Physical map of the world 20º 30º 60º 90º 120º 150º 180º 150º 120º 90º 60º 30º 0º 180º Yuko n Greenland Mo unt a ins MOUNTAINS ALPS Mountai ns Da rling Orange A N T A R C T I C O C E A N A R C T I C O C E A N Greenwich Meridian Hudson Bay Baffin Bay Lak e Ba lkhash 0º 20º 40º 60º 40º 60º 80º 0º 30º 60º 90º 120º 150º 180º 30º 60º 90º 120º 150º 180º Arctic C ircle Tropic of Can cer Equator Tropic of Cap rico rn Antarctic C ircle 20º 20º 40º 60º 40º 60º 80º 0º Arctic C ircle Tropic of Can cer Equator Tropic of Cap rico rn Antarctic C ircle B e ring Strait Cape Mendocino Dav is Strai t Cape Farewell Cape Race Cape Hatteras Golfo de México Golfo de Arica Río de la Pl ata Ca pe São Roque Cabo de Hornos Estr echo de Ma ga llanes Ca pe of Good Hope Gulf of Guinea Ca pe Ver de Mozambique Channel Ca pe Guardafui Cabo Fisterra Nor th Cape Ca pe Comori n Ca pe Lopat ka Nor th West Cape Ca pe Le euwin Persian Gulf Bay of Bengal Newfound land Cuba La Español a (Hispani ola) Puerto Rico Jamai ca Islas Ca na rias Briti sh Isles Icel and Madaga scar Sri L anka Sumat ra Java Philippines Bor ne o New Guinea Japan Taiwa n New Zeala nd Great Australian Bight Tasmania Gulf of Alaska Alaska Range R OCK Y M O U N T A I NS G R E A T P LAI NS S i er r a Ma d re Guiana Highlands AMAZON PLAINS MATO GROSSO PLATEAU ALTIPLANO BOLIV IANO GRAN CHACO LA PAMPA ANDE S PATAGONIA ATLAS MO U N T A INS S A H A R A LI BYA N DE S E RT Ahagga r Mounta ins Tibesti Mountai ns DARFUR PLATEAU M i t umb a Mo unt a i ns BIÉ PLATEAU KA LA H A RI DE S E RT Drakensberg Ap p a l a c h ian Mo u n tai n s LABRADOR PENINSULA SOMA LI PENINSULA SCANDINAVIAN PENINSULA S can di n a vi a n CARPATHIAN CAUCASUS Za g ros Mount a i ns PENÍNSULA IBÉ RICA ITALIAN PENINSULA BALKAN PENINSULA ANATOLIAN PENINSULA IRANIAN PLAT EAU Hin du Kus h ARA BI AN PENINSULA INDIAN PENINSULA THAR DESE RT T i e n S h a n M o u n t a i n s W E S T S I B E R I A N P L A I N URAL MOUNTAINS CENTRAL SIBERIAN PLATEAU TAYMYR PENINSULA K unl un Mo u n tai n s GOBI D ESE RT Al tai Mounta ins Yablo nov y Ran g e HI MAL AYAS PLATEAU OF TIBET NORTH CHI NA PLAI N Ver k hoyansk Mou n t ain s S t a n o v o y R a n g e Koly ma U plan d KAMCHATKA PENINSULA GREAT SANDY DESE RT INDOCHI NA PENINSULA GREAT VI CTORIA DESE RT GREAT DI V I D ING RANG E FLORIDA PENINSULA PENÍNSULA DE CALIFORNIA PENÍNSULA DE YUCATÁN GRE AT E UROP EANP LA IN PIRINEOS Be ring Sea Beaufort Sea Ca ribbean Sea P A C I F I C O C E A N A T L A N T I C O C E A N I N D I A N O C E A N P A C I F I C O C E A N Kar a Sea Ba rents Sea Norwegia n Sea Red Sea Bering Sea East Siberian Sea Sea of Okhotsk Balti c Sea Nor th Sea Arab ian Sea Medi te rra n e a n S e a Sou th China Sea Casp ian Sea Black Sea Great Be ar Lake Mackenzie Great Slave Lak e Lak e Winnipeg Lak e Superi or Lak e Michigan Lak e Huron Miss ouri Mississippi Bravo Orinoco Amazon Lago Titica ca SãoFr ancisco Paraná Niger Lak e Chad Nile Congo Lak e Victor ia Lak e Tanganyik a Lak e Nyas a Zambezi Euphr ate s Rhine Danube Dnieper Don Volga U ral Irt ys h Ob' Yen isey Lak e Ba ikal YellowRiver Amur Indus Ganges Yangtze Mekong L ena Ko lyma K2 8,611 m Pobeda 3,147 m Mount Fuji 3,776 m 4,620 m Ras Dashen Etna 3,340 m Mont Blanc 4,807 m 3,479 m Mul ha cén Toubkal 4,165 m Tei de 3,718 m Mount Cameroon 4,095 m Emi Koussi 3,415 m Tahat 2,908 m Mount K enya 5,199 m Kilimanjaro 5,895 m Kosci usko 2,230 m Cook 3,764 m Orizaba 5,700 m Mount Whitney 4,418 m Denali 6,194 m Ojos del Salado 6,893 m Aconcagua 6,960 m Chimborazo 6,267 m Elbrus 5,642 m Narodnaya 1,894 m Everest 8,850 m Ismoi l Somoni Peak 7,495 m 13656 1_p4_5_Mundi fís ico 0 680 kilometr es Scale N S E O W 7 Major peaks Major rivers Lakes 2,500 m 2,000 m 1,500 m 1,000 m 400 m 200 m 0 m XXXXXX_p4_leyenda_Mundi Fisico ES0000000156828 251656_DEMO_ATLAS_116300.indd 6-7 2/2/22 15:2428 M a r c g I a S i L MYR n A t a n R ANG E N n g THE CHALLENGE 5 Make connections with your life, your interests, and the world around you. Find the link between what you've learnt and the world in which you live with GEOGRAPHY and HISTORY IN MY LIFE. Critical thinking. In the USE INFORMATION RESPONSIBLY and TRUE OR FALSE? section you will find suggestions for learning how to create truthful content and for deconstructing fake news and myths. Open your mind. Analyse and contrast OTHER POINTS OF VIEW. This will help you understand the diversity of the world in which you live. In addition, there is helpful support material available: With the STUDY NOTES you can revise the key concepts of each unit and check your progress. The GEOGRAPHY AND HISTORY ATLAS will help you understand to the world in which you live. TAKE ACTION and complete the CHALLENGE to create a more equal, fair and sustainable world. CORE SKILLS 4 Language: using words to express our thoughts and feelings 15 Think. Define the term language. Without using any words, try to describe the last film or series you saw, or what you have learnt in this unit. HISTORY AND LANGUAGE. How important is language in your life? Discuss with your group. 