Tuesday, March 18, 2008

Creating Real Community It's What Nurtures Us More Fully Human

build real community -- with mass transit and local food

conserve energy.
You don't need a dryer -- that's the sun's job.

generate the power we use cleanly.

take the bus or ride a bike to the farmers' market
Farmers' markets are the fastest growing part of the American food economy
life satisfaction and happiness
manage it on half the energy use per capita.

Building a Movement

a political swell larger than the civil rights movement
passionate and ... willing to sacrifice.

a whole new level of commitment -- to nonviolent protest, to electioneering, to endless lobbying.
 every nation pitching in

forget the endless expansion

Another Way to be Human

we need our neighbors

build real community, of the kind that lets us embrace mass transit and local food and co-housing and you name it,

we were built for community. Everything we know about human beings, from the state of our immune systems to the state of our psyches, testifies to our desire for real connection

community because it's what makes us fully human.
+++

If We Want to Survive the Climate Crisis We Must ChangeIf We Want to Survive the Climate Crisis We Must Change

By Bill McKibben, YES! Magazine. Posted March 15, 2008.
http://www.alternet.org/environment/78498/?page=entire


Either we build real community -- with mass transit and local food -- or we will go down clinging to the wreckage of our privatized society.

More stories by Bill McKibben

At any given moment we face as a society an enormous number of problems: there's the mortgage crisis, the health care crisis, the endless war in Iraq, and on and on. Maybe we'll solve some of them, and doubtless new ones will spring up to take their places. But there's only one thing we're doing that will be easily visible from the moon. That something is global warming. Quite literally it's the biggest problem humans have ever faced, and while there are ways to at least start to deal with it, all of them rest on acknowledging just how large the challenge really is.

What exactly do I mean by large? Last fall the scientists who study sea ice in the Arctic reported that it was melting even faster than they'd predicted. We blew by the old record for ice loss in mid-August, and by the time the long polar night finally descended, the fabled Northwest Passage was open for navigation for the first time in recorded history. That is to say, from outer space the Earth already looks very different: less white, more blue.

What do I mean by large? On the glaciers of Greenland, 10 percent more ice melted last summer than any year for which we have records. This is bad news because, unlike sea ice, Greenland's vast frozen mass sits above rock, and when it melts, the oceans rise -- potentially a lot. James Hansen, America's foremost climatologist, testified in court last year that we might see sea level increase as much as six meters -- nearly 20 feet -- in the course of this century. With that, the view from space looks very different indeed (not to mention the view from the office buildings of any coastal city on earth).

What do I mean by large? Already higher heat is causing drought in arid areas the world over. In Australia things have gotten so bad that agricultural output is falling fast in the continent's biggest river basin, and the nation's prime minister is urging his people to pray for rain. Aussie native Rupert Murdoch is so rattled he's announced plans to make his NewsCorp empire (think Fox News) carbon neutral. Australian voters ousted their old government last fall, largely because of concerns over climate.

What do I mean by large? If we'd tried we couldn't have figured out a more thorough way to make life miserable for the world's poor, who now must deal with the loss of the one thing they could always take for granted -- the planet's basic physical stability. We've never figured out as efficient a method for obliterating other species. We've never figured out another way to so fully degrade the future for everyone who comes after us. Or rather, we have figured out one other change that rises to this scale. That change is called all-out thermo-nuclear war, and so far, at least, we've decided not to have one.

But we haven't called off global warming. Just the opposite: in the 20 years that we've known about this problem, we've steadily burned more coal and gas and oil, and hence steadily poured more carbon dioxide into the atmosphere. Instead of a few huge explosions, we've got billions of little ones every minute, as pistons fire inside engines and boilers burn coal. Having put off real change, we've made our job steadily harder. But there are signs that we're finally ready to get to work. Congress is for the first time seriously considering legislation that would actually limit U.S. emissions. The bills won't be signed by President Bush, and they don't do everything that needs doing -- but they're a start.

