The 14th Conference of the European Science Education Research Association (ESERA 2021) will take place as an online event from August 30th to September 3rd, 2021. The event is organised by the University of Minho (Braga, Portugal).

Title/theme of conference: Science Learning & Citizenship

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The conference took place at Lyon, in France, on 5th-9th of September 2011. 

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Book of selected papers

 

The activities of ESERA include conferences every two years:

Title/theme of conference: The beauty and pleasure of understanding: engaging with contemporary challenges through science education 

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The ESERA 2019 Conference was organised by Alma Mater Studiorum, University of Bologna, and took place in Bologna from 26 to 30 August 2019 at Polo Congressuale.  

The organisation of the conference is led by Olivia Levrini (Conference President) and Giulia Tasquier (Conference Manager), from the research group in Physics education and history of physics, with the help of the Steering Committee, the Local Organising Committee, the Scientific Committee and the ESERA Executive Board.

The plenary speakers of the conference were the following:

 Opening Ceremony: “The beauty and pleasure of understanding – Words of Introduction”

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Igal Galili is currently Professor Emeritus of Science Education at the Amos de-Shalit Science Teaching Center in the Faculty of Mathematics and Natural Sciences of the Hebrew University of Jerusalem, Israel.  He studied physics twice, in Russia and Israel, and graduated in theoretical physics at the Hebrew University of Jerusalem.  He learned physics education research in post docs in San Diego and Berkeley.  His research interests include the structure of students’ knowledge of physics and the structure of physics knowledge, conceptual knowledge of physics, nature of scientific knowledge and its representation in education and art.  His research products include the paradigm of Discipline-Culture and the corresponding to it Cultural Content Knowledge.  Those specify the role of the history and philosophy of science for the meaningful learning of science.  His research papers, textbooks, learning materials resulted these activities. 

 
Plenary: “On Time and Water

 Andri Snær Magnason

Andri Snær Magnason is an Icelandic writer born in Reykjavik. He is a writer of fiction, non-fiction, poetry, plays and documentary films. His book LoveStar won the Philip K. Dick special citation in 2014 and Le Grand prix de l’Imaginaire in France 2016. and his children’s book, The Story of the Blue Planet was the first children’s book to win the Icelandic literary award and has been published in 32 languages. His book Dreamland, a Self Help Manual for a Frightened Nation has contributed to a new energy policy in Iceland and the vision of the Highland National Park in the Central Highlands of Iceland. Andri Snær Magnason ran for president in Iceland in 2016 and came third in the election. 


Plenary: “
Where are we? Syntheses and Synergies in Science education research and practices

Bruce Sherin

Bruce Sherin is recognized for his work on conceptual change in science. His early research focused on continuities between children’s understanding of the natural world and expert understanding of science. Of particular note with respect to this program is his work on the understanding of physics equations. In that work, he showed how the understanding of physics equations is grounded in a vocabulary of informal and intuitive conceptions. More recently, he has begun to apply computational techniques to the type of text analysis employed by researchers in the Learning Sciences and education more broadly. In addition, with Miriam Sherin, he has explored the use of novel technologies for the study of teacher cognition. He is currently a Professor in Northwestern University’s School of Education and Social Policy, which is located in the US, in Evanston, Illinois

 Plenary: “Embodied cognition: From Neuroscience to Science Education

Corrado Sinigallia

Corrado Sinigaglia is Full Professor of Philosophy of Science. He has been at University of Milan since 2001 when he was appointed as Assistant Professor there. Before that he studied at the Husserl-Archives of Leuven (1992-1993), at the Ecole Normale Superiéure of Paris (1994), and at the University of Genova (1995-1999), where he obtained his PhD in Philosophy of Science. His main fields of research are: Cognitive neuroscience and philosophy of mind. He is currently working on the role of motor processes and representations in joint action.

