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62-193 Technology Literacy for Educators

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Microsoft Technology Literacy for Educators

Sikkim, Microsoft Ink Pact for reinforcing Digital Literacy | Real Questions and Pass4sure dumps

in keeping with the agreement, two faculties would be recognized and adopted for imposing the plan.


The Sikkim government and Microsoft India on Thursday entered right into a pact for revamping the state's education gadget by means of improving digital literacy and building new age tech capacity amongst college students and school in government-run faculties.

The MoU turned into signed between the Human resource construction branch and the expertise primary right here.

Sikkim HRD Minister R.B. Subba, extra Chief Secretary HRD G.P. Upadhyaya and Director training (Advocacy), Microsoft, Vinnie Jauhari have been present on the event.

As a part of the collaboration, Microsoft will assist the state in integration of IT content material in the state board curriculum to construct scholar capacity, bring in faculty reforms, build teacher means in addition to enhance digital literacy and digital citizenship.

Mr Subba talked about the executive was partnering with Microsoft India as a part of its dedication to harness the vigour of technology to seriously change e-governance and core sectors in Sikkim.

The tie-up would assist make the early life future in a position, he stated.

The govt will integrate Microsoft's IT courseware and content in the State board curriculum for classes 6 to 10 and coach 100 master trainers on the curriculum on the State Council for academic research and practicing (SCERT) labs.

according to the contract, two faculties could be recognized and adopted for imposing the plan.

(This story has not been edited through NDTV staff and is auto-generated from a syndicated feed.)

Get the latest election information, reside updates and election time table for Lok Sabha Elections 2019 on Like us on facebook or comply with us on Twitter and Instagram for updates from each and every of the 543 parliamentary seats for the 2019 Indian usual elections.

latest educational technology showcased on Microsoft education Day | Real Questions and Pass4sure dumps

Microsoft in collaboration with Sindh govt, school training and Literacy branch, tips Science and expertise branch and Sindh training foundation hosted a ‘Microsoft education Day’ at a native hotel.

The seminar, which brought collectively delegates from throughout vicinity, showcased newest technology designed mainly for education, which promotes immersive, inclusive and 21st century learning.

tips Science and expertise minister Taimur Talpur mentioned on the event that the initiative become being unfolded through Sindh govt in a bid to velocity up e-governance in govt of Sindh. He preferred the experience and stated that such routine may lead to massive dividends for collaboration on expertise front.

all the way through the seminar, the schooling secretary and his group showcased work on administration and monitoring options. The Sindh schooling basis gave a presentation on ICT primarily based instructing and studying initiative.

in keeping with 2017 Pakistan country wide Human construction record, Pakistan at present has more younger individuals than ever before recorded in its history. The file highlights how nation’s youth can also be a critical force for building, in the event that they are empowered with schooling and abilities.

“constructing digital abilities from primary school age has turn into a necessity, as younger americans navigate an more and more technological world. With know-how in lecture rooms, beginners can improve digital advantage in a digital way,” pointed out Sindh IT minister.

while it’s primary that freshmen are u.s.a.killed, it's additionally vital that educators are empowered and provided with sufficient substances to efficaciously carry out training within the lecture room.”

some of applied sciences on exhibit protected workplace 365, Azure and Microsoft enterprise resource planning and Campus administration solutions, which might be designed to power superior getting to know effects, greater productive school room time, and price range management.

“applied sciences corresponding to Skype, Minecraft and OneNote have played a large half in redefining learning through growing immersive and inclusive gaining knowledge of experiences that inspire lifelong learning,” referred to Abid Zaidi, Microsoft nation manager for Pakistan. “they are also designed to make an educator’s job less difficult, in order to commit time and elements to what matters most. We’re committed to doing their half to make sure that every learner and educator has entry to the most fulfilling technologies in the classroom,” he brought.

“For any collaboration to be a success, having a typical goal is critical. We’re excited to work with the Sindh schooling groundwork, faculty education and Literacy and IT department, who share their imaginative and prescient of riding digital transformation agenda in training, and empowering younger people with a tremendously valuable training that positively affects their future employability,” pointed out Zaidi.

apart from expertise show off, Microsoft additionally announced E2 Educators change competition for native Microsoft innovative Educator consultants (MIE). The competition will give local education leaders possibility to attend E2 in Paris, France, in 2019 and meet with global educators to discover business tendencies and rising applied sciences.

