Over the last two years we have had endless discussions about how crowd sourced information is going to change the way we do crisis information management. Some people go as far to say as the regular humanitarian information management is dead and that the time of crowd has come. But one thing that we have yet to show is that all this crowd sourced information actually provides the humanitarian response community with actionable information. We have a few anecdotes of individual reports being helpful, but no overall study of the effectiveness.

I have lately been talking to a number of colleagues from the humanitarian community and one of the best hint at how to solve this came from Lars Peter Nissen from ACAPS. He pointed out that when they are planning needs assessments they start by defining what decisions they want to try to affect by the needs assessment. Then they work their way backwards and design an assessment that helps provide the answers needed to make that decisions.

When deciding to do a crowd sourced project for a disaster or crisis response, we must do the same. We must first define what decisions we are trying to affect. Once we know what decisions we want to try to affect, we need to define what information we would use as the basis for making these decisions. Once we know what information we would use as basis, we should look at what is the best way to visualize that information to optimize the decision making. In the age of crowd sourcing we have focused a bit too much on the power of geospatial visualization, but often graphs, trends or tables can help us make a better decision.

Once we know what decisions we want to help facilitate and how we want to visualize them, then we can start thinking of how we can get data from the crowd and through data processing and data analysis turn that data into this information. This may lead us to ask the crowds for more controlled questions or for our media monitoring teams to monitor reports of certain data instead of trying to capture all the available data out there. We can then look at ways of either automatically process the data or use a mechanical turk to utilize a “crowd” to do that processing. Same applies to taking that processed data and analyzing it. This can either be automatic or done via a crowd of people.

So before the next major disaster happens and we activate the digital volunteers lets sit down and define the end product first and then work our way back. This way we can really ensure that all this digital volunteer effort is utilized to the max.

Screen shot of the Agwired iPhone app

Credit: Calder Justice/ADCO

The outmoded view of agriculture, as a pre-industrial technologically obscure field, is rapidly changing. Increasingly, farmers are making use of Apps as smartphones become more accessible. I have blogged about a number of applications and ways in which non-profits and other development organizations are helping farmers to purchase these phones. But there is a growing number of new applications.

Here are five FREE agricultural apps recently reviewed by Calder Justice of AGCO, a high-tech solutions firm for farmers.

  • SoilWed – GPS based, real-time access to USDA-NRCS soil survey data, formatted for mobile devices. This application retrieves graphical summaries of soil types associated with the user’s current geographical location. Images are linked to detailed information on the named soils.
  • PureSense: Allows user to access information from underground sensors that detect moisture levels near the roots of crops.
  • Dupont Tankmix: Allows you to easily calculate the amount of product you will need to treat a specific field area, the amount of product you need to apply to a specific tank size, the amount of water you will need to treat a specific area or the amount of product you will need to get the desired volume to volume ratio.
  • AGWired: The first agricultural media app for the iPhone. The app offers one-touch access to all the latest news and information in the agribusiness and agricultural marketing world posted on Agwired.com
  • ArcGIS: ArcGIS is a great way to discover and use maps. You can query the map, search and find interesting information, measure distances and areas of interest and share maps with others.

 

Any teacher that can be replaced by a machine, should be.” – David Thornburg

Does this statement make you cringe? Squirm a bit in your chair? I’m not surprised if it does. As access to technology proliferates among schools in developing countries, a call for improved teacher training, curriculum, and methods of assessment seems vital to ensuring that the initiatives are sustainable. How else can you ensure that children are using time spent on a computer effectively and for educational purposes?

Despite this logical breakdown, research conducted in India over the past decade disputes these views. Let me preface an explanation of this research with a brief story:

yakini_comp_class.jpg

January 2011, Arusha, Tanzania : A brand new computer lab has been set up at Yakini Primary School, and all of the students are extremely excited to use a computer for the first time. Even though there are 13 computers in the room, the solar-powered generator electricity only allows 4 to be turned on at a given time. When the third year class enters the lab, 8 students huddle around each computer.Today, after spending the past few days talking about the uses of a computer and its parts, we will finally be turning the computers on and seeing them in action. The plan is to practice using a mouse by working with windows. The class assignment is to open the ‘My Documents’ folder, maximize the window, minimize it, re-maximize it, and then close it. ”Once you have completed the assignment, please do not touch the computer. Just wait for me to get around to your group.” I begin working with the group of students at the first computer.