tAMER AMIN

Tamer Amin is an Associate Professor of Science Education and Chair of the Department of Education at the American University of Beirut, Lebanon. He obtained his Ph.D. in Developmental Psychology from Clark University, USA. His primary research interest is the development of scientific understanding and reasoning, drawing on the theoretical perspectives of conceptual change and embodied cognition.  His work on embodied cognition explores the relevance of the cognitive linguistic theory of conceptual metaphor for understanding science learning and instruction. He has co-edited (with F. Jeppsson and J. Haglund, 2015) a special issue in the International Journal of Science Education on “Embodied Cognition and Conceptual Metaphor in Science Learning” and (with O. Levrini, 2018) Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences, Routledge.   


Plenary: “
Socioscientific-issues: Searching for new perspectives”

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Maria Evagorou is an Associate Professor in Science Education at the Department of Education, University of Nicosia, and also the Associate Head of the Department of Education. Her research focuses on exploring and enhancing students’ and pre-service teachers’ argumentation especially in socio-scientific issues. She was the scientific coordinator for the PreSEES project (Preparing Science Educators for Everyday Science). She was the local PI for the Engage Project (FP7) focusing on including responsible research and innovation in school activities, and is currently the PI for the DIALLS project (Horizon2020) aiming to promote dialogue and argumentation. Before returning to Cyprus, Maria has worked as a researcher at the Center for Informal Learning and Schools (CILS) at King’s College London, and as a Lecturer at King’s College London.

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Jan Alexis Nielsen is Associate Professor and Head of Section at the Department of Science Education at the University of Copenhagen, Denmark. His research focuses on the understanding and assessment of generic competences. He has investigated students’ socioscientific argumentation and teachers’ beliefs about teaching socioscientific issues. He has also worked closely with teachers to build assessment frameworks for inquiry and innovation competence. Over the past 12 years, he has participated in a range of international and national projects related to inquiry and/or socioscientific issues. He is the strand co-coordinator of the Scientific Literacy and Socio-scientific Issues Strand for ESERA.

 

Panel: “Science Education in Multicultural and Multilingual Contexts”

 mARIONA eSPINET

Mariona Espinet is an associate professor of Science Education at the Autonomous University of Barcelona, in Catalonia, Spain.  She earned a PhD in Science Education at the University of Georgia, Athens, USA thanks to a Fulbright-La Caixa scholarship. At present, she teaches science and environmental education in pre-service and in-service pre-school and primary teacher education programs, as well as research courses offered at the master and doctoral levels. She is the coordinator of the Doctorate in Education in Didactics of Science and Mathematics at UAB, and the coordinator of two research groups Gresc@ (Education for Sustainability, School and Community) and SGR ACELEC (School Science Activity: Languages, Tools and Contexts). She is member of the ESERA Board and co-founder of the ESERA SIG on Languages and Literacies in Science Education. Her research and innovation interests are strongly interdisciplinary and focus on science education for sustainability, classroom discourse and critical literacy in multilingual science learning environments, and community learning in school agroecology. Her most recent international publishing activity related to the theme of this panel is to co-edit the International Journal of Science Education Special Issue on Language issues in Science Education in Multilingual Societies to appear in 2019

 Saouma BouJaoude  

Saouma BouJaoude completed a doctorate in curriculum and instruction/science education in 1988 at the University of Cincinnati, USA. He is presently professor of science education and director of the Center for Teaching and Learning at the American University of Beirut. His research interests include evolution education, teaching science in multilingual settings, curriculum and teaching methods, and the nature of science. BouJaoude has published in international journals such as the Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Journal of Science Teacher Education, the Science Teacher, Science & Education, Research in Science Education, and School Science Review, among others. Additionally, he has presented his research at local, regional and international education conferences. BouJaoude is presently an associate editor of the Journal of Research in Science Teaching.