“we're definitely excited to deliver native MIEs with opportunity to travel to Paris and engage with over 400 imaginitive educators from around world,” reiterated Abid. “each and every MIE nowadays received support and working towards on applying for E2, which has a collection of crucial standards. overall, we're assured that delegates have left these days’s experience with new concepts, a revived hope in what digital transformation can do for the next era, and a way of belonging to an important world effort,” he shared.

published in every day times, December nineteenth 2018.

Microsoft launches digital literacy software for visually impaired | Real Questions and Pass4sure dumps

MICROSOFT Corp.’s Philippine unit launched on Thursday a application to enhance the digital literacy of visually impaired americans.

Microsoft stated the software is a tie-up with ATRIEV computer working towards center for the Blind and Ateneo De Manila university’s schooling branch, and created the Digital practicing Literacy guide for visually-impaired people.

In an interview with BusinessWorld, Microsoft prison and company Affairs director Raul Cortez stated: “We always desired to work with individuals with disabilities (PWDs),” which he referred to as part of Microsoft’s global mission.

The working towards manual is a step-through-step e-book for trainers working with PWDs on using Microsoft tools with a purpose to also come with monitor-reader application. The guide changed into prepared with the aid of visually-impaired trainers.

ATRIEV Chief of Operations Carol C. Catacutan talked about that a former head of Microsoft Philippines advised the undertaking tie-up to her because she has been teaching digital literacy for just about two decades.

She said technology is reaching into many points of lifestyles and PWDs may still no longer be left at the back of.

“know-how is basically the amazing equalizer for the visually impaired. it is now possible to examine what could not be read before, through know-how, she introduced.

previous to the advent of the manual, Ms. Catacutan talked about the visually impaired would take about 40 days to be trained a regular Microsoft digital literacy module. — Gillian M. Cortez

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Technology Literacy for Educators

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We need a big bet on technology literacy and education to move America forward | real questions and Pass4sure dumps

Sal Khan, Opinion contributor Published 4:00 a.m. ET April 11, 2019

Technology has created a strange new world. Cats playing piano can now get more attention than political leaders — perhaps deservedly. Artificial intelligence can now generate chillingly compelling “fake news.” Police are having trouble pulling over Teslas whose  drivers are sleeping.

But these effects are small compared with what I believe are the central questions of their time: Will all this accelerating technology — which will generate incredible productivity and wealth — also cause labor wages to stagnate, exacerbate wealth inequality and eliminate millions of jobs? Most chillingly, will it, in the process, destabilize their society and democracy? Or can they leverage technology to amplify human purpose and potential?

There is real cause for concern. By many measures, wealth inequality is approaching a 100-year high. And even though the unemployment rate is quite low, wages have stagnated and labor force participation rates have declined for the past two decades. These trends — likely due more to globalization and capital-friendly tax policy than technology — are happening before the really profound technology-driven changes hit. Roughly 5 million Americans drive a vehicle for a living;  3.6 million are cashiers. It is very, very likely that most of their jobs, and many others, will be automated in the next 10 to 20 years.

Froggipedia App (Photo: Charles Rex Arbogast/AP)

Read more commentary:

Teacher pay hikes alone can't fix education. They need a 'big idea' to help kids do well.

America's students deserve freedom to choose their education options: DeVos, Cruz, Byrne

Astrophysicist Barbie is perfect. That's not how you attract more girls to STEM careers.

Economic optimists point to the past 300 years as a reason not to be worried. The advances of the industrial revolution automated jobs for everyone from weavers to horses, but it also created many good jobs in management, manufacturing and engineering (at least for humans). And the wealth that automation created reached a broad swath of the population, which helped spawn the middle-class-driven consumer economy they have today. Net-net, history seems to suggest that while technology does cause temporary disruptions to some, in the long run it leads to more wealth and employment for most.

However, this line of thinking ignores a massive societal bet they made concurrently with the technological disruption of the 18th and 19th centuries: free, mass public education.

