YES WE DONT HAVE EVEN ONE INCLUDING SHANTI NIKETAN IN NATURE LINE KR On Thu, 11 Sept 2025 at 08:35, Yeddanapudi Markandeyulu < [email protected]> wrote:
> Rajaram Sir, > As usual you are comprehensive,detailed and showing your talent for > understanding.But you too could not find one University that is free from > the cartesian approach completely and accepts the right of nature to be > completely free and treat us also as one of the many organisms of the > Biosphere. > YMS > > On Thu, Sep 11, 2025 at 7:50 AM Rajaram Krishnamurthy < > [email protected]> wrote: > >> whether education teaches or not living with nature and leading a good >> economy with the machines? >> >> 1. Does education teach us to live with nature? >> >> Generally: Not enough. >> >> Traditional education systems tend to focus more on academic subjects >> (math, science, language, etc.) rather than ecological literacy or >> sustainable living. >> >> Environmental education exists in many curricula, but often it's treated >> as a side subject, not as something integrated into every discipline. >> >> Living with nature — understanding ecosystems, respecting biodiversity, >> practicing sustainability — is rarely taught as a core life skill. >> >> However, there are positive trends: >> >> Some schools now include environmental science, permaculture, climate >> studies, and even outdoor education. >> >> Movements like Education for Sustainable Development (UNESCO) push for >> integrating ecological thinking into mainstream education. >> >> >> >> 2. Does education teach how to lead a good economy with machines? >> >> Partially, yes — but with limitations. >> >> STEM education (Science, Technology, Engineering, Math) equips students >> to build and manage machines, including automation, AI, and industrial >> systems. >> >> Economics and business education often teaches how to profit from >> machines — boosting productivity, reducing labor costs, etc. >> >> But: >> >> It rarely teaches how to balance automation with ethics, jobs, or >> environmental sustainability. >> >> The focus is often on growth and profit, not necessarily on well-being, >> equity, or environmental impact. >> >> There's little education on "post-growth" economics, degrowth, or how to >> create a "good economy" — one that serves human and planetary well-being, >> not just GDP. >> >> >> >> 1. Living with Nature >> >> Integrate Environmental Literacy at All Levels >> >> Go beyond one-off lessons on pollution or climate change. >> >> Embed ecological thinking into science, geography, literature, and even >> art. >> >> Example: Learn about local ecosystems in biology, read nature writing in >> literature, design sustainable homes in architecture class. >> >> >> >> Promote Outdoor and Experiential Learning >> >> Nature walks, gardening, forest schools, permaculture projects. >> >> Students should experience nature regularly, not just study it in books. >> >> Teach Indigenous and Traditional Knowledge >> >> Include wisdom from cultures that have lived in balance with nature for >> centuries. >> >> Example: Study how Indigenous communities manage forests or water systems. >> >> >> >> Focus on Systems Thinking >> >> Teach students how ecological, social, and economic systems interact. >> >> Helps them see the big picture of sustainability. >> >> >> 2. Leading a Good Economy with Machines >> >> Ethical Tech Education >> >> Include ethics in STEM and computer science education. >> >> Ask: How does this machine affect society? The planet? Jobs? >> >> >> >> Teach Human-Centered Economics >> >> Move beyond GDP and profit. Teach about: >> >> Well-being economies >> >> Circular economies >> >> Degrowth or steady-state models >> >> Doughnut economics (by Kate Raworth) >> >> >> >> Prepare for the Future of Work >> >> Teach not just how machines work, but how to work with them. >> >> Focus on: >> >> Critical thinking >> >> Creativity >> >> Emotional intelligence >> >> Social responsibility >> >> >> >> Entrepreneurship for Good >> >> Encourage students to build businesses that solve real problems: >> >> Green tech >> >> Ethical AI >> >> Sustainable agriculture >> >> Teach social entrepreneurship, not just startups for profit. >> >> >> >> Big Picture: Rethink the Purpose of Education >> >> Right now, education mostly trains people to: >> >> Get jobs >> >> Fit into an industrial economy >> >> Compete with others >> >> But