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David Toews

Confessions of an Aca/Fan: Critical Information Studies For a Participatory Culture (Pa... - 0 views

  • Tim O'Reilly's concept of "web 2.0" was first promoted at a 2004 conference of key industry leaders and later spread via his "What is Web 2.0" essay.
  • There is an urgent need for serious reflection on the core models of cultural production, distribution, ownership, and participation underlying "web 2.0."
  • those of us who have long advocated for a more "participatory culture" need to better define our ideals and identify and confront those forces that threaten the achievement of those ideals
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  • A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one's creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices. A participatory culture is also one in which members believe their contributions matter, and feel some degree of social connection with one another. Participatory culture shifts the focus of literacy from one of individual expression to community involvement.
  • I have been seeking to better understand the mechanisms by which consumers curate and circulate media content, rejecting current discussions of "viral media" (which hold onto a top-down model of cultural infection) in favor of an alternative model of "spreadability" (based on the active and self conscious agency of consumers who decide what content they want to "spread" through their social networks.
    • David Toews
       
      Jenkin's critique here is really important - the ideology of 'viral' is often pernicious.
  • This new emphasis on "participatory culture" represents a serious rethinking of the model of cultural resistance which dominated cultural studies in the 1980s and 1990s.
  • In this new context, participation is not the same thing as resistance nor is it simply an alternative form of co-optation; rather, struggles occur in, around, and through participation which have no predetermined outcomes.
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    [these] remarks for the "critical information studies" panel ... represent a pretty good summary of some of the things I've been thinking about and working on over the past few years - Henry Jenkins
David Toews

Confessions of an Aca/Fan: Critical Information Studies For a Participatory Culture (Pa... - 0 views

  • we need to look at both agency and structure and so we need to end the theoretical conflict in favor of identifying shared goals
  • we need to develop strategies for decreasing the role of ignorance and fear in public debates about new media
  • The participation gap refers to these other social, cultural, and educational concerns which block full participation.
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  • he new "hidden curriculum" is shaping who feels empowered and entitled to participate
  • the model of expressive citizenship suggested by the MacArthur Foundation's emphasis on New Media Literacies
  • we need
  • While schools and libraries may represent the best sites for overcoming the participation gap, they are often the most limited in their ability to access some of the key platforms -- from Flickr and YouTube to Ning and Wikipedia-- where these new cultural practices are emerging.
  • We need to continue to push for alternative platforms and practices which embrace and explore the potential of collective intelligence
  • As John McMurria has noted, the most visible content of many media-sharing sites tends to come from members of dominant groups
  • danah boyd and S. Craig Watkins are arguing that social networks act like gated communities, cementing existing social ties rather than broadening them
  • social divisions in the real world are being mapped onto cyberspace, reinforcing cultural segregation along class and race lines
  • the segregation of cyberspace may be difficult to overcome
  • While corporations are asserting a "crisis of copyright", seeking to police "digital "piracy," citizen groups are seeking to combat a "crisis of fair use" as the mechanisms of corporate copyright protection erode the ability of citizens to meaningfully quote from their culture.
  • the debates over "free labor" represent the most visible part of a larger effort of consumers and citizens to reassert some of their rights in the face of web 2.0 companies
  • In his recent book, Dream:Re-Imagining Progressive Politics in an Age of Fantasy, Stephen Duncombe makes the case for a new model of social change which is playful and utopian, channels what we know as consumers as well as what we know as citizens, and embraces a more widely accessible language for discussing public policy.
  • there is a need for critical theory which asks hard questions of emerging cultural practices
  • There is also a need for critical utopianism which explores the value of emerging models and proposes alternatives to current practices.
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    What follows might be described as a partial agenda for media reform from the perspective of participatory culture, one which looks at those factors which block the full achievement of my ideals of a more participatory society.
Mike Wesch

Measuring Classroom Progress: 21st Century Assessment Project Wants Your Inpu... - 8 views

