INTRODUCTION Shirley had just joined
UTE. The U niversity ofTele-Existence. There were
no conditions, other than the fee which let her use
the facilities. Getting on to courses was another
matter. It all depended on the professors, how many
students they accepted, what they expected in a
student, how much they charged and of course
whether you really wanted to study with them. It
was up to the learner to choose what was worth doing
and the open policy of letting learners and teachers
find their own levels had, everyone agreed, resulted
in some brilliant innovations in teaching. There was
a system she had heard about where groups of
students who really wanted to study a particular
topic or learn about the ideas of a particular person
would hire someone to teach them, paying whatever
they needed to ...

She stood in the quad watching the patterns the
telepresences made with the colours of their gowns.
Each colour signified a field of interest so there would
be clusters of people with the same colour all arguing
with each other, and blinking on and off as they came
and went ...

... There was a reassuring link with tradition in the
shapes of the Jour towering buildings on each side of
the quad. Each one was dedicated to the founding
factors on which the university was based: teachers,
learners, problems and knowledge.

Pointing at the Building of Knowledge she flew up
to its great rotunda and looked around at the giant
'mappa mundi' of knowledge about tele-existence and
virtual reality. UTE was there in the centre with the
world's biggest collection of virtual realities. Some
benefactor had the wisdom to foresee the need to begin
collecting from the beginning. The other parts of the

The Search

LALITA RAJASINGHAM

DEPARTMENT OF CoMMUNICATION STUDIES
VICTORIA UNIVERSITY OF WELLINGTON

WELLINGTON
NEW ZEALAND

map showed the known territory of other collections
of information and knowledge in different media that
were allied or collections of information and
knowledge in different media that were allied or
related to the field of tele-existence and virtual reality.
Most of them could be accessed through Internet but
these days netu!orking knowledge was like using the
underground. You were always having to change
networks and it was expensive. What was really
fascinating was the terra incognita at the periphery
of the map which was continuously updated as
rumours came in of new developments in
computergenerated virtual reality (CGVR) ... To see
the whole domain of a subject laid out on a 'live '
map that was endlessly developing was exciting and
all she had to do to find out more about something
was to box it with her finger and like a Mandelbrot
set it would show another knowledge map at another
level of detail. You could search and explore until
you found the knowledge y o u wanted and
downloaded it for study. It was also possible to use
the system to find an expert in a field, or someone
who shared your interests ... Soon she was talking to
what she knew from the shape of his gown was a
second year student who shared her interest in the
effects of tele-existence on children. Before long the
conversation switched to what was happening in the
Place of Problems ...

From here Shirley drifted to the Learners Locus ...
because students go to a university to meet students
as well as study, even if everyone is a telepresence.
Before she left the campus, Shirley wanted to visit
the Towers of Teaching ..

She moved back to the quad where there was a large
crowd of telepresences watching a performance of
virtual music. A full moon ivoried the towers of

Journal of Distance Learning, Vol2, No. 1, 1996 (c) Distance Education Association of New Zealand

teaching. It was the balance, she mused as she lifted
off her head mounted device (HMD) unit and
savoured the heat of the midday sun. It wast he special
balance of the traditional and the new that made for
a great university. That and keeping up appearances.

How feasible is this scenario? The technologies
that make a UTE possible will be available by
the end of this decade. Technologies like virtual
reality and multimedia can give human beings
fully immersive computer-generated, simulated
communication encounters in real time.

WHY THE SEARCH? As information
technology impacts on all sectors of society, it
changes the way we live. As problems become
global, for example, environmental issues,
global solutions are needed. This in turn calls
for internationalised knowledge. Just as national
economies are jacked in to global, so national
education systems and classrooms are facing
major challenges.

Learning processes are lagging appallingly
behind and are leaving both individuals and
societies unprepared to meet the challenge
posed by global issues. This failure of
learning means that human preparedness
remains underdeveloped on a global scale.
Learning is in this sense far more than just
another global problem: its failure represents,
in a fundamental way, the issue of issues . . .
(Botkin, Elmandjra and Malitza 1979, 9).

THE PROBLEM Worldwide, societies
face the dilemma that their education
systems are designed to meet past the
nee d s of a g ricultural and industrial
societies, no t the coming information
society. We live in a period of transition
between an industrial and information
society. But our educational systems based
on a factory model are preparing people
for the ideas and attitudes and values of a
way of life that is fading away and for
work in are a s of shrinking l abour
requirements. Scho ols seem unable to
respond to the new needs of the societies
that support them.

