[{"data":1,"prerenderedAt":334},["ShallowReactive",2],{"person-77f3dbd7-5e2c-420c-b5c5-d26a507d497e":3},{"success":4,"person":5,"request":330},true,{"lastName":6,"role":7,"name":8,"description":9,"_id":10,"designation":7,"id":7,"email":11,"url":7,"createDate":12,"filiation":13,"slugs":14,"articles":17},"Bock","","Marlise Santos",{},"77f3dbd7-5e2c-420c-b5c5-d26a507d497e","marlise.santos@sead.ufrgs.br","2025-12-27T17:36:20-03:00","Universidade Federal do Rio Grande do Sul",[15,16],"marlise-santos-bock","bock-marlise-santos",[18,122,252],{"pageRange":19,"parent":20,"data":21,"trackId":29,"type":30,"typeData":31,"slugs":68,"metaData":70,"langs":72,"_id":75,"status":76,"updateDate":77,"contributors":78,"contributorsIds":120,"download":121,"slug":69},"1144-1153","50fdb9c5-a3aa-47ea-b71c-8a1b73447b29",{"secondary":22,"primary":25},{"keywords":23,"excerpt":24,"title":7},"\u003Cp>Information design, Concept maps, Quantitative methods, Case study\u003C/p>","This paper aims at presenting the method Concept Mapping (TROCHIM, 1998) as an auxiliary tool for Information Design. To reach this goal, we present the redesign of the first page of the Secretary of Distance Education of the Federal University of Rio Grande do Sul. Using the tools Multidimensional Scaling (MDS) and Hierarchical Cluster Analysis (HCA), the information given by the research subjects were grouped. Although this method allow for optimum use of collected data, we argue that, on an ideal scenario, these results should be enriched with qualitative analysis.",{"keywords":26,"excerpt":27,"title":28},"\u003Cp>Design da informação, Mapas de conceitos, Métodos quantitativos, Estudo de caso\u003C/p>","O presente artigo tem como objetivo aplicar o método Mapas de Conceitos (TROCHIM, 1989) como ferramenta auxiliar para o Design de Informação. Para tanto, usamos como estudo de caso a página inicial do site da Secretaria de Educação a Distância (SEAD) da Universidade Federal do Rio Grande do Sul. Usando as ferramentas Escala Multidimensional (MDS) e Análise Hierárquica de Cluster (HCA), as informações dos sujeitos da pesquisa foram agrupadas. Ainda que este método proporcione o melhor aproveitamento dos dados coletados, argumenta-se que, em um cenário ideal, estes resultados devem ser enriquecidos por análises qualitativas, o que lhes daria uma expressividade maior.","Mapas de Conceito como Ferramentas para o Design da Informação","kgywug5w","article",{"startPage":32,"file":33,"references":36,"endPage":67,"track":29,"doi":7},1144,{"fullpath":34,"name":35},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F10_congresso_brasileiro_de_pesquisa_e_desenvolvimento_em_design%2Fkgywug5w-1766867780-1144-1153.pdf","kgywug5w-1766867780-1144-1153.pdf",[37,40,43,46,49,52,55,58,61,64],{"id":38,"label":39},"76c7e20e-34fe-40b4-846d-76218ad7f748","\u003Cp>BONSIEPE, Gui. \u003Cstrong>Design, cultura e sociedade\u003C/strong>. São Paulo: Blucher, 2011.\u003C/p>",{"label":41,"id":42},"\u003Cp>FRASCARA, Jorge. \u003Cstrong>El diseño de comunicación\u003C/strong>. Buenos Aires: Infinito, 2006.\u003C/p>","48777b48-ee2d-4e45-bdf5-dd6ab7252d6f",{"id":44,"label":45},"d75e046d-960d-4496-805f-8ec15ca6e810","\u003Cp>HORN, Robert E. What is information design? Information design as an emerging profession. In: JACOBSON, R. (Ed.). \u003Cstrong>Information Design\u003C/strong>. Cambridge: MIT Press, 1999. Acesso em: 18 mar. 2014. Disponível em: \u003Chttp://stanford.io/1i1Jklk>.