10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague

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2025 Global Learning for an Open World (GLOW) Conference November 19–20

Tomorrow begins the 2025 Global Learning for an Open World (GLOW) Conference, happening November 19–20 online! Join me and educators from around the world as we explore global competence, intercultural collaboration, and innovative teaching for a connected future. Learn more & register: https://ringcentr.al/4nL3ftI #GLOW2025 #GlobalLearning #EducationInnovation #TeachGlobal

Global Learning For An Open World 2025

Join my GLOW 2025 session, “Nurturing Belonging: AI & Digital Tools for Online Learning” where we will leverage AI & Digital tools to strengthen a climate of Belonging in online learning spaces with. Practical, accessible research-based strategies for Educators, all levels. This fully virtual conference brings together educators and changemakers committed to helping students thrive in an interconnected world.✨ Register today: https://ringcentr.al/4nL3ftI #GLOW2025 #GlobalEducation #SDGs #FutureReadyStudents

Proud to be part of a global community of educators presenting at #GLOW2025, co-hosted by Actionable Innovations Global and the Charter for Compassion. Let’s connect, collaborate, and take action for a better world! https://ringcentr.al/4nL3ftI

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STEAM Fusing Art, Design, and Technology

Thinking Thursday – Post — Fusing Art, Design, and Technology

Here is an informative and creative post from Daily Art Magazine connecting art projects and artistic design with technological innovation. Several YouTube videos are included too. 

https://www.dailyartmagazine.com/7-projects-art-and-ai-technology/

 

 

                                                  References

Guest Author, (2025).  7 Mind-blowing projects where art meets technology. Daily Art Magazine. https://www.dailyartmagazine.com/7-projects-art-and-ai-technology/

Archived Link on the Internet Archive: https://web.archive.org/web/20251114043230/https://www.dailyartmagazine.com/7-projects-art-and-ai-technology/

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An AI Chatbot for My Graduate Curriculum Class

       The students in my graduate research course are learning across four time zones and in locations outside of the U.S. As a conversational support when I am offline, an AI Chatbot was designed for my graduate Curriculum Evaluation class. Design and set-up was accomplished with Jotform.

      This AI Chatbot was train on specific questions and answers and previous questions and answers from the original course administration in the Spring.

Here is a short, wordless, demo video (to avoid background noise, mute the sound).

To increase student agency with the Chatbot, graduate students are currently contributing names for the Chatbot to replace the current name, “Agent 554.” You are invited to participate in the poll: https://tinyurl.com/NameAgent554

Naming Agent 554 by Teague

https://tinyurl.com/NameAgent554

As with all learning tools, there are Advantages and Considerations for using Chatbots in Learning Spaces:

Advantages

  • Centralizes content and resources
  • User experience is faster than search
  • Can be replicated and modified for a variety of audiences or topics
  • No coding experience required for basic build

Considerations

  • Requires significant planning and design
  • Integrating into a website requires technical background
  • Requires regular maintenance and updates, often weekly

(Stanford University, 2021)

Here is a basic sample chat screenshot of Agent 554 in action!


Currently, I am tinkering with my languaging so that Agent 554-bot is not reflecting only the university’s time zone (for example, it could potentially be confusing for a grad student to read “Good Morning” when it is night-time where they are accessing the course).

Here are peer-reviewed research and application resources to learn more about AI Chatbots in Educational Spaces,

Peer-reviewed
Davar, N. F., Dewan, M. A. A., & Zhang, X. (2025). AI chatbots in education: challenges and opportunities. Information, 16(3), 235. https://www.mdpi.com/2078-2489/16/3/235

Debets, T., Banihashem, S. K., Joosten-Ten Brinke, D., Vos, T. E., de Buy Wenniger, G. M., & Camp, G. (2025). Chatbots in education: A systematic review of objectives, underlying technology and theory, evaluation criteria, and impacts. Computers & Education, 105323.
https://doi.org/10.1016/j.compedu.2025.105323

Application Resources

Chatbots as a Teaching Tool- Stanford University, (2021). https://teachingresources.stanford.edu/resources/chatbot-as-a-teaching-tool/
Edutopia, 2025. Helping students navigate new technology responsibly. https://www.edutopia.org/video/using-ai-chatbots-in-the-classroom/

