"Do dreams come true?
Aspirations and educational attainments of Ethiopian
boys and girls"
presented by Marta Favara at
Young Lives International Conference on Adolescence, Youth and Gender
8-9 September 2016
The Relationship of Maternal Nutrition and Adolescent Child-bearing with Child Development
Liza Benny, Quantitative Research Assistant
Paul Dornan, Senior Policy Officer
Andreas Georgiadis, Senior Research Officer
Adolescence, Youth and Gender conference
Oxford, 8-9 September 2016
A presentation by Jane Waldfogel as part of the Comparability of Measurement Instruments Across Ages and Contexts panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
What shapes childrens development? Evidence from Young Lives Cohort StudyYoung Lives Oxford
A key contribution of life-course analysis is in exploring the timing of critical influences and experiences that affect children’s outcomes, including factors that increase (or reduce) resilience.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
The Relationship of Maternal Nutrition and Adolescent Child-bearing with Child Development
Liza Benny, Quantitative Research Assistant
Paul Dornan, Senior Policy Officer
Andreas Georgiadis, Senior Research Officer
Adolescence, Youth and Gender conference
Oxford, 8-9 September 2016
A presentation by Jane Waldfogel as part of the Comparability of Measurement Instruments Across Ages and Contexts panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
What shapes childrens development? Evidence from Young Lives Cohort StudyYoung Lives Oxford
A key contribution of life-course analysis is in exploring the timing of critical influences and experiences that affect children’s outcomes, including factors that increase (or reduce) resilience.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Sarad Davenport - "Changing the Ecosystem to Support Youth of Color: The Prom...youth_nex
Director, Charlottesville Promise Neighborhood
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
panel 3 - "Community Initiatives Supporting Youth of Color"
This panel will highlight work being done by individuals in local communities to support the positive development of youth of color. Representatives from three initiatives will discuss how they are working to transform communities and empower young people. The session hopes to inspire and empower each of us to take action!
Presentation by Florence Martin, Senior Coordinator at Better Care Network during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
"Developing Sustainable Family-Centered Obesity Interventions: What Can
We Learn from Developmental Psychology and Implementation Science?"
- Kirsten Davison, Ph.D.
Davison is an Associate Professor of Nutrition at the Harvard School of Public Health. She completed her PhD at the Pennsylvania State University in Child and Family Development.
Panel 3 — Nutrition and Healthy Eating. As we understand more about what defines good nutrition for youth, we are also increasingly understanding the importance of instilling healthy eating habits for youth in the context of family, school, and sport. This varied panel covers major topics within this under-considered but important area of youth development.
UCL women's group presentation final versionBelinda Brown
Belinda Brown from the Gender Equity Network explores the possibility that gender equality policies designed to correct gender imbalances at the top of academia may be obscuring far more serious inequalities occurring further down
A presentation by Christian Morabito as part of Impacts of Inequality on Children's Well-being panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Pat Dolan, Professor and Carmel Devaney, Lecturer and Researcher UNESCO Child and Family Research Centre, School of Political Science and Sociology, Research and Innovation Centre, NUI Galway – Family support for families at risk, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Growing up in poverty young lives r4 findings_20march2015Young Lives Oxford
Overview of findings and data presented by Ginny Morrow at visit to Oxford by Baroness Northover, Parliamentary Under Secretary of State at the Department for International Development, 20 March 2015
Sarad Davenport - "Changing the Ecosystem to Support Youth of Color: The Prom...youth_nex
Director, Charlottesville Promise Neighborhood
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
panel 3 - "Community Initiatives Supporting Youth of Color"
This panel will highlight work being done by individuals in local communities to support the positive development of youth of color. Representatives from three initiatives will discuss how they are working to transform communities and empower young people. The session hopes to inspire and empower each of us to take action!
Presentation by Florence Martin, Senior Coordinator at Better Care Network during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
"Developing Sustainable Family-Centered Obesity Interventions: What Can
We Learn from Developmental Psychology and Implementation Science?"
- Kirsten Davison, Ph.D.
Davison is an Associate Professor of Nutrition at the Harvard School of Public Health. She completed her PhD at the Pennsylvania State University in Child and Family Development.
Panel 3 — Nutrition and Healthy Eating. As we understand more about what defines good nutrition for youth, we are also increasingly understanding the importance of instilling healthy eating habits for youth in the context of family, school, and sport. This varied panel covers major topics within this under-considered but important area of youth development.
