Book Description
This is a revised and expanded edition of a popular 1991 booklet that changed the way "the discovery of America" is taught in classroom and community settings. The new edition has over 100 pp. of new material, including a role-play trial of Columbus, materials on Thanksgiving Day, resources, historical documents, poetry, and more. It will help readers replace murky legends with a better sense of who we are and why we are here -- and celebrates over 500 years of the courageous struggles and lasting wisdom of native peoples.
Customer Reviews:
Indispensible.......2007-08-19
As a history teacher who feels it is my responsibility to teach histories that have been marginalized and to teach truth that has been denied, Rethinking Columbus (and other books put out by Rethinking Schools) is tremendously useful, not only for the practical ideas for lesson plans and activities (which are wonderful), but also for the general message of the importance of critical thinking among students and teachers. I wish curriculum of this sort had been shared with me in my teacher education program.
Excellent resource for teachers.......2007-03-10
Rethinking Columbus provides a variety of resources, includign articles, essays, poems, song lyrics. lesson plan ideas, maps, lists, book reviews, and itnerviews. All around the central theme of finding an accurate interpretation of the Native American experience in the Americas since Columbus landed here in 1492. It is especially useful as a place for alternative resources that might be used in the classroom in the form of copyable pages that could be read to or by students, depending on their reading level. The status quo in our system is to teach about Columbus as a hero who "discovered" America. This book gives us an alternative version, where Columbus's actions instigate mass genocide, the trans-Atlantic slave trade, and issues of opression that Native American's still suffer today.
The book does not contain fully detailed lesson plans, but has several pages of ideas for lessons with appropriate resources. There is an elementary and a secondary section, the secondary section covers mroe modern issues Native Americans face, while the elementary section covers more of the history. The book has two articles that review children's literature surrounding Columbus. The article on traditional literature shows the massive dismissal in a majority of the books of Native People as human beings of worth, only the white people have names, they are heroes, it is told from only their point of view. The second article reviews books that attempt to be more culturally relevant, while all of these also have problems. I was frustrated reading this, because it did not review books that were completely apprppriate, and maybe there aren't many. They did list a few in the back of the book. But by having the reviews of where there could be problems with the literature, teachers can still use the resources and discuss with their students how the author might have gotten it wrong.
Since the book is comprised of a series of articles, it is not one you have to read front to back. You can pick it up and easily read a section, and it could be something you could come to with a specific topic and easily find a resource without dredging through long passages.
The book could go into further detail about connections outside social studies, such as the accomplishments of native peoples in the areas of science, math, and other areas.
drivel...............2006-06-05
Bigelow seeks to shamelessly use the schools as the propaganda arm for his obsolescent pseudo Marxist horse hockey - despite having absoltuely no democratically mandated authority to do so; thus, like a true apparatachik, he boldly goes where no sane person wants to go, onto slef-initiated committees where he and his ilk rhetorically bludgeon their way to exclusive membership and hope to use the mechanism of bureaucratic state coercion to cram their communist agenda deep into the...well, you get the picture. The odd thing about the Bigandlow type is they generally bring with them a trailing retinue of glassy- eyed women who nod stone faced as the Bigandlow Chairman pours forth venom against the perfidious pawns of the profiteers in meatings no sane person would attend more than once.
Photos of Bigelow bending down to help black students smiling at their desks and working earnestly at their studies are eerily similar to pictures of Hitler petting his dogs who have come to sniff his vegetarian meal.
The next 500 years in the title should give you a pretty good idea that this totalitarian millenialism all over again. Will Bigandlow take his case to the voters and run an HONEST campaign as a communist? Of course not. Like any good Stalinist - Leninist, he knows damn well that the capitalists will simply pervert the election and sway the gullible masses with fear. Thus Bigandlow doesn't mind lying about his intentions until he feels the people are ready for communnism. And he and his ilk have annointed themselves the cultural army that will transform consciousness.
Excellent.......2004-03-12
This is a wonderful book about atrocity and genocide. It should be reqiured in every public school in the U.S.