16 Analyse. Are Homo sapiens the only animals that can communicate? How long ago do we think sapiens developed language? The author says a parrot could say anything Albert Einstein could say. What does the author say is so special about human language to distinguish it from other animals? What theories does the author give about the origin of language? What is your opinion of those theories? 17 Evaluate. What does living in a group mean to you? Is language essential to living in a group? New ways of thinking and communicating appeared between 70,000 and 30,000 years ago. It was an important cognitive revolution . We are not sure what caused this revolution . It is thought that several genetic mutations changed the connections in Homo sapiens' brains. What was so special about the new language? It was not the only system of communication that existed . Other animals know how to communicate. It was also not the first system of vocal communication . Many animals use vocal signals. For example, green monkeys use calls to warn each other of danger. Sapiens can produce a larger variety of sounds than green monkeys, but whales and elephants have strong communication skills like us. A parrot could say anything Albert Einstein could say. So, what is special about our language? The most common answer is that our language is amazingly f lexible. We can combine a limited number of sounds and vocal signals to produce an infinite number of sentences. A green monkey can shout to his comrades: "Look out! A lion!" But a modern human can tell you a whole stor y. For example, they could tell you that this morning, near the bend in the river, they saw a lion following a herd of bison . The bison were deciding whether they should approach the river, chase the lion away and get to safety. A second theor y is that our language evolved as a way of sharing information about the world . In other words, it evolved as a way of gossiping. In this theor y, Homo sapiens is primarily a social animal . The new linguistic abilities allowed modern sapiens to gossip for hours. This gave them reliable information about whom they could trust. In this way, groups could become larger and develop closer forms of cooperation . The gossip theor y may seem like a joke, but there are many studies that support this theor y. Even today, most human communication is gossip: emails, phone calls, newspaper articles, etc. The gossip theor y and the theor y of "there is a lion by the river" are probably both valid . But, the unique feature of our language is that it conveys information about things that do not exist. As far as we know, only sapiens can talk about something they have never seen , touched or smelt. Yuval Noah Harari, Sapiens. A Brief Histor y of Humankind (Adapted) H I S T O R Y I N M Y L I F E 182 ES0000000100192 959069_Unidad08_MODELO_104641.indd 182 2/2/22 13:5005 S TA R T I N G P O I N T 1. Look for information about the Yanomami people on the Survival International website. Find out about the Yanomami lifestyle. 2. Consider these points. Invention, innovation and discovery are not the same thing. Find out the differences. The object you design must meet these requirements: It must meet a real need. It must improve the lives of the Yanomami people. It can only be made with the resources and technology that the Yanomami have available. It must be durable, recyclable and environmentally friendly. We usually associate technology with modernity. That is why, when we talk about inventions and innovations, we think of modern objects. However, the first stone tools, Neolithic ceramics, the wheel, etc. were great technological advances too. They all increased people's chances of survival. Are we really more innovative today than in Prehistoric times? The Yanomami people live in the forests and