By the time I reach the students at the last computer, I am quite surprised to find that, not only have they completed the assignment on their own, but the desktop background has also been changed from the image of green hills to a Black Labrador dog. Awestricken at these novice geniuses, I ask the students, “How did you do that?” With each student chiming in his or her own input, they navigate their way back through the steps to where they changed the image. I’m so impressed that I do not bother reprimanding for not following instructions.

This story illustrates New Dehli researcher, Sugata Mitra’s, suggestion that students using technology in unstructured, self-organized groups can help each other guide their own learning. In 1999, Mitra began experimenting with educational technology by building a PC with a high-speed internet connection into a wall in the slums of New Delhi. He then left the computer with no instructions for use or devices for language translation, planning to observe how individuals interacted with it.

Soon two children were huddled around the computer. Within minutes they had taught themselves how to point and click and were browsing the internet by the end of the day. After repeating this “Hole in the Wall” experiment throughout rural communities in India, he came to the conclusion that children, living in areas that lack adequate resources for instruction, could teach each other how to use a computer by working together in groups.

He makes several arguments for the benefits of this type of learning in classrooms:

  1. It reduces the costs of efforts such as One Laptop per Child. While Mitra supports the design of the laptop, he believes there should be one laptop for every four children so that groups can work through their setbacks together.
  2. When children are learning technology and exploring interests in an unstructured setting, they become excited about learning and retain much more.
  3. Expecting children to work through the dilemmas on their own teaches them innovation and creative problem solving, two skills essential to any job. Instead of producing students that are able to memorize a laundry list of items, this approach produces students that know how to pinpoint where to find the same information.
  4. Having children work together in groups teaches teamwork and collaboration.

I do not doubt that there is a place for Mitra’s recommendation of self-organized group learning in ICT4Ed. It’s a great opportunity for students to explore their curiosities, learn skills in innovation and problem solving, and retain steps to a much greater extent than they can with rote memorization.

However, I do believe that it is important to discern an appropriate time and circumstance for this method of learning. For instance, providing students with an allotment of time each day to freely roam the internet together, researching topics of their own interests, could be a great opportunity to keep them excited about technology and to show them how they can find answers to pressing questions and work through problems on their own.

This, however, can not replace the role of a teacher and a curriculum. Knowing how to use the tools for gathering information is an excellent skill but will not help a student requiring computer knowledge at a time when tools are not at hand. Following a structured curriculum ensures that students have the foundation of fact-based information to make them productive even when technology is not readily available. Furthermore, it ensures that all students are participating and learning the skills that they will need.

To illustrate these points, let’s look at back at my story and point out some of the gaps:

  1. All of the students may now remember exactly how to change a desktop background. This does not mean, however, that they know how to verbalize the steps that they took without the computer screen directly in front of them. If someone were to ask one of the students to write down the steps, the student would not know the terms needed to describe the steps discernibly. Having a solid, curriculum-based foundation in educational technology and being assessed on it without a computer screen makes a student much more productive in times when technology is not available.
  2. Students may have worked together to describe their steps to me, but this does not account for the one student, towards the back of the group, that is not paying attention or contributing to the group’s input. Having teachers and providing assessments can make sure that all students are gaining knowledge, not just the ones that put forth the most effort.
  3. Changing a computer background may have been a great lesson working through computer screens to bring about a change on the computer, but it is not much of a useful skill in technology. If computer instruction consists of students roaming about the computer, exploring their interests, there will be quite of bit of pertinent information that they will likely not take the time to learn on their own. Making the desktop background look pretty is much more interesting to a student than learning the difference between RAM and ROM or how a file system works. These are skills that are important, so it is necessary to have a curriculum in place.

Taking this into consideration, while Sugata Mitra sets forth an interesting model for student learning that may have a place during a fraction of the school day, teachers, curriculums, and assessments cannot be replaced by machines and curious children.

