81. Effective-international-business-meetings Once cosy in their cultural groups, participants will slip into their cultural language Cultural Services. language Tuition. CrossCultural Awareness http://www.kwintessential.co.uk/cultural-services/articles/international busines

Effective Multi-Cultural International Business Meetings by Neil Payne Of the many areas in international business where cultural differences manifest is in the corporate meeting room. International meetings are an area where differences in cultural values, etiquette, interpretations of professional conduct and corporate rules are at their most visible and challenging to control. In international business meetings, cultural differences between professionals can and do clash. Although it can not always be avoided, the negative effects of cultural differences can be minimised with careful and effective planning, organisation and consideration prior to meetings. Culture influences what we do, say, think and believe. Culture is different in different countries and contexts. In the context of international business it affects how people approach, perceive and contribute towards meetings. A few examples include: Time Not all cultures live by the clock. Time orientated cultures such as the British or Germans will have strict approaches to how meetings run. The start time, finishing time and all the different stages in between will be planned carefully. Other cultures will see the start time as an approximation, the finish time as non-fixed and all the different stages in between as flexible. Hierarchy The hierarchical nature of a culture can have a massive impact on the input given by participants in an international meeting. For those from hierarchical cultures speaking one’s mind, criticising ideas, disagreeing openly, giving feedback and reporting problems in front of the boss or manager are all areas they would feel uncomfortable with. To offer a criticism of the manager’s idea would be seen as a loss of face for both the manager and the criticiser.

82. Criminal Justice / Mental Health Consensus Project The Surgeon general s supplemental report collects many of the studies that have Within each of these broad groups there exist narrower cultural http://www.consensusproject.org/the_report/toc/ch-VII/ps40-cultural-competency

LOG IN / REGISTER Sign up for e-newsletter Partners Supporters ... Chapter VII: Elements of an Effective Mental Health System 39. Consumer and Family Member Involvement 41. Mental Health Workforce Cultural Competency POLICY STATEMENT # 40 Ensure that racial, cultural, and ethnic minorities receive mental health services that are appropriate for their needs. Among the many barriers to appropriate treatment that people with mental illness must negotiate, those arising from cultural differences can make a profound difference in the quality of care a person receives. To supplement the groundbreaking 1999 report on mental health, the U.S. Surgeon General in 2001 issued Mental Health: Culture, Race, and Ethnicity , in which the disparities in mental health treatment are documented and discussed. The main message of the supplemental report is: "culture counts." It states, "The cultures that patients come from shape their mental health and affect the kinds of mental health services they use. Likewise, the cultures of the clinician and the service system affect diagnosis, treatment, and the organization and financing of services. Cultural and social influences are not the only influences on mental health and service delivery, but they have been historically underestimated - and they do count . Cultural differences must be accounted for to ensure that minorities, like all Americans, receive mental healthcare tailored to their needs."

83. Washington, DC General Information Washington, DC general Guides 123 Washington DC Travel Guide Washington, Cultural groups AlHewar Center (The Arab American Center For Dialogue) Vienna, http://dcregistry.com/general.html

Washington, DC General Information DC Registry Classifieds Web Hosting Cars ... About Us for: Search Tips DC Events Calendar September 2005 S M T W T F S i i i i Post an Event Today's Events DREAM NIGHT CLUB WASHINGTON Malcolm X Drummers and Dancers Venture 4th Fridays Open Mic African Dance Classes ... Premium quality web hosting! DC Web Directory Autos Business Community Computing ... Travel Steal this button Premium quality web hosting! Washington, D.C. General Information Washington, D.C. General Guides 123 Washington DC Travel Guide Washington, DC Guide to Washington DC hotels, attractions, landmarks, Smithsonian Institute, historical places and more. About.com Washington, DC The only guide you'll ever need - entertainment, history, news, family fun and much more. Get the best of DC on the net! Washington, DC/Annapolis, MD Washington, DC Comprehensive guide to events, culture and history of Washington, DC, Annapolis and the counties of Montgomery and Frederick. About Washington, D.C. All About Washington, DC Around Town CapitalWebPage.com Other Prince George's County, MD Washington D.C., Maryland and Virginia. CapitalWebPage is your official source for

