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  • 1.
    Bergmark, Ulrika
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jonsson, Gunnar
    Karlstads Universitet.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lärarstudenter som medforskande aktörer i praxisnära ämnesdidaktisk forskning2014In: NU 2014: Umeå 8-10 oktober : abstracts, Umeå: Umeå universitet. Pedagogiska institutionen , 2014, p. 66-Conference paper (Refereed)
  • 2.
    Kokkola, Lydia
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Öqvist, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lindström, Lisbeth
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Improving learning outcomes in the Swedish school system2018In: Addressing Societal Challenges / [ed] Editors Johan Frishammar Åsa Ericson, Luleå: Luleå University of Technology, 2018, p. 53-70Chapter in book (Refereed)
    Abstract [en]

    The lack lustre performance of Swedish compulsory schoolsover the past few decades does not need to define its future.As this report will show, the main challenges facing the Swedisheducation system do not stem from a lack of resources.The effective implementation of research based innovationsand improvements in organization could tackle many of thesystemic weaknesses in the education system, thereby ensuringa brighter future. By addressing existing difficulties in theteaching and delivery of the curriculum and ensuring pupilswho are at risk are able to flourish, learning outcomes will beimproved. This, in turn, will reduce inequality, thereby improvingthe life-opportunities of young people and maintaining thehigh standard of living enjoyed in Sweden.

  • 3.
    Norberg, Cathrine
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A Corpus-based Study of Lexis in L2 English Textbooks2018In: Journal of Language Teaching and Research, ISSN 1798-4769, E-ISSN 2053-0684, Vol. 9, no 3, p. 463-473Article in journal (Refereed)
    Abstract [en]

    espite the fact that textbooks are central in foreign language learning, only limited research has explored to what extent L2 textbooks support language learning and whether the content in them is relevant from a vocabulary perspective. This study investigates the vocabulary in seven English textbooks used in Swedish primary schools. A corpus has been constructed based on the words in the textbooks. By means of a concordancing software tool, the material has been analyzed by comparing the vocabulary between the books and to words on the New General Service List and in the VP-Kids corpus. The analysis shows that many words in the textbooks occur only occasionally in common everyday language use. It also demonstrates that there is great variation in the number and selection of words across the books indicating that there does not seem to be a common thought behind word selection in textbooks used in Swedish schools.

