messenger Lectures, 1967.) Pp. Viii + 180. Ithaca, N.Y.: Cornell University Press (London: Oxford University Press), 1968. Cloth, 57s. Net. [REVIEW] The Classical Review 20 (03):302-304.score: 15.0
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  42. A. Souter (1924). Étude sur 'tamen,' conjonction adversative, et son passage au sens causal, avec remarques comparatives sur les particules 'sed, autem, nam, enim': thèse … de l'Université de Lausanne, Par Jacqueline de la Harpe. 1923. The Classical Review 38 (5-6):139-.score: 15.0
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  43. K. J. Dover (1964). Thucydides, Book II Jacqueline de Romilly: Thucydide, La Guerre du Peloponnèse, Livre Ii. Pp. Xliii+106 (Mostly Double). Paris: Les Belles Lettres, 1962. Paper, 12 Fr. [REVIEW] The Classical Review 14 (01):30-31.score: 15.0
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  44. Nancy S. Love (2004). Book Review: Jacqueline Stevens. Reproducing the State. Princeton: Princeton University Press, 1999. [REVIEW] Hypatia 19 (2):198-200.score: 15.0
  45. A. W. Pickard-Cambridge (1947). The Agon in Greek Tragedy Jacqueline Duchemin: ''Aγών Dans la Tragédie Grecque. Pp. 247. Paris: 'Les Belles Lettres', 1945. Paper. [REVIEW] The Classical Review 61 (01):13-15.score: 15.0
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  46. Trevor J. Saunders (1984). Politeia Jacqueline Bordes: Politeia Dans la Pensée Grecque Jusqu'à Aristote. (Collection des Études Anciennes.) Pp. 499. Paris:Les Belles Lettres, 1982. Paper, £15.50. [REVIEW] The Classical Review 34 (01):83-85.score: 15.0
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  47. Nicholas Horsfall (1993). Cleaning Up Calpurnius Jacqueline Amat (Ed., Tr.): Calpurnius Siculus, Bucoliques, Pseudo-Calpurnius, Éloge de Pison. (Collection des Universités de France, Budé.) Pp. Lvi + 136 (Text Double). Paris: Les Belles Lettres, 1991. Burghard Schröder: Carmina Non Quae Nemorale Resultent. (Studien Zur Klassischen Philologie, 61.) Pp. 228. Frankfurt Am Main, Berne, New York and Paris: Peter Lang, 1991. Paper, DM 22. Salvador Díaz Cíntora: Tito Calpurnio Sículo, Églogas: Introductión, Versión Rítmica y Notas. (Bibliotheca Scriptorum Graecorum Et Romanorum Mexicana.) Pp. Cxxx + 46 (Text Double). Mexico City: Universidad Nacional Autonoma de México, 1989. [REVIEW] The Classical Review 43 (02):267-270.score: 15.0
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  48. J. H. C. Leach (1986). Jacqueline De Romilly: 'Patience, Mon Cæur'. L'essor de Lapsychologie Dans la Littérature Grecque Classique. Pp. 243. Paris: Les Belles Lettres, 1984. Paper, 98 Frs. [REVIEW] The Classical Review 36 (01):139-140.score: 15.0
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  49. Robert B. Louden (2006). Review of Jacqueline Mariña (Ed.), The Cambridge Companion to Schleiermacher. [REVIEW] Notre Dame Philosophical Reviews 2006 (10).score: 15.0
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  50. D. S. Robertson (1957). Pindar Jacqueline Duchemin: Pindare, poète et prophète. Pp. 390. Paris: Les Belles Lettres, 1955. Paper, 1,400 fr. The Classical Review 7 (02):109-111.score: 15.0
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