UCL women's group presentation final versionBelinda Brown
Belinda Brown from the Gender Equity Network explores the possibility that gender equality policies designed to correct gender imbalances at the top of academia may be obscuring far more serious inequalities occurring further down
A presentation by Christian Morabito as part of Impacts of Inequality on Children's Well-being panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Pat Dolan, Professor and Carmel Devaney, Lecturer and Researcher UNESCO Child and Family Research Centre, School of Political Science and Sociology, Research and Innovation Centre, NUI Galway – Family support for families at risk, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Growing up in poverty young lives r4 findings_20march2015Young Lives Oxford
Overview of findings and data presented by Ginny Morrow at visit to Oxford by Baroness Northover, Parliamentary Under Secretary of State at the Department for International Development, 20 March 2015
The persons above 60 years of age till the end of life are considered as elderly. The older age is mainly characterized by declining physical activities and occurrence of many diseases like cardiovascular diseases, kidney failure, dementia, unconsciousness etc. The outcome of many of these diseases is the use of urinary catheter. Elderly people are required to use these urinary catheters for longer period of time which causes difficulty in wearing clothes. So there is requirement of such clothing styles which does not cause difficulty in dressing and undressing to the elderly person using urinary catheters and their caregivers. The researcher has designed some clothing for such elderly so that dressing and undressing could be made easier and simpler and carrying catheter bag is no more trouble for them.
This paper presents the method of applying speaker-independent and bidirectional speech-to-speech translation system for spontaneous dialogs in real time calling system. This technique recognizes spoken input, analyzes and translates it, and finally utters the translation. The major part of Speech translation comes under Natural language processing. Natural language processing is a branch of Artificial Intelligence that deals with analyzing, understanding and generating the languages that humans use naturally in order to interface with computers in both written and spoken contexts using natural human languages instead of computer languages. Speech Translation involves techniques to translate the spoken sentences from one language to another. The major part of speech translation involves Speech Recognition which is the translation of spoken speech to text and identifying the context and linguistic structure of the input speech. In the current scenario, the machine does not identify whether the given word is in past tense or present tense. By using the algorithm, we search for a word to check if it is past or present by searching for the sub strings, as “ed”, ”had”, ”Done”, etc., This paper gives us an idea on working with API’s to translate the input speech to the required output speech and thus increasing the efficiency of Speech Translation in cellular devices and also a mobile application that will help us to monitor all the audios present in mobile device and translate it into required language.
Do dreams come true? Aspirations and educational attainments of Ethiopian boys and girls
Marta Favara
University of Oxford
Presented to the 30th Annual Conference of the European Society of Population Economics, Berlin
June 16, 2016
Do Dreams Come True? Aspirations and educational attainments of Ethiopian boy...Young Lives Oxford
How do aspirations and expectations affect boys’ and girls’ educational attainment in Ethiopia?
This paper investigates the relationship between aspirations and children’s years of schooling, as an indicator of cumulative investments in education.
It explores gender differences in aspirations (at earlier ages) and later school attainment, taking into account non-educational expectations, parental gender-based preferences and how they vary in a context of extreme poverty.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Adolescence: Aspiration, responsibility and life trajectories
Findings from Young Lives
by Marta Favara and Frances Winter
University of Oxford
presnted to Oxford Policy Management (OPM), 11th May, 2017
Starting on track_to_career_and_college_readinessalester1025
Slides from my presentation at Assemblywoman Barbara Clark's Career & College Readiness Education Workshop at the NYS Black, Puerto Rican, Hispanic and Asian Legislative Caucus, February 2011. The presentation can be found at: http://bit.ly/P9o1vv
Running head RESEARCH PROPOSAL 1RESEARCH PROPOSAL4.docxtoltonkendal
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 4
Research Proposal
Topic
Should social media access be limited or prevented for young children is the question debated by both parents and pediatricians on child social growth. Currently, at an early age between 7 and 13 years, it is a critical stage for the growth of interpersonal skills and social competence of a child. Therefore, the media they interact with will be very influential in their future interactions (Livingstone and Bovill, 2013). Thus the parents can either decide to allow them to be exposed to family, school, and friends as a community or the full access to the media. Occasionally, allowing the children to interact with the media is not harmful, but it is vital to monitor what they are being exposed to and reduce the amount of time they spend on the virtual systems. Some of the negative ways that the media influences children is through the recruitment into mass killings that is often associated with terrorism. Furthermore, the persons that the children admire most when they are growing, they tend to emulate their characteristics and behaviors which can either be positive or negative for a child development.
