Results for 'Stijn Masschelein'

179 found
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  1.  33
    How Leader Alignment of Words and Deeds Affects Followers: A Meta-Analysis of Behavioral Integrity Research.Tony Simons, Hannes Leroy, Veroniek Collewaert & Stijn Masschelein - 2015 - Journal of Business Ethics 132 (4):831-844.
    Substantial research examines the follower consequences of leader alignment of words and deeds, but no research has quantitatively reviewed these effects. This study examines extant research on behavioral integrity and contrasts it with two other constructs that focus on alignment: moral integrity and psychological contract breaches. We compare effect sizes between the three constructs, and find that BI has stronger effects on trust, in-role task performance and citizenship behavior than moral integrity and stronger effects on commitment and OCB than psychological (...)
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  2.  15
    The Unconcept, the Freudian Uncanny in Late-Twentieth-Century Theory by Anneleen Masschelein.Stijn De Cauwer - 2012 - Tijdschrift Voor Filosofie 74 (3).
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  3.  21
    Why Be Cautious with Advocating Private Environmental Duties? Towards a Cooperative Ethos and Expressive Reasons.Stijn Neuteleers - 2019 - Journal of Agricultural and Environmental Ethics 32 (4):547-568.
    This article start from two opposing intuitions in the environmental duties debate. On the one hand, if our lifestyle causes environmental harm, then we have a duty to reduce that impact through lifestyle changes. On the other hand, many people share the intuition that environmental duties cannot demand to alter our lifestyle radically for environmental reasons. These two intuitions underlie the current dualism in the environmental duties debate: those arguing for lifestyle changes and those arguing that our duties are limited (...)
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  4. A Review and Systematization of the Trolley Problem.Stijn Bruers & Johan Braeckman - 2014 - Philosophia 42 (2):251-269.
    The trolley problem, first described by Foot (1967) and Thomson (The Monist, 59, 204–217, 1976), is one of the most famous and influential thought experiments in deontological ethics. The general story is that a runaway trolley is threatening the lives of five people. Doing nothing will result in the death of those persons, but acting in order to save those persons would unavoidably result in the death of another, sixth person. It appears that, depending on the situation, we have different (...)
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  5.  31
    Radical Pluralism, Classificatory Norms and the Legitimacy of Species Classifications.Stijn Conix - 2019 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 73:27-34.
    Moderate pluralism is a popular position in contemporary philosophy of biology. Despite its popularity, various authors have argued that it tends to slide off off into a radical form of pluralism that is both normatively and descriptively ueptable. This paper looks at at the case of biological species classification, and evaluates a popular way of avoiding radical pluralism by relying on the shared aims and norms of a discipline. The main contention is that while these aims and norms may play (...)
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  6.  16
    Experience and the Limits of Governmentality.Jan Masschelein - 2006 - Educational Philosophy and Theory 38 (4):561–576.
    Following Foucault, ‘critique’ could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e‐ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing of ‘experience books’. Thus it appears that such an e‐ducative practice is a ‘dangerous’, public and uncomfortable practice that is not in need (...)
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  7.  31
    Mad About Ideals? Educating Children to Become Reasonably Passionate.Stijn M. A. Sieckelinck & Doret J. de Ruyter - 2009 - Educational Theory 59 (2):181-196.
    The current public concern about radicalization and extremism challenges philosophers and particularly philosophers of education to explore questions such as “Why do adolescents with strong ideas transgress?” and “What can we do about it?” The first question can be addressed by examining the role of their passionate commitment to their ideals as well as how this passion manifests in their pursuit of these ideals. The second question refers to the role of education in orienting and directing young people’s passionate attachment (...)
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  8.  25
    Attentional Bias in High- and Low-Anxious Individuals: Evidence for Threat-Induced Effects on Engagement and Disengagement.Stijn A. A. Massar, Nisan M. Mol, J. Leon Kenemans & Johanna M. P. Baas - 2011 - Cognition and Emotion 25 (5):805-817.
  9.  38
    The Learning Society From the Perspective of Governmentality.Jan Masschelein, Maarten Simons, Ulrich Bröckling & Ludwig Pongratz - 2006 - Educational Philosophy and Theory 38 (4):415–415.