 

According to 2010 estimates, Equatorial Guinea generates a GDP of nearly $37,000 per capita – a sum 74 times greater than that found in Zimbabwe. Therefore, why does Equatorial Guinea, a nation with one of the highest GDP’s per capita in the world (and the highest in Africa) have some of the worst levels of Internet connectivity?

malabo equatorial guinea{Majestic Malabo Harbour. Flickr via Podknox}

For one, Teodoro Obiang Nguema Mbasogo, President for over 30 years and one of the wealthiest heads of state is not known for thrift. Despite the discovery of oil in 1996, relatively little of the eventual profits have found their way toward infrastructure development. Expensive press releases are utilized to bolster international reputation. Case in point: an August 23, 2011 release titled “Equatorial Guinea Excels in Infrastructure Development” touts efforts to strengthen the nation’s infrastructure by the end of the decade. A bold statement, for sure, but to Equatorial Guinea’s credit, the nation has seen major relative advancements since 2008.

In the news:

Statistics:

A 2010 supplement to Foreign Policy (PDF) provides some insight into where Equatorial Guinea is heading:

  • Minister of Transport,Technology & IT Vicente Ehate Tomi says that although EG’s telecommunications sector is still in its baby stages.
  • Further initiatives are underway such as the installation of a national backbone cable and connection to the ACE network that connects South Africa with Europe.
  • Mobile operator Hits entered the country after the 2008 telecommunications law opened the door to new operators,breaking the monopoly of the country’s single operator at the time, Getesa.
    • This competition has since seen Getesa, the country’s first operator, drop its prices at least three times and launch its first marketing campaign in 20 years.
    • Goal of Hits is 80% penetration rate in 3 years.

Equatorial Guinea has the financial resources and geographical location to have a high level of Internet penetration. The “Horizon 2020″ plan will further strengthen infrastructure, health/social services, and education. Increasing telecoms competition will help bring mobile services to the country. However, successful development hinges on an opaque government. An October 2010 video of President Obiang speaking to Equatorial Guinea’s 2020 developmental goals does little to suggest the nation will no longer be considered an emerging nation in nine years.

Photo: Jerome Delay/AP

Two different e-learning courses on gender-based violence awareness and policy are now available for humanitarian workers thanks to the WHO, and the UNFPA and World Education Inc.  The course is particularly relevant for areas with strong gender roles, like the Horn of Africa.

The present crisis in the Horn of Africa has shifted the attention of development workers in the region to food security.  Education, healthcare, and even shelter are after-thoughts for now.  Particular cultural distinctions, including gender roles in the region, remain unknown to many humanitarian workers, as they are too busy focusing on in-the-moment food needs.  However, the experience of humanitarian agencies helping with the natural disaster in Haiti was that gender-based violence (GBV) only increased during the crisis, leading the Inter-American Commission on Human Rights to issue recommendations to refugee camps regarding privacy, claims of domestic violence, etc.

In the Horn of Africa, particular gender issues are important to take into account, especially during humanitarian crisis.  Genital mutilation and domestic violence are both relevant issues, and so is the overall role of women as primary caretakers of children.

Though humanitarian workers have experience working with people of all sorts of backgrounds since they are deployed to different regions around the globe throughout their career, they often come into a new situation with relatively little knowledge about the local customs and challenges.  Such is the case for many in the Horn of Africa right now.  The best way for them to prepare for these cultural challenges before they even know where they are going to be posted next, is through awareness courses.

In order to educate humanitarian workers worldwide, the UNFPA and World Education Inc partnered to produce a new e-learning course on GBV.  The e-learning nature of the course makes it possible for workers to participate in the course remotely anywhere in the world and at any time.

The WHO has also created their own e-learning course in 2010 entitled “Different Needs—Equal Opportunities: Increasing Effectiveness of Humanitarian Action for Women, Girls, Boys, and Men.”  The course helps humanitarian workers consider how gender factors into their humanitarian programs.  In a sense, it gives the worker a list of checks to evaluate how their program will impact both women and men differently, and how to guard against possible discriminations.  To watch a trailer for the course, click here.

Both of these e-learning courses are quality options for humanitarian workers.  They will be better equipped to handle those tough gender issues after receiving this education via the Internet.  What is pertinent in addition to taking the course, however, is applying the lessons learned and being held accountable.  This is an aspect of education where e-learning lacks, and for now, it will be simply up to senior humanitarian officials to hold their workers responsible for doing this course and applying the principles taught.

 

The following post was written by Rajiv Shah and appeared in the USAID Impact Blog.