84. Cherokee Language And The Cherokee Indian Culture (Tsalagi, Tsa-la Cherokee language information and the culture, history, and genealogy of the Cherokee Ani Tsalagi language Online Cherokee language study group. http://www.native-languages.org/cherokee.htm

Index of American Indian languages Support our organization What's new on our site today! Native Languages of the Americas: Cherokee (Tsalagi) Language: Cherokeemore properly spelled Tsalagiis an Iroquoian language with an innovative written syllabary invented by a Cherokee scholar. Tsalagi is spoken by about 22,000 people, primarily in Oklahoma and North Carolina. Though it is one of the healthier Indian languages of North America and the one in which the most literature being published, Tsalagi is still in imperiled condition because of government policies as late as the fifties which enforced the removal of Cherokee children from Tsalagi-speaking homes, reducing the number of young Cherokees being raised bilingually from 75% to less than 5% today. People: 'Cherokee' is Creek for 'people with another language'. (It's really amazing how white settlers always managed to learn some other tribe's name for any group of Indians. They learned the Creek word for Cherokee, but not the Creek word for themselves.) Anyway, our original name for ourselves was Aniyunwiya, but Cherokee is fine too (though we say it Tsalagithere's no R in our language). There are about 350,000 Cherokee people today, primarily in Oklahoma and North Carolina. History: The best-known episode in Cherokee history was also the worst the Trail of Tears, the forced relocation of the Cherokee people from their ancestral home in the southeast to Oklahoma. The Cherokee had been one of the most acculturated of Indian societiesan urban, Christian, agricultural, largely intermarried people who supported the United States against other tribes. In the end this was all for nothing. Though some prominent Americans, such as Davy Crockett and Daniel Webster, spoke against Removal, and though the Supreme Court ruled it unconstitutional, President Andrew Jackson, declaring "Justice Marshall has made his decision, now let him enforce it," sent in the army. Fifteen to twenty thousand Cherokee and their Indian neighbors (

85. TakingITGlobal - Understanding - Diversity view more. culture, Women, and Gender Equity image, culture, Women, and GenderEquity language and Pluralism, Literature and Local Narratives http://www.takingitglobal.org/understanding/diversity

English Fran§ais Espa±ol Pусский Portuguªs Login Sign Up About Us Site Map Inspire Inform Involve Home Make Connections Discussion Boards e-Cards ... Country Sites Join TakingITGlobal Today! Sign up for a free membership that gives you: TakingITGlobal members Projects and Organizations Panorama , our online publication Global Gallery TIGblog and much, much more! Name: E-mail: Home Understand Issues Understanding the issues Global Gallery Issues of cultural diversity, equity, religion and spirituality, have formed the basis of human interaction throughout time. The exploitation of the characteristics that distinguish one person, family, groups, organization, and nation from the other, have often been exposed through the understanding of the common bonds which have united us during the course of history. We are distinguished and united by differences and similarities according to gender, age, language, culture, race, sexual identity, religion, geography, and income leveljust to name a few. Such diversity challenges our intellect and emotions as we learn to work and live together in harmony. Here, you will discover the many themes that run through this issue and make it unique to the study of human development. One major theme is that of the globalization of culture. By reading the information contained here you will be prompted with the question of whether or not the globalization of markets, technology, communication, and political and social interests has led to the homogenization of culture on a global scale? Another way to approach this same question is to ask yourself whether or not globalisation has served to diversify and perhaps even isolate cultural groups making diversity and equity a thing of virtual reality but not of the “real world?. As the globalization of markets, technology and information sweeps the world, you will read that some argue that there is a profound need for a new global consensus on basic values.

86. Skip ACF Banner And Navigation - - - - - Department Of Health And Issues of language and culture impacting the early care of young Latino No outsider can teach that to the young children of that cultural group. http://nccic.org/pubs/sanchez99.html