 Sonya N. Martin

Sonya N. Martin is an Associate Professor in science education at Seoul National University in Korea where she also leads the Sociocultural Approaches to Science Education Equity (SASEE) lab. Sonya holds a bachelor’s degree in Biology from Bryn Mawr College and two master’s degrees in Elementary Education and in Chemistry Education from the University of Pennsylvania in the United States. She also holds a doctoral degree in Science Education from Curtin University in Australia. Her research focuses on expanding learning opportunities and improving achievement for culturally and linguistically diverse students and for students with special education needs while also supporting the professionalization of science teachers so they can be positioned to effectively support all students to learn science. She collaborates with colleagues in Korea, Taiwan, Singapore, and Australia to explore how language and culture shape teacher and student interactions in science classrooms and she also conducts research on how English-language hegemony in academic publishing marginalizes non-native English scholars in science education. She is a co-founder and co-editor of the journal Asia-Pacific Science Education (APSE) and serves on the editorial board of several journals including Cultural Studies of Science Education (CSSE) and Research in Science Education (RISE).

 Audrey Msimanga  

Audrey Msimanga is the Academic Head of Postgraduate in the School of Education at the University of the Witwatersrand in Johannesburg, South Africa. Her interest is in understanding the role of teacher education in preparing student teachers to teach science in socio-economically diverse and multilingual contexts. At the micro level Dr Msimanga explores the role and dynamics of classroom interaction in the teaching and learning of science, specifically how science teachers and students talk; how talk helps students make sense of science; what talk reveals about student scientific reasoning; the role of silence and language in science learning

 Alberto J. Rodriguez  

Alberto J. Rodriguez is the Mary Endres Chair in Elementary Education and Professor of Cross-Cultural Science Education in the Department of Curriculum and Instruction at Purdue University.  His research focuses on the use of sociotransformative constructivism (sTc) as a theoretical framework that merges critical cross-cultural education tenets (as a theory of social justice) with social constructivism (as a theory of learning). Dr. Rodriguez recently received the Innovations in Research on Diversity in Teacher Education Award from the American Educational Research Association (AERA), Division K (Teaching and Teacher Education, 2017). He also received the Kappa Delta Pi – Teaching and Teacher Education Research Award from AERA in 2000, and the New Mexico State University’s Award for Exceptional Achievements in Creative Scholarly Activity in 2002. Dr. Rodriguez’s work has been published in various journals. His article, Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding (1998), was selected for the Multicultural Science Education, Equity and Social Justice special issue of the Journal of Research in Science Teaching (JRST).

 

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Title/theme of conference: Research, Practice and Collaboration in Science Education 

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The conference took place at Dublin City University, in Dublin, Ireland, on 21st -25th of August 2017 and was co-hosted by the two Irish STEM education research centers, CASTeL at Dublin City University and EPI-STEM at University of Limerick.

The keynote speakers of the conference were the following:

Angela Calabrese Barton

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Angela Calabrese Barton is a professor in science and teacher education at Michigan State University in East Lansing, Michigan, United States. Her research focuses on the intersections of teaching and learning science with a particular emphasis on issues of equity and social justice. She has investigated youth learning and identity work across setting and over time, as young people move through the middle grades and into high school. She also works closely with teachers to design/adapt curriculum/pedagogy towards incorporating youths’ cultural knowledge and experiences as a part of science practice and discourse in learning environments.  She has also designed and taught after school and community-based science and engineering programs for over two decades in homeless shelters and community organizations in different cities in the US. Such work has led to design approaches for integrating deep engagement in STEM knowledge and practice with youth agency in science and community.  She takes a participatory design approach to all of her work, bringing in youth participants, parents, teachers and community staff in both research and development. She is a Fellow of the American Education Research Association, and also the former co-Editor of the Journal of Research in Science Teaching.