Jotform: http://jotform.com (Thank you Jotform!)

https://x.com/TweetTeague/status/1986361448017367237

 

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Weekend Ed. Quote ~ November 8

"Training ourselves and our students to work with AI doesn’t require inviting AI to every conversation we have. 
In fact, I believe it’s essential that we don’t." ~ Inara Scott, Inside Higher Ed, (2023)

chatbos

 


More Weekend Ed. Quotes

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STEM Learning Day Spotlight – Lillian Moller Gilbreth

STEM Day Spotlight Lillian Moller Gilbreth

      A forward-thinking engineer took everything she knew about factories and applied it to the the kitchen, and from there, she changed the world.
Lillian Moller Gilbreth had a PhD in psychology, twelve children, and a problem that would have destroyed most people: Her husband had just died and during the early 1960’s no one would hire a woman engineer—no matter how brilliant she was.

So, Dr. Gilbreth did what engineers do. She found another way.

 

The Girl Who Had to Fight for College

     Dr. Gilbreth was born in 1878 in Oakland, California, the oldest of nine children. She was shy, bookish, more comfortable with ideas than people. But she was brilliant in a way that couldn’t be hidden. When she graduated high school at the top of her class, she wanted to go to college. Her father said no.

     This was the 1890s. Nice girls from good families didn’t need higher education. They needed husbands. College, her father believed, would only make Lillian unmarriageable—too smart, too independent, too threatening to potential suitors. Dr. Gilbreth persisted. She argued. She pleaded. Finally, he relented.

     In 1900, she graduated from UC Berkeley with a degree in English literature—and became the first woman ever permitted to speak at a University of California commencement ceremony. That was just the first of many firsts. Next, Dr. Gilbreth earned a master’s degree. Then she met Frank Gilbreth—a construction contractor with a mind that saw patterns everywhere. He looked at construction sites and saw wasted motion. He looked at bricklaying and saw inefficiency.  And he looked at Lillian and saw a partner who could match his intellectual ambition. They married in 1904. And together, they invented a revolution.

The Science of Not Wasting Time

     Frank and Lillian Gilbreth pioneered what became known as “time-and-motion studies”—a systematic approach to understanding work that transformed American industry.

     The time-and-motion concept was deceptively simple: Film workers as they performed repetitive tasks: Analyze the footage frame by frame. Identify every wasted movement. Redesign the process to be faster, safer, and less exhausting.

     Frank and Lilian Gilbreth invented “therbligs” (which was their name, Gilbreth spelled backwards)—a system of 17 fundamental motions that comprise all human work. Search. Select. Grasp. Transport. Position. Release.

     The Gilbreth’s consulted for factories, hospitals, offices. Everyone wanted the Gilbreths’ expertise. The aspect that made the Gilbreth’s work different from other efficiency experts was that Dr. Gilbreth brought psychology to engineering. While Frank Gilbreth obsessively timed everything with a stopwatch, chasing speed and productivity, Dr. Lillian watched workers’ faces. She asked questions no one else thought to ask, such as Were they comfortable? Were they happy? How can we make this work less soul-crushing?

Dr. Gilbreth believed that efficiency and humanity were not opposites; they enhanced each other.  Dr. Gilbreth promoted the concept that good design should reduce suffering, not just increase output.

     Publishers often refused to credit Dr. Gilbreth on the books written with her husband. Publishers believed that publishing a female author would hurt credibility. Dr. Gilbreth was doing all of this research while raising children. The Gilbreths had twelve children—and turned their household into a living laboratory.

     The Gilbreth’s applied time-and-motion studies to everything: washing dishes, brushing teeth, making beds. They experimented with workflows. They involved the children in testing new methods. Two of those children would later write the book “Cheaper by the Dozen”—the bestselling memoir about growing up in a household where parents approached child-rearing like engineers solving a fascinating puzzle. Then, in June 1924, everything fell apart.