Rethinking All History Books.......2001-11-08
I always thought that there was another story to every history event. They always just told us about the preditures doings and not what happened to the victims. I never knew the whole truth about the Columbus aventure. I also never heard of the way they treated Native Americans when they came into our country. I recommend this book to all school systems. All students and adults should know the truth about their hero. This book also made me look at other events in the past that the regular history books left out. I hope to learn more about the truth from other history events that happened. This is the best book that I read in a long time.
Customer Reviews:
Iým still looking for the crisis.......2003-08-15
I once frequented an amusement park with a lengthy log flume ride. The line for the ride was always quite long, and the ride was a rather laid-back course. The final seconds of the ride contained the only thrill - a rapid drop, large splash, and wet exit. Reading this book is a similar experience. The promised "provocative analysis" really does not begin until page 157.
Most of what precedes that point is historical analysis without much punch. The overview in chapter one is suitable only for the novice, focusing as it does on the insight that postsecondary institutions and the professoriate are a diverse lot, that more people attend college today than ever before, that student demographics have changed substantially in the last 30 years, and that college campuses confront a host of recurring controversies.
If possible, the second chapter is even a more laborious experience, extending a two page document that distinguishes the historical differences between community colleges, liberal arts colleges, and research universities into a fifty page monograph. Yes, contemporary universities embrace an exceptionally broad range of goals that includes student instruction, research, and service to the greater society. Yes, there is some degree of incompatibility between vocational training, professional preparation, and the more general benefits of a liberal education. That American institutions of higher education achieve each of these goals on a level envied by the rest of the world is scarcely mentioned.
Chapter three rehashes the old debate between elitism and egalitarianism in college admissions, a debate that seems to have been rendered permanently irrelevant by pragmatic concerns with enrollment levels. Lucas seems to lament that baccalaureate degrees may serve the same function that high school diplomas once served, but fails to associate this with the extension of adolescence into the twenties and the conversion of the American economy from the manufacturing of products to the management of information. Simply because it is seldom mentioned when discussing affirmative action, I will applaud Lucas' interesting distinction between race-based policies and alternatives that give greater import to socio-economic classes (pp. 115-119).
The curriculum is the focus of the fourth chapter in which Lucas appears to prefer pursuit of a general liberal education to professional specialization on the undergraduate level. Frankly, I do not think he supports his position very well. By his own admission it is difficult to measure the higher functions anecdotally associated with a liberal education (open-mindedness, critical thinking, etc.), and he fails to discuss a particularly salient issue - what is most developmentally appropriate for traditional-aged undergraduates?
His ten-point agenda for reform is built on the presumptive superiority of a liberal education and the confusion he associates with institutional embrace of conflicting goals. To the extent that one rejects these foundations, one is likely to reject his agenda. Perhaps there is merit in his insistence that existing academic departments restructure, but he provides no guidance on how the newly structured institution might avoid incipient bureaucratization.
The fifth chapter is almost a diatribe against the "publish or perish" evaluation standards of the professoriate. Easily quantifiable assessment standards often assume disproportionate influence; however, the degree of variability within academe, the ubiquity of student evaluations, and the high incident of academic employment by the unpublished all tend to weaken Lucas' contention that publishing requirements have undermined American higher education.
As one who is only beginning his academic career, I read Lucas' critique of tenure with interest (pp. 182-186), and I found his explication of pre-tenure pressures enlightening. That he fails to even mention adjunct instructors, on whose back the financial viability of many institutions rest, seems a significant weakness.
Using Lucas' own research, it is apparent that American higher education is primarily financed by tuition, grants, and public largess. Accountability, the keynote of chapter six, fails to acknowledge the magnitude of influence that accompanies financial support. Institutions unresponsive to these forces are unlikely to survive intact. The litany of changes Lucas advocates - strategic planning, faculty involvement, curriculum modification, instructional techniques, accreditation standards, teacher training, tenure reform, and faculty evaluation - are being made and will continue to be made according to the dictates of the various constituencies served by higher education. Institutional change is always slow, but as Lucas' historical analysis reveals, institutional change is steady and sure.
Lucas has a writing style that I personally found disquieting. It often reads like a well-written undergraduate research paper that hopes to prove its point by bombarding the reader with quotations. I would have preferred more references to empirical research and more rational argument. I was left with the concluding impression that the crisis in the academy is a product of conflicting values, journalistic hyperbole, and anachronism. Almost two-thirds of high school graduates attend college. It seems quite obvious to me that there is substantially more right with higher education that Lucas' crisis would seem to indicate.