Paul Conway

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Paul Conway is a Professor of Teacher Education in the School of Education at the University of Limerick, Ireland where he is also Director of the Professional Diploma in Mathematics for Teaching (PDMT) in EPISTEM, National Centre for STEM Education at UL. The PDMT is a national initiative for  “out of field” teachers of mathematics. His research focuses teacher learning and teacher education policy and has been funded by by a range of bodies including the Irish Research Council (Advanced Collaborative Research Award, 2012-13), National Council for Curriculum and Assessment (NCCA), National Council for Special Education (NCSE), Teaching Council, European Science Foundation (ESF), Irish Aid, Norwegian Research Council, Uwezo, Ohio Dept of Education, Department of Education and Skills (DES, Ireland). He is currently joint General Editor of Irish Educational Studies (Routledge) and on the editorial board of Teachers and Teaching: Theory and Practice has been a Visiting Scholar at the University of Western Australia, Michigan State University (2000-06) and Oxford University.

Emily Dawson

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Emily’s work focuses on how people engage with and learn about science, with an emphasis on equity and social justice. My current research explores how to disrupt rather than reproduce social disadvantages in relation to science education, engagement and communication. Over the past 12 years I have carried out research on science learning and engagement in a variety of settings including science centres, museums, scientific societies, schools, community settings and zoos.

Eleni A. Kyza

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Eleni A. Kyza is Associate Professor in Information Society with the Department of Communication and Internet Studies at the Cyprus University of Technology. During her Ph.D. studies in Learning Sciences she investigated reflective inquiry and students’ evidence-based scientific reasoning.   She has a specialization in Cognitive Science, a master’s degree in Technology in Education, a B.Sc. in Education, with a concentration in Educational Media and Technology, and a Teacher’s Diploma. She is the program director of the master’s program “New Technologies for Communication and Learning” and she leads the Media, Cognition, and Learning Research Group.

With her collaborators, she has developed two inquiry learning software, which have been used in multiple inquiry research projects: the web-based, reflective inquiry, learning and teaching platform STOCHASMOS, which enabled the investigation of scaffolding to support middle school students’ scientific literacy practices and inquiry-based learning, and TraceReaders, an augmented reality platform for scaffolding students’ inquiry learning in informal contexts.

Her research interests focus on the investigation of computer-supported collaborative inquiry learning and the design of technology-enhanced learning environments at different levels of education to support motivated, meaningful and reflective practices. Her current research areas include: scaffolding inquiry learning in informal spaces using augmented reality technologies; collaborative learning; participatory design with teachers and students; and integrating learning in science with promoting active and responsible citizenship in young people.

Peter Labudde

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Since 2008, Peter Labudde is head of the Research Center for Science and Technology Education, a group of 20 researchers, at the University of Applied Sciences and Arts Northwestern Switzerland FHNW. He has a PhD in Applied Physics, a MAS Teacher Diploma for upper secondary school, and a Habilitation in science education. During seven years he worked as a teacher in a Gymnasium, before becoming Vice Director (1988-2002) and then Director (2002-2008) of the Department of Higher Education at the University of Bern.

His research foci are learning and teaching processes in science education; international comparative studies in science education; evaluation (schools, CPD, teaching materials, instructional concepts); gender studies in math and science education; interdisciplinary science education; models of competence and standards in science education; development of teaching materials; pilot projects in the development of teaching and education; the relation between science education, schools, and education policy.

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Title/theme of conference: Science Education Research for Evidence-based Teaching and Coherence in Learning

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The conference took place at Nicosia, in Cyprus on 2nd-7th of September 2013. 

The keynote speakers of the conference were the following:

Louise Archer

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Louise Archer is Professor of Sociology of Education in the Department of Education and Professional Studies, King's College London. Her research focuses on educational identities and inequalities, with particular reference to intersections of social class,'race'/ethnicity and gender. Her previous work has included studies on British Muslim pupils; working-class access to higher education, the minority ethnic middleclasses, urban youth and schooling and British-Chinese pupils' educational 'success'. She is currently director of the ASPIRES project (a 5 year longitudinal ESRC study on children's science and career aspirations, www.kcl.ac.uk/aspires) and lead coordinator of the Targeted Initiative on Science and Mathematics Education (TISME), a research programme funded by the ESRC in
partnership with the Institute of Physics, Gatsby Charitable Foundation and the Association for Science Education (www.tisme-scienceandmaths.org).

