Educational Equity, Politics & Policy in Texas

This blog on Texas education contains posts on accountability, testing, K-12 education, postsecondary educational attainment, dropouts, bilingual education, immigration, school finance, environmental issues, Ethnic Studies at state and national levels. It also represents my digital footprint, of life and career, as a community-engaged scholar in the College of Education at the University of Texas at Austin.

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Monday, November 18, 2013

The STEM Crisis: Reality or Myth?



November 11, 2013

The STEM Crisis: Reality or Myth?

The STEM-Crisis Myth 1
Alison Yin for The Chronicle
Norman Matloff, a computer-science professor at the U. of California at Davis: "We have a surplus of homegrown STEM workers. We've had it in the past and we're likely to have it in the future."
By Michael Anft /CHRONICLE OF HIGHER EDUCATION


Most researchers who have looked into the issue—those who don't receive their money from technology companies or their private foundations, anyway—say no. They cite figures showing that the STEM-worker shortage is not only a meme but a myth.
Yes, some information-technology workers are enjoying raises, and petroleum engineers, in demand because of the boom in fracking, are seeing their salaries explode.
But if you're a biologist, chemist, electrical engineer, manufacturing worker, mechanical engineer, or physicist, you've most likely seen your paycheck remain flat at best. If you're a recent grad in those fields looking for a job, good luck. A National Academies report suggests a glut of life scientists, lab workers, and physical scientists, owing in part to over-­recruitment of science-Ph.D. candidates by universities. And postdocs, many of whom are waiting longer for academic spots, are opting out of science careers at higher rates, according to the National Science Foundation.

"This is all about industry wanting to lower wages," says Norman S. Matloff, a professor of computer science at the University of California at Davis. Mr. Matloff has investigated how IT employers benefit by raising the numbers of lower-paid foreign STEM laborers and by sending offshore the engineering and STEM manufacturing jobs of mostly older American workers. "We have a surplus of homegrown STEM workers now," he says. "We've had it in the past and we're likely to have it in the future." 

CONTINUE READING HERE.


Posted by Angela Valenzuela at 10:21 AM No comments:
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Sunday, November 17, 2013

Why Third Grade Is So Important: The ‘Matthew Effect’

This piece make the case that the third grade is more important than 11th. 

"Third-graders who lack proficiency in reading are four times more likely to become high school dropouts."

Only in the rarest of incidents should a third-grade child still not be held back if they are not reading by 3rd grade.

"The ideal alternative: teachers and parents would collaborate on the creation of an individualized learning plan for each third-grader who needs help with reading — a plan that might involve specialized instruction, tutoring or summer school. Most important is taking action, researchers say, and not assuming that reading problems will work themselves out."

-Angela

Why Third Grade Is So Important: The ‘Matthew Effect’

Children who have made the leap to fluent reading will learn exponentially, while those who haven't will slump
By Annie Murphy Paul @anniemurphypaulSept. 26, 2012

Read more: Anne Murphy Paul: 'Matthew Effect' and Why Third Grade Is So Important | TIME.com http://ideas.time.com/2012/09/26/why-third-grade-is-so-important-the-matthew-effect/#ixzz2kxwU2OVj


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La Bloga: Kids' latino bks; Lit agents; Banned Bk; killer ra...

La Bloga: Kids' latino bks; Lit agents; Banned Bk; killer ra...: Articles posted here on diversity and privilege  in publishing have generated much discussion at LinkedIn and elsewhere; ...

Quote from within:


"Books commonly read by elementary school children include the Junie B. Jones, Cam Jansen, Judy Moody, Stink and Big Nate series, all of which feature a white protagonist. An occasional African-American, Asian or Hispanic character may pop up in a supporting role, but these books depict a predominantly white, suburban milieu.
"A review of 250 book series aimed at second to fourth graders and found just two that featured a Latino main character.
"The Cooperative Children’s Book Center, which compiles statistics about the race of authors and characters in children’s books published each year, found that in 2011, just over 3 percent of the 3,400 books reviewed were written by or about Latinos, a proportion that has not changed much in a decade.
"Houghton Mifflin, which publishes reading textbooks, allocates exactly 18.6 percent of its content to works featuring Latino characters. The company says that percentage reflects student demographics.
Continue reading here.