Questions? Privacy Site Index ACF Home ... Home NCCIC Menu NCCIC Publications Popular Topics Online Library State Contacts State Information For Parents For Providers For Goverment CCTAN Internet Links Search NCCIC Publications Issues of language and culture impacting the early care of young Latino children Sylvia Y. Sánchez, Ed. D. Unified Transformative Early Education Model Program George Mason University Fairfax, VA Tomás and Marina recently selected a religiously affiliated day care center that would care for their 6- month-old son and their 2-year-old daughter. Before deciding on the center, Tomás and Marina visited the center and met with the director, received a handbook on the center's guidelines and policies, discussed the sliding fee schedule, and even met the two lead caregivers who were to be responsible for their children. After the visit, they felt confident that the physically attractive day care center they had chosen would be a good setting for their two children. Still, they wondered if there was anything else they should know about the day care center before leaving their children with virtual strangers. Unfortunately, Tomás and Marina's experience with English-only language policies in early care is hardly rare. In another nearby early childhood program, which also serves a large Latino immigrant community, the educational coordinator intentionally places new children, whose home language is other than English, with teachers and paraprofessionals who do not speak the child's language. Although the center staff is very diverse and is fairly representative of the ethnic and language groups it serves, the director and most of the teachers believe that placing a child with a caregiver who can speak the child's language would encourage the child's dependency on the home language and slow down the acquisition of English.

87. Learn Italian.Why Learn Italian In Italy At Leonardo Da Vinci's Italian Language Small Group Intensive Course language and culture Course Italy Today Lessons 4 lessons of group language course plus 1 or 2 lessons of private http://www.abroadlanguages.com/al/italian/courses/general_courses.asp

View in other Languages: FOREIGN LANGUAGE SCHOOLS September 23, 2005 Learn Languages Abroad Learn Italian in Italy Italian Courses LEARN ENGLISH ... . Contact us Make homepage . SITE MAP SPONSORED BY: Learn Spanish View in other Languages: GENERAL COURSES. ITALIAN COURSES.::::::: Learn Italian in Italy General Courses: Standard Course Intensive Course Intensive Plus Course Small Group Intensive Course ... Long-Term Standard Course STANDARD ITALIAN LANGUAGE COURSE The Standard Course is held throughout the year on 6 (monthly) levels of ability. Duration: 2 to 24 weeks. The 4 lessons are held daily from Monday to Friday, usually beginning at 9am. If there are many participants the Standard Course may also be held in the afternoon at 2pm. There is a maximum of 12 students in each class. Starting dates: every 2 weeks Duration: from 2 to 24 weeks Lessons: 4 per day, 20 per week

88. Language And Culture For Business Effectiveness Are you looking for language and cultural briefing for yourself or your Researchers for the customer loyalty group ICLP questioned 950 companies in http://www.dundee.ac.uk/languagestudies/corporate.html

Text only School of Applied Linguistic and Language Studies Nethergate, Dundee, DD1 4HN Home Page Contact Us English for International Students English for Professional Communication ... Staff and Research Language and Cultural Briefing for business effectiveness Did you know that ‘Failure to speak foreign languages costs business £750m’? (J. Innes, The Scotsman, 31-8-04) Are you looking for language and cultural briefing for yourself or your business? Whether you are looking to learn French, Spanish, German, Italian or English for business, professional or more social reasons, we offer a range of courses backed up by many years experience of language teaching and training. Other languages and cultural briefings are available, including Chinese. Communicating effectively in the language of your client, customer, employer or colleague can give you the competitive edge you need. Linguistic or cultural blunders can mean lost opportunities. Researchers for the customer loyalty group ICLP questioned 950 companies in Spain, France, Denmark, Italy, Germany, Portugal, Poland, Austria and Switzerland on their attitudes to UK firms. They found that more than three-quarters of the companies had decided , over the past 18 months, not to employ a UK firm for a pan-European account because of their inability to speak their language fluently.

89. OFICINA CULTURAL Both groups oversee the following cultural programs The European Union Film Shipping is handled by the general Directory of Cultural and Scientific http://www.spainemb.org/ingles/cultural/cultural.htm

Welcome to the web page of the Cultural Office at the Spanish Embassy in Washington, D.C. Our address is: 2375 Pennsylvania Ave., N.W. Washington, D.C. 20037 Tel.: (202)728 2334 Fax: (202)496 0328 The Cultural Office is dependent of the Ministry of Foreign Affairs, our State Department, and it is the means by which the Ambassador of Spain exercizes Spain's foreign policy with regards to cultural and scientific matters. At the same time, the Cultural Office is instrumental in the development, proposal and presentation of cultural activities in the United States. In order to better serve these purposes we have decided to make use of current technology and launch ourselves into the Web. This will permit us to offer a more informed and relevant portrayal of cultural relations between Spain and the United States, at the same time allowing us to showcase our more interesting activities in this country. U.S.- Spain relations are regulated under two agreements:

90. Information From The United States Department Of Agriculture S general Information. •, Cultural and Ethnic Food and Nutrition Education Materials A There is also information for specific ethnic/cultural groups that http://www.nal.usda.gov/foodstamp/Topics/ethnic.htm

Help Last modified: May 2005 Hot Topics Ethnic/Cultural Statistics General Information Related Links Statistics FastStats- American Indian Health Facts From: National Center for Health Statistics Brief summary of statistics on American Indian health. FastStats- Health of Hispanic/Latino Population From: National Center for Health Statistics Brief summary of statistics on Hispanic health. Hispanic Population Census, Brief 2000 PDF format From: US Census Bureau Census report provides a profile of the Hispanic population in the United States. A Portrait of Older Minorities From: American Association of Retired Persons Statistical overview of older minorities includes income, poverty status, demographics, marital status, education, employment, and health General Information Cultural and Ethnic Food and Nutrition Education Materials: A Resource List for Educators From: The Food and Nutrition Information Center Comprehensive listing of culturally-sensitive books, journal articles, videos, cookbooks, and models ranging in subject from food safety and preparation to nutrition and food composition. Includes many non-English language materials.

91. Watt - Using Modern Art To Teach Language And Culture (I-TESL-J) A thematic unit on modern art which integrates culture learning and the four skills Each group collectively generatesa list of 10 words to describe the http://iteslj.org/Lessons/Watt-ModernArt.html

The Internet TESL Journal Using Modern Art to Teach Language and Culture to ESL Students Diane Watt dwatt034 [at] uottawa.ca University of Ottawa (Ottawa, Canada) Introduction This unit on looking at modern art can be used with intermediate to advanced adolescentand adult ESL learners. Many consider contemporary art simplistic, perplexing,and just plain weird, which makes it a perfect topic for generating discussionand language learning in the ESL classroom. As learners become engaged in thetopic they will be developing their language abilities. The unit employs an integrated,four-skills approach embedded in a cultural theme, and teachers can pick and chooseactivities according to student needs and available time. Unit Objectives Language and Skills Vocabulary (New words can be recycled throughout the unit) Speaking and conversation practice Writing Reading Listening Culture Students will learn about some famous Western artists and theirworks. As students learn about the ideas behind the art they learnsomething about Western thought and culture. This unit can also be used in an intercultural approach to languagelearning. Students are likely to become more aware of their own culture whenthey come face-to-face with aspects of other cultures. Understanding one'sself as a cultural being is the first step towards attaining interculturalcompetence (See

92. Call For Paper, IAICS Taipei, Taiwan 2005 language and cultural education * Nonverbal communication groups of scholarsfrom a wide range of cultures and languages continue to come together to http://www.trinity.edu/org/ics/CCU-2005.html

Chinese Culture University Website Free Adobe Reader Registration Form The information in this block is also available on www.trinity.edu/org/ics'index.htiml Mailing List Abstracts for Each Program Complete Program Schedule ... Chinese Web Site International Association for Intercultural Communication Studies July 6-8, 2005 Conference Directors Dr. Guo-Ming Chen University of Rhode Island Departmentof Communication Studies Kingston, RI 02882 USA Dr. Yung-Yi Tang Department of Mass Communication Chinese Culture University Taipei, Taiwan ROC Conference Theme Modernization, Globalization and Cross-Cultural Communication The theme for this conference focuses on the interface among communication, culture and the influences of modernization and globalization among national cultures. The conference shall examine the issues and areas of study relevant to the theme in a broadest sense possible. Send Abstracts to English Presentation Dr. Guo-Ming Chen

93. Search The Standards Database Standard 2, Understands various meanings of social group, general implicationsof group Understands how language, literature, the arts, architecture, http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=20&StandardID=2

94. EBLIDA Contribution To A Single EU Programme For Culture Each citizen and group within the European Community shall have and actionmust be taken to promote the preservation of minority language and culture. http://www.eblida.org/position/Culture_Contribution_Nov97.htm