mountains of northern Brazil and southern Venezuela. Think of an object that you could design to make their daily life easier. P R E PA R E YO U R P R OJ E C T 3. Analyse the needs of the Yanomami people. Brainstorm ideas and group them by categories: food, safety, health, etc. Decide the need you are going to focus on. 4. Think about the object you want to design and answer these questions. What is it for? How do you use it? What does it look like: shape, size, weight, etc.? What tools will you need? What raw materials will you use to make it? 5. Design a prototype. Make a model and write instructions for how to use it. S H A R E YO U R P R OJ E C T 6. Prepare a presentation. Share your proposal with the rest of the class and explain it. You could make a simple video to help you to explain your design. Include the model you made in the presentation. Some drawings or photographs of the manufacturing process will make the presentation more enjoyable and attractive. 7. Organise an invention exhibition. Display all the designs in the classroom. Each person's design should be accompanied by a simple explanation about what it is and what it can be used for. 8 Design an object TA K E AC T I O N CHALLE N GE 185 ES0000000100192 959069_Unidad08_MODELO_104641.indd 185 2/2/22 13:5027 A woman walked ahead of the others. She was just over 1.35 m tall . She had strong bones and walked upright on robust muscular legs. The woman's feet were f lat and she didn't have any footwear. Her arms were long in proportion to the rest of her body. Her arms and legs were cur ved . She had a wide nose, a large jaw and no chin . Her low forehead was narrow and sloping. Her head was long and large. Her neck was short and thick. When the woman saw the creature, she was intrigued because it looked like an animal with no hair. As she approached , she was shocked by what she saw and moved back. It was not an animal , it was a girl . It was a thin , strange-looking girl! The girl had a high forehead , a small nose and a curiously f lat face. "Brun , it is a little girl and she is injured . She will die if we leave her here." It was obvious that the clan chief was the leader. The chief 's actions and the way the others treated him showed he was the boss. He told Iza she could bring the girl with them. They began walking again . Now, an old man , who was 30 years old , limped up to Iza . Iza looked at the old man . It was Mog-ur. He was the most powerful wizard and the most imposing and respected holy man of all the clans. Jean Marie Auel , The Clan of the Cave Bear (Adapted) 8 A podcast is a digital audio publication . Podcasts can be downloaded and listened to on any device, whenever you want. Create your own podcast to understand how literature can contribute to the knowledge of Prehistor y. Create a podcast about a book set in Prehistoric times 18 Listen to and read the extract from The Clan of the Cave Bear. It is the first book in the Earth's children series by Jean Marie Auel. 19 Look for information about this book. In which period of Prehistory does the story take place? How does the author describe the Neanderthal woman? What parts of Ayla's appearance are strange to the Neanderthals? Who are Iza, Brun and Mog-ur? How old is Mog-ur? What information about Prehistory does the extract contain? Write a script for a podcast called Learn History Through Literature. Think about the information and messages you want to transmit. 22 Read your script several times. Then record your podcast. It should be less than 3 minutes long. U S E I N F O R M A T I O N R E S P O N S I B LY C R I T I C A L T H I N K I N G In the Palaeolithic Age, were men hunters and women gatherers? 23 INVESTIGATE Read this review of a book about gender in the Palaeolithic Age. It was written by a professor at George Washington University. (http://www.paleoanthro.org/static/journal/ content/PA20080091.pdf ). Investigate this issue in other sources that you consider reliable and secure. 24 CONTRAST Do the sources you have consulted agree or disagree with the headline? What sources have your classmates used? Are they the same as yours? 