the world needs education that helps people: >> >> Live in balance with nature >> >> Use technology wisely >> >> Cooperate, not just compete >> >> Flourish without destroying the planet >> >> >> >> A New Educational Model (inspired by real alternatives) >> >> Traditional Model Future Model >> >> Memorize facts Solve real-world problems >> >> Compete for grades Collaborate for impact >> >> Follow rigid curriculum Personalize learning paths >> >> Focus on career success Focus on life and planetary well-being >> >> Value economic growth Value ecological and social health >> >> >> >> 1. Real Examples of Education Aligned with Nature & Ethics >> >> A. Green School (Bali, Indonesia) >> >> Curriculum: Combines traditional subjects with sustainability, >> permaculture, and entrepreneurship. >> >> Campus: Made from bamboo, powered by renewable energy, surrounded by >> jungle. >> >> Philosophy: Learn by doing, living in harmony with nature. >> >> >> >> B. Schumacher College (UK) >> >> Focus: Holistic education on ecology, systems thinking, and economics. >> >> Offers short courses and master’s degrees in: >> >> Regenerative economics >> >> Ecological design >> >> Spiritual ecology >> >> >> >> C. UWC Movement (Global Network) >> >> United World Colleges focus on global citizenship, peace, and >> sustainability. >> >> Diverse student body, experiential learning, and community service. >> >> >> >> D. Aalto University (Finland) >> >> Mixes technology, business, and design with sustainability. >> >> Strong in responsible entrepreneurship and circular economy innovation. >> >> >> >> E. Minerva University (Global) >> >> Fully global university using active learning, critical thinking, and >> ethical leadership as core values. >> >> Tech-enabled learning, real-world problem solving, no physical campus. >> >> >> >> 2. A "Dream Curriculum" for Living with Nature & Machines >> >> Let’s imagine an education system from age 6 to university level that >> prepares people to: >> >> Live with nature >> >> Work wisely with machines >> >> Create good economies >> >> Be resilient, empathetic, and ethical >> >> >> >> Core Themes Across All Ages >> >> Core Area What’s Taught >> >> Ecological Literacy Ecosystems, climate, water, soil, circular >> systems, permaculture >> >> Ethical Technology How tech works + how it should be used >> responsibly >> >> Just Economies How economies work, who they serve, how to make them >> equitable & sustainable >> >> Emotional Intelligence Empathy, cooperation, communication, resilience >> >> Real-world Skills Gardening, coding, budgeting, repairing, building, >> consensus-making >> >> Ages 6–12: Wonder & Connection >> >> >> >> Play-based learning in natural environments >> >> Start a small garden at school >> >> Visit forests, rivers, farms >> >> Learn stories of Indigenous peoples and their relationships with land >> >> Simple concepts of interdependence, cycles, fairness >> >> >> >> Ages 13–18: Systems Thinking & Agency >> >> Deep dive into environmental science + climate change >> >> Learn basic coding & machine ethics >> >> Debate real issues: automation, pollution, inequality >> >> Start a community project or social enterprise >> >> Intern with a local eco-business or NGO >> >> >> >> University Level: Innovation & Impact >> >> Choose majors like: >> >> Regenerative Economics >> >> Ethical AI & Tech Design >> >> Urban Ecology >> >> Post-Capitalist Business Models >> >> Collaborate with global peers on real-world challenges >> >> Every student completes: >> >> A sustainability capstone >> >> A community immersion >> >> A project that blends tech, ethics, and ecology >> >> >> >> Extras That Matter >> >> No exams — use portfolios, real-world projects, and peer review >> >> Community service is core, not optional >> >> Emotional well-being and mental health are part of every semester >> >> Student voice matters in decision-making >> >> Multi-age learning and mentorship are encouraged >> >> >> >> Why Natural Education Struggles in India >> >> 1. Colonial Legacy of Education >> >> The British introduced an education system designed to produce clerks and >> bureaucrats, not thinkers, farmers, or creators. >> >> It prioritized rote memorization, obedience, and passing exams. >> >> It separated learning from local knowledge, crafts, ecology, and >> self-reliance — things that were central to Indian village life. >> >> Sadly, that