  • “21st Century Literacies” compiled by Cathy N. Davidson Media theorist and practitioner Howard Rheingold has talked about four “Twenty-first Century Literacies”—attention, participation, collaboration, and network awareness—that must to be addressed, understood and cultivated in the digital age. (see, http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538). Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R’s, but also how to learn, unlearn, and relearn.  Expanding on these, here are ten “literacies” that seem crucial for our discussion of “This Is Your Brain on the Internet.” •  Attention:  What are the new ways that we pay attention in a digital era?  How do we need to change our concepts and practices of attention for a new era?  How do we learn and practice new forms of attention in a digital age? •  Participation:  Only a small percentage of those who use new “participatory” media really contribute.  How do we encourage meaningful interaction and participation?  What is its purpose on a cultural, social, or civic level? •  Collaboration:  How do we encourage meaningful and innovative forms of collaboration?  Studies show that collaboration can simply reconfirm consensus, acting more as peer pressure than a lever to truly original thinking.  HASTAC has cultivated the methodology of “collaboration by difference” to address the most meaningful and effective way that disparate groups can contribute. •  Network awareness:  What can we do to understand how we both thrive as creative individuals and understand our contribution within a network of others?  How do you gain a sense of what that extended network is and what it can do? •  Design:  How is information conveyed differently in diverse digital forms?  How do we understand and practice the elements of good design as part of our communication and interactive practices? •  Narrative, Storytelling:  How do narrative elements shape the information we wish to convey, helping it to have force in a world of competing information? •  Critical consumption of information:  Without a filter (such as editors, experts, and professionals), much information on the Internet can be inaccurate, deceptive, or inadequate.  Old media, of course, share these faults that are exacerbated by digital dissemination.  How do we learn to be critical?  What are the standards of credibility? •  Digital Divides, Digital Participation:  What divisions still remain in digital culture?  Who is included and who is excluded and how do basic aspects of economics, culture, and literacy levels dictate not only who participates in the digital age but how we participate? •  Ethics and Advocacy:  What responsibilities and possibilities exist to move from participation, interchange, collaboration, and communication to actually working towards the greater good of society by digital means in an ethical and responsible manner? •  Learning, Unlearning, and Relearning:  Alvin Toffler has said that, in the rapidly changing world of the twenty-first century, the most important skill anyone can have is the ability to stop in one’s tracks, see what isn’t working, and then find ways to unlearn old patterns and relearn how to learn.  This requires all of the other skills in this program but is perhaps the most important single skill we will teach.  It means that, whenever one thinks nostalgically, wondering if the “good old days” will ever return, that one’s “unlearning” reflex kicks in to force us to think about what we really mean with such a comparison, what good it does us, and what good it does to reverse it.  What can the “good new days” bring?  Even as a thought experiment—gedanken experiment—trying to unlearn one’s reflexive responses to change situation is the only way to become reflective about one’s habits of resistance.
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    ""21st Century Literacies" compiled by Cathy N. Davidson Media theorist and practitioner Howard Rheingold has talked about four "Twenty-first Century Literacies"-attention, participation, collaboration, and network awareness-that must to be addressed, understood and cultivated in the digital age. (see, http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538). Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R's, but also how to learn, unlearn, and relearn. Expanding on these, here are ten "literacies" that seem crucial for our discussion of "This Is Your Brain on the Internet." * Attention: What are the new ways that we pay attention in a digital era? How do we need to change our concepts and practices of attention for a new era? How do we learn and practice new forms of attention in a digital age? * Participation: Only a small percentage of those who use new "participatory" media really contribute. How do we encourage meaningful interaction and participation? What is its purpose on a cultural, social, or civic level? * Collaboration: How do we encourage meaningful and innovative forms of collaboration? Studies show that collaboration can simply reconfirm consensus, acting more as peer pressure than a lever to truly original thinking. HASTAC has cultivated the methodology of "collaboration by difference" to address the most meaningful and effective way that disparate groups can contribute. * Network awareness: What can we do to understand how we both thrive as creative individuals and understand our contribution within a network of others? How do you gain a sense of what that extended network is and what it can do? * Design: How is information conveyed differently in diverse digital forms? How do we understand and practice the elements of good design as part of our communication and interactive practices? * Narrative, Storytelling: How do na
danadavid

Travels to Kerala: Thrissur Tourism - 0 views

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    The city of Thrissur or Trichur has a rich cultural heritage and historical important and hance the city is known as the cultural capital of Kerala. Thrissur has a huge position in the cultural, commercial and religious development of Kerala.
masquebf

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Les précédents entretiens de M. Heinonen avec des responsables iraniens ont eu lieu durant la visite de deux jours quil a effectué du 7 au 8 août dernier en Iran après que six grands pays eurent ré...