Cultural Co-operation - Contribution to the consideration on the subject of a single European Union Programme for Culture EBLIDA functions as the umbrella association for library, information, documentation and archive associations and all kinds of libraries throughout Europe. The organisation was founded in 1992 and has established itself as a vital link between the European institutions and library and information professionals. At the moment EBLIDA represents over 95.000 libraries throughout Europe. On behalf of the European library community EBLIDA would like to make the following contribution: EBLIDA welcomes this initiative to set up an integrated framework for cultural programmes. The present programmes are rather limited in their approach and do not achieve the impact they should and could have. Action on European level must not only safeguard the great diversity in European cultures but must also respect the principle of subsidiary, probably even more than in other areas. At the same time it is of utmost importance for the future of the European Community to strengthen the knowledge of common European cultural patterns and to find ways for action with regards to cultural issues of pan-European importance and consequence. 1. Broad concept of culture

95. General Studies Critical learning skills include proficiency in the use of language, mathematics, The objective of the cultural diversity requirement is to promote http://www.asu.edu/aad/catalogs/general/general-studies.html

A RIZONA S TATE U NIVERSITY General Studies A baccalaureate education should not only prepare students for a particular profession or advanced study, but for constructive and satisfying personal, social, and civic lives as well. In addition to depth of knowledge in a particular academic or professional discipline, students should also be broadly educated and develop the general intellectual skills they need to continue learning throughout their lives. Thus, the General Studies requirement complements the undergraduate major by helping students gain mastery of critical learning skills, investigate the traditional branches of knowledge, and develop the broad perspective that frees one to appreciate diversity and change across time, culture, and national boundaries. To help students achieve these educational goals, the General Studies Program includes five core areas and three awareness areas. The five core areas help students acquire critical lifelong learning skills and guide their exploration of the traditional branches of knowledge: literacy and critical inquiry;

96. Maori.org.nz Main Maori Site On The Net! Information and links on Maori culture, history, traditions, iwi, kapa haka,performing arts, An online Maori language course and listings of resources. http://www.maori.org.nz/

The Main Maori Site on the Internet. Information and links on Maori culture, history, traditions, iwi, kapa haka, performing arts, carving, tattooing and more. E nga iwi, Mai i te Rerenga Wairua, tae noa ki Rakiura, Haere mai, haere mai, haere mai!!! FAQ's FAQ's pertaining to the Maori World. language koha tattooing marae protocol tangihanga Greeting Cards Send Maori E-Cards!!! We have created the facilities for you to send Maori Internet Greeting Cards. Select your pictures backgrounds music Directories Information Fully searchable databases, that you can add your information to! Maori Email Directory Marae Listings Kapa Haka Groups Guest Book Map Where are you from? Add your place to our interactive guestbook map or see if anyone from your place has visited our place. Map Navigate by map If you are looking for information for a particular rohe (area) of Aotearoa, use this map. Kimi Kiwi ... Site Search Search this Site Quick Links and a search engine. Web Search Search the web Use this meta engine that provides the results of 11 search engines at once. What's New?

97. Language Resource Center - Resources For Public Resources for the general Public. While the LRC is dedicated to it primary missionof serving language instruction at the University of Michigan, http://www.umich.edu/~langres/public.html

Home About Us Services Sales ... Goethe Institute Collection Quick Links LRC Collections Foreign Fonts/Diacritics LRC Reservation Office(2009) Online Reservations ... Campus Resources Resources for the General Public While the LRC is dedicated to it primary mission of serving language instruction at the University of Michigan, we do offer some services and resources to the general community. Foreign Language Affiliated Course Service (Audio Cassettes, Audio CD's and Video Cassettes) The LRC, in conjunction with University of Michigan language faculty, have produced supplemental audio and video products that we offer for sale. Some of our products accompany textbooks, and some are stand-alone materials. More Information Goethe Institute Collection When the Goethe Institute of Ann Arbor closed it's doors in 1999, it donated it's library to the LRC to continue to offer access to the collection to the public. This small but rich collection is open to anyone in the community that is interested in German language and culture. We provide a shipping service for loans that are outside of the greater Michigan/Ohio area. More Information Search Catalog Teleconference Downlinks The LRC can provide the downlink for your teleconference through UMTV. We also have the capacity to record the downlink for future use.