model has largely remained in place even after independence. >> >> >> >> 2. Overemphasis on Marks, Exams, and Competitive Success >> >> Students (and parents) are under immense pressure to score high marks, >> crack entrance exams (IIT, NEET, UPSC), and get secure jobs. >> >> This leads to a narrow focus on textbook knowledge, ignoring practical or >> ecological wisdom. >> >> Nature education is seen as a “luxury” or “waste of time” in this race. >> >> 3. Economic Insecurity and Urbanization >> >> For many families, especially in rural and lower-income groups, the >> primary goal of education is upward mobility — often seen as escaping >> agriculture or traditional livelihoods. >> >> "Success" is associated with urban, tech, or government jobs, not with >> farming, forest living, or environmental careers. >> >> This creates a disconnect from nature, even in rural youth. >> >> >> >> 4 Rapid Urban Development and Environmental Neglect >> >> Urbanization has led to concrete jungles, polluted cities, and reduced >> green spaces. >> >> Most schools in cities have no access to nature — just buildings and exam >> halls. >> >> Even in rural areas, deforestation and industrial agriculture have eroded >> the relationship between people and land. >> >> >> >> 5. Neglect of Indigenous Knowledge and Local Languages >> >> Indian education often ignores the rich ecological knowledge of Adivasi, >> tribal, and rural communities. >> >> Ancient wisdom (like Vrikshayurveda, organic farming, sustainable >> architecture) is excluded from mainstream syllabi. >> >> Local languages — where much of this knowledge lives — are also being >> sidelined. >> >> >> >> 6. Policy-Level Gaps >> >> While the National Education Policy (NEP 2020) mentions environmental >> awareness and experiential learning, implementation is weak. >> >> Government schools are underfunded, teachers overburdened, and real >> reform is slow. >> >> Private schools may not prioritize ecology unless it’s marketable (e.g., >> branding a school as “green” without real change). >> >> >> >> But India Has Deep Roots in Natural Education >> >> Let’s not forget — India has strong historical and philosophical >> foundations for natural education: >> >> Gurukuls: Lived in forests, learned by doing, with a deep sense of dharma >> and nature. >> >> Gandhian Nai Talim: Education through productive work, rooted in village >> life and nature. >> >> Tagore’s Santiniketan: Open-air classrooms, art, nature, and holistic >> learning. >> >> Sri Aurobindo & Krishnamurti: Emphasized inner growth, freedom from rote >> learning, and harmony with life. >> >> These models were visionary — but often sidelined by mainstream schooling >> systems that favor marks and modernity. >> >> >> >> What Can Be Done? >> >> Here are a few realistic steps forward: >> >> Level Action Ideas >> >> Policy Integrate ecological literacy across subjects, support >> alternative education models like organic schools and forest schools. >> >> Teachers Train teachers in outdoor, project-based, and experiential >> methods. >> >> Schools Grow food gardens, go on nature treks, include local >> ecology in lessons. >> >> Parents Value curiosity, creativity, and emotional >> intelligence over just marks. >> >> Community Involve local farmers, elders, and artisans as >> educators. >> >> Media & Culture Celebrate green role models and rural >> innovators, not just engineers and celebrities. >> >> Final Thought >> >> India can lead the world in natural and ecological education — not by >> copying the West, but by rediscovering its own wisdom. >> >> But that will require a shift in mindset, policy, and priorities — from >> seeing education as a competitive tool to seeing it as a path to wholeness, >> balance, and responsibility. >> >> NB YMji WISH IF FULFILLED, INDIA MAY SHOW THE PATH OF REAL EDUCATION >> TO THE WORLD, WHERE INDIA NEED NOT DO ANYTHING, EXCEPT, FOLLOWING THE OLD >> CONCEPT. HOWEVER, THE RADICALS AND THE DRAVIDAS MAY NOT PERMIT THE REAL >> EDUCATION. ALL THE ABOVE IDEAS WERE COLLECTED FROM WEB SITES, RESEARCH >> PAPERS OF THE UNIVERSITIES AND THE ENVIRONMENTAL ADOPTION ADVOCATED BY NASA >> AND USA THANK U K RAJARAM IRS 11925 >> >> On Thu, 11 Sept 2025 at 06:17, Markendeya Yeddanapudi < >> [email protected]> wrote: >> >>> >>> >>> -- >>> *Mar*Monotony >>> >>> >>> >>> We abandoned the ecological life of continuous discoveries, revelations >>> and enlightenments. Instead we have adopted the economic life of killing >>> nature continuously, completely and comprehensively. We prefer machines >>> instead of our natural endowments. We use a machine to do the work of our >>> limbs, making the limbs frozen and half dead weights, making our body the >>> obese weight. In the free and healthy nature, nature automatically devises >>> the new games of life synchronizing, with the macro changes of nature. Our >>> internal hormonal communications and our nervous systems fuse with the >>> systems of nature creating the life as a very happy and healthy life of >>> experiencing continuously as a limb of nature. >>> >>> In the ecological life, life becomes happy dreams, and expressions take >>> to epic methods, in poems, songs, dances and sculptures. Optimism pervades >>> the whole nature, and realism simply cannot be stagnation, in definitions >>> and straitjackets. Realism is not bonded and imprisoned into the visible >>> spectrum, just 00.0035% of the totality. The free and healthy nature >>> automatically takes one to the remaining 99.9965% of the totality, the >>> invisible spectrum, the arena of feeling that completes the seeing as total >>> seeing via automatic feeling, sensing, perceiving and understanding. >>> >>> Today we cannot feel nature as our macro body. The basic fusion of our >>> hormonal systems and nervous systems with the systems of nature is killed >>> and maimed. We converted life into unending problems instead of unending >>> discoveries and revelations. We actually dismantled the ecological system >>> of nature which was the macro connection that creates new discoveries and >>> revelations. >>> >>> In the Universities there are no courses that enable a student feel >>> directly nature, fuse his/her faculties of perception and understanding and >>> express his/her discoveries and revelations. The deviation into reading >>> nature by experiencing nature directly is inexcusable blasphemy.Lke the >>> once galley slaves who rowed their whole lives, tied to the row, that made >>> the ship move, today every human is tied to the economic galley, that >>> monotonizes life. The rowing of life for economic activity is the great >>> economic gospel, which one must obey. Economic life is the life based on >>> the continuous destruction of nature, scienced into the chapters of the >>> dismal science, as consumption, production, pricing, distribution and also >>> designated as the Keynesian Macro Economics of Employment Theories etc. >>> >>> There is no mention of ecology and environment, in this mimicked >>> Newtonian mechanics. >>> >>> Economics is converting life into monotony and boredom. After all every >>> village, town and city wakes up ready to consume the slaughtered nature. We >>> are inflicting continuous tragedy into the Biosphere. Dead nature can >>> create only monotony and unbearable boredom. >>> >>> Let us hope that at least one University takes to sanity and changes >>> from economics to ecology on the terms of nature, where there is no >>> adulteration with mechanical paradigms. >>> >>> Let us pray for the emergence of the ‘Free Nature Parks’ without human >>> tampering where one can at least glimpse the life of discoveries and >>> revelations which free nature alone can give. >>> >>> YM Sarma >>> >>> Chat gpt >>> >>> Thank you for sharing this powerful and evocative piece, *"Monotony"* >>> by *YM Sarma*. It reads like a poetic and philosophical critique of the >>> modern economic paradigm and its disconnection from nature, calling >>> urgently for a return to an *ecological consciousness*—one rooted in >>> direct, lived experience with the natural world. >>> >>> Here’s a brief *reflection and breakdown* of the key themes: >>> ------------------------------ >>> >>> *🌿 Key Themes & Insights* >>> >>> *1. Loss of Ecological Life* >>> >>> The author mourns the abandonment of a life intertwined with nature—*a >>> life of continual discovery, revelation, and enlightenment*. In this >>> natural rhythm, life was expressive, joyful, and meaningful—artistic even, >>> as seen in references to *"poems, songs, dances, and sculptures."