\u003C/p>",{"label":47,"id":48},"\u003Cp>MARTÍNEZ-TORRES, Rocío; TORAL, S. L.; BARRERO, Federico. Identification of the design variables of eLearning tools. \u003Cstrong>Interacting with Computers\u003C/strong>, v. 23, n. 3, p. 279–288, maio 2011. Acesso em: 12 fev. 2014. Disponível em: \u003Chttp://bit.ly/1gLwtyQ>.\u003C/p>","223943df-606f-458c-9d42-ce7c7f893f33",{"id":50,"label":51},"a0781bd3-ec00-413a-ab4e-50d75ae591ea","\u003Cp>PASSOS, Ravi; MOURA, Mônica. Design da informação na hipermídia. \u003Cstrong>Revista Brasileira de Design da Informação\u003C/strong>, v. 4, n. 2, p. 20–28, 2007. Acesso em: 18 mar. 2014. Disponível em: \u003Chttp://bit.ly/1sy94w4>.\u003C/p>",{"label":53,"id":54},"\u003Cp>PETTERSSON, Rune. \u003Cstrong>It Depends - principles and guidelines\u003C/strong>. Tullinge: Institute for Infology, 2012. Acesso em: 18 mar. 2014. Disponível em: \u003Chttp://bit.ly/1eaELFN>.\u003C/p>","ae5adf6d-a0cf-40d7-817a-e9aef2a3a541",{"id":56,"label":57},"77694ed8-a5bf-4e6d-84df-98b73cda1a81","\u003Cp>______. \u003Cstrong>Information design\u003C/strong>: an introduction. Amsterdam/Philadelphia: John Benjamins B.V., 2002.\u003C/p>",{"label":59,"id":60},"\u003Cp>______. Design of Information Sets. In: \u003Cstrong>Annual visual communication conference\u003C/strong>, 13th, 1999. Proceedings. Lake Tahoe: 1999. Acesso em: 24 mar. 2014. Disponível em: \u003Chttp://bit.ly/1hsXYmW>..\u003C/p>","8fd67880-4499-4cd2-ab91-c93e3099a323",{"label":62,"id":63},"\u003Cp>TROCHIM, William M. K. An Introduction to Concept Mapping for Planning and Evaluation. \u003Cstrong>Evaluation and Program Planning\u003C/strong>, v. 12, n. Special Issue, p. 1–16, 1989. Acesso em: 12 fev. 2014. Disponível em: \u003Chttp://bit.ly/1fP3Cu1>.\u003C/p>","48213339-00b7-4d49-a484-20fa649faa83",{"label":65,"id":66},"\u003Cp>TROCHIM, William; KANE, Mary. Concept mapping: an introduction to structured conceptualization in health care. \u003Cstrong>International journal for quality in health care\u003C/strong>, v. 17, n. 3, p. 187-191, 2005. Acesso em: 03 mar. 2014. Disponível em: \u003Chttp://bit.ly/1orTwZ4>.\u003C/p>","9b269d2a-f713-4e24-8962-96eeadb28c24",1153,[69],"mapas-de-conceito-como-ferramentas-para-o-design-da-informacao",{"updateDate":7,"createDate":71,"deleteDate":7},1766867780,[73,74],"primary","secondary","325f6711-6ede-4072-94f7-0d3347aca117","enabled","2025-12-28T19:10:59-03:00",[79,84,96,100,110],{"name":80,"role":7,"filiation":13,"email":81,"lastName":82,"designation":7,"url":7,"_id":83},"Gabriela Trindade","gabriela.perry@ufrgs.br","Perry","843ee823-e219-483d-81db-b58b35deb701",{"role":7,"path":85,"lastName":86,"createDate":87,"description":88,"url":7,"_id":89,"lastmodified":90,"filiation":13,"id":7,"designation":7,"slugs":91,"name":94,"objectID":89,"email":95},"people/0e74395a-f2b7-42c5-bfeb-5187c56cb6da","Possatti","2025-12-27T20:36:20.281Z",{},"0e74395a-f2b7-42c5-bfeb-5187c56cb6da",1766867780281,[92,93],"giovana-marzari-possatti","possatti-giovana-marzari","Giovana Marzari","giopossatti@gmail.com",{"createDate":87,"slugs":97,"email":11,"filiation":13,"designation":7,"lastmodified":90,"_id":10,"name":8,"id":7,"path":98,"role":7,"description":99,"objectID":10,"url":7,"lastName":6},[15,16],"people/77f3dbd7-5e2c-420c-b5c5-d26a507d497e",{},{"name":101,"slugs":102,"filiation":13,"lastmodified":90,"designation":7,"_id":105,"id":7,"objectID":105,"email":106,"createDate":87,"path":107,"role":7,"lastName":108,"description":109,"url":7},"Mára