98. Multicultural Toolkit Summary Kaplan describes the English language style graphically as an arrow. This styleof communication may be viewed by other cultural groups, http://www.awesomelibrary.org/multiculturaltoolkit-patterns.html

Awesome Talking Library Search Here: Home Classroom Social Studies Multicultural Communication Patterns and Assumptions of Differing Cultural Groups in the United States (Adapted from Elliott, C. E. (1999). Cross-Cultural Communication Styles, pre-publication Masters thesis) African American Communication Patterns According to the Centers for Disease Control and Prevention (1999), African Americans comprise 13 percent of the U.S. population. Animation/emotion: Communication seen as authentic is generally passionate and animated. Communication that is presented in a neutral or objective way is seen as less credible, and the motives of the speaker may be questioned. The assumption is that if you believe something, you will advocate for it. Truth is established through argument and debate. "Conversational style is provocative and challenging, and the intensity is focused on the validity of the ideas being discussed" (Kochman 1981 pp. 30-31). Effective teachers of African American students are often found " .displaying emotion to garner student respect" (Delpit, 1995, p. 142). African Americans tend to perceive greater emotional intensity when rating the expressions of others (Matsumoto, 1993). Directness/indirectness: Generally directly facing and talking with the person with whom you have an issue or problem is preferred. Someone who won’t face you directly shows his or her claim or problem to be invalid; the assumption is that anyone with a legitimate problem would come to the other person directly. A lack of response to a

99. General Education Certification Report The group reached a general consensus on the following points That languagestates. Foundations of Society and culture (3 courses, 15 units) http://www.college.ucla.edu/ge/rep-sc.htm

May 1, 2002 To: Raymond Knapp, Chair, Undergraduate Council From: Otto Santa Ana and M. Gregory Kendrick, Foundations of Society and Culture Workgroup Re: Course approvals for the College’s new General Education Curriculum for Fall The ad hoc workgroup for the review and certification of courses submitted for GE credit in the College’s Foundations of Society and Culture area submits the following report of its activities. This report summarizes the following: The process the workgroup used to review courses; The criteria used to evaluate proposals and determine their appropriateness for this foundational area; Issues and questions that emerged from the review process; Minutes of meetings held on March 8 and April 5, 2002. Workgroup Members Otto Santa Ana, Chair Ceasar Chavez Center for Chicana/o Studies—FEC M. Gregory Kendrick General Education Program Jeanne Arnold Anthropology—FEC Scott Bartchy History—UgC/GE Governance Committee Michael Curry Geography David Chung University Student Association Council Bryan Ellickson Economics—FEC Robert Frank History—UgC Lynn Itagaki Graduate Student Association Cindy Mosqueda University Student Association Council Steve Reise Psychology—UgC Teofilo Ruiz History Mark Sawyer Political Science James Schultz Germanic Languages/Lesbian, Gay, Bisexual, and Transgender Studies

100. DIVERSITY AND COMPLEXITY IN THE CLASSROOM Terminology changes over time, as ethnic and cultural groups continue to define For example, some languages do not have twoword verbs, and speakers of http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/diverse

DIVERSITY AND COMPLEXITY IN THE CLASSROOM CONSIDERATIONS OF RACE, ETHNICITY, AND GENDER By Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching, contact Jossey-Bass . Reprinted here with permission, September 1, 1999. Since the 1960s and the rise of the civil rights movement, American colleges and universities have been engaged in an ongoing debate about how best to enroll, educate, and graduate students from groups historically underrepresented in higher education: women, African Americans, Chicanos and Latinos, Native Americans, American-born students of Asian ancestry, and immigrants. As enrollment statistics show, changes in both the demographics of the applicant pool and college admissions policies are bringing about a measure of greater diversity in entering classes (Levine and Associates, 1990). There are no universal solutions or specific rules for responding to ethnic, gender, and cultural diversity in the classroom, and research on best practices is limited (Solomon, 1991). Indeed, the topic is complicated, confusing, and dynamic, and for some faculty it is fraught with uneasiness, difficulty, and discomfort. Perhaps the overriding principle is to be thoughtful and sensitive and do what you think is best. The material in this section is intended to help you increase your awareness of matters that some faculty and students have indicated are particularly sensitive for women and students of color. Some of these problems affect all students, but they may be exacerbated by ethnic and gender differences between faculty members and their students.

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