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Saturday, November 16, 2013

Louisiana council chair on defunding libraries: 'They're teaching Mexicans how to speak English'

This racist tirade is enraging. -Angela

Fri Nov 15, 2013 at 10:21 AM PST

Louisiana council chair on defunding libraries: 'They're teaching Mexicans how to speak English'

by HunterFollow /Daily Kos

Bookshelves with cookbooks
attribution: Susan from 29
What we need around here
is a little less book learnin'
Whut.
Library funding in Lafourche Parish, Louisiana, may be diverted to a new jail thanks to a legislator who doesn't approve of the library's programs. Jail proponent and chair of the Lafourche Parish Council Lindel Toups supports a ballot measure that would take funding away from libraries. “They’re teaching Mexicans how to speak English,” Toups told the local Tri-Parish Times, referencing Biblioteca Hispana, a Spanish-language section of one of the nine branch libraries. “Let that son of a bitch go back to Mexico. There’s just so many things they’re doing that I don’t agree with. ... Them junkies and hippies and food stamps [recipients] and all, they use the library to look at drugs and food stamps [on the Internet]. I see them do it.”
Library System Director Laura Sanders seems a patient person, but still manages an impressive rebuttal:
She noted that for Toups, the issue of the jail's condition is a personal one. "He does have family members that are incarcerated," she says.
Touché.
Posted by Angela Valenzuela at 1:05 PM No comments:
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Shackles for Native children by Dr. Devon Peña

Do check out this sickening account of how we have treated children in our past as a country.  This is a Nov. 8th piece from his mexmigration.blogspot.com post.  Some of this leaves us with an enduring, if perverse, legacy. -Angela


State(s) of exception | Youth in chains


Child shackles used on native children. RHDefense
Shackles for Native children
CRUDE BUT ENDURING IMPLEMENTS OF RACIST STATE BRUTALITY






Devon G. Peña | Seattle, WA | November 8, 2013


I often peruse the News-feed on Facebook because it is actually a fairly good place to find an exceptionally diverse range of iconic images that somehow speak deeply to the history, culture, politics, and current events that immerse the entire nation in race and race consciousness. On the FB page called Strange World, today I found a photograph of what appears to be a old rusted set of iron shackles. They are very tiny and designed to be used on children. The narrator provides this description:
These are actual tiny child handcuffs used by the U.S. government to restrain captured Native American children and drag them away from their families to send them to the Indian boarding schools where their identities, cultures and their rights to speak their Native languages were forcefully stripped away from them.
There is a criminal defense law blog that also posted the same photograph but with the following commentary, emphasizing the “…horror of their brutal purpose, which was to restrain Native children who were being brought to boarding schools.” Jessica Lackey (Cherokee) describes the experience of holding the heavy handcuffs for the first time: “I felt the weight of their metal on my heart.” 
 
I cannot address the accuracy of these statements here but I have also listened to recollections about grandmothers, aunts, and uncles who retained their indigenous souls by silently singing ceremonial prayers inside their heads against the cold and barren Protestant walls. This resilience in the face of brutal child abuse that many relations experienced as kidnapped youth is a big chapter in the long history of institutionalized violence of the settler society. The shackles are there at the beginning; when the missionaries and lawmen initiate the first cruel act of violent forced separation and imprisonment. This was followed by years of discipline and punish and daily-lived abuse in the boarding schools that had been designed, like concentration camps, to “beat the Indian” out of the child. I was drawn to this photograph in part because of recent incidents that tie this historical occurrence with present-day police and state violence against native children and youth of color.

Ten-year old in shackles. Steve Mitchell | USA Today
Here are three other photographs that speak to the practice of shackling children, which is still very much a part of the settler correctional culture and its policing of the population to enforceconformity and acquiescence. I remember the first photo from aUSA Today story I read some five years ago (2007). The story, “Should kids go to court in chains?” focuses on a widespread policy involving the use of shackles on juvenile suspects being tried or managed under the juvenile court system. A disproportionate number of these are African American, Latina/o, Native American, and immigrant youth. 
 