    This collection of essays considers a variety of educational ideas and programs from the perspective of governmentality, integrating conceptual and theoretical insights and empirical investigation of policy documents, and government technologies. Considers different educational ideas of enlightenment, creativity, participation, inclusion, learning, and critique Offers an overview of French philosopher Michel Foucault’s theory on governmentality and how his ideas apply to current developments in society and education Investigates the intrinsic relationship between intellectual and practical educational technologies A study of how educational (...)
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  10. In Defense of Eating Vegan.Stijn Bruers - 2015 - Journal of Agricultural and Environmental Ethics 28 (4):705-717.
    In his article ‘In Defense of Eating Meat’, Timothy Hsiao argued that sentience is not sufficient for moral status, that the pain experienced by an animal is bad but not morally bad, that the nutritional interests of humans trump the interests of animals and that eating meat is permissible. In this article I explore the strengths and weaknesses of Hsiao’s argument, clarify some issues and argue that eating meat is likely in conflict with some of our strongest moral intuitions.
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  11.  10
    Theories of the Sublime in the Dutch Golden Age: Franciscus Junius, Joost van den Vondel and Petrus Wittewrongel.Stijn Bussels - 2016 - History of European Ideas 42 (7):882-892.
    SUMMARYThis article explores how writers from the Dutch Golden Age thought about human contact with that which is elevated far above everyday life. The Dutch Republic offers an interesting context because of the strikingly early use there by seventeenth-century humanists of the Greek concept ὕψος, from Longinus, to discuss how writers, artists and their audiences were able to surpass human limitations thanks to an intense imagination which transported them to supreme heights. Dutch poets also used the Latin sublimis to discuss (...)
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  12.  21
    A Fresh Look at 'Relational' Values in Nature: Distinctions Derived From the Debate on Meaningfulness in Life.Stijn Neuteleers - 2020 - Environmental Values 29 (4):461-479.
    Some recent policy-oriented publications have put forward a third category of environmental values, namely relational or eudaimonic values, in addition to intrinsic and instrumental values. In this debate, there is, however, much confusion about the content of such values. This paper looks at a fundamental debate in ethics about a third category of reasons besides reasons from morality and self-interest, labelled as reasons of love, care or meaningfulness. This category allows us, first, to see the relation between relational and eudaimonic (...)
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  13. The Core Argument for Veganism.Stijn Bruers - 2015 - Philosophia 43 (2):271-290.
    This article presents an argument for veganism, using a formal-axiomatic approach: a list of twenty axioms are explicitly stated. These axioms are all necessary conditions to derive the conclusion that veganism is a moral duty. The presented argument is a minimalist or core argument for veganism, because it is as parsimonious as possible, using the weakest conditions, the narrowest definitions, the most reliable empirical facts and the minimal assumptions necessary to reach the conclusion. If someone does not accept the conclusion, (...)
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  14.  26
    An Adequate Education in a Globalised World? A Note on Immunisation Against Being–Together.Jan Masschelein & Maarten Simons - 2002 - Journal of Philosophy of Education 36 (4):589–608.
  15.  15
    How to Conceive of Critical Educational Theory Today?Jan Masschelein - 2004 - Journal of Philosophy of Education 38 (3):351–367.
  16.  27
    Integrative Taxonomy and the Operationalization of Evolutionary Independence.Stijn Conix - 2018 - European Journal for Philosophy of Science 8 (3):587-603.
    There is growing agreement among taxonomists that species are independently evolving lineages. The central notion of this conception, evolutionary independence, is commonly operationalized by taxonomists in multiple, diverging ways. This leads to a problem of operationalization-dependency in species classification, as species delimitation is not only dependent on the properties of the investigated groups, but also on how taxonomists choose to operationalize evolutionary independence. The question then is how the operationalization-dependency of species delimitation is compatible with its objectivity and reliability. In (...)
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  17.  5
    Quantifying the Motivational Effects of Cognitive Fatigue Through Effort-Based Decision Making.Stijn A. A. Massar, Árpád Csathó & Dimitri Van der Linden - 2018 - Frontiers in Psychology 9.
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  18.  8
    In Defence of Taxonomic Governance.Stijn Conix - 2019 - Organisms, Diversity and Evolution 19 (2):87-97.