The Day Everything Changed

     Frank Gilbreth died suddenly of a heart attack. He was 55 years old. Lillian was 46, with eleven children still at home. The youngest were still in school. The oldest was just 19. Overnight, she lost her partner, her collaborator, her co-parent. And worse—she lost most of her income.

     Corporate clients canceled their contracts immediately. The corporate clients rationalized that they had hired “the Gilbreths”—a team and not a woman alone. Despite Lillian’s PhD. and despite her contributions being equal to or greater than her husband and despite years of proven expertise, companies simply refused to work with her.  In 1924, women were not working in corporate engineering.

She had eleven children to feed, clothe, and educate after her husband’s death. Dr. Lillian Gilbreth refused to quit, and she was a strategic planner. If industrial companies would not hire her as an engineer, she would pivot to a domain they thought women could legitimately understand: Homes and Kitchens and the work that women did every single day.

Revolution in the Kitchen

     Dr. Gilbreth took everything she had learned studying factory workers and applied it to the place where most women spent their days—performing repetitive, exhausting labor that no one called “work” because it was not paid. Dr. Gilbreth began consulting for appliance manufacturers: General Electric, Macy’s, Johnson & Johnson.

     She interviewed over 4,000 women about how they actually used kitchens. What heights felt comfortable? Which movements caused pain? What tasks were unnecessarily difficult?

And she discovered something infuriating:

     Kitchens were designed by men who never cooked, for women whose needs were never considered. Counter heights were arbitrary—too high for some women, too low for others, causing chronic back pain. Appliances were positioned with no thought to workflow. Storage was inefficient. Everything required more steps, more effort, more strain than necessary.

     Dr. Gilbreth analyzed and applied all the data from the homemaker interviews and redesigned the American kitchen. She developed the L-shaped kitchen layout—maximizing efficiency by minimizing the distance between sink, stove, and refrigerator. The “work triangle” concept that every kitchen designer still uses today.

     Dr. Gilbreth studied counter heights and recommended adjustable or varied heights for different tasks. She invented shelves for refrigerator doors—including the egg keeper and butter tray we take for granted now. Before Dr. Gilbreth’s innovations, refrigerator doors were blank. She saw wasted space. Dr. Gilbreth helped improve electric mixers, can openers, and stoves. She was always asking: How can we make this easier for the person actually using it?

The Genius of the Garbage Can

         Dr. Gilbreth invented the foot-pedal trash can. Think about it: In the 1920s, trash cans had lids you lifted with your hands. You are preparing raw chicken. Your hands are covered in salmonella. You need to throw something away. Wbile you work, you touch the trash can lid, contaminating it. Later, you touch it again with clean hands. The foot-pedal design was brilliant in its simplicity: Open the trash can without using your hands and preventing cross-contamination, thereby keeping kitchens cleaner, saving time, and reducing disease.

     In an era when indoor plumbing and modern sanitation were still luxuries, this small invention helped prevent illness and death. It seems obvious now. One of the benchmarks of good design is that it becomes invisible because it is hard to imagine the innovation any other way.  Someone had to think of it first, and that someone was a widowed mother of twelve who refused to accept that homemaker’s work in the home deserved less engineering attention than men’s work in factories.

The Comeback

     In 1929, Dr. Gilbreth veiled “Gilbreth’s Kitchen Practical” at a Women’s Exposition in New York. Gilbreth’s Kitchen Practical was a fully designed, ergonomically efficient kitchen that became the template for modern kitchen design. Dr. Gilbreth’s work was noticed and by the 1930’s, Dr. Lillian Gilbreth had rebuilt her career entirely—on her own terms.

     Dr. Gilbreth became a consultant to major corporations. During the Great Depression, President Hoover appointed Dr. Gilbreath to his Emergency Committee for Unemployment. While working on this committee, she created a “Share the Work” program to generate jobs for thousands. During World War II, Dr. Gilbreth consulted with military bases and war plants, applying her efficiency methods to support the war effort.

     In 1935, at age 57, she became the first female engineering professor at Purdue University. She held that position until she was 70. In her 70’s she kept working. She lectured at MIT into her 80s. She consulted. She wrote. She directed an international training center at NYU, designing kitchens specifically for people with disabilities. During her lifetime, Dr. Gilbreth received over 20 honorary degrees.