Controversy
Pediatricians have over the years advocated for exposure to media by a kid to be less than 2 hours a day so as to allow them to have functional interpersonal skills. However, critics have been raised on the notion as media has occasionally been used for education and thus the kid can still get same skills in school ad through media. The mode of exposure does not matter. This debate has left many schools in a dilemma whether to fully initiate digital learning in their schools or emphasize on the traditional education and only use digital learning in individual cases.
With today’s technology-driven world, it is almost impossible to keep the children away from the media (Strasburger, 2013). Shielding them will mean raising them in an ideal environment that support less technology, and upon maturity, they are unable to interact with their equals who were exposed to media while growing up. Therefore, parents have the responsibility of allowing the children to learn and appreciate the innovations and technologies in the press while at the same time preventing them from exposure to the risk of excessive media consumption.
Social networks are notably the teen’s largest pools of friends’ acquisition. With the current trend in the social networks, it is, therefore, important that the parents are kept in the loop on which friends the children interact with on the social sites. However, despite social networking being used for friends’ acquisition it also acts as a speculative venture of teens acquisition of friends, as the ones in the social networks are only virtual friends and there is little to no physical interactions between them as friends. Moreover, parents are noted to ensure they respect the children pool of friends be it the once they choose to a ...
Similar to Favara dreams come_true_8_sept2016 (20)
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For many young people, adolescence is a time when the world opens up as they choose their future paths. But for those living in the most marginalised families, their choices remain limited. Twelve million girls are still married under the age of 18 every year, and UN agencies warn of a doubling of this number due to the coronavirus pandemic.
This presentation was delivered on the 19th of May, as part of a webinar, organised by Young Lives, Child Frontiers, Girls not Brides and GreeneWorks, and included a presentation from WHO's Chandra Mouli.
The webinar brought together Girls Not Brides’ Agenda for Action in the face of COVID-19, new research from Young Lives and Child Frontiers on married, cohabiting and divorced adolescents, and GreeneWorks’ research on the pathways and obstacles to leaving child, early, and forced marriage.
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Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
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Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
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Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
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Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
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Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
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Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
Russian anarchist and anti-war movement in the third year of full-scale war
Favara dreams come_true_8_sept2016
1. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Do dreams come true?
Aspirations and educational attainments of Ethiopian
boys and girls
Marta Favara
University of Oxford
Young Lives Conference
September 8th, 2016
1 / 19
2. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Living in poverty: external and internal constraints
For many years, poverty eradication strategies focused on building up people’s
assets, in the form of human, or physical of financial capital, relying on the as-
sumptions that:
- People become poor and remain poor (solely) because of constraints that are
external to them
- Living in poverty does not alter the way people’s make decisions.
Behavioural economists suggest that living in poverty alters peoples decision
making process, de facto constraining individuals abilities to make efficient deci-
sions and take up new opportunities when they become available (Duflo, 2003).
- Policies addressing exclusively external constrains, for example by expand-
ing the opportunity set available to people, might not be necessarily effective in
reducing poverty
2 / 19
3. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
The decision making burden
Making decisions is a time/energies consuming process particularly challenging
for those living in poverty (stress, depression, feeling the pressure of difficult cir-
cumstances; prioritizing short-term rather than long-term investments) (Mani et
al., 2013; Banerjee and Mullainathan, 2010).
People tend to think automatically, guided by habits, using mental short-cuts to
ease the cognitive load of making, assessing, filtering, and interpreting information.
Those mental shortcuts are largely based on social preferences, identities, social
norms, expectations and aspirations (Mullainathan and Thaler, 2000).
They help in reducing the burden of processing and interpreting information, but
they might lead to cognitive biases and to neglect some relevant opportunities
available (WDR, 2015).
3 / 19
4. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Research Questions
This paper investigates the role of early aspirations for later educational attainments in
a context of poverty and traditional social expectations and gender roles.
1 Do aspirations predict school attainments? To what extent initial gender gaps in
aspirations are mirrored in later school attainments?
2 What predicts children and parental educational aspirations? To what extent are
parental aspirations an important mediating factor for children’s aspirations?
3 To what extent early gender gaps in aspirations are correlated to the perpetuation
of gender inequality in later educational outcomes?