  • 4.
    Norberg, Cathrine
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The relevance of lexi: A corpus-based study of L2 English textbooks2016Conference paper (Refereed)
  • 5.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Activity: She walk to school every morning: Hur svårt kan det vara att sätta ett s på verbet?2015Conference paper (Other (popular science, discussion, etc.))
  • 6.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Activity: Word of the year: Vad orden berättar om världen2015Conference paper (Other (popular science, discussion, etc.))
  • 7.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Annual Hawaii International Conference on Education2013Other (Other (popular science, discussion, etc.))
  • 8.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Annual Hawaii International Conference on Education2013Other (Other (popular science, discussion, etc.))
  • 9.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Early Language Learning2014Other (Other (popular science, discussion, etc.))
  • 10.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Early Language Learning2014Other (Other (popular science, discussion, etc.))
  • 11.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: International Conference and Constituting Meeting of the Swedish Cognitive Linguistic Association (SweCLA)2006Other (Other (popular science, discussion, etc.))
  • 12.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: International Conference and Constituting Meeting of the Swedish Cognitive Linguistic Association (SweCLA)2006Other (Other (popular science, discussion, etc.))
  • 13.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Kognitiv lingvistik som ett hjälpmedel i grammatikundervisningen2014Conference paper (Other (popular science, discussion, etc.))
  • 14.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Language, Communication and Cognition2008Other (Other (popular science, discussion, etc.))
  • 15.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Många ord blir det...2014Conference paper (Other (popular science, discussion, etc.))
  • 16.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: National Forum for English Studies2015Other (Other (popular science, discussion, etc.))
  • 17.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: National Forum for English Studies2015Other (Other (popular science, discussion, etc.))
  • 18.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: SALC 20092009Other (Other (popular science, discussion, etc.))
  • 19.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Semantik i fokus2006Other (Other (popular science, discussion, etc.))
  • 20.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: The Importance of Frames in Meaning Extension2009Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Semantic change through mappings between different domains is a common feature of language. These mappings are usually one-way, directed from con­crete domains to more abstract ones (Sweetser 1987). There is "a general tendency to borrow concepts and vo­ca­­bu­­lary from the more accessible physical and social world to refer to the less access­ible worlds of reasoning, emotion, and conversational structure" (Sweetser 1984: 26). It is well known that perception verbs such as see readily lend themselves to metaphorical extensions into the cognitive domain, but also verbs expressing possession, acquisition, and object manipulation can be used for such mappings. Hough maintains that "many words in the semantic field of cognition have been transferred from a physical application, often reflecting well-established metaphors such as physical possession as men­tal possession" (2004: 140). Likewise, Gronemeyer argues that the use of get in the meaning of 'understand' "show[s] the well-known extension from the domain of pos­session to the domain of mental under­stan­d­ing" (1999: 4). Within cognitive linguistics, frames are considered to be fundamental to the way hu­mans organise their knowledge and understand and reason about experiences (Lakoff & Tur­ner 1989; Barsalou 1992). Situated in "the cognitive unconscious" (La­­­koff & Johnson 1999: 116), they are used automatically and without effort. According to Fillmore, "a frame represents the particular organization of knowledge which stands as a prerequisite to our ability to understand the meanings of the associated words" (1985: 224). Frames express the totality of knowledge that language users have about a verb. This knowledge includes information re­gar­d­ing the semantics and the syntax of the verb as well as background know­ledge of the contexts in which the verb is generally used and how its usages are affected by rules and re­gu­la­tions sanctioned or introduced by society. Frames provide a mental framework for the action, process, state or event depicted by the verb and assist in the interpretation of words, concepts and sentences. Hence, the back­ground knowledge contained in frames co-operates with the context at hand to select the most appropriate interpretation of an utterance. This paper presents an analysis the verbs acquire, buy, gather and grasp (Nordlund 2008). They are all concrete verbs that can be used in an extended way to express that something is understood, learnt, etc. The analysis is based on the hypothesis that the complexity of the frame of a verb determines how easily the verb may be extended into the mental domain. The results of this study demonstrate that phy­si­c­ally concrete verbs are more frequently used as a source for a voca­bu­la­ry expressing mental pro­­ces­ses and cognition than verbs tied to more complex frames. It has been shown that frames exert a con­si­der­able influence on the circumstances, contextual or oth­er­wise, under which the verb can be appropriately put to use. In other words, the complexity of the fra­me has a determining effect on how easily the verb is ex­tended to men­tal usages.References Barsalou, Lawrence W. (1992) Frames, concepts, and conceptual fields. In Lehrer, Adrienne & Eva Feder Kittay (eds), Frames, Fields, and Contrasts: New Essays in Semantic and Lexical Organization. Hillsdale, NJ: Lawrence Erlbaum, 21-74. Fillmore, Charles J. (1985) Frames and the semantics of understanding. Quaderni di Semantica, 6 (2), 222-254. Gronemeyer, Claire. (1999) On deriving complex polysemy: the grammaticalization of get. Eng­lish Language and Linguistics 3 (1), 1-39. Hough, Carole. (2004) New light on the verb "understand". In Kay, Christian J., Carole Hough & Irene Wotherspoon (eds), New Perspectives on English Historical Linguistics. Selected pa­pers from 12 ICEHL, Glasgow, 21-26 August 2002. Volume II: Lexis and transmission. Amsterdam and Philadelphia: John Benjamins, 139-149. Lakoff, George & Mark Johnson. (1999) Philosophy in the Flesh: The Embodied Mind and its Chal­lenge to Western Thought. New York: Basic Books. Lakoff, George & Mark Turner. (1989) More than Cool Reason: A Field Guide to Poetic Meta­phor. Chicago and London: University of Chicago Press. Nordlund, Marie. (2008) From Physical to Mental Acquisition: A Corpus-Based Study of Verbs. Ph.D. dissertation, Luleå University of Technology. Sweetser, Eve E. (1984) Semantic Structure and Semantic Change: A Cognitive Linguistic Study of Modality, Perception, Speech Acts, and Logical Relations. Ph.D. dissertation, University of California, Berkeley. Sweetser, Eve E. (1987) Metaphorical models of thought and speech: A comparison of historical directions and metaphorical mappings in the two domains. In Proceedings of the Annual Meeting of the Berkeley Linguistics Society 13, 446-459. Emneord: Linguistics, semantics, frames