    It is well known that taxonomists rely on many different methods and criteria for species delimitation, leading to different kinds of groups being recognised as species. While this state of relative disorder is widely acknowledged, there is no similar agreement about how it should be resolved. This paper considers the view that the disorder in species classification should be resolved by a system of taxonomic governance. I argue that such a system of governance is best seen as a combination of (...)
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  19.  13
    The Discourse of the Learning Society and the Loss of Childhood.Jan Masschelein - 2001 - Journal of Philosophy of Education 35 (1):1–20.
  20.  18
    Radical Pluralism, Ontological Underdetermination, and the Role of Values in Species Classification.Stijn Conix - 2018 - Dissertation, University of Cambridge
    The main claim of this thesis is that value-judgments should play a profound role in the construction and evaluation of species classifications. The arguments for this claim will be presented over the course of five chapters. These are divided into two main parts; part one, which consists of the two first chapters, presents an argument for a radical form of species pluralism; part two, which comprises the remaining chapters, discusses the implications of radical species pluralism for the role of values (...)
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  21.  4
    An Adequate Education in a Globalised World? A Note on Immunisation Against Being-Together.Jan Masschelein & Maarten Simons - 2002 - Journal of the Philosophy of Education 36 (4):589-608.
  22.  39
    Against Natural Kind Eliminativism.Stijn Conix & Pei-Shan Chi - 2020 - Synthese 198 (9):8999-9020.
    It has recently been argued that the concept of natural kinds should be eliminated because it does not play a productive theoretical role and even harms philosophical research on scientific classification. We argue that this justification for eliminativism fails because the notion of ‘natural kinds’ plays another epistemic role in philosophical research, namely, it enables fruitful investigation into non-arbitrary classification. It does this in two ways: first, by providing a fruitful investigative entry into scientific classification; and second—as is supported by (...)
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  23.  60
    Governmental, Political and Pedagogic Subjectivation: Foucault with Rancière.Jan Masschelein - 2010 - Educational Philosophy and Theory 42 (5-6):588-605.
    Starting from a Foucaultian perspective, the article draws attention to current developments that neutralise democracy through the 'governmentalisation of democracy' and processes of 'governmental subjectivation'. Here, ideas of Rancière are introduced in order to clarify how democracy takes place through the paradoxical process of 'political subjectivation', that is, a disengagement with governmental subjectivation through the verification of one's equality in demonstrating a wrong. We will argue that democracy takes place through the paradoxical process of political subjectivation, and that today's consensus (...)
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  24.  11
    Enzyme Classification and the Entanglement of Values and Epistemic Standards.Stijn Conix - 2020 - Studies in History and Philosophy of Science Part A 84:37-45.
    This paper investigates the case of enzyme classification to evaluate different ideals for regulating values in science. I show that epistemic and non-epistemic considerations are inevitably and untraceably entangled in enzyme classification, and argue that this has significant implications for the two main kinds of views on values in science, namely, Epistemic Priority Views and Joint Satisfaction Views. More precisely, I argue that the case of enzyme classification poses a problem for the usability and descriptive accuracy of these two views. (...)
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  25. Page, Text and Screen in the University: Revisiting the Illich Hypothesis.Lavinia Marin, Jan Masschelein & Maarten Simons - 2018 - Educational Philosophy and Theory 50 (1):49-60.
    In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we (...)
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  26.  23
    In Search of Moral Illusions.Stijn Bruers - 2016 - Journal of Value Inquiry 50 (2):283-303.
  27.  88
    Speciesism as a Moral Heuristic.Stijn Bruers - 2013 - Philosophia 41 (2):489-501.
    In the last decade, the study of moral heuristics has gained in importance. I argue that we can consider speciesism as a moral heuristic: an intuitive rule of thumb that substitutes a target attribute (that is difficult to detect, e.g. “having rationality”) for a heuristic attribute (that is easier to detect, e.g. “looking like a human being”). This speciesism heuristic misfires when applied to some atypical humans such as the mentally disabled, giving them rights although they lack rationality. But I (...)
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  28.  20
    Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation.Stijn Sieckelinck, Femke Kaulingfreks & Micha De Winter - 2015 - British Journal of Educational Studies 63 (3):329-343.
  29.  30
    The Governmentalization of Learning and the Assemblage of a Learning Apparatus.Maarten Simons & Jan Masschelein - 2008 - Educational Theory 58 (4):391-415.