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Mike Wesch

YouTube - Reclaim Your Mind - 0 views

  • Catalysts to say what has never been said, to see what has never been seen. To draw, paint, sing, sculpt, dance and act what has never before been done. To push the envelope of creativity and language. And whats really important is, I call it, the felt presence of direct experience. Which is a fancy term which just simply means we have to stop consuming our culture. We have to create culture. Don't watch TV, don't read magazines, don't even listen to NPR. Create your own roadshow. The nexus of space and time, where you are now, is the most immediate sector of your universe. And if you're worrying about Michael Jackson or Bill Clinton or somebody else, you are disempowered. You are giving it all away to icons. Icons which are maintained by an electronic media, so that you want to dress like X or have lips like Y. This is shit-brained this kind of thinking. That is all cultural diversion. And what is real is you and your friends, your associations, your highs, your orgasms, your hopes, your plans, and your fears. And we are told no. We're unimportant, we're peripheral, get a degree, get a job, get a this, get a that, and then you're a player. You don't even want to play in that game. You want to reclaim your mind and get it out of the hands of the cultural engineers who want to turn you into a half-baked moron consuming all this trash that's being manufactured out of the bones of a dying world. Where is that at?"
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    just the audio of McKenna - no music
masquebf2

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Toutes ces raisons ont poussé l'équipe de Bernard Jégou à utiliser un modèle expérimental récemment mis au point de culture de tissu testiculaire humain entier (Human Reproduction en a publié le dé...

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started by masquebf2 on 06 Nov 14 no follow-up yet
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Michael Jordan, basketball forever - 0 views

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    Michael Jordan is the greatest basketball player in the eyes of the majority of his spectacular basketball career and his The enormous influence of this movement is inevitable, so that people pushed him to the altar. Elegance, speed, strength, artistic and improvisational creativity And extremely strong desire to win the perfect combination of ... Jordan re-interpretation of the meaning of the "superstar". Even recognize the superstars of the same period Jordan supremacy of Magic Johnson, said: "Jordan at the top, and then is my Have. "In Jordan's second season in the playoffs against the Boston Celtics in a game, he is mad to take 63 minutes after the game Larry Bird commented: "Today is God disguised as Jordan in the game." Cursory look at the Jordan did what: "Rookie of the Year, five times the regular season MVP, 6 gold Finals rings, 6 coriander Yuk 麺 the VP, 10 sequential burst Capacity, 14 times All-Star team three times All-Star Game MVP, was selected NBA50 years 50, 10 in scoring (NBA record another seven consecutive scoring Also arranged in the first and Wilt Chamberlain), retired when the average was up 30.1 points ... But the impact is much more than the honor and champion when he first joined the Union, he is a sharp first step, gorgeous breakthroughs and miscellaneous Playing Dunk born scorer, when he left, he has become a cultural symbol in his basketball career, he used to court the eye Flower blinding performances and dancing in the Field personal grace to conquer the public, but also accelerate the process of NBA advance of globalization, he is worthy of the king. He is an approachable, but maintained a mystery man. "Air Jordan" is the standard? Advertising overwhelming of his signature basketball shoes, when However, he also speak to other products, have been in the movie Air Dunk (Space Jam) starring. He twice retired twice back until the 02-03 season End before hanging up his boots again Was born in
David Toews

Digital Anthropology M.A. - 0 views

  • INTRODUCTORY TEXTS FOR COURSE Boellstorff. T. Coming of Age in Second life (Princeton 2008) Cameron, F. & Kenderdine, S., Theorizing Digital Cultural Heritage: A Critical Discourse (MIT 2007) Horst, H. and Miller, D. The Cell Phone: An Anthropology of Communication (Berg 2006) Kalay, Y.E. et al, New Heritage: New Media and Cultural Heritage (Routledge, 2008) Ito. M et. al. Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media. (MIT Press: forthcoming Kelty, C. Two Bits: the cultural significance of free software. (Duke 2008) Macdonald, S. & Basu, P., Exhibition Experiments (Blackwell 2007) Miller, D. and Slater, D. The Internet: an Ethnographic Approach (Berg 2001) Parry, R., Recoding the Museum: Digital Heritage and the Technologies of Change (Routledge, 2007) Tilley, C., Keane,W. Kuchler,S. Rowlands, M. Spyer, P. Handbook of Material Culture.(Sage 2006) Were, G. 'Out of touch? digital technologies, ethnographic objects and sensory orders'. In Chatterjee, H. (ed.) Touch in Museums (Berg 2008)
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    Check out England's newest MA in Digital Anthropology!
kelly marshall