4 / 19
5. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Aspirations and their role in forward-looking behaviours
Most economic decisions individuals make are forward-looking and are therefore
shaped by the desire or ambition to achieve a goal.
Aspirations are conceptualized as the capacity to visualize the future and engage
in forward-looking behaviour (Locke and Latham, 2002).
They combine the wants and preferences of individuals, information about the
opportunities available, the expectations formed (about the feasibility of those
wants and preferences), and the constraints acknowledged by an individual with
respect to the future (Bertrand et al., 2008).
How far people aspire depends on their own beliefs about what they can achieve
with effort (expectations). People would not aspire to an outcome that is per-
ceived as unattainable (Dalton et al., 2015).
Low expectations and therefore a weak capacity to aspire might undermine ef-
forts and push individuals to dismiss available options considered unattainable
(Appadurai, 2004; Ray, 2006; Duflo, 2012)
5 / 19
6. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Evidences on aspirations using Young Lives data
Little is known about how aspirations shape decision making (Attanasio et al.,
2014; Reuben et al., 2014; Zafar 2013; Dercon and Singh, 2013; Serneels and
Dercon, 2014; Chiapa, 2012; Locke and Latham, 2002).
Serneel and Dercon (2014) find a positive relationship between aspirations and
schooling in India (aspiring to one additional year of schooling at the age of
12 lifts the grade achieved at the age of 15 by 1.8 years on average). Stronger
correlation among the children from the poorest socio-economic backgrounds and
lower educated mothers.
Dercon and Singh (2013) find a positive link between parental aspirations at the
age of 12 and childrens aspirations at the age of 15 and significant gender biases
in parental aspirations (pro-boys in India and Ethiopia and pro-girls in Vietnam by
the age of 12)
6 / 19
8. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Nice features of the data
It is a longitudinal dataset, the only one available for Ethiopia.
Proving with a valuable snapshot of a childs schooling history from primary
school to the transition to post-secondary education or the labour market.
Rich information both at individual and household level.
Cognitive tests collected for all children regardless whether they are attending
school or not (no selection bias common to school-based data).
Repeated measures of educational aspirations: parental aspirations collected at
the age of 12 and 15 and children’s aspirations at age of 12, 15 and 19.
- “Imagine you had no constraints and could study for as long as you liked, or
go back to school if you have already left. What level of formal education would
you like to complete?”.
- “Ideally what level of formal education would you like child’s name to com-
plete?”.
Parental non-educational expectations (about childbearing, and marriage and fi-
nancial independence) measured at age 12.
8 / 19
9. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
School enrolment and educational attainments
9 / 19
10. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Aspirations over time
Boys aspirations decrease over time while girls aspirations increase, particularly
after age 15.
On average, boys have higher aspirations than girls at the age of 12 and 15
By age 19, three out of four girls aspire to university and the pro-boys gender gap
vanishes.
10 / 19
11. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Aspirations and socio-economic status
- Aspirations are generally high but positively correlated wealth
- The gender gap in terms of aspirations is the highest among the poorest house-
holds.
11 / 19
12. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Do aspirations predict school attainment? (1)
12 / 19
13. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Do aspirations predict school attainment? (2)
13 / 19
14. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Do aspirations predict educational attainment for boys and girls? (3)
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15. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
What predicts parental aspirations?
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16. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Inter-generational transmission of aspirations (1)
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17. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Inter-generational transmission of aspirations (2)
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18. Introduction Research Questions Conceptual framework Data Descriptives Results Conclusion
Conclusions
A positive correlation between early aspirations and the number of schooling years
completed at age 15 and 19
The correlation is stronger among boys particularly after the age of 15 when the
opportunity costs of staying in school increase relatively more for boys than for
girls.
Boys and girls adapt and change their aspirations over time: boys revising their
aspirations downward and girls, who initially chose a suboptimal level of aspiration
and filter out university as an attainable goal, at the age of 15 start reconsidering
it as an attainable goal.
Expectations about the future of their children shape parental aspirations (getting
married and leave the household)
We document a positive correlation between parental aspirations at the age of 15
and childs aspirations at the age of 19.
Girls living in poverty might face a higher risk than boys in getting trapped in a
spiral of low aspirations-low investments.
So, do people realize their aspirations? Overall, we found a positive correlation
between aspirations and educational attainments. However, while on one side girls
achievements outdo their initial aspirations, on the other side, boys who initially
aspire to get to university drop out earlier.
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