My kind of read. Often very funny, and smart. It carries you along. An escape. My treat THEN I must write a 4,000 word essay.
Fig.1 Orphan Black
You take on an OU degree and there is one thing you need to steer clear of - TV, especially these compelling series. It took a couple to become hooked. Yes, the TV equivalent of of page-turning plot means you blink and someone has died but there are many reasons to be drawn in: the idea of the many ways a life may spin out, or in this case, out of control; the ethics, dangers and possibilities of cloning, the delicious acting and tour de force from the lead Tatiana Maslany who conjures up many, extraordinarily different versions of herself and dips back and forth between various accents: US East Coast, Brixton UK, Posh Brit, Ukraineian, Ditsy Dish ...
Is the science credible?
The solution is to earn it ... get the hours of studying out of the way first!
From First World War
'A man left the front line wounded slightly at dusk on 12th and on the morning of the 13th was discovered stuck fast in a shell hole a few yards from where he started. Repeated efforts were made to get him out with spades, ropes etc: At one time 16 men were working at once under enemy fire. But he had to be left there when the Battalion was relieved on the night of 13th/14th'.
Such stories were common place during 'Third Ypres' or 'Passchendaele' July-November 1917. They'd then suffer the further ignomony of being recorded as 'missing in action' and as their body would never be found listed on the walls of the Tyne Cot memorial or at best placed in a grave marked 'Known only to God'.
It's become the inspiration for a science fiction story.
|From E-Learning V|
An extraordinary life and a surprising documentary - here's someone who packed in such a huge amount into his 90+ years. Worth viewing and reviewing. The phrase that currently rings in my ears is 'don't preach to the converted!' as the opposite of this 'preach to the converted' was exactly what I had rammed down my throat from the advertising industry. Attenborough did the opposite and in so doing challenged the unwary and disinterested to take to make the effort and to take an interest.
This does have a bearing on learning: can we make it all too easy, too forgettable, too tailored to well manicured personas that it risks being bland, part of the fog, familiar and so easily digested and forgotten?
Teaching will always be an art, before it is a science.
Moving to be married for close to 70 years, though we've had people who have made it to 80 years married featured recently. 'She is always right' say the husbands.
Fig.1. The opening page of Book One (or Livre 1)
A modest package of three text books arrived this morning. I'm starting Ouverture:Intermediate French. No more DVDs (or VHS cassettes) - that's all online. With trepidation therefore I look ahead to the new academic year and a BA module in French. The idea is to complete the task I ought to have undertaken 22 if not 37 years ago ... dreadful at school French I still did an exchange and have worked in France on and off. Getting a 'proper job' in the early 1990s I ought to have done a course and brought my written French up to scratch. I never did and not surprisingly my work prospects were limited. 'It's never too late' my wife says, not realising what I am about to embark on. Hopefully I'll come away both reading, writing and speaking French rather better. I may yet get to apply it longer term if I end up back in France working later this year.
On verra (We'll see)
From a distance learning point of view, and having had six out of seven modules over the last four+ years almost entirely online with little in the post but an EMA grade and assessment it does already feel, in a tiny way, that there is a modicum of direct contact. Though familiar with the online platform and having studied 'Personal Learning Environments' it is valuable to see it applied, and spelled out in book form.
I'd be unlikely to get porridge on a computer screen though. Flicking through the pages over breakfast I got porridge on page 2. Over the next year there might be many more spillages as I get through this stuff.
Scary? Yes. It took me twenty years to get my written English to a reasonable standard. I struggled with languages at school - spoken fine, I'm a good mimic and enjoyed 'immersive learning' when staying with a French family and later hitching around France in my teens with other French teenagers. Written French? Ouch.
I know from experience that at some stage the fog of incomprehension clears: that a language can become second nature and therefore fluent. Why? I guess I love France and it's easier to try and fix a language I know rather than learning a new language, such as Spanish, from scratch.
Next up, and complementing this, I have some history books on the First World War to read in French. Also applying to a number of opportunities in France. In a few months time I may be doing 'L'Ouverture' from France itself ... though working too hard to manage this?
Powerful. Rich. Fast. Makes you think. The perfect morning opener to a history lesson - though the 'F***!' word would not be welcome. I'd question its use. Many soldiers were 'God fearing, church-going Quakers'. And it will be a barrier to its use in many schools.