Lúcia Fernandes",[103,104],"mara-lucia-fernandes-carneiro","carneiro-mara-lucia-fernandes","c842c545-9dd5-45a9-80ae-be0bed7281b2","mara.carneiro@sead.ufrgs.br","people/c842c545-9dd5-45a9-80ae-be0bed7281b2","Carneiro",{},{"lastName":111,"createDate":87,"lastmodified":90,"name":112,"role":7,"id":7,"path":113,"description":114,"url":7,"slugs":115,"_id":118,"objectID":118,"filiation":13,"email":119,"designation":7},"Silva","Régio Pierre da","people/353a2033-d1aa-4006-8d53-79ff798e3acf",{},[116,117],"regio-pierre-da-silva","silva-regio-pierre-da","353a2033-d1aa-4006-8d53-79ff798e3acf","regio@ufrgs.br",[83,89,10,105,118],2,{"pageRange":123,"parent":124,"updateDate":125,"data":126,"trackId":132,"type":30,"typeData":133,"slugs":197,"metaData":199,"langs":201,"_id":202,"contributors":203,"contributorsIds":250,"status":76,"download":251,"slug":198},"2248-2258","1d56dc33-e105-4628-a31a-0c0770b7a53d","2025-12-27T21:16:31-03:00",{"secondary":127,"primary":128},{"keywords":7,"excerpt":7,"title":7},{"keywords":129,"excerpt":130,"title":131},"\u003Cp>Projeto de jogos, jogos educacionais, Level Design, Sistema Único de Saúde\u003C/p>","Neste artigo relata-se o processo de desenvolvimento do SUSCity, um jogo educacional que tem como objetivo ajudar o jogador a compreender como funciona o Sistema Único de Saúde - e que todos os cidadãos direta ou indiretamente dependem deste sistema. Pretendemos atingir este objetivo usando o sistema de gestão do SUS como mote da mecânica. Sendo assim, o jogador assume o papel de administrador responsável por gerenciar os recursos para tratamento da saúde desta população. Se os recursos forem mal administrados, as consequências do mau planejamento de gestão aparecerão, pois faltarão recursos. O que priorizar? Deve-se priorizar?","Desenvolvimento do Jogo Suscity","anomf8shi",{"startPage":134,"file":135,"references":138,"endPage":196,"track":132,"doi":7},2248,{"fullpath":136,"name":137},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F10_congresso_brasileiro_de_pesquisa_e_desenvolvimento_em_design%2Fanomf8shi-1766880991-2248-2258.pdf","anomf8shi-1766880991-2248-2258.pdf",[139,142,145,148,151,154,157,160,163,166,169,172,175,178,181,184,187,190,193],{"label":140,"id":141},"\u003Cp>BJÖRK, S.; HOLOPAINEN, J. (2005). \u003Cstrong>Patterns in Game Design\u003C/strong>. Charles River Media.\u003C/p>","ab68ac84-230d-45f1-bc19-fa092290405f",{"label":143,"id":144},"\u003Cp>BROM, C., PREUSS, M., KLEMENT, D. (2011). Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study. \u003Cstrong>Computers and Education\u003C/strong>, 57(3), 1971-1988.\u003C/p>","5a9f30d8-d9fd-4e0f-94da-354bc09dacbb",{"label":146,"id":147},"\u003Cp>CLARK, R. E., FELDON, D. F. (2005). Five common but questionable principles of multimedia learning. In R. E. Mayer (Ed.), \u003Cstrong>Cambridge Handbook of Multimedia Learning\u003C/strong> (pp. 1-22). Cambridge University Press.\u003C/p>","b7da50f6-dd5f-4590-b23f-151e707b2831",{"label":149,"id":150},"\u003Cp>CLARK, R. E. (1994). Media will never influence learning. \u003Cstrong>Educational Technology Research and Development\u003C/strong>.