And the international community meeting in Bali in December overcame U.S. resistance and began the steps toward an international treaty that will be ready in 2009. The talks are going slowly, largely because of American intransigence, but George Bush won't be president forever, so there's at least a chance we'll re-engage with the rest of the world. If we do, there are steps we can take. Because the problem is so big, and coming at us so fast, those steps will need to be large. And even so, they won't be enough to stop global warming -- at best they will slow it down and give us some margin. But here's the deal:

We need to conserve energy. That's the cheapest way to reduce carbon. Screw in the energy-saving lightbulbs, but that's just the start. You have to blow in the new insulation -- blow it in so thick that you can heat your home with a birthday candle. You have to plug in the new appliances -- not the flat-screen TV, which uses way more power than the old set, but the new water-saving front-loading washer. And once you've got it plugged in, turn the dial so that you're using cold water. The dryer? You don't need a dryer -- that's the sun's job.

We need to generate the power we use cleanly. Wind is the fastest growing source of electricity generation around the world -- but it needs to grow much faster still. Solar panels are increasingly common -- especially in Japan and Germany, which are richer in political will than they are in sunshine. Much of the technology is now available; we need innovation in financing and subsidizing more than we do in generating technology.We need to change our habits -- really, we need to change our sense of what we want from the world.

Do we want enormous homes and enormous cars, all to ourselves? If we do, then we can't deal with global warming. Do we want to keep eating food that travels 1,500 miles to reach our lips? Or can we take the bus or ride a bike to the farmers' market? Does that sound romantic to you? Farmers' markets are the fastest growing part of the American food economy; their heaviest users may be urban-dwelling immigrants, recently enough arrived from the rest of the world that they can remember what actual food tastes like. Which leads to the next necessity:

We need to stop insisting that we've figured out the best way on Earth to live. For one thing, if it's wrecking the Earth then it's probably not all that great. But even by measures of life satisfaction and happiness, the Europeans have us beat -- and they manage it on half the energy use per capita. We need to be pointing the Indians and the Chinese hard in the direction of London, not Los Angeles; Barcelona, not Boston.

Building a Movement

Most of all, we need a movement. We need a political swell larger than the civil rights movement -- as passionate and as willing to sacrifice. Without it, we're not going to best the fossil fuel companies and the auto-makers and the rest of the vested interests that are keeping us from change. Some of us have spent the last couple of years trying to build that movement, and we've had some success. With no money and no organization, seven of us launched StepItUp in January 2007. Before the year was out, we'd helped organize 2,000 demonstrations in all 50 states -- and helped take our once-radical demand for an 80 percent reduction in U.S. carbon emissions by mid-century into the halls of power.

We haven't won yet -- but we're way beyond what we could have expected when we began. Last November, House Speaker Nancy Pelosi stood at a podium in front of 7,000 college students gathered from around the country at the University of Maryland and led them in a chant: "80 percent by 2050." I'm as cynical as the next guy, but it feels like our democracy is starting to work.

It will need to work much better, though. We'll need to see a whole new level of commitment -- to nonviolent protest, to electioneering, to endless lobbying. We'll have to be committed to an environmentalism much broader and more diverse than we've known -- younger, browner, and insistent that the people left out of the last economy won't be left out of the new one. And we'll need to see it not just here but around the world. Because they don't call it global warming for nothing. If we're going to have a fighting chance, we'll need every nation pitching in -- which means, in turn, that we'll have to understand where we all stand right now.

What about China and India?

Here's the political reality check, just as sobering as the data about sea ice and drought: China last year passed the United States as the biggest emitter of carbon on Earth. Now, that doesn't mean the Chinese are as much to blame as we are -- per capita, we pour four times more CO2 into the atmosphere. And we've been doing it for a hundred years, which means it will be decades before they match us as a source of the problem.

But they -- and the Indians, and the rest of the developing world behind them -- are growing so fast that there's no way to head off this crisis without their participation. And yet they don't want to participate, because they're using all that cheap coal not to pimp out an already lavish lifestyle, but to pull people straight out of deep poverty. Which means that if we want them not to burn their coal, we're going to need to help them -- we're going to need to supply the windmills, efficient boilers, and so on that let them build decent lives without building coal-fired power plants.

Which means, in turn, we're going to need to be generous, on a scale that passes even the Marshall Plan that helped rebuild post-World War II Europe. And it's not clear if we're capable of that any more -- so far our politicians have preferred to scapegoat China, not come to its aid. I said at the start that this was not just another problem on a list of problems. It's a whole new lens through which we look at the world. When we peer through it, foreign policy looks entirely different: the threats to our security can be met only by shipping China technology, not by shipping missiles to China's enemies.