A blogger by the name of Krazee Kop, got me started on a new direction when I saw a post on how “Child advocacy groups in North Carolina are attacking the practice of shackling children during juvenile court hearings as unlawful and emotionally abusive.” Krazee Kop continues by sarcastically repeating a thin blue-line mantra, noting how Sheriff's officials say “it’s necessary to keep troubled children from running away or disrupting court…[Yet]…criticism of the practice has been growing around the country, with litigation cropping up from Florida to California to North Dakota. The legal controversy arrived in North Carolina on Monday when lawyers filed a motion in Greensboro protesting the shackling of a 14-year-old girl facing larceny charges.”
The shackles are more than just icons of the deep history of violence that marks the passage of the United States from its origins in slavery and genocide and across beyond the 20th century to the abuse of children and youth under the neoliberal juridical order.
Convict costume

The second photo (seen here to the left) seems even more jarring to my senses. I picked this out from costume retail website Fun ‘n Folly and the outfit is called “Convict”. It shows a child model in striped prison garb with what I presume are plastic versions of the old ball-and-chain and iron shackles. The model is of course a white boy. Can you imagine otherwise? The ironic point being that white parents can actually afford to let their boys play convict and laugh it off since the chance their child could end up in a real ball-and-chain is abut 800 percent less compared to the prospects for Native, Black or Latina/o American youth; this is especially so if that white child is growing up in a middle-income household. 

This photo can be read as indicative of the assertion of a humorous take born of race and class privilege but it also speaks to the deep roots of the settler nation-state’s legacy of continued structural violence against Native children and youth of color. I started to read a few reports and legal studies about this contemporary phenomenon of the shackling of children. One of the more insightful reports I have read was prepared by clinical professor of law, Kim M. McLaurin, and published in the Journal of Law and Policy (Vol. 38, 2012). McLaurin argues that:
Indiscriminate shackling of adults and juveniles without an individualized determination of need violates the Fifth, Sixth, and Fourteenth Amendments to the U.S. Constitution. The U.S. Supreme Court has repeatedly held that appearing in court in “shackles ‘impos[es] physical burdens, pains, and restraints . . . . . . tend[s] to confuse and embarrass’ [adult] defendants ‘mental faculties’ and thereby tend materially to abridge and prejudicially affect [their] constitutional rights.’” Where the defendant is not an adult, but instead is an adolescent, these constitutional rights are much more likely to be negatively impacted. (238)
McLaurin continues by explaining what most medical anthropologists would view as obvious: “The developmental and sociological differences between adults and adolescents have been widely recognized” and the Supreme Court in Roper, Graham, and J.D.B. “carved out categorical exceptions for adolescents and has held that the…practice of indiscriminate shackling is unconstitutional as applied to adults and even more so when applied to children.” (239)

The child shackle has a long history: It has served as a tool used by slavers, slave masters, and boarding school kidnappers alike. It is directly a tool of oppression and forced captivity; it has also been a degrading method for restraining youth subject to the juvenile court system accused, rightly or wrongly, of varied crimes; more recently it has been used as a dehumanizing tool to impose quick-trigger discipline; and it has only in more recent times also become part of a packaged amusement commodity as more privileged circumstances have it. 
North Carolina children in shackles (2012). Krazee Kop
It is also, alas, an enduring symbol: One that speaks volumes about the nature of the United States as a deeply violent settler society that is unlikely to get over its hang-up over race and social control. So it also represents the state of exception – a technique for rendering the body without rights or protections, impinging on the freedom of movement of all those usually colored bodies forcibly held under its iron grip. No society can claim to be civilized as long as it has its children – any children – restrained in shackles.
Posted 1 week ago by Devon G. Peña
Labels: boarding schools children Native Americans police violence shackles slavery State of exception state violence
Posted by Angela Valenzuela at 12:51 PM 1 comment:
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Public Intellectuals Against the Neoliberal University BY Henry Giroux