The idea of having linear drama interspersed with choices is a 'cross media' or 'multi-platform' gold standard that was dreamt about, even proposed, a decade ago - but quite impossible except at huge expense and on DVD. It offers an interesting way into narratives such as 'Sliding Doors' or 'Back to the Future' where you as the viewer and protagonist could make choices about what you do and how you respond.
Watching Horizon last night on Allergies I was tempted to go online. Try transcribing what is said in these programmes and you might not fill a couple of sides of A4: they don't say much. For me this is a simple example of how video is often the last thing you need as a piece of learning: a TED lecture would be better, a dozen TED lectures better still.
For all the buzz and excitement around distance and online learning I wonder if the connectedness of the Internet and the gargantuan levels and variety of content is the e-learning legacy - creating the environment in which people can travel virtually rather than prescriptive learning.
|From E-Learning IV|
A fascinating insight to someone who connects the latest thinking from all kinds of disciplines and often gives senior academics a drubbing. He challenges anyone who suggests that the Internet is damaging the brains of the connected youth to come up with the research; actually, between them, the OU and Australian Universities have thus far shown that as far as their brains and our brains are concerned it's business as usual.
Like so many episodes of Desert Islands Discs a magical way to learn something new or to gain a deeper insight into someone.
Fig.1 35th Division, July-August, 1916. Battle of the Somme
This is from a minutely detailed 'Tartan': a 1916 sheet of squared paper carefully coloured in to show where every division was day by day from July through to October 1916. It interests me as although my late grandfather never kept a diary nor did his letters home survive, he recorded with me over three hours of memoir. He remarked once that he had no idea where he was on his 21st Birthday: I could now tell him - he was on the move from the night before, coming out of Corps Reserve and heading back into the Front Line on the Somme. Here he would keep his machine gun 'in action' while having the misfortune of finding a head in a Piklehaube helmet he dug out thinking it would make a nice souvenir.
Fig. 2. Mapping the First World War: Battlefields of the great conflict from above
Fascinating how so much information, here placing hundreds of thousands of soldiers day by day on the western front.
Fig.1 A USSR Second World War memorial in Bulgaria
While the above in Bulgaria is considered by the Russian Embassy in that country to be graffiti, I rather think that it brings the memorial to the attention of a contemporary audience. I know of and have photographed many such monuments around the UK which could be brought to life.
Fig.2. A coloured-in plaster-of-paris replica of a Roman Statue
See how Roman statues originally looked. How about applying this approach to our statues and memorials too? Many are already getting 'walk-by' voice over tracks. Why stick with augmented reality. Go the whole hog.
|From First World War|
Fig. 3. Lewes War Memorial
A golden angel with silver wings perhaps?
Imagined your local war memorial in gold leaf? in silver?
|From WW1 Memorials|
Fig.4. Sir William Goscombe's 'The Response' - Newcastle City Centre
Imagine painting these figures in vibrant natural colours and lighting it at night? That would get the attention of the crowds going out on the town (Newcastle) at night.
|From E-Learning IV|
Fig. 1 Wind and weather chart courtesy of WindGuru for Seaford Bay, August 25th
Stars - the degree to which those who love strong winds will love it. Three stars is an unmissable opportunity for windsurfers and kite-boards.
Too wet, too windy - but perfect for the diehard windsurfer or kiteboarder: I'm neither. I'll be standing on the shore looking at the waves breaking on the beach in an hour or so. The sailing club's Race Officer will decide if sailing is on or not. The serious issue is if we start a race heavy weather could make bringing dinghies in treacherous. If it goes ahead, as Saturday, I will be drenched to the skin helming the safety boat - a RIB we bring out of Newhaven Harbour.
Lessons learnt lately?
The opportunity to improve sailing skills is made all the more swift courtesy of downloadable eBooks and YouTube. After earlier trials inland on a lake yesterday became my first outing helming a dinghy on the sea, and my first race - we had three. Before I took to the water I checked a few items off from a guide to dinghy sailing and at lunch I followed up further tips on YouTube. Is there a limit to what the Internet can tell or show you? The list of tips and insights given by fellow sailors would be long: fixing bits of the boat, getting it off the trolley and into the ocean ... getting it back.