It is no longer sufficient for people to become
literate and numerate. The growth of the
knowledge industry has brought a demand for
new skills, and new literacies. E ducation
systems are failing to provide the quantity and
quality of workers which countries will require
for sustaine� economic growth in the next
century. They are also failing to address that part
of the education of an individual that is needed
to prepare them as citizens of an information
society. What kind of system is needed to
prepare people for life in an information society?
It is the search for answers that prompted John
Tiffin and I to write our book In Search for the
Virtual Class: Education for the Information Society.
It is not a search to replace the conventional
classroom. It is a search for an alternative or
complementary loci of learning in the future.

Does the problem lie in the way education is
administered, the methods of instruction and
the content of curricula? These are the issues that
advanced industrial societies focus on as they
attempt to find a solution. In our book, our
concern is with the extent to which the problem
lies with the classroom as a communication
system for learning. The classroom is a resilient
system that has lasted for many hundreds of
years. Any new alternative system has to be at
least as successful as the conventional
classroom. The use of technology in education
can be justified on some critical grounds: it must
provide as, or more effective, and cost efficient
learning than conventional classrooms and
expand educational opportunity for more
people than was hitherto possible.

Around the world the demand grows for more
education and training opportunities. Most
societies now believe that their future
advancement can no longer only depend on
their land, climate and extractive fuels but rather
upon the capability of their people, and this
depends upon how they are educated.
Education is fast becoming the key issue of our
time.

Western educational tradition can be regarded
as a two by four by six activity, to use a metaphor
from the building trade. It is contained within

Journal of Distance Learning, Vol2, No. 1, 1996 (c) Distance Education Association of New Zealand

the two covers of a book; took place within the
four walls of a classroom; and happened during
six periods of the day. This deeply ingrained
idea is changing. Education as a lifelong activity
is becoming regarded as one of the
characteristics of an information society.
Advances in science and technology mean that
increasingly industrial processes are
knowledge-based and driven. Workers have to
maintain their employability by constantly
renewing their knowledge and skills
particularly to satisfy the growing demand for
knowledge workers with internationally
competitive skills. The increase in the number
of tertiary students in most countries is in part
because more school leavers are going on to
further education, but it is also due to the
growing number of adults and particularly
women returning to the educational system,
seeing this as the key to economic advancement.
More than the rise in unemployment, it is the
rise in the unemployable that will be the critical
issue facing governments in the next decade if
education systems are unable to cater for the
skills that will be required in a fast changing
future workspace. Can this worldwide demand
for more education be matched by an expansion
of existing classroom-based educational
systems?

WHAT IS NEED ED ? What is needed is
effective, cost-efficient instruction that can
match the needs for skills related to
technological change, delivered interactively, at
the convenience of the learner. The learner,
irrespective of their physical location should be
able to interact with the teacher, with the content
and with one another in synchronous and/ or
asynchronous mode. This is telelearning.

As te lecommunications, computers and
broadcasting merge to provide us with powerful
information technology, new ways of learning
and teaching will challenge the traditional
classroom, not replacing it but providing
alternative and complementary ways to extend
educational and training opportunities for more
people than is possible with conventional
classrooms. These new technologies, made
possible with advancements in digitisation

processes, create a communications
environment allowing us to communicate using
sound, text and pictures in sophisticated
combinations and so replicating the multimedia
environments of traditional face-to-face
communication in a classroom. This is the
virtual class where teachers, learners and
curricula intera

'
ct as telepresences from any

location.

Dennis Gooier (1986) uses the metaphor of a
national water utility and describes the concept
of an educational utility thus: [The education
utility consists of a massive and dynamic
reservoir of information and educational
programming from which individual teachers
and learners can select the information and
education resources they wish to work with, and
when. The 9ppropriate information can be
transmitted via a state network in an economical
manner to the school or site requesting the
information] (Gooier 1986, 18).