In 2002, fewer than 200,000 people in Afghanistan had access to telephones.  Today, some 15 million Afghans use mobile phones and a full 85% of the population lives within the combined network coverage of the four major telcos.  This technological leap connects Afghans to each other and to the economy in ways that were unimaginable just a few years ago.  And the mobile phone now opens up a world of possibilities for finding solutions to some of the challenges that Afghans face every day.  One important use that is quickly becoming a reality in Afghanistan is the creation of a nationwide mobile financial services sector – using mobile phones to transfer money safely and instantly, reducing the need for cash and giving millions of Afghans who may never see the inside of a bank the ability to use their handsets to conduct basic financial transactions.  The possible applications for mobile money in Afghanistan are limited only by our imaginations.

USAID Administrator Dr. Rajiv Shah and Afghanistan’s Minister of Communications and Information Technology Amirzai Sangin test a mobile money application at the ceremony in Kabul. Photo Credit: Barat Ali Batoor/US Embassy

Today I had the honor of announcing three USAID innovation grants, totaling just over $2M, to develop applications in this field and begin to create a mobile banking system that could include all Afghans.

At the grant kick-off event, the Afghan Education Minister highlighted the urgent need for mobile payments in Afghanistan by telling us about his staff member who was killed just three weeks ago while transporting cash in a remote province in northern Afghanistan in order to pay a teacher.  He expressed his frustration that thousands of his teachers, who are so critical to Afghanistan’s future, often wait months to get their salaries due to the difficulties of transporting cash in the country.  I am delighted that USAID is able to help seed a partnership between the Afghan Education Ministry and the mobile operator MTN to begin paying teachers in ten provinces over the mobile platform, thus ensuring they get paid in time and in time, and more importantly, that no Ministry employee loses his life for a duffle bag of cash.  And if successful, we expect much of the Afghan civil service to eventually benefit from a mobile payments system that will help the government develop its own capacity as our troops transition home.

The second grant links up telco Etisalat with the new Afghan electricity utility.  To my mind, this partnership to design mobile phone-based billing and payment systems for electricity service represents the true art of development by using creative, commercially viable systems to help the Afghan utility collect real revenue. At the end of the day, delivering electricity to all Afghans will require a revenue model that will sustain operations, motivate more public and private investment, and expand Afghanistan’s energy grid so that fewer communities live in the dark.  This novel concept applies to any kind of service.  In Kenya, some rural communities are sustaining water systems thanks to a mobile phone-based payment system.  The concept is simple: consumers use a phone-based app to pay for the water they need, enabling the maintenance required to actually keep the system up and running.  Although mobile payments are a simple concept, the possibilities they offer are revolutionary for truly under-served communities.

The third grant funds a partnership between Afghanistan’s mobile money trailblazer, Roshan, and a micro finance consortium whose clients are predominantly women.  The concept is to further extend the reach of credit into areas otherwise inaccessible or simply too costly to reach.  Running loan extensions and repayments over mobile phones significantly reduces the need for loan officers and clients to travel.  This cost savings can be passed on to the customers, making credit more affordable.  In culturally conservative Afghanistan, our hope is that this innovation will better serve women who might otherwise not be able to participate in loan programs.

Finally, today we kicked off a contest USAID is co-sponsoring with the Afghan Mobile Money Operators Association to tap the minds of creative young Afghans.  University students are being asked to submit ideas for mobile money applications they believe will make a difference in the life of Afghans.  Designers of the eight most interesting proposals will receive cash awards and, more importantly, the mobile operators will implement and market the winning apps.  We hope this contest will not only drive uptake among a key early adopter demographic, but will also unleash the creativity of young Afghans who have so readily adopted cell phone technology.

With 3G looming just over the horizon (the Afghan Government issued the first tender earlier this month), it is clear that Afghans will increasingly use mobile phones and other modern technologies to build a healthier, better educated and more prosperous society.  The days of land-lines or coal-fired development are rapidly being replaced with these new innovations, and I am proud that USAID is able to help unleash Afghan innovation to lead the way.

PS – Check out this video on Afghanistan’s emerging mobile money sector.

U.K. startup Movirtu has announced plans to help 3 million or more people in developing countries gain access to mobile services by giving them personal phone numbers – not phones. Movirtu plans to work with a U.N.-affiliated initiative called Business Call to Action (BCTA) to offer the numbers which will be called “mobile identities”.