Hans E. Fischer

fischer

Hans E. Fischer is Professor of Physics Education at the University of Duisburg- Essen. He is also speaker of the DFGResearch Group Science Education (nwu) since 2003, and held a research professorship of the DFG between 2003 and 2011. Other posts he has held in recent years include: Member of the National Council of Experts on "increasing the efficiency of mathematics and science instruction"; Member of the Council of Experts on Science of the PISA project (OECD); Member of the Commission of the Conference of the Ministries of Education of Germany for Curriculum Development and Standards of Science Education; Head of the Centre of Teacher Education of the Universities Dortmund and Duisburg-Essen; Co-editor of the International Journal of Science Education (IJSE) and the Journal of Science Teacher Education (JSTE). His fields of research interest include physics education as part of teacher education, students’ physics competencies on all levels of the educational system, teacher education,quality of instruction and the development of qualitative and quantitative research designs and measuring instruments. Hans E. Fischer has numerous publications in journals, book chapters, and has made numerous invited talks across the years. 

Andrée Tiberghien

Tiberghien

Andrée Tiberghien is currently "directrice de recherche émérite" au CNRS (UMR ICAR, University of Lyon, France). She obtained her Ph.D. in condensed matter physics from the University of Paris 6 in 1972. She started her research in science education with studies on students’ conceptions in several domains (electricity, heat-temperature, light). She has contributed for more than ten years to a research-development group of researchers and teachers to produce teaching resources and published research papers on the design based research of teaching resources. She is in charge of a database project on video recordings of teaching and training situations (ViSA). She serves on the Editorial Board of the International Journal of Science Education. Currently her research work is focused on science classroom practices and the evolution of student knowledge during teaching sequences. She is also involved in projects on assessment focused on student competencies and also on formative assessments in classrooms. She was a member of the science expert group of PISA 2006 and 2009. She is a member of the Science Expert group of PISA 2015.

Brian Hand

Hand

Brian Hand is a Professor of Science Education in the College of Education at the University of Iowa. Before coming to University of Iowa, he was a Professor and Director of the Center for Excellence in Science and Mathematics Education at Iowa State University. To support his research on science literacy and writing he has received funding from the Australian Research Council, National Science Foundation, the US and Iowa Departments of Education. Hand served as a member of the International Reading Association expert panel for standards for middle school literacy coaches and presented at the recent series of national workshops sponsored by NSF/NSTA on Science Literacy. He has published extensively in the Journal of Research in Science Teaching, Science Education, Research in Science Education, and the International Journal of Science Education. He served, or currently serves, on the editorial board of the Science Education, International Journal of Science Education, Journal of Elementary Science Education, and Studies in Science Education, and is associate editor for Research in Science Education.

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Book of selected papers

Title/theme of conference: Engaging Learners for Sustainable Future

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The conference took place at Helsinki, in Finland on 31.8.2015 - 4.9.2015. 

The keynote speakers of the conference were the following:

Ilka Parchmann

Ilka Parchmann

Ilka Parchmann is Professor for Chemistry Education at Kiel University and Head of the Department of Chemistry Education at the Leibniz Institute for Science and Mathematics Education, IPN, in Kiel. In June 2014, she was elected as Vice President for the areas of teacher education, knowledge transfer into education and public ('science oureach') and higher education at Kiel University.Prof. Parchmann has a teaching degree as a secondary school teacher for chemistry and biology, and a Phd in chemistry education. Her fields of interest in research and development focus on teacher education programs, measures to foster young talents in science, and context-based approaches for science education in regular classes and enrichment courses at school and in out-of-school settings. Until July 2014, she was Chair of the Division of Chemical Education and Moleculra Sciences, and she still is the chair of the German Association for Chemistry and Physics Education (GDCP). She is the editor of two teacher journals and active in different boards of educational programs and institutions. 