Reactionary puff piece.......2002-04-16
As a student of several of the REAL scholars in higher education, I found Lucas' trite characterizations of higher education and political correctness worthless. Like many other right wing dogmatics, Lucas fails to meet his own tests of academic quality. There is little evidence, few facts, and much hyperbole in his work. I wouldn't accept this fluff from an undergraduate. Has Lucas, like Bennett, Will, Roche, and the other conservative junta abandoned critical thinking? They have certainly abandoned fact, evidence, and rational thought. Too bad it's the old white guys who've killed education in this country.
The only saving grace is his critique of college sports; yet, it is so poorly developed that readers might be left without the thorough analysis of UNPAID PROFESSIONALS. Or, save your money and try reading Leslie and Slaughter's ACADEMIC CAPITALISM. Lucas could use a lesson on research methodology, scholarly writing, and engaged discussion.
Book Description
Born-again Protestantism in South and Central America is expected to attract one-quarter to one-third of the population by early in the twenty-first century. The diverse case studies in this volume explore facets of the movement such as the role of women, the connection with Catholic mysticism, the politics of supposedly conservative evangelical missionaries, and the implications for existing patterns of authority.
Book Description
RETHINKING AMERICA is a three level reading series that gets students to work with thought provoking and illuminating issues drawn from authentic cultural readings and CNN Videos based on everyday American life.
Customer Reviews:
Nice selections!.......2000-09-20
The selections in this book are balanced and present both sides of the issues they present. I think it's a nice antidote to the "I hate America" books. My students really enjoyed the readings and the video. They liked the traditional stuff, like Robert Frost and O. Henry, as well as the more modern stories about Barbie Dolls and World Jazz. They provoke a lot of discussion. There are some mistakes in the book, but that's normal.
Teaching Immigrants to Dislike America?.......2000-06-04
The errors begin on page 1 when Thomas Jefferson, a rather important American hero, is wrongly identified as the second president. Jefferson beat John Adams to become our third president. Since many ESL students are also studying to become U.S. citizens and must pass a civics test, this glaring error was immediately noticed in my California community college class.
Unfortunately, this disappointing collection of sociological essays seems more intent on promoting a left ideological bias than teaching English or providing a wide range of perspectives. Sokolik, a professor at Berkeley, CA, or his editors have filled this textbook with silly factual errors, a strong multicultural slant, and a odd fascination with all things racial and negative about the United States. (How many people celebrate June as Black Musicians month?) The articles did inspire extensive class discussions - often focused on the editor's peculiar choices and the sad attempts at misinformation in the misleading charts in the index. It's fair to ask if the subtle message isn't "welcome to America - it's a racist country run by greedy White folks. Life is better elsewhere." Given the intense desire of new immigrants and foreign students to learn about America, it's sad that Sokolik has taken this approach.
An interesting book, but..........2000-02-18
I learned many things about American culture. It also helped me expand my vocabulary. But where is the CNN video?
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Rethinking America's Security: Beyond Cold War to New World Order (American Assembly Series)
Manufacturer: W W Norton & Co Inc
ProductGroup: Book
Binding: Hardcover
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ASIN: 0393030598 |
Book Description
Did U.S. intelligence know of Japan's coming attack on Pearl Harbor? Did President Roosevelt know? If so, why did he withhold warnings from the commanders in Hawaii? The answers are embedded in the cogent analysis of The Pearl Harbor Myth. Based on voluminous data that does not appear in other books on the topic, it discusses in detail Roosevelt's developing strategy-both military and diplomatic-and his secret alliances to save the world from Hitler. It contains a wealth of fresh material on secret diplomacy; on secret military strategy, planning, and intelligence; and on disguised combat operations that began six months before the Pearl Harbor attack.
Customer Reviews:
Closing the Loop on Pearl Harbor.......2007-05-27
I've not yet read George Victor's book, "The Pearl Harbor Myth: Rethinking the Unthinkable." Indeed, I only found out about this book yesterday, Saturday, 26 May 2007, while reading a review on the book by Rear Admiral T.A. Brooks, USN (Ret.). Admiral Brooks' review is found on page 170 on the May 2007 issue of Naval Institute PROCEEDINGS.