     In 1965, Dr. Gilbreth became the first woman elected to the National Academy of Engineering (1965). Dr Gilbreth was the second woman admitted to the American Society of Mechanical Engineers (1926). In 1966, Dr. Gilbreth became the first woman to receive the Hoover Medal for her “great, unselfish, non-technical services by engineers to humanity.” Dr. Gilbreth was known as the “the mother of modern management” and “a genius in the art of living.” Dr. Gilbreth lived to be 93 years old.

What Dr. Gilbreth Taught Us

     Here is what makes Dr. Lillian Gilbreth’s story so powerful: She succeeded in an previous era where she was an outlier. She raised eleven children while earning a PhD and building a groundbreaking career. She lost her husband and her income—and refused to quit.

     Dr. Gilbreath took the principles developed for factories—efficiency, workflow optimization, ergonomics—and used them to transform the invisible labor that women performed in homes. Dr. Gilbreth proved that engineering attention is needed in kitchen and home design as much as in industry.  Dr. Gilbreth’s work promoted the concept that efficiency could be humane and that good design reduces suffering. Dr. Gilbreth’s engineering innovations transformed ordinary life and made it easier for ordinary people to experience engineering’s highest calling.

     Every time you open your refrigerator and grab something from the door shelf, you are using Dr. Lillian Gilbreth’s efficiency invention.  Every time you step on a pedal to open your trash can, you benefit from Dr. Gilbreth’s ergonomic design. Every time you work in a kitchen with an efficient layout—appliances positioned to minimize walking, counter heights designed for comfort—you are living in a design esthetic that Dr. Gilbreth helped create; and know you know her name.

Dr. Gilbreth’s Legacy

     In 1984, twelve years after her death, the U.S. Postal Service issued a stamp in Dr. Gilbreth’s honor. Dr. Gilbreth’s legacy is in every kitchen in America. Dr. Lillian Gilbreth believed that design should serve people and that efficiency is not just about speed—it is about preserving human energy for what actually matters.

     Some people see problems; Dr. Lillian Gilbreth saw possibilities—and turned them into systems that made life easier, cleaner, and more human for millions of people who never knew her name.

The next time you open your trash can with your foot, remember the widowed mother of twelve who refused to quit.

      Dr. Lilian Gilbreth proved that the best engineering does not just make things faster; it makes life more human.

~Adapted and condensed from a Reader’s Digest article.

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An AI Chatbot to Help Graduate Students

Thanks to Jotform AI Agent Builder, I am pleased to introduce Norman, my AI Chatbot for my research students! Most busy grad students are working at all hours and weekends. NormanAIOwl will be available for help.

Teague's AI Chatbot named Norman

As with all learning tools, there are Advantages and Considerations for using Chatbots in Learning Spaces:

Advantages

  • Centralizes content and resources
  • User experience is faster than search
  • Can be replicated and modified for a variety of audiences or topics
  • No coding experience required for basic build

Considerations

  • Requires significant planning and design
  • Integrating into a website requires technical background
  • Requires regular maintenance and updates, often weekly

(Stanford University, 2021)

Here is a basic sample chat screenshot of NormanAI in action!

Teague NormanBot conversation

 

The students in my research course are learning across four time zones and outside of the U.S. Currently, I am tinkering with my languaging so that Norman-bot is not reflecting only the university’s time zone (for example, it could potentially be confusing for a grad student to read “Good Morning” when it is night-time where they are accessing the course).