Democracy is at risk.  We must return to the grassroots.  -Angela

Henry A. Giroux | Public Intellectuals Against the Neoliberal University

Tuesday, 29 October 2013 09:16 By Henry A Giroux, Truthout | Op-Ed

"The University is a critical institution or it is nothing." - Stuart Hall
I want to begin with the words of the late African-American poet, Audre Lourde, who was in her time a formidable writer, educator, feminist, gay rights activist and public intellectual who displayed a relentless courage in addressing the injustices she witnessed all around her.  She writes:
Poetry is not a luxury. It is a vital necessity of our existence. It forms the quality of the light within which we predicate our hopes and dreams toward survival and change, first made into language, then into idea, then into more tangible action. Poetry is the way we help give name to the nameless so it can be thought. The farthest horizons of our hopes and fears are cobbled by our poems, carved from the rock experiences of our daily lives.1

CONTINUE READING HERE.
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Monday, November 04, 2013

Polka Dots and Self-Portraits First Voice Multicultural Children's books


Polka Dots and Self-Portraits First Voice Multicultural Children's books 

This piece, by Maya Gonzalez, very powerfully articulates how  so  much of what counts as reading and literature for children objectifies  and thus we alienates youth:
"Each time I sensed a lack of resonance, I looked more closely at the author And artist and each time I found that they did not originate from the community they were representing. It is not that their books lacked merit, by no means. But it did feel different. And each time, I This study feeling in my gut, it reminded me of educator course, professors, experts, ethnographers, authors and artists who were telling me about me or my people or my culture. I did not feel felt. I felt that he did, categorized, defined and documented by outsiders. I did not feel that I belong to. I felt separate."
 
 Maya Gonzalez is an artist, author and educator. Her fine art graces the cover of Contemporary Chicano/a Art and is well documented as part of the Chicano Art Movement. She has illustrated over 20 award-winning children’s books and authored two. Since 1996, Maya has been providing presentations to children and educators about the importance of creativity as a tool for personal empowerment. Her work with children in public schools helped her develop two lines of curriculum called Claiming Face and Gender Now. In 2009 she co-founded Reflection Press, an independent press that publishes radical children’s books, and works that expand spiritual and cultural awareness. In 2013, Maya also co-created an online learning environment called School of the Free Mind that provides classes to support all people in reclaiming their creative power.  www.mayagonzalez.com  www.reflectionpress.com  www.schoolofthefreemind.com - See more at: http://www.picturebookacademy.com/8/post/2013/07/polka-dots-self-portraits-and-first-voice-multicultural-childrens-books.html#sthash.Xxcmw9lW.dpuf


 In response, the self portraiture about which she advocates makes abundant sense  for today's classrooms that, on the whole, lack the kind of culturally rich environment that both empower and encourage children to become good readers and literate in one or more languages. 

-Angela
Each time I sensed a lack of resonance, I looked more closely at the author and artist and each time I found that they did not originate from the community they were representing. It is not that their books lacked merit, by no means. But it did feel different. And each time, I got this funny feeling in my gut, it reminded me of educators, professors, experts, ethnographers, authors and artists who were telling me about me or my people or my culture. I did not feel felt. I felt studied, categorized, defined and documented by outsiders. I did not feel that I belonged. I felt separate. - See more at: http://www.picturebookacademy.com/8/post/2013/07/polka-dots-self-portraits-and-first-voice-multicultural-childrens-books.html#sthash.5dMBmHoa.dpuf
Posted by Angela Valenzuela at 7:14 AM No comments:
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Colorado Is Asking Taxpayers for $1 Billion to Help Schools

Coloradoans going out to vote on Tuesday for a possible tax increase that would help fund recession-weary, public schools.  Interesting quote:

"In California last year, the Democratic governor, Jerry Brown, won passage of a referendum temporarily raising taxes for the first time since 2004 by framing the $6 billion tax increase as a way to save California’s underfinanced public schools. But here, the effort might hinge on which Colorado shows up to vote on Tuesday. Will it be the Colorado that legalized marijuana, embraced expanded background checks for gun sales and twice supported Barack Obama for president? Or the Colorado that, in September, ousted two state senators for embracing new gun control laws?" 

Hopefully, the former group will prevail. 