Late onto the water I was a good 30 seconds off the start of the race and never made it up in the Club Laser. The second race I was in the thick of it as 22 dinghies josled for position - two years of crewing a Fireball payed off and sneakily I managed to be one of the first Lasers into this race and for the first lap of three led the fleet - it felt like by some fluke I'd got around the first lap of a F1 Grand Prix in a Citreon 2CV. Staying upright is about as far as my skills go for now. The third race was scuppered from the start as the tiller handle came off; this might be like a fisherman dropping his rod in the water and having to resort to a hand-line ... or a jokey losing his stirrups at the start of a race ... or doing a cycle race without any handlebars: sort of.
However, it is remarkable what you learn and how much more you learn in adverse conditions. My 'skills' have been plagued for weeks by my a clumsy swapping of hands when you tack between the mainsheet and the tiller, every time you tack your hands have to swap duties, the lead hand taking the rope on the mainsail (main sheet), the rear hand taking the tiller ... well, my tiller-handle was gone, which turned every tack into a drill. It worked. I'd liken it to any sports coach giving competitors a challenge in order to fix a problem, or to speed up 'adaptation'.
Trial and error, mistakes, dealing with the unexpected and a challenge ... being pushed. Learning works best when it is anything but 'plain sailing' - we learn so much from mistakes, from figuring things out, by asking for help ... and giving help in turn. How do we keep the human context alive in e-learning? Are we not like astronauts on a lone mission a million miles from earth?
|From E-Learning IV|
Fig 1. Essential reading on British Forces on the Ypres Salient in 1917
I take back what I said a couple of days ago about a module (not OU) that comprises a reading list and set of essay questions. Sometimes I feel the OU modules I have done are too prescriptive, that all of us are passengers on a learning train that will not permit anyone to leave the service. You work from and are assessed on the content given - excellent, succinct and contained. This does not suit everyone; never does the scary freedom to read from a reading list. In many cases the variety seen in both approaches, with overlap, is how and when one comes to understand something.
Back to formal reading
It matters that you are directed to the right book. This is the right book on Passchendaele to understand from a general strategic, to operational, to tactical level what took place.
I read 'Passchendaele: the untold story' first in May for a presentation in June.
The purpose was to lay out the chronology of events and compare two battles within the Passchendaele or 'Third Ypres' conflict relating to command. I took notes: highlighted in the eBook which I then typed up in a Google Doc before creating a presentation. Over two months later I read the book again as if I had never seen the book before; on the one hand I worry about my sieve like brain, on the other I am intrigued to understand what is going on.
|From E-Learning IV|
Fig.2 Notes taken in Google Docs from the highlight sections in the eBook
On second reading, with the tracks and sleepers of the general chronology becoming established and retained knowledge, and with an essay title ringing in my head, the highlights I make in the eBook are, with a few exceptions, totally different. I am reading the same book, but taking something very different from it. I have a highly selective, easily distracted brain - nothing sticks if it doesn't have to. I know a few people with a photographic memory: they appear to read something once then have the entire contents at their fingertips to apply to a problem. My memory is the opposite - nothing at all that I don't deem of importance to the task at hand will be retained. I have, side by side, the notes I took in May and the notes I am currently taking - they could be from different publications; I struggle to find any common ground.
There will be a third reading
This third reading will have different purpose as in due course I write a comparative history between Third Ypres: Passchendaele and the First Gulf War to fulfil a desire to respond to something my late grandfather said in 1992 'That's nothing compared to Passchendaele' he said as he watched the First Gulf War unfold on TV. He saw the differences between foot soldiers as unrecognisably different, whereas I saw the prospect of having a leg blown off or being gassed as more than faintly similar. Had the generals used the tactics of 1992 in 1917 they would have gained more ground and lost fewer men; something had been learnt in 75 years of war then.
Fig.3. The mud of the First Gulf War
Visualising the above I imagine a desert; the state of my brain before I read, that over time acquires an invasion of cacti, followed by ground cover plants, until eventually there are established trees and a rich ecosystem.
Hardly surprising, but on second reading you pick out more detail; you see things that you missed, or couldn't take in the first time round. I'm the kind of person who would apply this to entire modules: that the student who wants to should be allowed to, for a considerable discount, to re-sit a module they have already done. Why not even a third time if your goal is to master a subject? A' Level students with poor grades will 'cram' for a year to improve on these. Through-out life things we want to do are achieved as a result of tackling the problem repeatedly until we crack it.