Literacy is no longer for the ruling class

For most of human history, the ability to read and compute were elite skills reserved for a subset of the ruling class. The early American colonies were more literate than most of Europe — about  60% of white men had a base level of literacy. The numbers for women were about half that. African-American slaves, for the most part, were intentionally kept illiterate through most of the 19th century.

It was obvious to their nation’s Founders that a people would succumb to tyranny if the population couldn’t read. In pre-Revolution Virginia, Thomas Jefferson proposed a bill for public schooling based on the argument that:

Those entrusted with power have, in time, and by slow operations, perverted it into tyranny; and it is believed that the most effectual means of preventing this would be, to illuminate, as far as practicable, the minds of the people of large.

The American colonies did end up making just the type of investment that Jefferson recommended. By the mid-19th century, universal public education for white males helped raise literacy rates to near100%. And in the 20th century, public schooling brought women and minorities to near 100% literacy as well. This was a large bet growing from 1% of gross domestic product to 5.7% of GDP across the century. Today education spending is almost 4% of GDP, which amounts to about $600 billion annually in the United States.

Imagine if their country didn’t make the type of investment in education that Jefferson proposed. Where would the skilled labor have come from for the new, middle-class Industrial Revolution jobs? Would the United States have still emerged as a world power? Would their democracy have survived the dislocations that technology inevitably introduces? I believe that the answers to all of the above are at best a weak “maybe.”

Technology literacy is necessary now

As they navigate this next technology-driven inflection point, “maybe” is not acceptable. They need another big bet on education. Free mass public education empowered nearly everyone with the historically scarce skills of reading and numeracy. But in an economy defined by artificial intelligence and robotics, people will need much more than literacy and numeracy.

Teachers have always known that meeting the individual needs of each student accelerates learning, but this was very hard to do in practice — until now. It’s time to empower their educators and learners with the same advances that are changing the rest of the society to develop generations of creative, entrepreneurial, adaptable citizens and leaders armed with the mastery of writing, math, science and computing.  

Government may play a role, but it will be too slow on its own to up-level the population fast enough. It is crucial that others step in. Nonprofits with effective, scalable solutions are especially important because education is a sector where unfettered markets have historically ignored many of the students who are most in need. And because of the productivity and scale that technology is providing us, this could be done with far, far fewer resources than even an incremental 0.1% of GDP.

If they can muster the energy, they will see perhaps the strangest and most beautiful byproduct of technology of all: Millions of Americans, unshackled by automation from repetitive and mind-numbing labor, empowered with the skills to participate in what will be the most exciting century in their species’ history.

Sal Khan is the founder and CEO of Khan Academy, a nonprofit organization with a mission to provide a free, world-class education to anyone, anywhere. Khan will be discussing the ideas here and many more as part of the 2019 Reagan Institute Summit on Education on Thursday. Follow him on Twitter: @salkhanacademy

You can read diverse opinions from their Board of Contributors and other writers on the Opinion front page, on Twitter @usatodayopinion and in their daily Opinion newsletter. To respond to a column, submit a comment to


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Let’s Read Dismantles Barriers to Literacy by Uniting Technology and Local Communities in Asia’s Free Digital Library for Children | real questions and Pass4sure dumps

San Francisco, April 15, 2019 — Today, The Asia Foundation unveiled Let’s Read, Asia’s free digital library for children, a locally-driven solution to book scarcity in Asia. During remarks delivered at the annual Comparative & International Education Society (CIES) conference in San Francisco, Director Melody Zavala, Associate Director Kyle Barker, and Program Specialist Morgan Belveal discussed the aim of the rapidly growing and unprecedented program. Let’s Read brings together the power of technology with local authors, illustrators, publishers, and translators to dismantle barriers to accessing local language books. A lack of access to these resources has prevented millions from reading and learning.

A new film, shot on location in Cambodia and Laos, explores how Let’s Read is building sustainable book ecosystems by advancing the skills of local book creators and a unique translation tool across Asia, while contributing directly to local economies. The film debuted at the CIES conference.

The gap between privileged and disadvantaged children is wider than ever. But Let’s Read is built on the power of The Book Effect: despite all they know about privilege, a child’s passion for reading is more predictive of their academic success than their family’s socioeconomic status. Children who develop a love of reading at an early age are more likely to read and write better, build their vocabulary, and comprehend more. The lifelong benefits books offer to children and families ripple beyond the home and into communities where they live: reading children become reading adults who are more likely to be employed and able to contribute to local economies.