The service will be called Cloud Phone and will be offered through commercial carriers in developing countries in Africa and South Asia. The name Cloud Phone should not be confused with cloud computing which operates through the internet.

Movirtu is aiming to get 3 million people to use their mobile service for the pilot phase. Movirtu expects about 75 percent of its users to be women, because women in Africa and South Asia are statistically far less likely than men to have their own phones according to Ramona Liberoff, executive vice president of marketing at Movirtu.

The pilot phase will take place in Madagascar through the carrier Airtel. “Madagascar is a perfect market for Movirtu, because Airtel has built an extensive network but many people in the country can’t afford to buy a phone,” Liberoff said.

Owning a mobile identity as opposed to owning a personal mobile phone can save money for the users. For those living at poverty levels, affording a mobile phone may be impossible. A mobile identity allows users to use mobile services without having to purchase a phone.

Also, according to Liberoff, “the cost of prepaid service from a carrier typically is less than what consumers in those countries pay someone to borrow a phone. The average savings from using regular prepaid service instead is estimated at about $60 per year.”

Users can get a mobile identity by going to one of the mobile carrier’s shops. When the user wishes to borrow a mobile phone, the user enters a shortcode for the Movirtu service and then punches in their individual phone number and a personal identification number.

After that, the temporary user can access all the services available through the phone, as well as a personal carrier home page where they can manage and replenish their prepaid account. The system works on any GSM (Global System for Mobile Communications) phone, using USSD (Unstructured Supplementary Service Data), a GSM protocol for communicating with a service provider’s computers.

Following the pilot in Madagascar, Movirtu plans to open up the Cloud Phone service in at least 12 markets in Africa and South Asia by early 2013, reaching at least 50 million potential users. “The two regions were chosen because they are home to about 1 billion of the 1.3 billion people in the world who rely on borrowed phones,” Liberoff said.

If successful, these mobile identities will allow mobile services to be physically and financially accessible to the poorest of the poor. This will greatly benefit aid parties since according to Liberoff, “In many cases, there are great NGO programs that can’t reach 80 percent of their base because those people don’t have their own phones.”

The overall goal with Cloud Phone should be to bring the impoverished out of poverty by giving them access to a brand new set of tools.

Giving rural populations and women access to mobile services will empower them, and get them involved economically and socially. It will enable them to enter a mobile world which billions of others have already tapped into, opening up many opportunities for development.

Photo: OLPC

In a pursuit to understand the core principles in successful M&E of ICT-based education programs, I spoke with Daniel Light, M&E expert at the Education Development Center (EDC).  Light has evaluated EDC and USAID tech-related education programs for around twenty years.  As he explains, ICT education programs are only effective to the extent that the teachers utilize ICTs for learning activities and make the student the center of focus.  In other words, ICTs cannot add to education much unless the teachers utilize the tools correctly.

Traditional evaluation of education programs focuses on easily quantifiable indicators, such as teacher and student attendance, and student test scores.  Though these indicators are important, Light argues that the quality of teaching and learning is not fully captured in these statistics.

Instead, evaluation should consider what researchers know about education quality, namely teachers’ pedagogical beliefs and practices.  In education, teachers that focus on rote memorization and lectures are generally less effective than teachers who engage the students in activities and who adapt their lessons to meet particular students’ needs and interests.

Student-centered pedagogical beliefs are especially important in education programs that include ICTs.  For example, computers are most likely to be effective tools when each student has access to a computer, and has a teacher to direct their usage.  If the students aren’t the ones controlling the mouse, then much of potential knowledge to be gained is lost; they need to direct their own learning.

Photo: Microsoft

Many development funders now require randomized control trials (RCTs) to evaluate the impact of their development program.  There is a problem with the emphasis on RCTs, Light argues.  RCTs measure specific behaviors, but education is inherently unpredictable in its outcomes, and technology is similar in that regard.  Combined, ICT education programs have many unexpected consequences.  Many funders want to secure a particular impact, like increased mathematics scores, and want to do so by increasing students’ ICT usage.  Light, however, contends that ICT education programs can improve mathematics scores, especially when they are directed to do so, but they will always have other impacts, unforeseeable before the start of the program.