  • 21.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Did you grasp that?2006In: Semantik i fokus, 2006Conference paper (Other academic)
  • 22.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    EFL textbooks for young learners: A comparative analysis of vocabulary2016In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 7, no 1, p. 47-68Article in journal (Refereed)
    Abstract [en]

    This article reports the findings of a comparative analysis of two English teaching course book series which are widely used in school years 4–6 in Sweden: Good Stuff and New Champion. The analysis comprises comparisons of the vocabulary component in the teaching materials and examines the extent to which words – adjectives, nouns and verbs – recur in the books, whether there is a common core of words in the two series and, finally, whether vocabulary in the two teaching materials corresponds with accepted measures of English high-frequency words. The study shows that variation in vocabulary is considerable in individual books, within a series and between the two series; all textbooks contain a high proportion of one-time and low-frequency words. As a result, it is difficult to pin down a common core vocabulary. The study further shows that even though many words do correspond to general high-frequency words, as much as one-third are not found among the 2,000 most frequent English words.

  • 23.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Franska och musik: när två språk möts2000Report (Other academic)
  • 24.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    From physical to mental acquisition: a corpus-based study of verbs2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Based on the hypothesis that the frame to which a verb is linked influences how easily that verb can be extended into the mental domain, the aim of this thesis is to carry out a lexico-semantic analysis of the six verbs acquire, buy, gather, grasp, receive and seize. These verbs were chosen because they can express physical as well as mental acquisition and because they are linked to frames of varying complexity. Frames contain not only linguistic (syntactic and semantic) information, but also language users' knowledge of how society and its values affect the use of verbs. The complexity of a frame involves, among other things, the number and nature of necessary participants, circumstances under which the action may be successfully carried out and institutionalised rules imposed or sanctioned by society. Prior to the analyses, it was assumed in this work that the verbs gather, grasp and seize are used as mental verbs to a higher extent than acquire, buy and receive. This is so, because the simplicity of the former verbs' frames facilitates meaning extension from the physical to the mental domain. Specific questions addressed in the study are: (i) To what extent are the verbs used as mental verbs? (ii) What other usages do the verbs display? (iii) What is the relative frequency of different usages for each verb? (iv) Are any of the verbs better suited to express mental acquisition than others? And, if so, in what way? The analyses of the verbs are based on material collected from the British National Corpus (BNC), a 100 million word electronic corpus containing both spoken (10%) and written (90%) British English. The material retrieved from the corpus suggests that it is possible to claim that frames exert a considerable influence on the circumstances, contextual or otherwise, under which the verbs may be appropriately put to use. It is shown that experience- based and uncomplicated verbs such as gather and grasp, which are tied to minimalist unspecified frames, are used to a much greater extent within the mental domain than acquire, buy and receive, which are linked to more complex and institutionalised frames. The analyses further reveal that most instances of seize are linked to a more complex frame than was assumed. As a result, extensions of the verb into the mental domain are very rare. On the whole, grasp is the one verb that more than any of the others lends itself to mental usages: almost every second instance of grasp found in the BNC expresses mental grasping. The results suggest that although English is full of expressions pointing towards a conceptualisation of ideas and other mental entities as concrete objects - the IDEAS ARE OBJECTS metaphor - it might be the case that ideas are conceptualised as entities that are close enough to be grasped or gathered rather than bought or acquired. As demonstrated here, then, a vocabulary for mental activities and cognition is more commonly borrowed from verbs that involve direct bodily movement.