Finally, I conclude, that given how complex we are, so learning needs to offer a similar level of variety; there can be no perfect system, or learning design pattern. We learn in different ways, and educators teach in different ways. E-learning isn't a panacea, it is simply another approach the complements ones we have always adopted, not least learning directly from experts themselves through talking things through.
More of us should be able to or should have been able to retake classes we flunked - with a different teacher, if not in a different institution. It shocks me to see how a student at school can be put off a subject they enjoy as they don't relate to or get on with the teacher - so change the teacher.
There are many reasons to watch this 45 minute drama made by BBC Documentaries:
1) It is a gripping piece of entertainment that incorporates modern music to help evoke the feelings and tone.
2) The sense of what it meant to take part in this conflict to Britain then, and today, is palpable
3) For a piece of screen writing I can think of little that is so sharp, so succinct, so remarkable ...
4) You don't think of it as a documentary. This isn't docu-drama, so much as drama that seamlessly includes a few animated maps and subtitles as does many a movie or TV series these days
5) You too will be recommending that people watch it.
6) The series so far is excellent, this episode stands out as brilliant - I was left weeping in sadness and joy, while reflecting the violent conflict, though not on this scale, is still very much a contemporary issue.
7) You have this week to watch it. (What seems to happen then is that towards the end of the series it will be offered as a DVD)
|From E-Learning IV|
Fig 1. Read a book ... several times, then submit an essay from a list
This is 'learning design' or 'instructional design' written on the back of a fag packet by a loan lecturer. An occassional lecture and student gathering may be meant to add some variety. One sheet of A4 provides the year's curricullum while a second sheet provides a reading list. And all this 'at a distance' - in my case over 200 miles using a Virtual Learning Environment that makes a beginner's guide to DOS written in 1988 look friendly. NOT the OU. Not dissimilar to my undergraduate degree except that it at least had a tutorial most weeks: one to one, or a small group with a 'subject matter expert' is a privileged luxury that works - though yet to be achieved on a massive scale, even if there is a trend this way with massive, open online courses (MOOCs).
I can compare a variety of institutions as I have studied with so many: Brookes has a Virtual Learning Environment (VLE) that is simple and easy to use- it's a Mini Cooper to the OU's Audi Estate. Birmingham's VLE, ironically as I'm studying the First World War with them is like a deep, impenetrable bank of barbed wire. I've given up on their library and so use Amazon ... not always cheap, but I hope to flog off my substantial WW1 library in due course.
|From E-Learning IV|
Fig. 2 SimpleMinds (App) mindmap on 'bite and hold' tactics in the First World War
Meanwhile I'm back to the thrilling conclusion as I plod through the mire of a 4,000 word essay that by reading the above at lead three times I will have an answer. Here it adds variety to read it in print, on a Kindle and as an eBook: each reveals something slightly different. I take notes pen on paper, annotate into the eBook and build a mindmap as I go along. But there is no one to share this with, no 21st century 'connectivity', no tutor as online cataylst and guide, no student forum or blog (not for the want of trying).
Or is learning ultimately always you and your soul working in focussed isolation at Masters level without the distraction of others or the tight parameters of a formal module?
Should you feel inclined to take an interest in Passchendaele then this is the most lucid, objective and reasoned contemporary explanation of how and why the chronology of events turned out as they did.
|From E-Learning IV|
Fig.3. Sir Douglas Haig, Command in Chief of the British Army
Haig and the politicians of the day can and should be held responsible for the unnecessary slaughter of Third Ypres. What was gained over four months in 1917 was lost in three days in 1918. The depth, detail and objectivity of current scholarship shows absolutely that Haig was profligate with the life of his soldiers, flipped and flopped his policy and would not listen to criticism while Lloyd George having gerrymandered his way into the top job as Prime Minister could not get rid of Haig and so failed in his role to supervise his generals.
|From E-Learning IV|
Fig. 1 BBC Weather
Blame the pesky jet stream. It feels odd to be wearing socks and a jumper after so long. There is a bonus: I become the hot water-bottle my wife snuggles up to Until she decides the dog sleeping across her cold feet might be less hassle.
"If you're up very early on Sunday you might find frost on your car!"