-Angela



The New York Times



November 3, 2013

Colorado Is Asking Taxpayers for $1 Billion to Help Schools

By JACK HEALY
DENVER — In one poor school district in Colorado’s San Luis Valley, students take classes in a bus garage, using plastic sheeting to keep the diesel fumes at bay. In another, there is no more money to tutor young immigrants struggling to read. And just south of Denver, a district where one in four kindergartners is homeless has cut 10 staff positions and is bracing for another cull.
For decades, schools like these have struggled to keep pace with their bigger and wealthier neighbors. On Tuesday, Colorado will try to address those problems with one of the most ambitious and sweeping education overhauls in the country, asking voters to approve a $1 billion tax increase in exchange for more school funding and an educator’s wish-list of measures.
The effort has touched off a fevered debate in a state that two decades ago passed one of the nation’s strictest limits on taxes and spending. It is emerging as the latest test of whether Democrats can persuade voters to embrace higher taxes by tying them to school funding.
Outside money is pouring into the state. Mayor Michael R. Bloomberg of New York, who spent hundreds of thousands of dollars to support gun control here, has given $1 million to the school campaign, as have Bill and Melinda Gates, whose foundation is one of the largest philanthropic organizations involved in public education. Teachers’ unions have contributed at least $4 million, and other pro-labor groups have given thousands.
The referendum will ask voters to replace the current flat state income tax rate of 4.6 percent with a two-tier system. Residents with taxable incomes below $75,000 would pay 5 percent; taxable incomes above $75,000 would be taxed at 5.9 percent. “Big Change. Small Price,” declare commercials supporting the measure, known as Amendment 66.
The amendment would also require the state to direct 43 percent of its budget to schools, ending the current system of tying increases to the rate of inflation.
Supporters say the measure would provide enough money to revolutionize education for a generation. Opponents, which include anti-tax groups and Republican politicians, say it would raise taxes on struggling families and businesses with no guarantee of a better education.
“It’s a very hard sell,” conceded Gov. John W. Hickenlooper, a Democrat and the measure’s highest-profile advocate.
In 2010, Colorado spent about $9,306 per student, among the bottom 10 states in the country, according to data compiled by Education Week. Over all, the publication ranked the state’s education system slightly behind the national average.
Amendment 66 would make full-day kindergarten standard across the state. It would set aside more money for students who do not speak English, have learning disabilities or come from poor families. It would send more money toward charter schools, as well as districts in poorer areas that cannot easily raise property taxes to buy computers or raise teacher salaries. The measure would also let people go online to track how schools spend every dollar.
“Total transparency, school by school,” Mr. Hickenlooper said. “No state’s ever done that.”
The prospect of more money for all has united two usually warring factions, teachers’ unions and the charter school movement. But most business groups have either stayed on the sidelines or expressed worry about the effects of a tax increase on small businesses and job creation. Most Republicans have lined up in opposition, eager to beat back a big tax increase and deal Mr. Hickenlooper, who is up for re-election next year, an embarrassing political defeat.
The opposition is being vastly outspent. The main group opposing the measure, Coloradans for Real Education Reform, has raised $24,400, according to state campaign finance figures. Much of that comes from the Independence Institute, a libertarian research group based in Denver.
Some opponents in richer school districts also object to new funding formulas that would pump more money into poorer schools and those with more students at risk of dropping out. They say the measure’s attempt to even out imbalances between wealthy and struggling schools would just create new disparities.
“It’s a bad deal,” said Doug Benevento, a school board member in conservative Douglas County and the father of a third-grader and a kindergartner. “One hundred million dollars would leave our county. Roughly $50 million of that would return.”
In California last year, the Democratic governor, Jerry Brown, won passage of a referendum temporarily raising taxes for the first time since 2004 by framing the $6 billion tax increase as a way to save California’s underfinanced public schools. But here, the effort might hinge on which Colorado shows up to vote on Tuesday. Will it be the Colorado that legalized marijuana, embraced expanded background checks for gun sales and twice supported Barack Obama for president? Or the Colorado that, in September, ousted two state senators for embracing new gun control laws?
“It’s winnable, but it’s going to be tight,” said Mike Johnston, a Democratic state senator from northeast Denver and an architect of the education measure. “There are a lot of question marks on this one.”
Among them are new election rules that allow voters to register as late as Election Day.
As the election approaches, supporters have begun a $10 million push to mobilize voters who might otherwise tune out during an off-year campaign.
The two sides are debating each other on radio stations and at community centers. Volunteers are knocking on doors and handing out leaflets. The state’s newspapers have taken sides. The airwaves are filled with commercials offering promises that an average tax increase of $133 per household would fund more teachers’ assistants, art and gym classes and expanded early childhood education, which have been gutted by budget cuts since the recession.
Opponents said they were worried that school districts could use the money not to pay teachers or decrease class sizes but to meet their soaring pension costs.
But George Welsh, the superintendent of Center School District in southern Colorado, says the money could forestall more hard choices. Cuts have whittled budgets bare, he said, forcing the district to pare vocational programs in the high school and raise fourth- and fifth-grade class sizes to 30 students. Elementary art is long gone, and after a federal grant was exhausted, the district can no longer offer reading tutoring to all of the students who need it.
If the funding measure passes, the district stands to receive an additional $2,413 for each student, an increase of 32 percent over the current level of $7,523. If it fails, Mr. Welsh said, the district may have to cut more.
“We just don’t have the money,” he said.
Posted by Angela Valenzuela at 6:38 AM No comments:
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Mamacita, "¿Dónde está Santa Claus?"