Here are peer-reviewed research and application resources to learn more about AI Chatbots in Educational Spaces,

Peer-reviewed
Davar, N. F., Dewan, M. A. A., & Zhang, X. (2025). AI chatbots in education: challenges and opportunities. Information, 16(3), 235. https://www.mdpi.com/2078-2489/16/3/235

Debets, T., Banihashem, S. K., Joosten-Ten Brinke, D., Vos, T. E., de Buy Wenniger, G. M., & Camp, G. (2025). Chatbots in education: A systematic review of objectives, underlying technology and theory, evaluation criteria, and impacts. Computers & Education, 105323.
https://doi.org/10.1016/j.compedu.2025.105323

Application Resources

Chatbots as a Teaching Tool- Stanford University, (2021). https://teachingresources.stanford.edu/resources/chatbot-as-a-teaching-tool/
Edutopia, 2025. Helping students navigate new technology responsibly. https://www.edutopia.org/video/using-ai-chatbots-in-the-classroom/

Jotform: http://jotform.com (Thank you Jotform!)

https://x.com/TweetTeague/status/1986361448017367237

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Weekend Ed. Quote ~ November 1

In keeping with the changing of the clocks in the U.S. specifically and the passage of time in general here is our Weekend Ed. Quote.

“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” – Malcolm X

Education Passport Quote by Malcolm X

 

 


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3 Easy Activities to Connect STEAM and Changing of the Clocks

Early Sunday morning ends Daylight Saving Time (Nerdy Grammar Alert: “Saving” is singular).

Fall Back 2025

Saturday night (or early Sunday) we turn our clocks back to “gain” an extra hour. Around here, we wait each other out to see who will change the trickier, complicated clocks, so, during the stand-off there will literally be five time zones, just in our house!

Here are three quick STEAM-related Icebreaker or Exit Activity, or Early Finisher activity.

1.) Using a Museum collection or the Library of Congress collection, search for artistic representations of clocks or the passage of time. Either display several for students and see if they can tell the time displayed or invite students to complete their own Museum-site search.  Examples include Salvador Dalí’s melting clocks in The Persistence of Memory, Edvard Munch’s Self-Portrait. Between the Clock and the Bed, and the meticulous automata clocks housed at The Metropolitan Museum of Art

Dali 1933 The Persistence Of Memory

Dali 1933 The Persistence Of Memory

For another example, The Library of Congress has an Astronomical Clock from Prague

Link: https://tile.loc.gov/storage-services/service/pnp/cph/3c00000/3c09000/3c09000/3c09004v.jpg

2.) Brainstorm a list of songs with the words “clock” or “time” in the titles or lyrics. For example,  “Time in a Bottle” by Jim Croce (1972).

3.) Low-Time/No Tech- In just two words, indicate how you will spend (or how you spent) your “Fall Back” extra hour. Use words that begin with the same letters as your initials. Example: For my initials, “V.F.” my answer for how I will spend my extra “Fall Back” hour is “Visit Family.”

Please share any of your ideas!

Happy Fall Back!

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Weekend Ed. Quote ~ October 24

“Communication leads to community, that is, to understanding, intimacy and mutual valuing.” ~ Rollo May, Psychologist and Author

Communication Quote by Rollo May

 

 

 

 


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Computational Thinking Activity Examples in STEAM

Computational Thinking Activity Examples in STEAM

Art and Computational Thinking rendered by Loveart

Artistic Image Rendered by Loveart

 

 

 

 

 

 

Computational Thinking…at the ECE and Primary Grade Level, the key is Teacher Modeling! Also, keeping the computational tools simple enough that younger Students can focus on creative expression while experiencing how technology expands their artistic possibilities. Each example maintains age-appropriate complexity while introducing Students how computational processes can enhance and transform their creative work!

Examples: Drawing and Models
Kinesthetic Materials such as Flannel cut-outs, popsicle sticks, clay, PlayDoh, can be used to create models, dioramas, and settings from their drawing blueprints.

Tools Programs like Scratch Jr., Geogebra, Tynker, or even simple drawing apps let students create digital art and animations. They can make characters move, change colors, or respond to clicks—combining their drawings with basic coding concepts.

Physical Computing Projects Students can use tools like Makey Makey to turn their drawings or sculptures into interactive pieces. For example, they might paint with conductive paint and create circuits that light up or make sounds when touched. This connects traditional art making with simple electronics.

Digital Collage and Photo Editing Even basic photo editing tools or collage apps let students manipulate images in ways that would be impossible with scissors and glue—changing colors, duplicating elements, adding filters, or layering images.