The Anit-Masquerade Movement - 0 views

  • Like most functions which break barriers of class, gender, and ethnicity by challenging social norms, the eighteenth-century masquerade had strong and vocal opponents.
  • "Middle-class moralist" such as Henry Fielding, Samuel Richardson and Eliza Haywood also aligned themselves with the anti-masquerade movement.
  • through their fictional writing and artistic expression [3]
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  • Masked parties were only occasionally broken up by civil authorities
  • . The Weekly Journal
  • as a gathering of "Chamber-Maids, Cook-Maids, Foot-Men, and Apprentices" [5]
  • it was more likely that the event had been hosted by those of the working class rather than by the more prominent people in England's "fashionable society."
  • . Many opponents of the masquerade looked to the foreign influence of other European nations such as Italy and France and the Orient as the diabolical source of the "cultural epidemic" which they believed was invading both the morality and the national pride of England [7].
  • "foreign Diversion" was a conspiracy on the part of foreign nations to neutralize the beauty of English women by forcing them to "hide their charms with a mask" [10].
  • Weekly Journal another writer
  • "conspiracy theories"
  • equated attending the masquerade with the sexual act itself,
  • female attendance at the masquerade was viewed as a heinous, criminal offence, though not condoned, male attendance was more or less tolerated by the critics of the masked balls.
  • claimed that the tragedy of the Lisbon earthquake occurred as a result of the sin and corruption that had been infecting not only English culture but also the culture of the world for many years.
  • As a result of these public outcries, the masquerades were forbidden to take place throughout the following year [15].
  • In her comprehensive study on the eighteenth-century English masquerade, Masquerade and Civilization, Terry Castle explains that the discourse of the anti-masquerade movement which exposed the masquerade as "a threat to bourgeois decorum and national taxonomies" could actually help explain the cultural implications of the decline of the masquerade.
Trapper Callender

Coming of Age in Second Life: An ... - Google Book Search - 0 views

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    Millions of people around the world today spend portions of their lives in online virtual worlds. Second Life is one of the largest of these virtual worlds. The residents of Second Life create communities, buy property and build homes, go to concerts, meet in bars, attend weddings and religious services, buy and sell virtual goods and services, find friendship, fall in love--the possibilities are endless, and all encountered through a computer screen.Coming of Age in Second Lifeis the first book of anthropology to examine this thriving alternate universe. Tom Boellstorff conducted more than two years of fieldwork in Second Life, living among and observing its residents in exactly the same way anthropologists traditionally have done to learn about cultures and social groups in the so-called real world. He conducted his research as the avatar "Tom Bukowski," and applied the rigorous methods of anthropology to study many facets of this new frontier of human life, including issues of gender, race, sex, money, conflict and antisocial behavior, the construction of place and time, and the interplay of self and group. Coming of Age in Second Lifeshows how virtual worlds can change ideas about identity and society. Bringing anthropology into territory never before studied, this book demonstrates that in some ways humans have always been virtual, and that virtual worlds in all their rich complexity build upon a human capacity for culture that is as old as humanity itself.
Mike Wesch

Media Revolution: Podcasting (Part 2); 2/06 - 0 views

  • By the end of 2004, bloggers were using the ability to add video as an enclosure to an RSS feed, allowing viewers to subscribe to videos and have them delivered automatically to their computers. This solved the problem of click and wait, where you had to wait for a video to start playing when you clicked on it from a web page.
  • podcasting (both video and audio) is a bottom-up movement and squarely the domain of individuals who are being guided by human creativity and expression, rather than corporate agendas and economic exigencies.
  • With the cost of video cameras in the hundreds, sophisticated computers with video editing software available for just over a grand, and high speed always-on internet connections costing less than the average cable television subscription, the means of both production and distribution are now in the hands of practically anyone with something to say
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  • genuine conversation with their audience,
  • Marhshall McLuhan argued that in each socio-cultural era the medium in which information is created and transmitted determines the essential characteristics of that culture. He also predicted the evolution of an interconnected "global village".  The shift from a centralized media industry modeled on industrial revolution structures to a decentralized chaotic information-age soup is having a profound effect on the messages we exchange and shaping the characteristics of our culture. The global village comes to a crescendo with podcasting, and you can participate in the revolution with tools that are easily within reach: your imagination, the computer you're using to read this web page, and a video camera. We're not going to predicting what's next, as that's going to depend on what you, yes you, plan to do with new media. If the flutter of one butterfly wing, can trigger a chain reaction of events resulting in a storm half-way across the planet, imagine the effect millions, or billions, of individually produced videos will have on the characteristic of the global village and the media landscape.
  • You don't even need a video camera to start videoblogging, the mashup culture is in full force
  • most new computers come with free video editing software
  • A large group of vloggers, over 2,000 at last count, actively participate in the Yahoo! Videoblogging Group from all over the world.
Mike Wesch