In our book we prefer the metaphor of the
electrical utility that has become a universal
source of power where people can plug any
device that worked with electricity. An
educational utility such as a virtual class will
allow people to attach information devices such
as computer modems, telephones fax machines
and security systems or give them information
in any mode, from anywhere and at anytime.
Coupled with the advancements in technology
that are creating McLuhan's global village, there
is a growing trend in this decade towards the
sharing of materials, facilities, networking of
institutions and intPrnationalising of banking,
education and training. As information
superhighways crisscross borders, it becomes
vitally important for countries wishing to
function successfully in the global economy of
the next millennium to learn to be drivers on
the superhighways.

ED UCATION IS COMMUNICATION
Shannon and Weaver in their seminal book The
Mathematical Theory of Communication observed,
'it is clear that communication either affects
conduct or is without any discernible and
probable effect at all.' (1949, 5). Education is the

Journal of Distance Learning, Vol2, No. 1, 1996 (c) Distance Education Association of New Zealand

practice of a kind of communication. What are
the fundamental communication functions that
allow education to take place? How does the
classroom facilitate such communication
functions? How can the use of information
technology such as virtual reality and
multimedia improve the classroom?

It would be true to say that all of us, at some time,
need some assistance to acquire complex sets of
skills that are external to us. The term education is
used to include training, life and citizenship skills,
and learning without direct supervision, through
mediated instruction as in the case of distance
education or self teaching materials. However, the
primary locus of education is seen to be the
classroom. In seeking to improve the classroom by
using technology it is necessary to establish a
relationship between the ideas of information
technology, communication and education. As
industrial societies become information societies,
conventional communication systems are
becoming information systems. W here, for
example, communication was based on paper
transactions and face to face meetings in rooms
there is now increasing use of information
technology. From depending on transport systems
to get people and paper to the place where business
is done, society is beginning to use
telecommunications to similarly to move
information to where it is needed.

If communication is the process of moving
information from one source to another, the
process of education can be described in terms
of moving information from a source that has
the information (for example, a teacher) to
someone who is yet to learn how to use the
information (the learner). Of course, both a
p e rson's genetic endowment and their
environment contribute to the way they
develop. However, is a violent, unsociable,
unemployable person the consequence of a
genetic predisposition, or a lack of parental
guidance, or what they see on television, or a
failure of classroom teachers? Whatever the
prime factor, a positive way that we have to
prepare people for their part in society is by
creating an effective educational communication
system for those that need it.

One advocate of the environmentalist approach
in education whose work has provoked interest
in recent years is Lev Vygotsky, and his concept
of a Zone of Proximal Development (ZPD)
provides a basis for looking at education as
communication. Simply stated, according to
Vygotsky tJ::e ZPD is the difference between
what a person can do by themselves and what
they could do with help from people more
experienced than themselves (Vygotsky 1978).
The ZPD implies that any educational system
involves people who have roles as teachers and
as learners and a communication process
between them that allows the teachers to help
the learners to solve problems that they would
not be able to solve by themselves. In addition,
'problem solving under guidance . . . or i n
collaboration w i t h ' m e a n s p r a c t i c e a n d
feedbacJ<., and a two-way interactive
communication process between teachers and
learners that is dynamic. What Vygotsky did not
have in mind in the pre-computer era he lived
in, is the possibility that the helping hand for
the learner need not be human. Nor could he
have realised that developments in
telecommunications as well as computers would
mean that the teacher, human or otherwise,
could be anywhere and only present with the
learner in a virtual sense.

THE FouR CRITICAL FA CTORS OF
EDUCATION In his ZPD, Vytgotsky specifies
three factors in the educational process:
someone in the role of the learneri someone in
the role of the teacher, and, something that
constitutes a problem which the learner is trying
to solve with the help of the teacher. By
implication there is a fourth factor: the
knowledge needed to solve the problem (Tiffin
and Rajasingham, 1995). It is the interaction of
these four factors -learner, teacher, knowledge
and problem in a particular context - that
constitutes the fundamental communication
process that is education. How can the new
information technologies intermesh the four
critical factors of education? Can they create an
effective, complementary and or alternative to
the classroom?

Journal of Distance Learning, Vol2, No. 1, 1996 (c) Distance Education Association of New Zealand

THE INFORMATION SociETY The
development of society can be divided into three
phases: the agriculture society where our. great
grandparents and grandparents worked on the
land and studied in village schools close to their
homes. In the industrial society people began
to travel away from their homes to work in
factories and get an education. Conventional
educational systems were based on transport
systems where one had to travel to school by
foot, rickshaw, bus, train and if one wanted to
get international education, then one had to fly
there.