Admiral Brooks is a 33 year veteran of the Navy. He retired in 1991 as Director of Naval Intelligence. (There were four DNI's in 1941, starting with RADM Walter S. Anderson and ending with Captain, later Vice Admiral Theodore S. Wilkinson.)
According to Admiral Brooks: "[Victor's] book presents three primary arguments: that FDR knew that a Japanese attack was coming and knew the target to be Pearl Harbor; that he deliberately provoked the Japanese into attacking; and there was a massive cover-up."
Having studied Pearl Harbor thoroughly---as my only job for over 13 years---I fully concur with the three primary conclusions listed above. There are a number of other books on Pearl Harbor that made these same conclusions over the years.
Admiral Brooks also states that "The Pearl Harbor Myth" is "one of the most scholarly and extensively footnoted works on the subject" published since Roberta Wohlstetter's "Pearl Harbor: Warning and Decision" and Gordon W. Prange's "At Dawn We Slept." ("Prange's" ADWS was actually written by Donald M. Goldstein and Katherine V. Dillon, see Professor Goldstein's article in the December 2006 issue of Naval Institute PROCEEDINGS.)
This researcher began his own serious study of Pearl Harbor (on a part time basis) in the fall of 1983. He's still working on this very same subject some twenty-three years later.
The undersigned believes that someday someone will "Close the Loop on Pearl Harbor." Intelligence isn't always used the way the average citizen (or typical historian) assumes it is used. Senior officials have many different matters to factor into the way they use intelligence (to say nothing of diplomacy).
I welcome yet another book on Pearl Harbor. This is a subject that every American should know about because the more we learn about our entry into World War II, the more we'll learn about the Greatest Good. We Americans need to think beyond self.
Andrew McKane IV, Missoula, Montana, 27 May 2007
Still Another Revisionist View of the Pearl Harbor Attack.......2007-05-24
Over the years, a group of revisionists (John Toland et. al) have developed a theory that President Roosevelt somehow knew in advance that Pearl Harbor was going to be attacked, yet he failed to give Admiral Kimmel and General Short ample warning. Add author George Victor to the list of revisionists, for that is what this book is; pure revisionist theory.
This book contains all of the usual occurances which revisionists refer to when trying to pin the blame on FDR (the Winds Execute message, the three ships incident, the Lurline, etc). Granted, Victor makes complelling arguments regarding each instance, but there is very little information supporting his arguments. The main thesis is that Kimmel and Short were withheld vital information, and that may be partially true, but, the fact is, Kimmel and Short were woefully unprepared, and much of it was their own doing.
Victor devotes an entire chapter to the Novemebr 27th "War Warning" message. He argues that Kimmel and Short did exactly what they were supposed to do as far as their orders were concerned, yet, the attack was still successful. Victor also argues that the message itself was unclear. How unclear could it have been? The message stated directly at the top that it was to be considered a war warning. Its not FRD's fault that his top two commanders could not interpret a message directing them to be on alert for a possible attack! Despite not being provided with every bit of intelligence available, I believe that Kimmel and Short received enough information to deduce that an attack was a distinct possibility.
The book itself is well-researched and well-written, and much of the information contained within has just been recently made available. I, however, do not believe that FDR knew that Pearl Harbor was going to be attacked and deliberately kept his commanders in the dark. The author makes a point for this possibility by describing acts by presidents Polk, Lincoln, and McKinley which drew the U.S. into war. However, I believe Victor is incorrect in his analysis of FDR. I believe that Roosevelt had a pretty good idea that the U.S. was going to be attacked. I also believe that he didn't know exactly where the attack was going to occur. There were many more distinct possibilities than Pearl Harbor (Kra peninsula, Philippines, Panama Canal to mention a few). The sad fact is, and this wasn't really pointed out by Victor, is that the Japanese executed a completely flawless attack. We cannot blame FDR for Japan's perfect execution.
I did enjoy reading this book; I just don't agree with its conclusion.