Book scarcity exists in many parts of Asia, especially in remote, conflict, or post-conflict areas. In addition, publishing books for highly diverse populations of children across enormous geographical areas with many different languages is challenging and commercially nonviable for many publishers and cost prohibitive for NGOs.

In response, Let’s Read was created to cultivate in children a love of reading while also energizing communities by developing local writing and publishing ecosystems. The innovative and highly scalable model is built on a platform developed by The Asia Foundation in San Francisco and Nepal. Asia Foundation offices and partners coordinate BookLabs to produce open license books. Translation events adapt, in real time, books on the platform into other local languages. In the past 12 months, Let’s Read convened hundreds of young creators and translators in multiple countries, building the library to more than 2,000 books in 20 languages. In 2018 nearly 90,000 books were read, and the library is now accessed in over 100 countries.

“Our mission is to develop curious and educated readers and create thriving societies, and they want to hear from organizations that would like to adapt Let’s Read and grow their impact,” said Zavala. “With Let’s Read, they are uniting technology with local talent across Asia to create an unprecedented digital library in languages that children need. All the books can be accessed for free on mobile phones or tablets or printed and read offline. At the same time, they are dismantling barriers to literacy by building sustainable book ecosystems of young illustrators and authors passionate about the value of reading.”

David Arnold, president of The Asia Foundation added: “A shortage of material published in local languages continues to create a cycle of illiteracy, but they are in the midst of reversing this trend. Using their free Let’s Read library app, children can now find books in languages they speak and understand. They are pleased to announce that they are successfully supporting new communities of young professionals interested in literature and new avenues to publishing.”

“Children need books with characters, themes, and settings that reflect and affirm their lives and provide opportunities to explore the world,” said Belveal. In a new piece which will be published on The Asia Foundation’s highly respected blog, InAsia, he argues, “When children are able to find themselves on the pages of books, they begin to find confidence in their own identity and their potential to contribute to society.”

In the film, audiences meet local writers and illustrators in Cambodia as they prepare for a Let’s Read BookLab with a published children’s book author and editor from Vietnam. A young Cambodian writer, Seiha, enthuses on camera that because scripting children books requires clarity and succinctness, “I have become more capable in writing clearer and delivering better stories.” A moment later, viewers meet Tanout, a university student in Laos with a love of languages who translates storybooks from English to Lao and Thai to Lao. In another sequence, a young reader navigates through the Let’s Read digital library to choose a book that interests her in her native language, Khmer.

The film includes an on-location interview with Barker, who says: Let’s Read “is the only free region-wide digital library available— but they knew that wasn’t enough. They built it to be scalable and to be able to tap into the vast amount of talent that exists in Asia.”

Let’s Read is a rapidly growing digital initiative of The Asia Foundation. The program draws on the development organization’s 18 offices in the region and local deep ties to build an unprecedented digital library of local language children’s books. Stories in the library explore topics such as environmental stewardship, diversity, tolerance, gender and STEM. The program is nurturing reading habits that enable children to reach important developmental milestones while cultivating sustainable networks of book creators and translators for children’s content.

The Asia Foundation is a nonprofit international development organization committed to improving lives across a dynamic and developing Asia. Informed by six decades of experience and deep local expertise, their work across the region addresses five overarching goals—strengthen governance, empower women, expand economic opportunity, increase environmental resilience, and promote regional cooperation.

Read more about the Foundation’s work.

For media inquiries, please visit their  News Room. Engage us with on Facebook, Twitter,  LinkedIn, and Instagram.

What would media literacy mean for Colorado’s students? | real questions and Pass4sure dumps

Earlier this year, regional director of the Associated Press Jim Clarke, speaking in favor of a bill to mandate media literacy education in Colorado, told a group of state legislators that his news organization’s “hair is on fire.” Lisa Cutter (D-Littleton), who sponsored the bill, was surprised Clarke agreed to testify — the AP doesn’t typically do that — but what she heard him say made it clear why he had chosen to do so.