When we peer through the climate lens, our economic life looks completely changed: we need to forget the endless expansion now adding to the cloud of carbon and concentrate on the kind of durability that will let us last out the troubles headed our way.

Another Way to be Human

Our individual lives look very different through these glasses too. Less individual, for one thing. The kind of extreme independence that derived from cheap fossil fuel -- the fact that we need our neighbors for nothing at all -- can't last.

Either we build real community, of the kind that lets us embrace mass transit and local food and co-housing and you name it, or we will go down clinging to the wreckage of our privatized society. Which leaves us with the one piece of undeniably good news: we were built for community. Everything we know about human beings, from the state of our immune systems to the state of our psyches, testifies to our desire for real connection of just the kind that an advanced consumer society makes so difficult.

We need that kind of community to slow down the environmental changes coming at us, and we need that kind of community to survive the changes we can't prevent. And we need that kind of community because it's what makes us fully human.This is our final exam, and so far we're failing. But we don't have to put our pencils down quite yet. We'll see.

See more stories tagged with: bill mckibben, step it up, climate change, global warming

Bill McKibben wrote this article as part of Stop Global Warming Cold, the Spring 2008 issue of YES! Magazine. Bill McKibben is the author of The End of Nature, Wandering Home, and Deep Economy, and a founder of StepItUp, which has recently joined forces with 1sky.


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Friday, March 14, 2008

In my next life, I would like to be a butterfly - Children's Drawings On Video From Calcutta

In my next life, I would like to be a butterfly
http://www.karmatube.org/videos.php?id=330

Children's Watercolor Drawings On Video From Calcutta

"Every child born," wrote the poet Tagore, "brings with it the hope that God is not yet disappointed with man."  Remember this, and honor the potential in all children.



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Thursday, March 13, 2008

A carpet of red blood cells



A carpet of red blood cells

http://www.frostfirezoom.com/a-carpet-of-red-blood-cells

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A carpet of red blood cells



A carpet of red blood cells

http://www.frostfirezoom.com/a-carpet-of-red-blood-cells

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Tuesday, March 11, 2008

Focus Fearlessly On You And The Form Are Saying

Technique is Unimportant
--Leigh Hyams

Listen To Audio!
http://tow.charityfocus.org/?tid=555

Technique is unimportant. It takes care of itself without any help from you. Just concentrate fearlessly on whatever you and the canvas are saying to each other. Technique comes into existence from your moment to moment passionate need to speak in a certain way. If you don't block this process, your brush will do the rest. Concentrate on what you are painting, not how, and the how will happen.

Step back and listen to your painting. Then don't block that impulse to scrape the whole left side or to add a streak of cerulean blue with your fingers. Listen to the painting with your whole body and the painting will tell you what to do. It will happen in a split second, this body "knowing", and you'll miss it if your everyday brain is in there scrambling everything up with opinions, judgements and learned solutions. It's hard to believe in this and harder still to act on it consistently, but it's the only way to stay on the risk-taking edge of your own creativeness and to experience the act of painting in all its simplicity and complexity. It's also the only way to make a good painting.

Every component of a painting, every dot, shape, color, empty space, line, value, thought, idea and emotion on that two-dimensional support is intricately and necessarily connected to every other one. Like the eco-system in the Amazon. You handle the whole universe when you paint, a parallel universe at least, tidying up the chaos and then seeing what will happen by exploding it again. SPACE. Penetrate it, build it up, agitate it, smooth it out, question it, interrupt it, hate it, seduce it. Let color surprise you. Then get out of the way and let the painting sing. Work with the spirit of an explorer, not an accountant.