Marianne Achiam (formerly Mortensen)

Achiam

Marianne Achiam is an Associate Professor at the Department of Science Education, University of Copenhagen. She jas a MSc in Biology and a Phd in Science Education. Her research interests include didactic transpositions, or the ways in which science is transformed by educators and insitutions as it is taken from its original (research) context and taught in various educational contexts. Contexts of particular interest are out-of-school settings such as museums, science centres, zoos, aquaria, and botanical gardens. 

Yrjö Engeström

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Yrjö Engeström is Professor of Adult Education and Director of the Center for Activity Theory and Developmental Work Research at the University of Helsinki. He is also Professor of Communication at University of California, San Diego. He has a long history within the framework of cultural-historical activity theory and also as the main developer of this theory of ecpansive learning. He has studied transformations in work and organizations, combining micro level analysis of discourse and interaction with historical analysis and modelling of organizations, combining micro level analysis of discourse and interaction with historical analysis and modelling of organizations as activity systems working through developmental contradictions. Now he focuses especially on coconfiguration as a new way of organizing work, and expansive learning in multi-activity settings. 

Noah Weeth Feinstein

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Noah Weeth Feinstein a member of the faculty in the Departments of Curriculum & Instruction and Community & Environmental Sociology at the University of WisconsinMadison. His work explores the value of science in the social and political lives of non-scientist citizens. He is interested in identifying and developing social mechanisms, through which scientific institutions and practices can make societies more, rather than less, democratic, and he believes that some of those mechanisms are educational in nature. Feinstein's current projects focus on public engagement with science among parents of recently diagnosed autistic children, the contribution of learning (writ large) to climate change adaptation, the impact of changing scientific practices on scientist outreach, and the need for museums and science centers to forge better connections with their diverse communities.

Sibel Erduran

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Sibel Erduran is Professor of STEM Education at University of Limerick, Ireland where she is the Director of the National Centre for Excellence in Mathematics and Science Teaching and Learning. She is an Editor for International Journal of Science Education, Section Editor for Science Education and Associate Editor for Irish Educational Studies. Currently she serves as a Director on the IHPST Council and is Secretary of the Social Sciences Committee of the Royal Irish Academy. Previously, she acted as the NARST International Coordinator and served on the NSTA Research Committee. She has held Visiting Professorships at Kristianstad University, Sweden and Bogazici University, Turkey. Her research interests focus on the applications in science education of interdisciplinary perspectives on science, particularly the epistemic practices of science.

Norman G. Lederman

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Norman G. Lederman is Chair and Distinguished Professor of Mathematics and Science Education at the Illinois Institute of Technology. Dr. Lederman received his Ph.D. in Science Education and he possesses MS degrees in both Biology and Secondary Education. He is internationally known for his research and scholarship on the development of students' and teachers' conceptions of nature of science and scientific inquiry. He is author or editor of 10 books and15 book chapters, published over 200 articles in professional journals, and made over 500 presentations at professional conferences around the world.Dr. Lederman is a former President of the National Association for Research in Science Teaching (NARST) and the Association for the Education of Teachers in Science (AETS, now known as ASTE). He has served as Director of Teacher Education for the National Science Teachers Association (NSTA). He has received the Illinois Outstanding Biology from the National Association of Biology Teachers and the Outstanding Mentor Award from AETS. Recently he has been named a Fellow of the American Association for the Advancement of Science and the American Educational Research Association, and has received the Distinguished Career Award from the National Association for Research in Science Teaching.

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Programme

E-Proceedings 

New Project 2020 10 15T091940.030

Online ESERA 2021 Conference

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