“They don’t know what’s real and what’s not when they’re accessing news and information. Around the world, fake information and manufactured videos and doctored videos are proliferating,” Cutter says, recouting Clarke’s testimony.

And so if the AP, that bastion of objective news-gathering, is struggling to tell fact from fiction in today’s media landscape, how are Colorado students, with far less training, expected to separate truth from disinformation?

That’s the impetus behind Cutter’s bill, which, if passed, would engage a consultant and form a committee of educators and media members to provide the blueprint to implement mandatory media literacy education in Colorado classrooms from kindergarten to 12th grade. It would make Colorado one of only a handful of states to require such education, even though the need, Cutter says, is widespread and urgent.

“If they want people to make educated decisions they have to first educate them on how to make educated decisions,” she says. “Kids are exposed to news every minute of the day. They constantly have things blowing up on their phones and coming across on text. They give kids cell phones, which I have mixed feelings about, at 8, 9, 10, whatever. You can’t block it out. … It’s been harmful for their democracy and harmful for their dialogue, because [students] double down on information that’s not even true.”

Ninety-five percent of kids in the U.S. have access to a smartphone, and almost half of them say they use it “almost constantly,” according to a 2018 Pew Research poll. A large majority of kids access Snapchat, Instagram, YouTube and Facebook on a daily basis. 

“And as a result, that’s where they’re getting their information from,” says Zoe Midler, the Boulder Valley School District (BVSD) digital literacy specialist. Though media literacy education is not yet written into state standards, BVSD is one of several school districts throughout the country that have taken it upon themselves to introduce such curricula. 

Midler says BVSD’s teacher-librarians are leading this education “in the context of lessons.” Students access library resources for research projects, and librarians are there to guide students toward credible sources. 

“A lot of [students] will come with a website that they found,” Midler says, before explaining the typical source-vetting process: “Let’s really take a look at this website. Let’s go through an evaluation of the site. Who owns it? Where is their information coming from? Can they cite their sources? Can I contact somebody there? When was the last time something was updated? … Hey, is that photo you’ve been looking for, has it been doctored? Is that YouTube video that claims to show, I don’t know, a yeti walking across the Himalayas, doctored or factual?”

The scope of what their schools should teach students about media literacy has broadened vastly in the last decade, Midler says, coinciding, predictably, with the expansion of technology. Ten years ago, before social media and smartphones had inundated their society, the focus was on debunking hoax websites, and Midler says every district likely had their own checklists to help students identify such imposters.

“There was a tipping point maybe five years ago, where it’s no longer enough just to have a checklist anymore for a website,” Midler says, “because information is coming from so many different sources now. They need to impart these skills to their students, to not only say this website is biased, but how do you translate that same kind of teaching and tools to what they’re getting into their phone and through text?” 

And that’s the broader point that some national media literacy groups are trying to address: Everything that is sent to and from a kid’s phone, tablet or computer is contributing to the current media landscape, and their understanding of it. From the blatant (dubious memes, conspiracy theory podcasts, social media comments sections with horrifically sourced statements) to the latent (ads in Gmail accounts, sponsored Instagram posts, a flag on the wall of someone playing guitar or doing makeup on YouTube), all this input results in a dizzying, constant feed, where consumers are producers and producers are consumers. 

“We need to teach students to think like journalists,” says Pulitzer Prize-winning, former Los Angeles Times journalist Alan Miller. “Everybody is their own editor and everybody can be their own publisher.”

Miller first noticed this “tsunami of sources” forming back in 2006, and combined with another major flood — layoffs in newsrooms across the country — he was inspired to launch the News Literacy Project (NLP), one of the country’s first nonprofits built to educate teachers about media literacy, connecting them, and students, with working journalists and First Amendment experts. Miller says without widespread media literacy education, everyone from foreign actors to bloggers in their basements to multinational corporations can chime into the cacophony and pass off their messages as truth.

“We live in the most challenging, complex information landscape in history,” Miller says. “People have more good, valuable information literally at their fingertips than ever before, but it’s competing for their attention with sources trying to persuade and sell and mislead and exploit.”

More than 5,000 educators — and by extension 125,000 students — have accessed NLP’s Checkology program, a virtual classroom that provides teachers the resources they need to implement media literacy education. (43 teachers and 400 students have accessed the program in the Denver metro area.) Journalists from the New York Times, Washington Post, Wall Street Journal and more lead virtual courses, and the program is supplemented by in-person NewsLitCamps, whereat local journalists lead workshops with teachers.  