Add another Pearl Harbor book to your "Must Read" list!.......2007-05-22
A text published for the sixty-fifith anniversary of the Pearl Harbor attack, Victor gives us a solid and balanced portrayal of the tensions in the world around that time, depicts the major geo-political actors, and provides excellent background information on their respective goals and constraints, particularly the dynamics of the Japanese governmental system.
This book is a very ambitious undertaking which approaches this period with a reasoned viewpoint. It has a clear structure, a logical flow for the reader, and brings to bear a broad set of citations as supportive references.
While stressing that his position is not to pass "moral" judgments, particularly on FDR and his War Cabinet, Victor does overtly rationalize their purpose in using the Pacific Fleet at Pearl Harbor as bait, and hence the over-arching need to keep Kimmel and Short "in the dark" regarding the known pending attack on Pearl Harbor. That this is so is clearly demonstrated by the very well-known comment in the Knox Report (delivered December 15, 1941), the so-called "Knox December 6, 1941 midnight" Washington message, intended ONLY for Kimmel in Hawaii. That the message was never sent is the "smoking gun" and a stain on America's history and the credibility of those "court" historians who ignore its significance, if they are aware of it at all. And, wonder of wonders, that Knox message has never been found - imagine that!
The risk of alerting the Kido Butai was too great, the Japanese had to unambiguously "fire the first shot" ... and that deliberately thousands of lives were lost, that deliberately the Pacific Fleet was crippled, ... Well, the US just had to get into the war against Germany. If this sounds familar, kinda' like the "back door" theory - it should, as it was voiced well over a half-century ago. And, that thesis is correct.
For readers who do not know how the Japanese attack on Pearl Harbor is linked to Germany's declaration of war against the US - a bit more noddling might help. The signal, via a 11.29.41 PURPLE message, of the German action was known to FDR, Churchill, and others days prior to Pearl Harbor - and had nothing to do with the terms of the Axis Tri-Partite Pact.
What Victor presents is old news for some. For those many others some revelations might include: (a) many offiicers are named who openly pointed to Pearl Harbor as the Japanese target, (b) the true reason Admiral "JO" Richardson was replaced, (c) that British DIP traffic was being read by the Japanese, (d) more than adequate resources, on a world-wide basis, to handle Japanese traffic (DIP and IJN), adding to what SRH-149 and SRH-255 already shows (d) highly competent deliberations and high-level decision-making to mask pending attack from Kimmel and Short, (e) the woes that were visited upon DugOut Doug and why, (f) FDR's personal quest to save Stalin and USSR, (g) whereabouts of FDR and his War Cabinet the night of December 6, 1941, ..., etc.
Today, as recent books such as Stinnett and Wilford have found their mark, the indefensible positions of "maintained absolute radio silence" and "could not read any of the IJN operational traffic" are clearly apparent. The current "fall back" position being pandered is akin to "noise" or a bureaucratic maze that interferred with actionable intelligence reaching the Washington decision-makers. Victor's text is the "Closing of the Door" on those excuses. That Kimmel and Short were "blinded" by Washington was INTENTIONAL!
Victor's (page 302) "Whether intentionally or not, Roosevelt exposed the fleet to a Japanese attack by stationing it in Hawaii. Then he intentionally used naval units as lures by ordering them on various expeditions in the Pacific. Withholding key information from Kimmel and Short increased the fleet's exposure greatly and it was most glaringly increased by not sending a warning on December 6, 1941.
Despite the history of war, the idea that Roosevelt withheld warnings from Kimmel and Short for the purpose of getting the United States openly into a European war is still unthinkable to many people, but to fewer and fewer as the years past. As has happened over time with other unthinkable acts, the repugnance aroused by the idea of using the Pacific Fleet as a lure will probably continue to fade."
Kimmel and Short need to be set free from the injustice of their bondage and of the tyranny against them. To do otherwise bespeaks the lack of integrity within the US government and the command structure of its military.
Has "Truth, Justice, and the Ameican Way" gone the way of the dodo?
A Good Read, Not Good History.......2007-03-27
I enjoyed reading this book for way it gave a probable timeline of how things occurred around the time leading up to Pearl Harbor. Unfortunately, it is not able to add anything to the discussion of what happened to allow Pearl Harbor to occur.