A better way to measure the impact of ICT education programs, says Light, involves a series of phases, lasting about one year per phase.  The first phase should be exploratory, to see what is actually happening in a program compared to what was originally planned.  Since outsiders design many development programs, implemented programs often turn down different pathways over time.  After exploring the program implementation, evaluators should fine-tune their methods, progressively tightening their measurements.  They should engage in group observations, participant observations, and focus groups.  Through these methods, they can design interview and survey questions, eventually measuring particular behaviors amongst the population under study.  RCTs at this stage in the research process are appropriate, since the researchers should have outlined the behavior methods through their observations and discussions with participants.

When used effectively, ICTs increase educational achievement and change teachers’ pedagogical beliefs and practices.  In fact, they can change teachers’ role from talking heads to activity facilitators.  ICT programs, then, can easily highlight the need for pedagogical teacher change.  When they are then applied to national education policy, they can bring about national curriculum changes, affecting all education practices, not just for ICT programs.

 

Photo Credit: medatanzania.org

In Tanzania, a new voucher program started in late July that provides discounted insecticide treated bed nets for pregnant women and children. This program also takes advantage of mobile technology as retailers can inform local clinics when their shops are getting low on life saving supplies by text messaging.

The program which is being overseen by MEDA, a Canadian organization, integrates health clinics, wholesalers, retailers and bed net manufacturers. Pregnant women and families with children in rural areas are eligible to receive a voucher from health clinics to get discounted insecticide treated bed nets from health supply retailers at 500 Tanzania shillings (about $0.35).

Once a woman takes a voucher to a retailer and pays a discounted price, she receives a bed net in return. The retailer then uses his or her cell to send a text message back to MEDA, which helps run the program. That SMS provides crucial monitoring data that includes the number of bed nets provided to the community and how many are needed in their next shipment.

The use of mobile technology to monitor bed net stocks and shipments is the feature that set this bed net initiative apart from others.

Each shipment contains a predetermined number of bed nets for a specific region based on their unique needs. Once the bed nets are delivered and the vouchers are collected, the retailers receive monetary compensation.

Long lasting insecticide treated bed nets. Photo Credit: medatanzania.org

In the “fight” against malaria, insecticide treated bed nets are a cost effective and proven weapon, especially for families in rural communities. According to the Global Fund, more than 300 million bed nets have been distributed in Sub-Saharan Africa since 2008. Moreover, Tanzania is a hard hit country as 2 million out of the 44 million people are affected by malaria.

Distributing vouchers for discounted bed nets is not a new method of tackling malaria. However, this approach produces a different sentiment amongst bed net owners than simply passing out bed nets to families for free.

Health workers have found that when a family makes a small investment in the net, it becomes a more valued commodity. Initiatives that pass out bed nets for free sometimes fail because families adopt the mentality that bed nets are valueless and easily replaceable.

This program distributes paper vouchers to the women that visit health clinics. Paper vouchers can easily be lost or ruined altogether. Therefore, keeping track of paper vouchers is often an obstacle. The next step is eliminating paper vouchers and developing text message based vouchers to make the process more efficient.

Last week I had the privilege of interviewing Dr. Bitange Ndemo, the permanent secretary of the Ministry of ICT in Kenya.  He explained how Kenya is very close to being linked to all of its neighbors, and how the national backhaul system is fully operational.  In a country with such massive economic and social disparity, I am hopeful that Ndemo’s efforts to bring ICT services to all of Kenya will serve as a catalyst for stability and equality of opportunity.

To where are Kenya’s cables extending?

Kenya has the most extensive backhaul terrestrial system, and they are reaching out to adjacent countries.  According to Ndemo, Kenya has three cables into Tanzania, as well as three cables into Uganda.  Some of these cables make up part of the East African Backbone system, which also includes Rwanda and Burundi, and cables from Kenya to those nations are still under construction.  Laying the connecting cables has been more difficult for Burundi, since this is a new experience for them and they have lower capacity in this space.

Photo: BBC News

Ndemo also confirmed that there are current discussions and plans to bring fiber to South Sudan, though no construction is currently underway.  There is only 60 kilometers between Kenyan cables already laid and the South Sudan border.

The possibility of connecting Somalia, however, is contingent on the political situation.  Though Kenya has a microwave only 2 kilometers from the border of Somalia in the state of Mandera, they will not bring the connection across without complete assurance that there will not be privacy infringements.  Both of these nations are quite close to being a part of the East African Backbone system.

 

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