25 DECIDE. Is it true that only men hunted and only women gathered in the Palaeolithic Age? OR FALSE ? T R U E 20 21 183 959069_Unidad08_MODELO_104641.indd 183 10/2/22 12:4706 S TA R T I N G P O I N T 1. Look for information. Find out about Spain's heritage from Antiquity and choose a few monuments. You can use this map to help you to get started. Using Google Maps, describe the natural environment of each monument. Look for information about each monument. Hispania left behind an extensive artistic legacy. Select some of the Roman monuments and buildings that you find most interesting and plan a weekend tourist route to visit them. P R E PA R E YO U R P R OJ E C T 2. Analyse and organise the information. Complete a table like this for each monument. Look for the opening times and entrance prices of each monument. Design the route, indicating where you would visit each day and in what order. S H A R E YO U R P R OJ E C T 3. Present the route you have planned to the rest of the class. Draw a map showing the monuments along your route. Present and explain it to your classmates (on paper or in digital format). Prepare and present a triptych or diptych with your route. It should contain text and images. Make it attractive so that travellers are encouraged to try the route. Prepare a simple travel guide to use while visiting the monuments. Include each monument, explain why they are interesting and what their characteristics are. Include access information, such as opening hours, entrance prices, etc. You could also create an audio guide for the visit, that can be downloaded to a mobile phone or tablet. Name … Location … Approximate date … Type of monument … Description Function … C a n t a b r i a n S e a A T L A N T I C O C E A N M e d i t e r r a n e a n S e a Hue r t a de l Rey Cabane s Roda de Ba r á Sagunt o Ca r t agena Có rdoba Mé r i da A Co ruña San t i ponce Ol i va de P l a s enc i a Med i na ce l i Segov i a To l edo A l ange Lugo Sae l i c e s Ba r c e l ona Ta r r agona Che l va Ta r i f a Ronda L i na r e s Cád i z G i j ón Za r agoza Ca l a t ayud Mend i gor r i a Cañave r ue l a s Sa l amanc a Ga r r ay E l Ti emb l o L’ E s c a l a Coaña A Gua rda U l l a s t r e t Aza i l a L l í r i a Mo i xent Mu l a 959069_U12_p304_h01_monum os_rom nos_espana 40. The main Roman monuments in Spain 12 Plan a tour of Hispania TA K E AC T I O N CHALLE N GE Walls Temple Bridge Aqueduct Lighthouse Amphitheatre Victory arch Circus Thermae Theatre Modern municipality Other monuments 301 ES0000000100192 959069_Unidad12_111154.indd 301 2/2/22 14:736 The first hominids appeared in Africa . From Africa , some species migrated to other continents. It is thought that climate change forced the first hominids to move in search of food . Jessica Tierney is a palaeoclimatologist from the University of Arizona in the USA. She explains that "when the exodus of our species from the African continent to Eurasia began , Africa was a much drier place than it is today." The migrants of the past and present 38. The spread of hominids during Prehistory 24 Analyse Prehistoric migrations. On which continent did the first hominids live? Which continents did they move to from there? Which species was the first to migrate out of Africa? How does Jessica Tierney describe the climate in Africa when our species began to migrate? Did it influence the migrations? 25 Think about migration today. How does the IOM define environmental migration? How do you think this type of migration will change in the future? Analyse this information from the Internal Displacement Monitoring Centre (IDMC ). Decide if migration is happening in the world today. – In Ethiopia, 56,000 farming families affected by drought between 2015 and 2017, moved from the countryside to cities. – In 2019, more than 272 million people were living in a foreign country. More than 700 million were living in another territory within the same country. 26 UNDERSTAND OTHERS What forced Prehistoric tribes to migrate? How do you think those human beings felt when they left their territory? Do you think Prehistoric migrants had similar feelings to migrants today? Why? 27 DISCUSS. Are we a migratory species? Why? O T H E R P O I N T S O F V I E W Today, the International Organization for Migration (IOM) uses the term environmental migration . This term is used to refer to human movements that are the result of a sudden or progressive environmental change that negatively af fects living conditions. The IOM estimates that climate change will force millions of people to migrate in the coming years. PACIFIC OCEAN PACIFIC OCEAN ATLANTIC OCEAN INDIAN OCEAN OCEANIA AFRICA ASIA EUROPE AMERICA To America 959069_08_p193_h01_expansion_humanos From 5,000,000 to 1,500,000 years ago From 1,500,000 to 100,000 years ago From 100,000 to 10,000 years ago 10,000 years ago Possible migration routes Hominid expansion 959069_08_p191_h01_leyenda_expansion_humano The first hominid to leave Africa was Homo erectus. The only species to populate every continent was Homo sapiens. 