\u003C/p>","f3a8615f-3170-439d-bd74-8a55d1740b16",{"id":152,"label":153},"e1bf4e54-68b6-4feb-8880-675817cba863","\u003Cp>CONNOLLY, T.M. (2012). A systematic literature review of empirical evidence on computer games and serious games. \u003Cstrong>Computers e Education\u003C/strong>, 59 (2), p.661-686.\u003C/p>",{"label":155,"id":156},"\u003Cp>DAVIDSSON, O., PEITZ, J.; BJÖRK, S. (2004). \u003Cstrong>Game design patterns for mobile games\u003C/strong>. Project Rep. Nokia Research Center, Finland.\u003C/p>","8c483e2c-8b9d-404a-aaa3-b6a1c1a703ca",{"label":158,"id":159},"\u003Cp>FORTUGNO, N. (2008). The Strange Case of the Casual Gamer. IN Isbister, K. e Schafer, N (Ed.) \u003Cstrong>Game Usability\u003C/strong>: Advance from the experts for advancing the player experience. Burlington: Morgan Kaufmann Publishers.\u003C/p>","3cb5ad53-335a-474a-bc7e-b1d2a5ba9af5",{"label":161,"id":162},"\u003Cp>GEE, J. P.; MORGRIDGE, T. (2007). Being a Lion and Being a Soldier Learning and Games. In. Facer (Ed.), \u003Cstrong>Savannah\u003C/strong>: Mobile Gaming and Learning? (pp. 1027-1041).\u003C/p>","ad605bdf-3f97-4714-9213-eb17d00c5988",{"label":164,"id":165},"\u003Cp>GEE, J. P. (2008). Cats and Portals: Video Games, Learning, and Play. \u003Cstrong>American Journal of Play\u003C/strong>, 1(2), 229-245.\u003C/p>","8022c4a8-9ed1-48a8-b897-2db51cc312c3",{"id":167,"label":168},"57734401-ab9b-4b13-8e34-ea987f1507c8","\u003Cp>GEE, J. P. (2009). Deep Learning Properties of Good Digital Games: How Far Can They Go? \u003Cstrong>Theories and Mechanisms\u003C/strong>: Serious Games for Learning (pp. 63-80).\u003C/p>",{"label":170,"id":171},"\u003Cp>KLOPFER, E. SQUIRE, K. (2008). Environmental Detectives – the development of an augmented reality platform for environmental simulations. \u003Cstrong>Educational Technology Research and Development\u003C/strong>, 56, 203-228.\u003C/p>","1d64d606-eb2c-4d4e-90ab-9208cd3756b0",{"label":173,"id":174},"\u003Cp>KOZMA, R. B. (1994). Will Media Influence Learning? Reframing the Debate. \u003Cstrong>Educational Technology\u003C/strong>, 42, 7-19.\u003C/p>","48b96d55-550b-4919-b83d-838538df51a0",{"id":176,"label":177},"47694b78-f7da-4adf-926c-d4ef80f92c78","\u003Cp>LI, M.-C.; TSAI, C.-C. (2013). Game-based learning in science education: a review of relevant research. \u003Cstrong>Journal of Science Education Technology\u003C/strong>, 22, 877-898.\u003C/p>",{"label":179,"id":180},"\u003Cp>LINEHAN, C.; KIRMAN, B.; LAWSON. S; CHAN, G. G. (2011). Practical, Appropriate, Empirically-Validated Guidelines for Designing Educational Games. \u003Cstrong>CHI 2011\u003C/strong>. Vancouver, Canada.\u003C/p>","55f36a23-04d8-4230-8135-8549f40a38cf",{"id":182,"label":183},"c63ad6ab-46e2-44a0-ba17-3bb68de574f8","\u003Cp>MARTÍNEZ TORRES, M.R.; TORAL, S.L.; BARRERO, F. (2011). Identification of the design variables of eLearning tools. \u003Cstrong>Interacting with Computers\u003C/strong>, 23 (3), pp. 279-288.\u003C/p>",{"label":185,"id":186},"\u003Cp>Mayer, R. (2001). \u003Cstrong>Multimedia Learning\u003C/strong>. Cambridge Press.\u003C/p>","cdf7c5a9-a3e7-4438-a7d5-dfa55dd62f23",{"id":188,"label":189},"03c264c1-d298-46c2-9de9-42e45e25648f","\u003Cp>OʼNEIL, H. F., WAINESS, R., BAKER, E. L. (2005). Classification of learning outcomes: evidence from the computer games literature. \u003Cstrong>Curriculum Journal\u003C/strong>, 16(4), 455-474.