When will the first snow fall over 'high ground' i.e on the tip of The Shard, Snowdonia, the Lake Distric, Cheviots and Highlands ...
|From E-Learning III|
Fig.1 Education and qualifications. The fun of it. True or False?
I paraphrase, no doubt from someone else paraphrasing, but it was said in relation to the results our children picked up last week and are getting today. I'm a parent in the camp of having one of each. We want them to do well, we want them to move on from.
Results are always relevant to context and so often scrambled by personal circumstances; where you are 'at', family life, health, maturity and so on.
The worst advice I got age 12 or 13 was to keep my options broad; I became a magpie, rather than a specialist. Whilst it is hard to expect a young person to know what it is they want to do, once they know it is this focus, having a goal, that motivates them to do well.
Fig. 1 Jack Wilson MM with his daughter, Tyne Cot Cemetery, August 1992
I'm sure everyone has a date when they recall a close family member: my late grandfather would have been 118 today. He was born on the family farm in Dalston, Cumberland on this day in 1894. Now that would have been something to get the attention of the news and social media: 118 years old. The oldest man alive celebrated his 111th yesterday and there's a character who still goes into work four days a week in New York - he's 104. If I am not mistaken the oldest person ever to live was a French woman who made it to 126 and only died in the last year or so.
|From E-Learning IV|
Fig. 2. The oldest man in the world ... with more than just one foot in the grave?
Twenty years in a care home? It must depend on the quality of life you have: bed ridden, or like the late Norman Wisdom the life and soul of the party. From about age 86 onwards my grandfather would say, 'I've had a fair innings. His wife had recently died. A decade later he was still coming to 'ours' for Christmas lunch with three sisters in law who in turn were 98 96 and 92 ! They were long livd, frugal, non-alcohol drinking Quakers who kept themselves engage and busy. My late great aunt Mary was doing home visits to 'her old ladies' who were ten years younger than her. This all in the North East (Fenham, Gosforth, Ponteland).
So, no more 'grampa' (as we called him as children), and no more mum either: she would have been 83. So much for expecting to outline the Queen.
How we mark the passing of a loved one, and what record we have of their lives fascinates me. Who could unscramble the mass of data that we create, or is created on us and digitised in 2014? Has the nature of an personal archive changed? Who has time for it? Can we rely on or get value from an algorithm that seeks out patterns and narratives in a life story as it occurs and once it is over?
In a dozen posts or more here I look at 'life logging' and what it means: for supporting those with dementia, for example, to supporting and gathering a record of value to family and others.
This series, each episode an hour long, features six or so characters per episode, most from episode to episode drawing on their diaries and letters. A lifetime interested in the First World War I am still amazed and thrilled at the stories that are told and the quality of dramatisation. Without any doubt in my mind THIS is the series that our generation will remember in relation to the marking of the centenary of the First World War.
Elfriede Kuhr, featured above, joins us as a 15 year old developing a crush on a German trainee pilot. Born in what is now Poland she went on to marry a Jew and perform in ante-war performances, having to flee Germany in 1933.
Inspired stuff; though the four universities offering free courses sadly offering little that relates directly to any of this series at all. A lost opportunity. There is a need for a module on the First World War, not niche parts of it, nor a one hundred year sweep from the 1860s to 1960s.
This stunning production, with the highest production values and a budget to match will see many of the actors appearing in movies and TV, with the director surely moving on to Hollywood.
Fig. 1 Sailing on Seaford Bay
Here we go - autumnal weather, socks for the first time in two months, even a jumper and when out on the water waterproofs, spare clothes and a towel.
This squall sent half the fleet in - to shore that is, only one capsized repeatedly. The first race included many cadets, the youngest crew 8 and 11.
Out on RIB so drenched through. The sea on the other hand is a balmy 19 degrees. Felt like a bath. Time for a dip?
You'd think I'd be more savvy. Recently I've had an authentic looking email and webpage link from the Inland Revenue suggesting I had a small tax rebate ... only on clicking on links from this that looped back to the same page did I realise something fishy was going on. The recent scam of emails from 'me' came about as I succumbed to what appeared to be an email from AOL saying the storage on my account had reached capacity - plausible having had an AOL account since they took over Compuserve in 1996. WRONG! This was the breach which has seen several hundred emails going to my contact list. AOL have now blocked this. If in doubt phone or text me and judge for yourself. Asking some question like, 'what did we call strawberry sauce on an ice-cream in Beadnell in the 1960s might do it!!'