We now live in the transition period between
industrial and the new era, the information
society that arrives as the electronic information
superhighways enter silently into our homes.
Telecommunications networks carrying
telephone and television analog signals have
become largely available around the world.
However, it is the digitally based
communications that are the basis of the
information age, allowing vast amounts of
information to be created, collected and
distributed almost instantaneously over vast
distances, over an integrated terminal. For
example, Integrated Services Digital Network
Services (ISDN) allow the fast transmission of
voice, text and pictorial information over one
composite terminal giving the user value-added
services such as teleactivities. Access to ISDN and
the superhighways of information means that
one could telebank, telework, telelearn, teleshop
and so on without leaving one's home. Distance
from any place is no longer a limiting factor. There
are many countries today where increasingly
people are using telecommunications to do their
transactions without having to face massive
traffic jams.

As demand for these value-added services grows,
countries are rapidly allowing the new computer
based, packet-switched frame relay networks to
transmit domestically and internationally. The
prime example of course is Internet with about
30 million subscribers in 1994, and increasing.
Another significant information carrier is Direct
Broadcast Satellite that can be more economical
than cable for transmission over vast distances

and difficult terrain. Satellite communication is
increasingly becoming the preferred
transmission medium in India and amongst the
isolated communities, particularly Aborigines
in Australia. It is possible, however, that the
communication utility for the information
society could be a mixture of both satellite for
international inf�rmation access and terrestrial
cable for domestic retrieval.

What will the global communications network
mean for cultural integrity and development?
According to Buckminster Fuller, the American
social commentator, in the information age we
would need to think globally and act locally. To
do this people would need education to learn
how to use the technologies as tools to create
their own culturally appropriate messages and
courseware, rilther than importing them.

An information society implies a society based
on an infrastructure of information technology
where the main form of employment is as
information workers. Ironically, however, our
own grand-and great grandchildren in the
information society, like their forebears in the
agricultural society, could be working, playing
and learning close to home. Work, entertainment
and learning will be delivered to homes through
telecommunication networks, eliminating the
need for travel. In this scenario, human society
would have come the full circle in how they
conduct their daily activities.

As broadband ISDN, fibreoptics and satellites
that are the new superhighways and infobahns
become available, instead of transporting
physical material across space using roads,
information superhighways transport
information across not only geographic, but
cognitive and symbolic space in time/ space
compression. It is possible that multimedia and
computer generated virtual reality technologies
in the next decade could transform education
and help create the virtual class. But roads will
not disappear. Classrooms will not disappear.
There will be, an alternative, complementary
loci of learning, a virtual class.

Journal of Distance Learning, Vol2, No. 1, 1996 (c) Distance Education Association of New Zealand

VIRTUAL REALITY The virtual class is
made possible by virtual reality technology.
Virtual in this context means reality in effect, not
in fact. Already we are aware of virtual
universities, virtual schools and virtual classes
on the global communications network, the
Internet. This network allows people separated
by distance to meet by writing to each other.
Today, the technology for basic virtual classes
exists. Technologies such as videoconferencing
and multimedia allow a virtual class where we
can see and hear one another. Research shows,
however, that we are slowly able to move our
whole bodies into a virtual class. For example,
it is possible to attend a virtual class by putting
on a helmet; by putting on data gloves our hands
in a virtual class can write on a virtual
whiteboard. Research currently being done in
Japan, Europe and the United States suggests
that one day we will be able to step inside a
virtual learning environment as full bodied
telepresences that can hear, see, talk with and
even touch and smell other telepresences in
classrooms and communities that are virtual
simulacra of the subject being studied. We could
study the human heart inside a heart, study
Hamlet inside Elsinore Castle, the history of
India during Shah Jehan's time inside the Taj
Mahal, and so on. This kind of scenario is no
longer science fiction. Professor John Tiffin of
the Department of Communications at Victoria
University of Wellington is currently working
with Dr Nobuyoshi Terashima, the President of
the Advanced Telecommunication Research
Laboratories in Kyoto Japan to design a virtual
seminar where students in New Zealand could
meet with students in Japan as telepresences
w h e r e they can see each other in three
dimensions, talk to one another and even touch
one another and the virtual objects that they
share. S u c h a facility is scheduled to be
commercially developed by the year 2000. What
are the forerunners of the virtual class?