  30.  7
    How to Imagine Something Exterior to the System: Critical Education as Problematization.Jan Masschelein - 1998 - Educational Theory 48 (4):521-530.
  31.  33
    Can Deontological Principles Be Unified? Reflections on the Mere Means Principle.Stijn Bruers - 2016 - Philosophia 44 (2):407-422.
    The mere means principle says it is impermissible to treat someone as merely a means to someone else’s ends. I specify this principle with two conditions: a victim is used as merely a means if the victim does not want the treatment by the agent and the agent wants the presence of the victim’s body. This principle is a specification of the doctrine of double effect which is compatible with moral intuitions and with a restricted kind of libertarianism. An extension (...)
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  32.  28
    The Case for Fiction as Qualitative Research: Towards a Non-Referential Ground for Meaning.Stijn Mus - 2012 - Ethics and Education 7 (2):137-148.
    In the wake of the crisis of representation, the qualitative approaches have gained momentum within the social sciences. This crisis has lead to a widespread awareness about the need to incorporate the subject's understanding in the research design. Yet, the validity of qualitative accounts is still regarded as a function of its representative accuracy. This, and not its meaningfulness, remains the qualifying property to judge its value. I argue that this can only be overcome by a retreat from realist ontology. (...)
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  33. On a Failed Defense of Factory Farming.Stephen Puryear, Stijn Bruers & László Erdős - 2017 - Journal of Agricultural and Environmental Ethics 30 (2):311-323.
    Timothy Hsiao attempts to defend industrial animal farming by arguing that it is not inherently cruel. We raise three main objections to his defense. First, his argument rests on a misunderstanding of the nature of cruelty. Second, his conclusion, though technically true, is so weak as to be of virtually no moral significance or interest. Third, his contention that animals lack moral standing, and thus that mistreating them is wrong only insofar as it makes one more disposed to mistreat other (...)
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  34.  22
    Foucault at the Bedside: A Critical Analysis of Empowering a Healthy Lifestyle.Ignaas Devisch & Stijn Vanheule - 2015 - Journal of Evaluation in Clinical Practice 21 (3):427-432.
  35.  26
    From Schools to Learning Environments: The Dark Side of Being Exceptional.Maarten Simons & Jan Masschelein - 2008 - Journal of Philosophy of Education 42 (3-4):687-704.
    Schools and classrooms, as well as the work place and the Internet, are considered today as learning environments . People are regarded as learners and the main target of school education has become 'learning' pupils and students how to learn. The roles of teachers and lecturers are redefined as instructors, designers of (powerful) learning environments and facilitators or coaches of learning processes. The aim of this paper is to argue that the current self-understanding in terms of learning environments is not (...)
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  36.  15
    Participation for Better or for Worse?Jan Masschelein & Kerlijn Quaghebeur - 2005 - Journal of Philosophy of Education 39 (1):51–65.
  37.  66
    E-Ducating the Gaze: The Idea of a Poor Pedagogy.Jan Masschelein - 2010 - Ethics and Education 5 (1):43-53.
    Educating the gaze is easily understood as becoming conscious about what is 'really' happening in the world and becoming aware of the way our gaze is itself bound to a perspective and particular position. However, the paper explores a different idea. It understands educating the gaze not in the sense of 'educare' (teaching) but of 'e-ducere' as leading out, reaching out. E-ducating the gaze is not about getting at a liberated or critical view, but about liberating or displacing our view. (...)
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  38.  27
    The Moral Economy: Why Good Incentives Are No Substitute for Good Citizens S. Bowles, 2016 New Haven CT, Yale University Press Xvi 272 Pp, $27,50 (Hb) $20,00. [REVIEW]Stijn Neuteleers - 2019 - Journal of Applied Philosophy 36 (1):167-169.
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  39.  40
    Education in Times of Fast Learning: The Future of the School.Jan Masschelein & Maarten Simons - 2015 - Ethics and Education 10 (1):84-95.
    Against the background of the many attacks on the school as being outdated, alienating, ineffective and reproducing inequalities we offer a morphological understanding of the school as distinguished from functionalist understandings and idealistic understandings. Our educational morphology approaches the school as a particular scholastic ‘form of gathering’ i.e. a particular time–space–matter arrangement that deals in a specific way with the new generation, allows for a particular relation to the world, and for a particular experience of potentiality and of commonality. We (...)