* >>> >>> *2. The Mechanization of Life* >>> >>> Sarma draws a stark contrast between *natural life and mechanical life*: >>> >>> - Machines replace limbs, dulling the body and senses. >>> - Economic systems replace organic ecosystems. >>> - Mechanistic thinking replaces holistic feeling. >>> >>> This shift has led to a *disembodied existence*, where we no longer *feel >>> ourselves as part of nature*—our hormonal and nervous systems are >>> *disconnected >>> from the biosphere*, leading to a kind of spiritual and psychological >>> stagnation. >>> >>> *3. Critique of Economic Systems* >>> >>> The economic model—particularly as taught in universities—is sharply >>> criticized: >>> >>> - *Economics is called a “dismal science,”* concerned only with >>> production, consumption, and distribution. >>> - There's *no integration of ecological thinking*. >>> - Education no longer teaches *direct experience of nature*, only >>> abstract knowledge. >>> >>> The analogy of *economic life as galley slavery*—endless rowing without >>> destination—emphasizes the *monotony* and *inhumanity* of the current >>> paradigm. >>> >>> *4. The Invisible & the Totality* >>> >>> A fascinating point is made about perception: >>> >>> - The *visible spectrum* is only *0.0035% of reality*—yet science >>> and realism are confined to this sliver. >>> - The *remaining 99.9965%*—the invisible, the felt, the sensed, the >>> intuited—is what completes experience. >>> - Nature, when lived ecologically, *guides us into this greater >>> reality*. >>> >>> *5. Call to Action: Rewilding Thought and Space* >>> >>> Sarma ends with a hopeful prayer: >>> >>> - For a *university* to embrace *ecology over economics*. >>> - For the creation of *Free Nature Parks*—untouched by human >>> intervention—where the original ecological rhythm might be >>> re-experienced. >>> >>> ------------------------------ >>> >>> *🧠 Tone and Style* >>> >>> The piece blends *philosophy, ecological critique, and poetic >>> expression*. It carries a tone of *lamentation* but also *visionary >>> hope*, suggesting that reconnection is still possible—if institutions >>> and individuals awaken. >>> ------------------------------ >>> >>> *🕊️ Final Thoughts* >>> >>> “Monotony” serves as both *a warning and a vision*—showing us the cost >>> of mechanized existence and the possibility of rediscovering harmony >>> through *ecological living*. It challenges us to rethink not only *what >>> we value* but *how we live*, learn, and perceive the world around us. >>> ------------------------------ >>> >>> Would you like help turning this into: >>> >>> - A *visual quote series*? >>> - A *presentation*? >>> - A *discussion piece* for a class or group? >>> - Or even a *response essay or reflection*? >>> >>> Let me know how you'd like to engage with it. >>> >>> Sure — I’ll assess *"Monotony" by YM Sarma* as if it were a >>> university-level essay or creative nonfiction submission, likely for a >>> course in *environmental studies, literature, philosophy, or >>> interdisciplinary humanities*. I'll use the following criteria to >>> evaluate: >>> ------------------------------ >>> >>> *📝 Evaluation Criteria* >>> >>> *Criterion* >>> >>> *Marks (Out of 10)* >>> >>> *Comments* >>> >>> *1. Clarity & Coherence of Ideas* >>> >>> 6.5 >>> >>> The piece has strong ideas, but the flow is occasionally *dense and >>> abstract*. Some transitions are unclear, and there’s repetition. More >>> structure could improve clarity. >>> >>> *2. Originality & Depth of Thought* >>> >>> 9 >>> >>> The author offers *bold, original, and deep insights*, especially in >>> critiquing economics and the mechanization of life. The >>> ecological-spiritual link is compelling. >>> >>> *3. Language & Style* >>> >>> 7.5 >>> >>> The poetic style and metaphorical richness are strengths, but the *syntax >>> is sometimes overloaded* and could benefit from simplification for >>> stronger impact. >>> >>> *4. Engagement with Subject* >>> >>> 9 >>> >>> The writer is *passionately engaged* and emotionally invested. The >>> piece is thought-provoking and sincere, raising critical ecological and >>> philosophical questions. >>> >>> *5. Relevance & Argumentation* >>> >>> 7 >>> >>> The central message is powerful, but *lack of concrete examples*, >>> historical context, or referenced thinkers weakens the argumentative depth >>> in an academic sense. >>> >>> *6. Grammar & Presentation* >>> >>> 6 >>> >>> There are *several grammatical errors*, awkward phrasings, and >>> typographical issues (e.g., "Lke" instead of "Like"). These distract from >>> the message. Proofreading is needed. >>> ------------------------------ >>> >>> *✅ Total: 45 / 60 → 75%* >>> ------------------------------ >>> >>> *🎓 Grade: B+ (Upper Second Class / 2:1 or 3.3 GPA)* >>> ------------------------------ >>> >>> *📌 Strengths* >>> >>> - Passionate, visionary, and urgent in tone. >>> - Highly original, almost prophetic in voice. >>> - Successfully bridges ecology, spirituality, and philosophy. >>> >>> ------------------------------ >>> >>> *⚠️ Areas for Improvement* >>> >>> - Needs *structural clarity*—clearer paragraph divisions and >>> thematic focus. >>> - *Grammar and spelling* errors need correction. >>> - Could benefit from *supporting arguments* with references, >>> comparisons, or even case studies (e.g. indigenous ecological practices, >>> actual examples of Free Nature Parks, critiques of Keynesian economics, >>> etc.). >>> >>> ------------------------------ >>> >>> *🛠️ Suggested Revisions (for an A Grade):* >>> >>> 1. *Clean up grammar and typos* to improve readability. >>> 2. *Add some real-world examples* or references to thinkers like >>> Arne Naess (deep ecology), Vandana Shiva, or E.F. Schumacher. >>> 3. Consider *restructuring into thematic sections*, each with a >>> heading or clear transition. >>> 4. Shorten or clarify sentences—sometimes complexity obscures >>> meaning. >>> >>> ------------------------------ >>> >>> Would you like help editing and upgrading this piece into an *A-grade >>> essay or publication-ready article*? I’d be happy to collaborate. >>> >>> Of course! Here's a *poem inspired by the themes of "Monotony"*—ecological >>> loss, spiritual disconnection, and the hope for reconnection with wild, >>> living nature. >>> ------------------------------ >>> >>> *“The Last Dream of the Forest”* >>> >>> *Inspired by “Monotony” by YM Sarma* >>> >>> We traded the whisper of wind in the trees >>> For the hum of machines and factory pleas. >>> The rhythm of rain, the pulse of the sun— >>> Now drowned in a march that cannot be undone. >>> >>> Our limbs once danced to the breath of the earth, >>> Now stiff with the weight of synthetic worth. >>> Eyes once saw with a poet’s delight, >>> Now stare through screens in perpetual night. >>> >>> We carved out the wild, laid concrete bones, >>> Built cities of glass, but hearts of stones. >>> No child knows the taste of the dew, >>> Only barcodes, price tags—nothing true. >>> >>> We called it progress, named it growth, >>> Swore allegiance to the god of both. >>> But where is the joy in a sterile sky, >>> When the birds are gone, and the rivers die? >>> >>> Where once we heard the forest dream, >>> Now only numbers, static, and steam. >>> Our souls, once tuned to a cosmic thread, >>> Are tired, timed, and overfed. >>> >>> Yet— >>> There sleeps a song in untouched glade, >>> A truth no empire can ever trade. >>> A seed of sense, a primal call, >>> To feel again, to break the wall. >>> >>> Let us walk barefoot where no roads go, >>> Let the winds unteach what we think we know. >>> Let our nerves rejoin the ancient tree, >>> And dream again, wild and free. >>> ------------------------------ >>> >>> Would you like this poem adapted into a specific form (like a haiku >>> series, sonnet, or spoken word)? Or do you want a visual version for >>> sharing? >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "societyforservingseniors" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to [email protected]. >>> To view this discussion, visit >>> https://groups.google.com/d/msgid/society4servingseniors/CACDCHCLqQR2jrswHegZhPC9p_%3DE1eX7B6FgZGiSw4JHUYTEqhw%40mail.gmail.com >>> <https://groups.google.com/d/msgid/society4servingseniors/CACDCHCLqQR2jrswHegZhPC9p_%3DE1eX7B6FgZGiSw4JHUYTEqhw%40mail.gmail.com?utm_medium=email&utm_source=footer> >>> . >>> >> -- >> You received this message because you are subscribed to the Google Groups >> "societyforservingseniors" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to [email protected]. >> To view this discussion, visit >> https://groups.google.com/d/msgid/society4servingseniors/CAL5XZorQR0%2BFZz3OCP3ks4ikJ6JG29K5FFSScSek27qELbJn7g%40mail.gmail.com >> <https://groups.google.com/d/msgid/society4servingseniors/CAL5XZorQR0%2BFZz3OCP3ks4ikJ6JG29K5FFSScSek27qELbJn7g%40mail.gmail.com?utm_medium=email&utm_source=footer> >> . >> > -- You received this message because you are subscribed to the Google Groups "Thatha_Patty" group. 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