184 ES0000000100192 959069_Unidad08_MODELO_104641.indd 184 2/2/22 13:5019 4 S TA R T I N G P O I N T 1. Take into account the environment in which the hotel will be built. It is a coastal region with a Mediterranean climate. It is in a place near the mouth of a small river. There are small fields of irrigated crops. Irrigation channels and wells are used to irrigate them with water from an aquifer. There is a nature reserve nearby. There is a desalination plant, but it is not nearby. 2. These are some of the characteristics the hotel complex will initially have. Two swimming pools and a small beach pier for recreational activities. A golf course. It will be watered with water from a desalination plant in the region. A closed-loop water system. This means wastewater from the kitchens and bathrooms will be reused for the toilet cisterns. Tourism is an essential economic activity: it creates about 120 million jobs around the world. However, it also has a significant impact on the environment. Therefore, there is an increasing need for sustainable tourism. A sustainable hotel is a hotel that respects the environment in which it is located. Analyse, assess and try to reduce the impact of the construction of a new hotel complex on the surrounding waters. P R E PA R E YO U R P R OJ E C T 3. Analyse the characteristics of the environment and the project. 4. Write down the impact of the current activities on the environment, before the hotel is built. 5. Evaluate the impact of the hotel complex on: The sea water. The mouth of the small river. The aquifer in the area. 6. What changes would you introduce to reduce this impact? S H A R E YO U R P R OJ E C T 7. Present your evaluation: An assessment of the previous situation on the surrounding waters. The environmental impact of the construction on the waters. Proposals for improvement. 8. Explain your decision. Is it a sustainable development project for the region? Natural construction materials, like wood and cork. Solar panels to produce electricity. A large garden with exotic plants. Desalinated water will be used to water it. Water-saving filters on the taps. In addition, the hotel rooms will have showers, not baths. Analyse the impact of a hotel on the surrounding waters TA K E AC T I O N CHALLE NGE 91 ES0000000100192 959069_Unidad04_111673.indd 91 2/2/22 13:4743 Map of Nippur Around 1500 BC In the autumn of 1899, a group of archaeologists from the University of Pennsylvania discovered what is now considered to be the oldest urban map in the world: a map of the Sumerian city of Nippur. Incredibly, it is drawn to scale on a clay tablet measuring just 21 x 18 cm. The landmarks depicted on the map include: the name of the city in the centre of the map; the Euphrates river on the left; two canals that cross the city ; the city's most important temple (dedicated to the god Enlil); buildings such as the Eshmah , a shrine located in one of the more remote neighbourhoods; and the city walls and its seven gates that protected the inhabitants. canal Euphrates river wall ES0000000156828 251656_DEMO_ATLAS_116300.indd 4 2/2/22 15:2158 > Listen and read aloud. archaeological site archaeology bipedal bronze ceramics clan copper cromlech dolmen domestication evolution handaxe hominid hominisation hut iron livestock farming loom megalith menhir merchant Metal Ages metalworking monochromatic necropolis Neolithic Age nomadic opposable thumb Palaeolithic Age plough polychromatic pottery priest and priestess rock art, cave art sail sedentary sickle trade Venus statuette warrior K E Y W O R D S 8 Prehistory: the origin of humanity Use a comma in numbers of four or more digits: The Metal Ages began about 7,000 years ago. Use a full stop to separate decimals: The Homo erectus lived 1.5 million years ago. Don't use a comma when writing dates: In 2000, UNESCO declared Atapuerca a World Heritage Site. Writing tips! 33 959187_Unidad08_112820.indd 33 10/2/22 12:4522 > Copy and complete the summary of Unit 8. Then listen and check your answers. Prehistory Prehistory is the period of time that