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  40.  47
    Do We (Still) Need the Concept of Bildung?Jan Masschelein & Norbert Ricken - 2003 - Educational Philosophy and Theory 35 (2):139–154.
  41.  7
    The Adventure of Study: Thinking with Artifices in a Palestinian Experimental University.Hans Schildermans, Maarten Simons & Jan Masschelein - 2019 - Ethics and Education 14 (2):184-197.
    ABSTRACTThe question concerning the relation between thinking and the university is the starting point of this paper. After a very brief outline of some reflections on this topic, the case of Campus in Camps, a Palestinian experimental university, is presented to shed light on this issue. Inspired by Isabelle Stengers’ ecology of practices, it is possible to discern four requirements on thinking in the work of Campus in Camps, namely storytelling, comparing, mapping, and using. It will be argued that the (...)
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  42. Impact En Haalbaarheid in Politieke Theorieën.Stijn Koenraads - 2016 - Res Publica 58 (1):37-57.
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  43.  9
    Values, Regulation, and Species Delimitation.Stijn Conix - 2018 - Zootaxa 4415 (2):390-392.
    Garnett and Christidis (2017) [hereafter GC] recently proposed that the International Union of the Biological Sciences should centrally regulate the taxonomy of complex organisms. Their proposal was met with much criticism (e.g. Hołyński 2017; Thomson et al., 2018), and perhaps most extensively from Raposo et al. (2017) in this journal. The main target of this criticism was GC’s call to, first, “restrict the freedom of taxonomic action”, and, second, to let social, political and conservation values weigh in on species classification. (...)
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  44.  17
    Standing by Your Organization: The Impact of Organizational Identification and Abusive Supervision on Followers' Perceived Cohesion and Tendency to Gossip.Stijn Decoster, Jeroen Camps, Jeroen Stouten, Lore Vandevyvere & Thomas M. Tripp - 2013 - Journal of Business Ethics 118 (3):623-634.
    Abusive supervision has been shown to have significant negative consequences for employees’ well-being, attitudes, and behavior. However, despite the devastating impact, it might well be that employees do not always react negatively toward a leader’s abusive behavior. In the present study, we show that employees’ organizational identification and abusive supervision interact for employees’ perceived cohesion with their work group and their tendency to gossip about their leader. Employees confronted with a highly abusive supervisor had a stronger perceived cohesion and engaged (...)
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  45.  15
    Ascension, Descension, and Prayer-Times in the Sīra and the Ḥadīth: Notes on Dating and Chronology.Stijn Aerts - 2017 - Der Islam: Journal of the History and Culture of the Middle East 94 (2):385-422.
    Name der Zeitschrift: Der Islam Jahrgang: 94 Heft: 2 Seiten: 385-422.
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  46.  19
    Information Needs in Groundwater Protection Policy: Agenda-Setting for Knowledge Development.Stijn Hoorens & Pieter Bots - 2002 - Knowledge, Technology & Policy 14 (4):75-93.
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  47.  68
    Experimentum Scholae: The World Once More … But Not (Yet) Finished.Jan Masschelein - 2011 - Studies in Philosophy and Education 30 (5):529-535.
    Inspired by Hannah Arendt, this contribution offers an exercise of thought as an attempt to distil anew the original spirit of what education means. It tries to articulate the event or happening that the word names, the experiences in which this happening manifests itself and the (material) forms that constitute it or make it find/take (its) place. Starting from the meaning of scholè as ‘free time’ or ‘undestined and unfinished time’ it further explores scholè as the time of attention which (...)
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  48.  10
    Open Answer Set Programming for the Semantic Web.Stijn Heymans, Davy Van Nieuwenborgh & Dirk Vermeir - 2007 - Journal of Applied Logic 5 (1):144-169.
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  49.  37
    Critical Theory and Critical Pedagogy.Nigel Blake & Jan Masschelein - 2003 - In The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 38--56.
  50.  24
    Mental Suffering and the DSM-5: A Critical Review.Stijn Vanheule & Ignaas Devisch - 2014 - Journal of Evaluation in Clinical Practice 20 (6):975-980.
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