--Leigh Hyams

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Tuesday, March 4, 2008

The Corporate Surge Against Public Schools

The Corporate Surge Against Public Schools

by: Steven Miller

Sun Feb 24, 2008 at 16:24:25 PM CST


(I think this piece is incomplete, but it's worth reading...hopefully the author will post the rest... - promoted by philipkovacs)

The Report discusses how privatizers have moved to take control of public education in the past year. It is 17 pages long and includes many voices on several important topics. A basic bibliography accompanies the rext. Below is the Summary. Please eamil Steven Miller, nanodog2@hotmail.com for the whole report. Thanks,

 Steven Miller 

 

Steven Miller :: The Corporate Surge Against Public Schools

The Corporate Surge Against Public Schools
                        By Steven Miller and Jack Gerson
The Summary

It’s more than a year since we wrote “Exterminating Public Education” (www.ncte.org/about/issues/slate/126874.htm) in response to the “Tough Choices or Tough Times” report of the National Commission on Skills in the Workplace (www.skillscommission.com).

That report, funded in large part by the Bill and Melinda Gates Foundation and signed by a bipartisan collection of prominent politicians, businesspeople, and urban school superintendents, called for a series of measures including:
(a) replacing public schools with what the report called “contract schools”, which would be charter schools writ large;
(b) eliminating nearly all the powers of local school boards—their role would be to write and sign the authorizing agreements for the “contract schools;
(c) eliminating teacher pensions and slashing health benefits; and
(d) forcing all 10th graders to take a high school exit examination based on 12th grade skills, and terminating the education of those who failed (i.e., throwing millions of students out into the streets as they turn 16).

These measures, taken together, would effectively cripple public control of public education. They would dangerously weaken the power of teacher unions, thus facilitating still further attacks on the public sector. They would leave education policy in the hands of a network of entrepreneurial think tanks, corporate entrepreneurs, and armies of lobbyists whose priorities are profiting from the already huge education market while cutting back on public funding for schools and students.  

Indeed, their measures would mean privatization of education, effectively terminating the right to a public education, as we have known it. Many of the most powerful forces in the country want the US, the first country to guarantee public education, to be the first country to end it.

For the last fifty years, public education was one of only two public mandates guaranteed by the government that was accessible to every person, regardless of income. Social Security is the other. Now both systems are threatened with privatization schemes. The government today openly defines its mission as protecting the rights of corporations above everything. Thus public education is a rare public space that is under attack.

The same scenario is being implemented with most of the services that governments used to provide for free or at little cost: electricity, national parks, health care and water. In every case, the methodology is the same:  underfund public services, create an uproar and declare a crisis, claim that privatization can do the job better, deregulate or break public control, divert public money to corporations and then raise prices.

In the past year, it’s become evident that the corporate surge against public schools is only part of a much broader assault against the public sector, against unions, and indeed against the public’s rights and public control of public institutions.

This has been evident for some time now in New Orleans, where Hurricane Katrina’s devastation is used as an excuse for permanently privatizing the infrastructure of a major American city: razing public housing and turning land over to developers; replacing the city’s public school system with a combination of charter schools and state-run schools; letting the notorious Blackwater private army loose on the civilian population; and, in the end, forcing tens of thousands of families out of the city permanently. The citizens of New Orleans have had their civil rights forcibly expropriated.

Just as the shock of the hurricane was the excuse for the shock therapy applied to New Orleans, so the economic downturn triggered by the subprime mortgage crisis is now the excuse for a national assault on the public sector and the public’s rights.

In California, where we live, Governor Arnold Schwarzenegger has convened an emergency session of the legislature, demanding that the state’s $14.5 billion “budget deficit” be closed by slashing vital services including housing, health care, and education. He has proposed lopping $4.8 billion off next year’s K-14 education budget. That the deficit exists largely as a result of the Governors corporate friendly tax policies is not considered part of the debate.

In public education, the corporate surge has grown both qualitatively and quantitatively. Where two years ago the corporate education change agents were mainly operating in a relatively small number of large urban areas, they have now surfaced everywhere. The corporatization of public education is the leading edge of privatization. This has the effect of silencing the public voice on every aspect of the situation.

Across the US, public schools are not yet privatized, though private services are increasingly benefiting from this market. However, increasing corporate control of programs – a different mix in every locale – is having a chilling influence on the very things that people (though not corporations) want from teachers: the ability to relate to and teach each child, a nurturing approach that nudges every child to move ahead, human assessments that put people before performance on standardized tests.