THE CoNVENTIONAL CLASSROOM
The conventional classroom as the locus of
learning has been around for many hundreds of
years. It has been most successful in meeting the
needs of the societies they served and provided

an effective, multimedia and interactive
environment for education processes. However,
as economies become information based and
global, new kinds of education and training
systems become necessary to produce people
with internationally competitive skills for a fast
changing f�ture.

To survive, the classroom depends on rapidly
depleting, finite extractive fuels used for
buildings and travel. Also the bureaucratic
structure of traditional educational systems that
are usually bastions of conservatism makes it
difficult for them to incorporate changes rapidly.
Today, keeping up to date with developments
means that curricula need updating regularly.
Students are now paying clients, and increasing
numbers of students are working adults. Unlike
educatiqn, commerce, being more global, tends
to incorporate information technology as a
matter of strategy. But education needs to
become more responsive to market needs
because students looking to upgrading their
knowledge and skills today are intolerant of
education and training systems lagging behind
industry.

DISTANCE EDUCATION:TRADIDONAL
Since very early times, there were people who could
not attend schools because they lived in remote
areas, could not afford the travel, had a disability,
or would not do so by choice. For these people
distance education was the only alternative.
Distance from educational opportunities can be
measured not only in kilometres but also in terms
of social or economic inequalities. It may be just as
difficult for someone living in an urban area to
attend classes on a campus as it is for someone living
in a remote rural location. Distance education relies
on communication technology to bridge the gap
between teacher and learner, and historically this
was correspondence and postal based. It has a long
history and most countries have had successful
distance education programmes since the
nineteenth century.

Byorn Holmberg described distance education
as a didactic conversation and Michael Moore
cited interaction between students as

Journal o f Distance Learning, Vol2, No. 1 , 1996 (c) Distance Education Association o f New Zealand

3 1

instrumental to learning. Interaction and
collaboration in the learning continuum are
given impetus by network technology that
allows synchrono:us and asynchronous
interaction. Print, radio, television, telephones
and computers have been used in distance
education around the world since the late
eighteenth century. Their success was limited,
however, because they were mono or stand
alone technologies allowing limited
synchronous interaction between teachers and
learners that is critical in the learning process.

DISTANCE EDUCATION: NEW A United
Nations Report published in 1989 identified
distance education as the fastest growing sector
in the knowledge-based world economy. As
communications technologies move towards
digitisation and convergence a new kind of
distance education called telelearning is
becoming available. Today this includes
teleconferencing, audiographic and
videoconferencing. What are the implications for
distance education as it seeks to operate in the
new interactive electronic workspace?

The process of convergence requires new
alliances and new kinds of collaboration among
the players. Worldwide, technologists in the
computer, telecommunications and television
industries are locked in collaborative
competition trying to overcome inherent
barriers that are endemic to their cultures.
Similarly, as educational utopias pitch against
technological idealsL new paradigmatic
relationships based on alliances and
collaboration pose unprecedented challenges.
Collaboration among all players is critical
however if interactive technologies are to be
used successfully i n teaching, creating,
interpreting and integrating knowledge for
problem solving. The fundamental problems in
creating networks that can serve academic,
training and commercial purposes are not
technical. They are organisational and financial
a n d need close negotiation between
educationists, networks and technology
providers. A union of forces is necessary for the
creation of a modern, cost effective distance

education system for a nation enroute to the next
decade. The key role in building an electronic
infrastructure and its governance would belong
to government because it involves policy and
national development strategy issues.

Research in distance education suggests that it
is learner-controlled. Teachers remain just as
critical to the education process, but their roles
change to tllat of facilitators and navigators to
help students find information and most
importantly, sift and structure information for
their needs. Successful education is a
collaborative process. Students need to interact
with teacher, with content and also with one
another. W hile the traditional use of
technologies in distance education such as print
and post, radio, television and computers gave
learners limited control over their learning, new
information· technology such a s
teleconferencing, audiographic conferencing
and videoconferencing allow synchronous and
asynchronous learning. Irrespective of location
the learner can interact at any time with the
teacher, the instruction and with other learners
using the written word, the spoken word and
still and moving pictures. In the late 1990s,
advancements in information technologies such
as virtual reality and multimedia allow fully
immersive, interactive, realtime
communications through audio, textual video
and even touch and smell. This kind o f
development could create a communications
environment where all the functions of a
conventional classroom can take place (Tiffin
and Rajasingham,l995).