  • 25.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    From physical to mental acquisition: a corpus-based study of verbs2009Book (Other academic)
  • 26.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    From physical to mental acquisition: a corpus-based verb study2008In: Language, Communication & Cognition: Brighton, August 4th-7th 2008. Book of Synopses, UK Cognitive Linguistics Association , 2008Conference paper (Other academic)
    Abstract [en]

    This paper presents an analysis of six verbs, namely acquire, buy, gather, grasp, receive and seize. They are all commonly used for expressing physical acquisition, but can also be extended to describe mental acquisition, that is, a situation where something is understood, learnt, etc. The analysis is based on the hypothesis that the complexity of the frames connected with these verbs determines how easily they can be extended into the mental domain: a simple frame would thus mean that the verb is more frequently used to express mental acquisition. The data analysed is collected from the British National Corpus and the preliminary results indicate that there is a correspondence between the complexity of a verb's frame and how frequently the verb is used as a mental verb.

  • 27.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Linguistic manipulation: an analysis of how attitudes are displayed in news reporting2003Report (Other academic)
  • 28.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Meaning extensions of Grasp: a corpus-based study2010In: Lexis - Online Journal in English Lexicology, ISSN 1951-6215, no 4, p. 105-126Article in journal (Refereed)
    Abstract [en]

    By means of a lexico-semantic analysis, the aim of this paper is to provide a clearer picture of how the Eng­lish verb grasp is used in actual language production. The material for the analysis has been gathered from the 100 million word British National Corpus. The results of the study provide new and valuable infor­ma­tion about the character and use of the verb and the­re­by supp­le­ment the information about grasp already existing.

  • 29.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    More than just a friend?: terms for 'friend' in Old English2005In: Friends: interdisciplinary speculations on a social artefact, Luleå: Luleå tekniska universitet, 2005, p. 41-49Chapter in book (Other academic)
  • 30.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    On the different uses of the Swedish verb ta 'take' and its translations into English2007In: Further Insights into Semantics and Lexicography, Lublin: Wydawnictwo Uniwersytetu Marii Curie-Sklodowskiej , 2007, p. 73-85Chapter in book (Other academic)
    Abstract [en]

    Basic verbs for possession and its transfer can probably be found in most languages. For some verbs, their originally concrete meanings have been extended into covering ever more abstract concepts. Corpus data shows that the Swedish verb ta 'take' analysed in this paper has a wide and differentiated range of usage patterns. Since Swedish and English are closely related languages, it could be expected that ta and its eqivalent take should follow similar patterns when translating between the languages. This study shows, however, that this is not always the case.

  • 31.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Own and possess: a corpus analysis2009In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 8, no 3, p. 141-169Article in journal (Refereed)
    Abstract [en]

    This study is a corpus-based analysis of the verbs own and possess, which are two of the verbs that are used to express possession and ownership in English. The results show that there are areas of overlapping use as well as areas where only one of the two is a valid option. It has also been shown that own has a legal feature at its core and is predominant­ly used to express ownership. The most frequent usage of possess, on the other hand, is that of describing that someone or something has a quality or property of some kind. This difference also has consequences for what kinds of entities appear as the subject and object arguments of the verbs.