Texas bill on ethnic studies would add Mexican American, African American history to curriculum. "Our history is not an elective."

This is super wonderful news from Rep. Morales' Nov. 13th press release and press conference joined by Senator Carol Alvarado, Represent...

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  • The Education Policy and Leadership Center (EPLC)
  • The Institute for Education and Social Policy (IESP)
  • The University of California Linguistic Minority Research Institute (UC LMRI)
  • The Utah Education Policy Center (UEPC)
  • Thomas B. Fordham Institute
  • Tomás Rivera Policy Institute (TRPI)
  • UC Accord

National Organizations

  • Center for American Progress (CAP)
  • Center for Applied Linguistics (CAL)
  • Disability Rights Education & Defense Fund
  • Ed Trust
  • Forum for Education and Democracy (FED)
  • Forum on Educational Accountability (FEA)
  • League of United Latin American Citizens (LULAC)
  • Master of Arts in Teaching (national resource)
  • Mexican American Legal Defense & Education Fund (MALDEF)
  • National Association for Bilingual Education (NABE)
  • National Association of Latino Elected and Appointed Officials (NALEO)
  • National Center for Learning Disabilities (NCLD)
  • National Education Association (NEA)
  • NCLB Updates from Civil Society Institute
  • Public Advocates
  • Southern Poverty Law Center
  • The Aspen Institute
  • The National Opportunity to Learn Campaign
  • U.S. Agency for International Development (U.S. AID)

National News Sources/Magazines

  • ASCD SmartBrief
  • Associated Press
  • DemocracyNOW
  • Diverse Issues in Higher Education
  • Education Week
  • Educationnews.org
  • Inside Higher Ed
  • Latino Political Avenue
  • National Public Radio
  • NEA Today
  • Teacher Magazine
  • The Answer Sheet
  • The Atlantic
  • The Chronicle of Higher Education
  • The Hispanic Outlook in Higher Education Magazine
  • The Nation

DREAM Act Resources

  • Analysis of Potential DREAM Act Beneficiaries
  • Background on the DREAM Ac
  • DREAM Act Editorials
  • DREAM Act Resources by State
  • DREAM Act Talking Points
  • DREAM Act Talking Points in Spanish
  • Let Us Serve
  • Spanish DREAM Act Editorials and Articles
  • The DREAM Act and the Economy
  • The Economic Potential of DREAM Act Beneficiaries

Resources for Federal Policy

  • Blueprint for ESEA (Reauthorization)
  • Current Elementary and Secondary Education Act (ESEA)
  • Immigration Policy Center: Responding to State Immigration Legislation (A Resource Page)
  • Library of Congress
  • Race to the Top Fund
  • Research Behind the Blueprint for ESEA
  • U.S. Department of Education
  • U.S. House of Representatives
  • U.S. Senate
  • White House Blog

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