Perhaps the single most dramatic development of the corporate approach was the launching of the $60 million Strong American Schools / Ed in ’08 initiative, funded by billionaires Bill Gates and Eli Broad. This is a naked effort to purchase the nation’s education policy, no matter who is elected President, by buying their way into every electoral forum.

Ed in ’08 has a three-point program:
merit pay
(basing teachers’ compensation on students’ scores on high stakes test);
national education standards (enforcing conformity and rote learning); and
longer school day and school year (still more time for rote learning, less time for kids to be kids). The chairman of Ed in ‘08/Strong American Schools program is Roy Romer: former governor of Colorado; former chair of the Democratic National Committee; most recently superintendent of schools in Los Angeles (he was persuaded to take that job by Eli Broad). Its executive director is Mark Lampkin, a Republican lobbyist and former deputy campaign manager for George Bush.

Other steering committee members include Eli Broad; Louis Gerstner (former CEO of IBM); Allan Golston (head of the Gates Foundation’s U.S. programs); and John Engler (president of the National Association of Manufacturers and former Governor of Michigan [where he gutted the state’s welfare program]). A truly stunning array of corporate wealth and bipartisan political power in the service of privatization.

Where two years ago charter schools were still viewed as experiments affecting a relatively small number of students, in 2007 the corporate privatizers—led by Broad and Gates—grossly expanded their funding to the point where they now loom as a major presence.

In March, the Gates Foundation announced a $100 million donation to KIPP charter schools, which would enable them to expand their Houston operation to 42 schools (from eight)—effectively, KIPP will be a full-fledged alternative school system in Houston. Also in the past year, Eli Broad and Gates have given in the neighborhood of $50 million to KIPP and Green Dot charter schools in Los Angeles, with the aim of doubling the percentage of LA students enrolled in charter schools. Oakland, another Broad/Gates targets, now has more than 30 charter schools out of 92. And, as we shall see below, the same trend holds across the country.

NCLB in 2008 is still a major issue. It continues to have a corrosive effect on public schools. It is designed an unfunded mandate, which means that schools must meet ever rigid standards every year, though no more money is appropriated to support this effort. This means that schools must take ever-more money out of the class room to meet federal requirements when schools with low test scores are in “Program Improvement”. Once schools are in PI for 5 years they can be forced into privatization.

NCLB is a driving force that decimates the “publicness” in public schools. In California, more than 2000 schools are now in “Program-Improvement”. This means that they have to meet certain specific, and mostly impossible standards, or they must divert increasingly greater amounts of money out of the classroom and into private programs.

For example, schools in 3rd year PI must take money out of programs that helped schools with a high proportion of low achieving schools and make it available to private tutors. (East Bay Express. February 13-19, 2007. “Career Opportunities” (http://www.eastbayexpress.com/news/career_opportunities/Content?oid=643742)

The struggles of the Civil Rights Era made people realize that quality education was a right that everyone deserves. Education today, whether public or private, is a social policy. We make choices about how far it is extended, what the purpose is, what quality is offered, and to whom. Now that wealth is polarizing in this country, corporate forces are determined to create a social system that benefits the “Haves” while excluding the “Have-Nots”.

Privatizing public schools inevitable leads to massive increase in social inequality. Private corporations have never been required to recognize civil rights, because, by definition, these are public rights. If the corporate privatizers succeed in taking over our schools, there will be neither quality education nor civil rights.

The system of public education in the United States is deeply flawed. While suburban schools are among the best in the world, public education in cities has been deliberately underfunded and is in a shambles. The solution is not to fight backwards to maintain the old system. Rather it is to fight forward to a new system that will truly guarantee quality education as a civil right for everyone.

Central to this is to challenge the idea that everything in human society should be run by corporations, that only corporations and their political hacks have the right or the power to discuss what public policy should be. As Naomi Klein stated so well in The Shock Doctrine, privatization “will remain entrenched until the corporate supremacist ideology that underpins it is identified, isolated and challenged”. (p 14)

The real direction is to increase the role and power of the public in every way, not eliminate it. If we can spend $2.5 billion a week for war in Iraq, we can certainly build quality schools. It’s not a matter of money. The issue is who will benefit and who will control. Should schools be organized to benefit the super-rich, or should they be organized to benefit everyone?