  • 32.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Own and possess in context2006In: International Conference and Constituting Meeting of the Swedish Cognitive Linguistics Association, 2006Conference paper (Other academic)
  • 33.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Ronia the robber's daughter: an analysis of the translation of Ronja Rövardotter into English1999Report (Other academic)
  • 34.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Student teacher cognition: Beliefs about foreign language learning and teaching2017In: Encuentro: Revista de Investigación e Innovación en la Clase de Idiomas, ISSN 1989-0796, Vol. 26, p. 22-37Article in journal (Refereed)
    Abstract [en]

    This study investigates Swedish student teachers’ beliefs about seventeen commonly held views on language learning and language teaching. Their beliefs were surveyed by means of a questionnaire distributed before and after the students had taken part in their first English methodology course. The answers given to eleven of the statements are presented and discussed in this article. These statements were chosen for analysis because they are directly concerned with the teaching and learning of a second language (L2) in a classroom setting. The results show that many of the beliefs displayed by the participating student teachers go against the results of previous research within the field of second language acquisition (SLA), but also that some beliefs had started to change after the completion of the methodology course. In some cases, however, a more explicit focus would be needed in methodology courses for student teachers to be more capable in their future profession.

  • 35.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Student teachers’ opinions about language learning and teaching2013In: Conference Proceedings from 11th Annual Hawaii International Conference on Education, 2013Conference paper (Refereed)
  • 36.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vocabulary acquisition and the textbook: What opportunities are there for young learners?2016In: ITL. Institut voor toegepaste linguistik, ISSN 0019-0829, Vol. 166, no 2, p. 199-228Article in journal (Refereed)
  • 37.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vocabulary in textbooks for young learners2015In: e - SPEN: the European e-journal of clinical nutrition and metabolism, ISSN 1653-1868, E-ISSN 2150-8925, Vol. 2015, no 1, p. 73-92, article id 4Article in journal (Refereed)
    Abstract [en]

    An extensive vocabulary is necessary for successful communication in a foreign language. According to the Swedish National Agency for Education, the teaching of English in Sweden is often based on one textbook and on that textbook only. The purpose of this study is therefore to describe what vocabulary is presented in one teaching material aimed at school years 4–6 (age group 10–12 years) in Sweden. More precisely, the following questions have been considered: (i) what are the most frequent words in the textbooks? and (ii) to what extent do words recur in the textbooks? To answer these questions, a corpus of the texts in the three books was compiled. The analyses show that although the texts appear to have been chosen to appeal to the age groups aimed for, there does not seem to be any consciously considered rationale behind the choice of what vocabulary to include, many words occur only once and the necessary repetition of words is thus lacking.

  • 38.
    Nordlund, Marie
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Forshäger, Kristin
    Luleå kommun.
    Lundqvist, Catarina
    FoUI, Norrbottens kommuner.
    Åström, Ingela
    Luleå kommun.
    En spirande modell: Examensarbetet som en framgångsfaktor för samverkan universitet och verksamhet - exemplet Spira förskola2016Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Syftet med denna studie är att identifiera och synliggöra framgångsfaktorer i ett 3-årigt universitets- och kommun­gemensamt projekt kring studenters praxisnära examensarbeten. Studien är en kvalitativ undersökning som huvud­sakligen vilar på fenomenografisk grund där intervjuer har genom­förts med fyra kategorier av aktörer involverade i samarbetsprojektet: studenter, förskolepedagoger, förskole­chef och universitetslärare. Alla intervjuade uppvisar en positiv inställning till det projekt de deltagit i och kan alla se fördelar med sitt deltagande. De framgångsfaktorer som identi­fierats kan sammanfattas i ett antal nyckelord: delaktighet, engagemang, forskningsanknytning, handledningsgrupper, kontinuitet, starkt ledar­skap, verksamhets­förankring och verksamhets­utveckling. Faktorerna är generaliserbara och kan appliceras också på andra samarbeten mellan universitet och verksamhet. Liknande samverkansprojekt kan därför bli en viktig del av t.ex. kommuners arbete med att säkra den framtida kompetens­försörjningen och därmed också stärka verksamhetens vetenskapliga grund.

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