But what’s clear is that whether it’s Cutter’s bill, BVSD’s media literacy program, or Miller’s work with NLP, the key to educating kids about how to navigate the media landscape is teachers. Midler, at BVSD, says although media literacy work started with librarians, the proliferation of smartphones means that every teacher needs to have a core competency in media literacy education.

Conventional wisdom might dictate that it’s today’s students who are at a disadvantage in consuming modern media, but one need only to have accessed the internet at some point during the 2016 election to know media illiteracy has no age restrictions.

“There’s no question that we’re also educating the educators,” Miller says. “We see this at the NewsLitCamps. They’re not familiar with very basic concepts like the wall between the news side and business side, and the wall between opinion and news, which are imperfect in practice but in a quality news operation, those are standards that should be there. … The educators need to be informed to inform their students.”

Miller adds that students today are digital natives, who are comfortable on their devices and on social media, even if they’re not fully equipped to “discern quality information from disinformation.”

“Many of the teachers may not be as comfortable online, so we’re giving them a resource that is very intuitive and giving them guidance,” Miller says.

Though NLP’s work is largely with those teachers and districts that seek out help with media literacy education, Miller strongly supports legislation and state standards that would require it. But helping individual, motivated educators and districts is a different task than implementing statewide media literacy curricula and standards. 

Media Literacy Now has helped craft legislation to implement such curricula. The group helped pass legislation in Washington state, which is now being used as a model in Cutter’s Colorado bill. The model creates a state panel to develop standards, but after the panel is established, the hard work of defining and implementing curricula begins. And that difficulty grows as technology changes, says Erin McNeill, who founded Media Literacy Now in 2013.

“It’s very complicated what needs to be taught and at what grade levels,” McNeill says. “[You can teach about] advertising of junk food on television for, say, fourth graders, but what about the meaning of what you’ve posted on Facebook and how you’re using other social media and the digital citizenship questions in middle school? It’s really complex today because there are algorithms coming into play; why are they seeing this information come up at the top of my social media feed? How does virtual reality and augmented reality affect the message, and how will it affect us in the future? So it’s getting more and more complicated all the time, and teachers need a lot of help because they want to teach it.”

McNeill says, optimally, media literacy education enters a student’s education as early as possible — kindergarten, even. She says a lesson for such young kids might be to look at a picture and try to figure out what’s real and what might be doctored. Then, media literacy education should continue until kids leave high school. “That’s not necessarily what we’re seeing, but that’s definitely the goal,” McNeill says. 

“We have a lot of anecdotal information that says media literacy skills are not being taught in a wholesale way. They’re not being taught K-12; mostly it’s happening in high schools, mostly in districts with greater resources, in private schools, but it’s not something yet getting out to students across the country,” she says.

Media literacy education may be a stand-alone class in some schools, but more than likely it’ll be integrated into almost every subject. Miller says NLP’s education ends up in social studies, history and English classes, while others say media literacy education extends to math, science and technology. 

“If I’m teaching along a particular topic and I know research is involved, that’s a chance for me to embed those [media literacy] concepts in a really conceptual way,” Midler says.

Cutter agrees that exposure to media literacy education should happen early and often: “I think [students] should be exposed in every piece of curriculum that makes sense: reading, writing, civics. … I think [media literacy] needs to be peppered throughout the curriculum as a matter of fact.”

For what it’s worth, Cutter says there hasn’t been much opposition to the bill, only the fiscal impact — it started around $56,000, but some tweaks have gotten the price down to about $20,000 to hire a consultant, then form a committee to develop such a curriculum. But the benefits to widespread media literacy education would be immediate and exponential, McNeill says.

“Imagine that they have all of their young people, K-12, really learning comprehensive media literacy skills, I think that number of people in their country would definitely be ready to face the challenges that we’re seeing,” McNeill says. “You start to see a cultural change after a certain point.” 

When once all “literacy” meant was that a student could read or write, now we’ve “reached the tipping point where people understand …” she says, “that literacy is media literacy in the 21st century.”  

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