The New Atlantis » Is Stupid Making Us Google? - 0 views

  • “as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.”
  • what we are witnessing is not just an educational breakdown but a deformation of the very idea of intelligence.
  • Even those who have come to the Web late in life are not so very different, then, from the fifth-graders who, as an elementary school principal told Bauerlein, proceed as follows when they are assigned a research project: “go to Google, type keywords, download three relevant sites, cut and paste passages into a new document, add transitions of their own, print it up, and turn it in.”
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  • even those who are most gung-ho about new ways of learning probably tend to cling to a belief that education has, or ought to have, at least something to do with making things lodge in the minds of students—this even though the disparagement of the role of memory in education by professional educators now goes back at least three generations, long before computers were ever thought of as educational tools.
  • adapting its understanding of what education is to the new realities of how the new generation of “netizens” actually learn (and don’t learn) rather than trying to adapt the kids to unchanging standards of scholarship and learning.
  • “lower-order skills” in comparison with the spatial, information-gathering, and pattern-recognition skills fostered by hours at the computer screen
  • can’t imagine a mathematician saying the same thing about math, or a biologist about biology, yet, sad to say, scholars, journalists, and other guardians of culture accept the deterioration of their province without much regret.
  • humanities stopped being, or even wanting to be, “guardians of culture” a long time ago.
  • In other words, the “mentors” have not only betrayed their pupils, they have denounced the very idea of mentorship in anything but the tools of deconstruction which allow them to set themselves up as superior to—rather than the humble acolytes of—the culture they study.
  • redefining education as the acquisition of information-retrieval skills
  • No one has ever taught them that books can be read for pleasure or enlightenment—or for any other purpose than to be exposed as the coded rationalization for the illegitimate powers of the ruling classes that they really are
  • But while Bauerlein takes Johnson to task on several points, he seems to suggest that all our educators have to do is expose their charges to some superior alternative to “the ordinary stuff of youth culture”
  • “Young people,” he rightly notes, “need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.” He’s also right that they need more time away from the computer in order to acquire the skills of “deep reading” recommended by Nicholas Carr.
  • But they are not likely to get either one so long as so many educators cling as they do now to the axiomatic belief not just that “learning can be fun” but that it must be fun, and the equally axiomatic rejection of that which may cause pain and humiliation, even if these are productive of real learning
    • Kevin Champion
       
      Well, learning certainly is fun! The process of learning can often times be difficult, terrifying, exciting, depressing, saddening etc. What's interesting is that there is no mention of relevance here. Learning is not always fun, but I think it is always fun when it is relevant. It also seems that the subjective experience of learning only occurs when it is fun. It doesn't feel like learning to me unless it is relevant to me; if it is relevant to me, it is fun! By extension, perhaps we benefit from thinking about learning from both subjective and objective perspectives, including both singular and collective objects (learning of an individual subjectively and objectively + learning of a group subjectively and objectively).
Mike Wesch

List of Internet phenomena - Wikipedia, the free encyclopedia - 0 views

  • Anonymous - (used as a mass noun) is a label and Internet meme adopted within Internet culture to represent the actions of many online community users acting anonymously usually toward a loosely agreed-upon goal. It is generally considered as a blanket term – not tied to any monolithic group – for the vox populi or members of the Internet culture
  • 2channel — A Japanese Internet forum (the largest in the world). The site has significant influence on Japanese culture and popular opinion.[100] 4chan — The English equivalent to Futaba Channel, responsible for creating many popular Internet memes.[101]
    • Mike Wesch
       
      We may want a comparison ethnography of 2channel if anybody is up for it.
Greta

FIRST THINGS: A Journal of Religion, Culture, and Public Life - 0 views

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    Neil Postman essay on the place of technology and information commodification in cultural evolution and the search for truth.
Hilary Dees

Amazon.com: Maps and Civilization: Cartography in Culture and Society, Third Edition (9... - 3 views

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    How are maps different across cultures? Is there a correlation on the type of map, viewpoint, material etc that has allowed for success and failure among different peoples?
xchen123

How Does the Media Affect our Culture - 0 views

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    The post talked about some media messages in society and how they affect our culture. (Kind of relate to our big topic)
masquebf4

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descendants1 descendants1

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Ralph Lauren Camicie Il - 0 views

Tutto gira attorno al gol di Osvaldo e al rigore concesso da Gervasoni ai nerazzurri, calciato da Palacio e parato da Sportiello (30' pt). Il tecnico cerca di trattenersi, ma il suo intervento alla...

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