Contents

The sections below examine only some of the major privatizing in public education in the last year. “A Tale of Two Cities” examines how corporate-dictated educational policies seriously eroded the quality of education in Oakland, Ca and New Orleans. “Creating and Education Market (The Plan)” looks at corporate objectives for education, “Philanthropreneurs (The Agents) the people who are implementing their attack. “Further Inroads into Public Education (The Campaigns)” discuss other specific situations. “Public Education and Health Care” treats the many parallels in how corporations control these essential human rights in America today.

(I am guessing the "sections below" will be posted later? pk)

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FINLAND: WHERE THEY REALLY LEAVE NO CHILD BEHIND

"We just have to accept the fact that they're kids and they're learning how to live." +++   UNDERNEWS - FROM THE PROGRESSIVE REVIEW - 4 MARCH 2008 Edited by Sam Smith   LATEST HEADLINES & INDEX: http://prorev.com ||||||||||||||||||||||||||||||||||||||||||||||||||||||||   FINLAND: WHERE THEY REALLY LEAVE NO CHILD BEHIND   ELLEN GAMERMAN, WALL STREET JOURNAL - Finnish teenagers are among the smartest in the world. They earned some of the top scores by 15-year-old students who were tested in 57 countries. American teens finished among the world's C students even as U.S. educators piled on more homework, standards and rules. Finnish youth, like their U.S. counterparts, also waste hours online. They dye their hair, love sarcasm and listen to rap and heavy metal. But by ninth grade they're way ahead in math, science and reading -- on track to keeping Finns among the world's most productive workers. Finland's students are the brightest in the world, according to an international test. Teachers say extra playtime is one reason for the students' success. WSJ's Ellen Gamerman reports.. . . .   The academic prowess of Finland's students has lured educators from more than 50 countries in recent years to learn the country's secret, including an official from the U.S. Department of Education. What they find is simple but not easy: well-trained teachers and responsible children. Early on, kids do a lot without adults hovering. And teachers create lessons to fit their students. "We don't have oil or other riches. Knowledge is the thing Finnish people have," says Hannele Frantsi, a school principal. . .    The Norssi School is run like a teaching hospital, with about 800 teacher trainees each year. Graduate students work with kids while instructors evaluate from the sidelines. Teachers must hold master's degrees, and the profession is highly competitive: More than 40 people may apply for a single job. Their salaries are similar to those of U.S. teachers, but they generally have more freedom.   Finnish teachers pick books and customize lessons as they shape students to national standards. "In most countries, education feels like a car factory. In Finland, the teachers are the entrepreneurs," says Mr. Schleicher, of the Paris-based OECD, which began the international student test in 2000.   One explanation for the Finns' success is their love of reading. Parents of newborns receive a government-paid gift pack that includes a picture book. Some libraries are attached to shopping malls, and a book bus travels to more remote neighborhoods like a Good Humor truck. . .    Despite the apparent simplicity of Finnish education, it would be tough to replicate in the U.S. With a largely homogeneous population, teachers have few students who don't speak Finnish. . .    Another difference is financial. . . The gap between Finland's best- and worst-performing schools was the smallest of any country in the PISA testing. The U.S. ranks about average. . .    Once school starts, the Finns are more self-reliant. While some U.S. parents fuss over accompanying their children to and from school, and arrange every play date and outing, young Finns do much more on their own. At the Ymmersta School in a nearby Helsinki suburb, some first-grade students trudge to school through a stand of evergreens in near darkness. At lunch, they pick out their own meals, which all schools give free, and carry the trays to lunch tables. There is no Internet filter in the school library. They can walk in their socks during class, but at home even the very young are expected to lace up their own skates or put on their own skis. . .    Mr. Erma's school is a showcase campus. Last summer, at a conference in Peru, he spoke about adopting Finnish teaching methods. During a recent afternoon in one of his school's advanced math courses, a high-school boy fell asleep at his desk. The teacher didn't disturb him, instead calling on others. While napping in class isn't condoned, Mr. Erma says, "We just have to accept the fact that they're kids and they're learning how to live."   http://online.wsj.com/public/article/SB120425355065601997-7Bp8YFw7Yy1n9bdKtVyP7KBAcJA_20080330.html   

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