Fig. 1 Amongst the many official tributes a personal commemoration of three brothers killed in the First World War
Lewes memorial remembers some 360 names; they've been pinned to specific addresses within walking distance of the memorial. In Southover Ward for the 75th anniversary a book was published detailing the lives of each person - their school record, photo and home and other information, such as playing cricket for the local team or where they worked.
Fig.2. Lewes Town Hall War Memorial
Will anyone remember us a hundred years after we have died?
Just as it is important for us to forget as a learning process and challenge, should society forget, filter or edit? Does commemoration in glorify war with its nationalistic, militaristic and religious connotations?
Fig.1 Buyer beware!
Have you come across this? Every so often a book is priced outrageously. Do some people actually buy at this price?! Is it an error? Is it a deliberate error that improves the ranking of an item or a seller on Amazon?
I've been buying ex-library books for 28p +P&P.
Like old VHS cassettes there are books being 'dumped' - some are out of print gems that have not been digitised so you get to reference directly a book that has been cited rather than relying simply on what others have thought.
|From Profile Photos|
Fig.1 Mork and Jonny
Promoted to being a 'school prefect' in my late teens and required to keep a line of 11 year olds in order during assembly I repeatedly heard mutterings of "Nanno Nanno" : 'Mork and Mindy' was on TV at the time and I supposedly looked like the main character. Only by doing that thing that Robin Williams did with his fingers when greeting Ork would this lot be satisfied. That was1979.
35 years later I'm in the Senior Common Room at the University of Birmingham and a fellow graduate student asks "Do you know who you look like?" (we'd obviously got bored with talking about the First World War). I tell the above story. Whether or not hair or glasses or smirk are similar I am a) not as hairy b) not funny c) six inches taller d) manic, but never depressed e) English ... though I am inclined to play the fool from time to time.
I'm polite when people say 'do I know you?'
Fig.1. Habit, boredom or an obsessive nature?
I match the clothes pegs to the item going on the line. I've done this for years and dropped it into the conversation like a confessional at Sunday Lunch. My wife and daughter became very passionate about it - saying I always got it wrong. They in turn confessed to going out and changing the pegs around if I had made a mismatch of colour, or peg type. It appears that the wooden pegs should go with the yellow items, not the yellow 'soft' pegs. We never have enough white pegs and no black pegs at all.
My response to this discovery is to deliberately miss-match all the pegs and then see who is first to go out and change them.
It goes beyond this too - on how I put items out individually, or hang them over the line *
Can you imagine what life is like indoors?
Because no satisfactory system can be agreed upon the preference is not to put anything away at all: clothes, dishes and books come to mind.
Is there a gene for this kind of thing as it comes entirely from my wife's side: a combination of a desire for order, an inability to throw anything away and disagreement on each other's systems. My mum had a simple answer: if it didn't have its 'place' it went in the bin; the house looked forever like a show-home where no one lived, but at least you had a reason to get the vacuum cleaner out as you could find more than a patch of carpet to use it on.
With autumn approaching the dryer will be used.
Oh shit. I've just noticed its raining and I've just put the washing out. Now. Do I tug everything off and leave the pegs on the line (my wife), take it all down and bung it in the dryer ... or just leave it in the hope that the sun and wind later in the day will still do its work???!
This was for a 135 mile journey, mostly M23, M25 and M40. I've done worse : 27 mph the same journey. Sometimes you wonder whether to take the car out or not. Crawling arounf the M25 has become my recurring nightmare : you've got to plan for lengthy delays with a tank of furl, water and grub. At least I had our teenage son with me so I got to hear and ask about a subdtantial part of his iTunes playlist.
|From E-Learning IV|
Fig. 1 M25 traffic - on a good day
This was for a 135 mile journey, mostly M23, M25 and M40. I've done worse : 27 mph the same journey. Sometimes you wonder whether to take the car out or not. Crawling around the M25 has become my recurring nightmare : you've got to plan for lengthy delays with a tank of fuel, water and grub. At least I had our teenage son with me so I got to hear and ask about a substantial part of his iTunes playlist. And an automatic - a few years of stop starting in jams made me a convert. I'll have a self-driving car please then climb in the back to sleep, read, watch a movie or go online.
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