Music and Sound Creation Apps like GarageBand or Chrome Music Lab allow students to compose music computationally, experimenting with loops, beats, and digital instruments. They can create soundscapes to accompany visual art or storytelling.

Pixel Art and Grid-Based Design Pixel art naturally introduces concepts like patterns, symmetry, and coordinates. Students can create designs on graph paper and then translate them into digital formats, or use apps specifically designed for pixel art.

Stop-Motion Animation Using tablets or computers with simple stop-motion apps, students can animate their clay sculptures, drawings, or found objects—learning about sequencing and how many small changes create movement.

Pattern Generation and Tessellations Students can use simple coding blocks or pattern-making apps to create repeating designs and Tessellations. They might program shapes to rotate, flip, or change colors in systematic ways, exploring mathematical concepts like symmetry and repetition while creating visually striking artwork. Tools like Scratch or even Google Sheets can be used to generate complex patterns from simple rules.

Digital Storytelling with Branching Narratives Students can create interactive stories where readers make choices that affect the outcome. Using platforms like Scratch, Twine, or Book Creator, they combine their writing, illustrations, and basic programming to create “choose your own adventure” style narratives. The computational element is in designing the story’s logic and multiple pathways.

Light Painting and Long-Exposure Photography Students can use tablets or cameras with long-exposure settings to “paint” with light sources in dark spaces. They can plan their designs, experiment with different movements, and see how the camera’s computational processing captures their motion over time in ways the human eye cannot—blending performance art with digital photography.

Computational Poetry and Text Manipulation Students can use simple code or apps to manipulate text in creative ways—generating poems from word lists, creating acrostics automatically, rearranging words based on rules they design, or even making “word clouds” that visualize the frequency of words in their writing. This combines language arts with algorithmic thinking to create visual-textual art.

 

Computational Thinking…at the Secondary Grade Level, Students can also engage more deeply with the conceptual aspects of computational art: exploring questions about authorship, the relationship between artist and algorithm, digital culture, and how computation changes artistic practice itself. Secondary students can engage with more sophisticated computationally enhanced art practices.

 

Examples: Coding-Based Visual Art Students can use Processing, p5.js, or similar creative coding platforms to generate visual art through code. They might create generative art that produces unique patterns, interactive animations, or data visualizations that transform information into aesthetic expressions.

3D Modeling and Digital Sculpture Tools like Blender, Tinkercad, or SketchUp allow students to create three-dimensional digital sculptures and environments. These can be rendered as images, animated, or even prepared for 3D printing to bridge digital and physical art forms.

Game Design as Artistic Expression Using Unity, Unreal Engine, or more accessible platforms like Construct or GameMaker, students can create narrative-driven or experimental games that explore themes, emotions, and ideas—treating the game itself as an art object rather than just entertainment.

AI-Assisted Art Creation Students can experiment with AI image generators, style transfer algorithms, or machine learning tools to create hybrid works. They might train models on their own artwork, explore ethical questions about AI authorship, or use AI as a collaborative partner in the creative process.

Interactive Installations and Physical Computing Arduino or Raspberry Pi projects let students create installations that respond to viewers through sensors, motors, lights, and sound. For example, an artwork that changes based on proximity, environmental data, or audience interaction.

Digital Photography and Computational Imaging Beyond basic editing, students can explore HDR imaging, photogrammetry (creating 3D models from photographs), glitch art, or algorithmic manipulation of images to create surreal or abstract compositions.

Web-Based and Net Art Students can create interactive websites as art pieces using HTML, CSS, and JavaScript—exploring how browsers, hyperlinks, and digital navigation can become artistic mediums.

Music Production and Sound Design Digital audio workstations (DAWs) like Ableton, FL Studio, or free options like Audacity enable students to compose, manipulate, and layer sounds. They might create electronic music, soundscapes, or experimental audio art.

Motion Graphics and Video Art Tools like After Effects, Premiere Pro, or open-source alternatives allow students to create animated typography, video collages, or time-based digital art that combines moving images with computational effects.

Data Art and Visualization Students can transform datasets—whether personal, social, or environmental—into visual or interactive artworks that communicate information aesthetically, using tools like Tableau, D3.js, or custom code.

 

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