The author is unable to give any support to his second guesses as to why things happened they way they did. My favorite is the supposed intercept by a German listening station of a message from Winston Churchill to President Roosevelt warning him about the attack. The only problem is that the expert the author quotes indicates that the intercept cannot be verified as being authentic and is most probably a fake. If you are going to include something in a book, at least have someone try to support the item.
I have read many books about Pearl Harbor since it is a very interesting point of history for our country. This book definitely falls into the "Revisionist" camp since it assumes Roosevelt knew the attack was happening, but did nothing to stop it or warn the commanders there.
As I said, this book is interesting to read as long as you think of it as alternate history and not true verifiable history.
Inference not conspiracy theory.......2007-03-15
I'm not sure the above reviewers read the same book I have. Victor's The Pearl Harbor Myth does not really fall into the genre of conspiracy theory literature. Nor is it historical fiction. Victor finds anomalies and inconsistencies in what Roosevelt and other said and what they did and draws inferences from this. When the direction and number of inferences drawn add up, he makes a reasoned conclusion that the notion that Roosevelt did not know about the Pearl Harbor raid far enough in advance to warn the Navy is a myth. Even if we were to chock it up to incompetence or miscommunication or lack of today's detection technologies, there are too many such blunders but also intentional acts. Why Roosevelt failed to warn the Philippines after Pearl Harbor was attacked is compelling. Even circumstantial evidence can hold up in court so why not in Victor's book? I may be entirely wrong, but time may prove this book to be a classic.
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The New Politics of Inequality in Latin America: Rethinking Participation and Representation (Oxford Studies in Democratization)
Manufacturer: Oxford University Press, USA
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Constructing Democratic Governance in Latin America (An Inter-American Dialogue Book)
ASIN: 0198781849 |
Book Description
Against a broader backdrop of globalization and worldwide moves toward political democracy, The New Politics of Inequality in Latin America examines the unfolding relationships among social change, equity, and the democratic representation of the poor in Latin America. Recent Latin American governments have turned away from redistributive policies; at the same time, popular political and social organizations have been generally weakened, inequality has increased, and the gap between rich and poor has grown. Hanging in the balance is the consolidation and the quality of new or would-be democracies; this volume suggests that governments must find not just short-term programmes to alleviate poverty, but long-term means to ensure the effective integration of the poor into political life. The New Politics of Inequality in Latin America bridges the intellectual chasm between, on the one hand, studies of grassroots politics, and on the other, explorations of elite politics and formal institution-building. It will be of interest to students and scholars of contemporary Latin American politics and society and, more generally, in the vicissitudes of democracy and citizenship in the late twentieth-century global system.
Book Description
RETHINKING AMERICA is a three level reading series that gets students to work with thought provoking and illuminating issues drawn from authentic cultural readings and CNN Videos based on everyday American life.
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Rethinking the Native Hawaiian Past (Native Americans : Interdisciplinary Perspectives Series)
Kan Terry Young
Manufacturer: Routledge
ProductGroup: Book
Binding: Library Binding
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ASIN: 0815331207 |
Book Description
This innovative study challenges scholars to rethink standard approaches to the study of Hawai'ian history by proposing a Native-centered historiography based on concepts derived from the Hawai'ian language and oral traditions. Historical approaches to traditional Hawai'i have tended to focus on the Ali'i Nui (high chiefs) as leaders of a stratified society, and on the decisions they made in the context of the arrival of the haole (foreigners). This study traces the history of the Kaukau Ali'i, the chiefly servers, who were the lesser-ranked relatives of the high chiefs. The Kaukau Ali'i performed a variety of tasks-ranging from childcare to redistributive service to the provision of battlefield support-within this service relationship which structured the flow of daily life.
Kanalu Young, himself a descendent of the Kaukau Ali'i, argues that the Native Hawai'ian past can be better understood by approaches which are grounded in concepts derived from Native Hawai'ian language and oral tradition. By shiftingthe focus of historical study from the high chiefs to the chiefly servers, new light is shed on the history of the traditional Hawai'ian polity. Bibliography. Index
Customer Reviews:
Excellent Text.......2000-06-28
This is a great book that suggests ways to improve literacy today in schools. It explains the need to change in elementary schools. This book is a wonderful resource for all educators!
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