\u003C/p>",{"label":191,"id":192},"\u003Cp>RAPINI, S. (2012). \u003Cstrong>Beyond textbooks and lectures\u003C/strong>: Digital game-based learning in STEM subjects. McLean, Virginia: Center for Excellence in Education.\u003C/p>","354b5c2e-8858-47c5-8270-d36d1688cc76",{"label":194,"id":195},"\u003Cp>TROCHIM, W. M. K. (1989). An introduction to concept mapping for planning and evaluation. \u003Cstrong>Evaluation and Program Planning\u003C/strong>, 12(1), 1-16.\u003C/p>","4d5db249-9545-4177-b348-76c3a104aa8a",2258,[198],"desenvolvimento-do-jogo-suscity",{"updateDate":7,"createDate":200,"deleteDate":7},1766880991,[73,74],"3a6c3266-903f-477b-8e86-42d875ec035e",[204,213,220,230,240],{"createDate":205,"role":7,"slugs":206,"id":7,"_id":209,"designation":7,"objectID":209,"lastName":82,"name":80,"email":81,"path":210,"filiation":13,"url":7,"lastmodified":211,"description":212},"2025-12-28T00:16:31.066Z",[207,208],"gabriela-trindade-perry","perry-gabriela-trindade","3908972a-ea72-47da-925d-a0e994fefae0","people/3908972a-ea72-47da-925d-a0e994fefae0",1766880991066,{},{"slugs":214,"_id":10,"name":217,"role":7,"lastName":218,"email":11,"objectID":10,"filiation":13,"description":219,"id":7,"path":98,"lastmodified":211,"createDate":205,"url":7,"designation":7},[215,216],"marlise-bock-santos","santos-marlise-bock","Marlise Bock","Santos",{},{"objectID":221,"path":222,"role":7,"_id":221,"description":223,"createDate":205,"lastmodified":211,"name":224,"id":7,"slugs":225,"email":228,"filiation":13,"url":7,"lastName":229,"designation":7},"660a0571-2bf6-4d5d-a0ff-c1e88d7de033","people/660a0571-2bf6-4d5d-a0ff-c1e88d7de033",{},"Denise",[226,227],"denise-bueno","bueno-denise","denise.bueno@ufrgs.br","Bueno",{"lastmodified":211,"createDate":205,"objectID":231,"slugs":232,"path":235,"lastName":236,"name":237,"id":7,"url":7,"description":238,"role":7,"filiation":13,"designation":7,"_id":231,"email":239},"86bac5cb-dc9b-46c9-8743-7015b7440758",[233,234],"alisson-rocha","rocha-alisson","people/86bac5cb-dc9b-46c9-8743-7015b7440758","Rocha","Alisson",{},"alissonrocha93@gmail.com",{"url":7,"description":241,"designation":7,"id":7,"filiation":13,"role":7,"email":242,"createDate":205,"objectID":243,"path":244,"lastName":245,"_id":243,"name":246,"slugs":247,"lastmodified":211},{},"andrei.schwingel@sead.ufrgs.br","2a83845a-4a33-416a-9870-ff91f6aef082","people/2a83845a-4a33-416a-9870-ff91f6aef082","Schwingel","Andrei",[248,249],"andrei-schwingel","schwingel-andrei",[209,10,221,231,243],1,{"pageRange":253,"parent":20,"data":254,"trackId":260,"type":30,"typeData":261,"slugs":313,"metaData":315,"langs":317,"_id":318,"status":76,"updateDate":77,"contributors":319,"contributorsIds":329,"download":251,"slug":314},"1692-1703",{"secondary":255,"primary":259},{"keywords":256,"excerpt":257,"title":258},"\u003Cp>Authoring Tools and Content Development, e-Learning Hardware and Software, Design Methodology\u003C/p>","This paper is about one of the most challenging issue a team faces when designing learning objects in large scale: professor-designer communication. Despite having a technically qualified and satisfied team, proper infrastructure and experience, for us both communication and the vision professors have about interacting and using technology in classroom are bottlenecks. Several time design tasks are delayed because we do not understand each other languages - and because we (designer) and them (professors) master very different domains, sometimes we cannot help them to improve their design visions. We will frame this paper on our experience, but we believe that it can be extended to every medium/large team designing and developing several learning objects at the same time.","It’s All About Communication: Designing Learning Objects for an Entire University",{"keywords":7,"excerpt":7,"title":258},"m4279yed",{"startPage":262,"file":263,"references":266,"endPage":312,"track":260,"doi":7},1692,{"fullpath":264,"name":265},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F10_congresso_brasileiro_de_pesquisa_e_desenvolvimento_em_design%2Fm4279yed-1766869795-1692-1703.pdf","m4279yed-1766869795-1692-1703.pdf",[267,270,273,276,279,282,285,288,291,294,297,300,303,306,309],{"label":268,"id":269},"\u003Cp>Ariga and Watanabe. 2008. Teaching materials to enhance the visual expression of Web pages for students not in art or design majors. \u003Cstrong>Computers & Education\u003C/strong>, 51 (2), 815-828.\u003C/p>","27176fdd-cee3-4980-ab38-07f4185aeec8",{"id":271,"label":272},"8af155b0-d844-4144-ae54-0570a8982e2b","\u003Cp>Committee on Science, Engineering and Public Policy. 2004. \u003Cstrong>Facilitating interdisciplinary research\u003C/strong>. Washington: National Academic Press.\u003C/p>",{"label":274,"id":275},"\u003Cp>Crosier, J. K., Cobb, S., Wilson, J. R. 2002. Key lessons for the design and integration of virtual environments in secondary science. \u003Cstrong>Computers & Education\u003C/strong>, 38, 77-94.\u003C/p>","da1f2890-2a00-41c5-b6a0-6c3699217d0e",{"label":277,"id":278},"\u003Cp>Hinostroza, J. E., Mellar, H. 2001. Pedagogy Embedded in Educational Software Design: Report of a Case Study. \u003Cstrong>Computers & Education\u003C/strong>, 37 (1), 27-40.\u003C/p>","0ac1e0e4-e323-4833-9ced-30d829554747",{"id":280,"label":281},"1fdf829e-bf39-4ece-a3c0-0511fd695206","\u003Cp>Jones, I. 2008. Storyboarding: A method for bootstrapping the design of computer-based educational tasks. \u003Cstrong>Computers & Education\u003C/strong>, 51 (3), 1353-1364.\u003C/p>",{"label":283,"id":284},"\u003Cp>Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. \u003Cstrong>Journal of Research on Technology in Education\u003C/strong>, 41(4), 393-416.\u003C/p>","a42d15c8-1eb8-4c90-849d-45c63dceae31",{"label":286,"id":287},"\u003Cp>Rubens, W.; Emans, B.; Leinonen, T.; Skarmeta, A.G.; Simons, R.J. 2005. Design of web-based collaborative learning environments: translating the pedagogical learning principles to human computer interface. \u003Cstrong>Computers & Education\u003C/strong>, 45 (3), 276– 294.\u003C/p>","e912b529-93a0-4172-bfe4-110558ce780a",{"label":289,"id":290},"\u003Cp>Schön, D. A. 1983 \u003Cstrong>The reflective practitioner\u003C/strong>. USA: Basic Books.\u003C/p>","7ad26d03-71a4-4dd1-a95f-6ff47dea8d77",{"label":292,"id":293},"\u003Cp>Siozos, P., Palaigeorgiou,, G., Triantafyllakos, & Despotakis, T. 2009.Computer based testing using \"digital ink”: Participatory design of a TabletPC based assessment application for secondary education. \u003Cstrong>Computers & Education\u003C/strong>, 52 (4), 2811-819.\u003C/p>","32088368-1bf5-4baa-93a5-834e39d634ab",{"id":295,"label":296},"aaded411-ff32-4385-a44b-1b2d71970924","\u003Cp>Squires, D. 1999. 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