THE VIRTUAL C LAss ToD AY
Information technology is already widely used
in education and training. Computer-assisted
instruction, computer-managed instruction and
the use of computer simulations for training
goes back to the sixties. Audioconferencing has
been used since the seventies and instructional
television has been tried around the world since
the fifties. It is, however, the coming together of
computer and telecommunications technologies
that could lead to the virtual class as the primary
or complementary loci of learning in society.

Journal of Distance Learning, Vol2, No. 1, 1996 (c) Distance Education Association of New Zealand

How is it possible to have the effect of a class
without the reality of a classroom? A classroom
is a communication system that makes it
possible for a group of people to come together
to talk about something they want to learn, and
to look at pictures and diagrams and text that
help them understand. The question is, can
information technology provide an alternative
communications system for learning that is at
least as effective?

The idea of a virtual class is that everybody can
talk a n d be heard and be identified and
everybody can see the same words, diagrams
and pictures, at the same time. This calls for the
use of telecommunications and computers. At
its simplest, it can be done using two
conventional telephone lines at each site, one to
link telephones and one to link computers. One
line is for sound, and one is for pictures that can
be generated on the video display unit (VDU)
of a computer. To link more than two sites, a
teleconferencing bridging system is also needed.
Teleconferencing bridges can be linked to other
teleconferencing bridges and theoretically there
is no limit to the number of places that can be
linked, or where these places are. This is one
technology that makes a form of virtual class
possible today and there are pilot projects taking
place in many countries that show that it can be
made to work at least as effectively as a
conventional class. Such projects make it
possible to think about what a virtual class could
be like in the future, as telecommunications
systems improve. In time it will be possible to
use the public switched telecommunications
system to transmit high quality digital sound
and high definition video images. Audiographic
conferencing systems are being upgraded to
include videoconferencing. Not only is it
possible for everybody in a virtual class to talk
to one another, they can also see one another.
We can expect, through the nineties, a rapid
development of teleconferencing technology
and attempts by the teaching world to adapt it
for educational purposes.

THE VIRTUAL CLASS ToMORROW
The telephone can provide televirtual voices.
Teleconferencing can provide the effect of a

meeting without people actually meeting and
is already being adapted for instruction and
called a virtual class. However, a new
technology is emerging in the nineties called
virtual reality. Involving the use of a datasuit,
helmet and gloves that are connected by sensors
to a computer, it seeks to create the effect of
actually beirlg inside a simulated reality. We are
beginning to conceptualise it as a new medium
and come to some appreciation of its
possibilities. Applications of virtual reality are
being developed in such fields as architecture,
medicine and arcade games. However, its
origins were in institutions, in the development
of flight simulators for training. It is time to see
how it could be applied to education and the
development of virtual classes in the fullest
sense as wraparound environments for learning
where students as telepresences can see hear,
touch and perhaps one day even smell and taste.
What will be possible with virtual reality fifty
years from now? What form could a virtual class
take? What potential capabilities could it have?
Will the UTE with its virtual classes likely to be
an improvement on a conventional classroom
as a communication system for learning in the
coming information society? Finally, will the
UTE be similar to the place where our children
and their children can access a mappa mundi of
knowledge just by the flicker of an eyelid, or
the fractal turn of the head, or a mere whisper?

REFERENCES

COOLER, D.D. 1986: The education u tility: the power
to revitalise education and society. Educational
Technology, Englewood Cliffs, New Jersey.

REICH, R. 1991: The Work of Nations: A Blu eprint for
the Future. Simon & Schuster, London.

T IFFEN, J.W. and RAJSINGHAM, L. 1995: In Se arch
for the Virtual Class: Education for the Information
Society. Routledge, London.

VY GOT SKY, L.S. 1978: Mind in S o c i ety. Th e
development o f t h e higher psychological processes.
H ar vard University Pre s s , Ca mbrid g e ,
Massachusetts.

Lalita Rasasingham is Chairperson, Department
of Communication Studies, Victoria U niversity of
Wellington, P.O. Box 600, Wellington, New Zealand.

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