begins with the appearance of the first … and ends with the invention of writing. … is the process of evolution that gradually made our ancestors different from other primates. The Palaeolithic Age Early human beings did not have permanent homes, they were … . They followed the animals that they … . They also fished and … plants, roots and fruit. In this period, humans invented and made … tools like handaxes, spears and scrapers. People in the Palaeolithic Age lived in … of between 20 and 40 people. The Neolithic Age About 10,000 years ago, people learned how to grow … and look after … . Humans made permanent homes in one place; they became … . This led to the first … . Important technical advances happened in the Neolithic Age: – … for harvesting crops. – Textiles were produced on basic … . – … were invented. Pots and bowls were modelled by hand. The Metal Ages About 7,000 years ago, humans began working with metals like copper, bronze and … . … developed with the regions where metals were found. Wealth from trade helped villages to grow and become … . There were now new types of specialised jobs in the cities: … defended the population, … and … carried out religious rites, and … traded goods. Three important inventions were made: the wheel, the … and the … . Prehistoric art Human beings began to decorate caves with art about … years ago. We call this type of art … art or cave art. At the end of the Neolithic period, people began building large monuments using blocks of stone, called … . There are different types of megalithic monuments: … , … and … . S U M M A R Y 34 ES0000000100216 959187_Unidad08_112820.indd 34 2/2/22 15:2000 C O N C E P T M A P > Copy and complete the concept map. S U M A R Y NEOLITHIC AGE (10,000–7,000 YEARS AGO) habitat sedentary first villages … livestock farming produced their own food sickles and tools of polished stone … … technical advances METAL AGES (7,000–5,000 YEARS AGO) metals … bronze iron wealth created … divisions new specialised jobs priests and … … merchants villages became … habitat wealth from … helped villages grow important inventions wheel plough … PREHISTORIC ART Palaeolithic Age rock art individual animals realistic … … and small statues rock art Neolithic Age group scenes schematic … Metal Ages … monuments … dolmens … lifestyle habitat materials for tools … animal bones and horns hunter-gatherers gathered food … hunted nomadic lived in … and huts … made up of several families … made up of various tribes PALAEOLITHIC AGE (5 MILLION– 10,000 YEARS AGO) 35 8 ES0000000100216 959187_Unidad08_112820.indd 35 2/2/22 15:2006 Check your progress 0-3 correct answers You need to study the unit again! 4-5 correct answers Review the unit 6-8 correct answers Check what you got wrong 9-10 correct answers Well done! 1. c 2. c 3. a 4. a 5. c 6. a 7. b 8. a 9. b 10. b 1 Which of the following is not a period of Prehistory? a. the Palaeolithic Age b. the Neolithic Age c. the Megalithic Age 2 Hominisation is … . a. the period of time that begins with the appearance of the first hominids and ends with the invention of writing b. the discovery of agriculture and livestock farming c. the process of evolution that made our ancestors different from other primates 3 In the Palaeolithic Age, tools were made of … . a. stone, animal bones and horns b. stone, wood and copper c. clay, wood and copper 4 The main activities during the Palaeolithic Age were … . a. hunting, gathering food and fishing b. hunting, trade and livestock farming c. agriculture, livestock farming and hunting 5 In the Neolithic Age, people … . a. were all nomadic b. invented the wheel c. learned how to grow plants 6 Which technical advance happened in the Neolithic Age? a. textiles b. metal casting c. making fire 7 During the Metal Ages, which was the last metal people learnt to work with? a. copper b. iron c. bronze 8 In the Metal Ages, people invented … . a. the sail b. pottery c. stone handaxes 9 Rock art consists of … . a. monuments with two or more vertical stones covered by a horizontal block b. decorating caves with paintings made during the Palaeolithic Age and the Neolithic Age c. types of stone tools made during the Palaeolithic Age 10 A … is a type of megalithic monument. a. lascaux b. cromlech c. Venus statuette A S S E S S M E N T T E S T 36 ES0000000100216 959187_Unidad08_112820.indd 36 2/2/22 15:2012
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