Pub Date : 2020-12-09DOI: 10.32591/coas.ojsl.0302.05093f
Diana Francisco-Ortega
A recent pandemic called coronavirus (Covid-19) has been spreading rapidly around the world this year, 2020. While some countries have confirmed cases and deaths, others as Mexico start to see far approaches of what is likely to be a large coronavirus outbreak. A video posted in YouTube by Andres Manuel Lopez Obrador, known by his nickname AMLO, portrayed his opinion regarding the coronavirus and the security measure. This paper, based on Critical Discourse Analysis theory and Systematic Functional Linguistics, explore AMLO’s speech by analyzing focused on transitivity and modality to discover what is behind the Mexican president’s speech and its social consequences. The findings suggest that AMLO’s speech has a different intention than convince the Mexican population that everything is fine.
{"title":"Coronavirus Outbreak in Mexico: A Critical Discourse Analysis of AMLO’s Speech","authors":"Diana Francisco-Ortega","doi":"10.32591/coas.ojsl.0302.05093f","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0302.05093f","url":null,"abstract":"A recent pandemic called coronavirus (Covid-19) has been spreading rapidly around the world this year, 2020. While some countries have confirmed cases and deaths, others as Mexico start to see far approaches of what is likely to be a large coronavirus outbreak. A video posted in YouTube by Andres Manuel Lopez Obrador, known by his nickname AMLO, portrayed his opinion regarding the coronavirus and the security measure. This paper, based on Critical Discourse Analysis theory and Systematic Functional Linguistics, explore AMLO’s speech by analyzing focused on transitivity and modality to discover what is behind the Mexican president’s speech and its social consequences. The findings suggest that AMLO’s speech has a different intention than convince the Mexican population that everything is fine.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133329174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.32591/coas.ojsl.0302.04083c
Carolina Campoy-Aguirre
This article examined an opinion column titled Maestro: el Gran Aliado (teachers: The great ally) from a Critical Discourse Analysis perspective. The relevance of the analysis of this piece lies on the fact that our current minister of education wrote it shortly before accepting this position. The study sets out to explore the linguistic features used in this opinion column and uncover the opaque intentions behind it. The analysis is conducted through the use of systemic functional linguistics. The findings imply that the discourse used in this opinion column had a different intention than the transparent purpose stated by the name given to it.
{"title":"“Maestro: el Gran Aliado”: A Critical Discourse Analysis","authors":"Carolina Campoy-Aguirre","doi":"10.32591/coas.ojsl.0302.04083c","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0302.04083c","url":null,"abstract":"This article examined an opinion column titled Maestro: el Gran Aliado (teachers: The great ally) from a Critical Discourse Analysis perspective. The relevance of the analysis of this piece lies on the fact that our current minister of education wrote it shortly before accepting this position. The study sets out to explore the linguistic features used in this opinion column and uncover the opaque intentions behind it. The analysis is conducted through the use of systemic functional linguistics. The findings imply that the discourse used in this opinion column had a different intention than the transparent purpose stated by the name given to it.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114271778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-30DOI: 10.32591/coas.ojsl.0302.03067j
Jasmina Jelčić Čolakovac
The goal of the present study is to investigate whether the comprehension of oligosemic, i.e. culturally-specific (CS) idioms is raised with awareness of underlying conceptual metaphors (CMs) as seems to be the case with idioms motivated by metaphors (CM idioms). An experimental study was conducted involving the metaphor-aware Experimental group and the Control group which was unaware of the existence of CMs. Metaphoric awareness was achieved through brief 15 minute-long lessons on metaphor and underlying motivation. The Control participants were given general information on figurative language in order to ensure equality of input. The instrument containing 35 items was administered to both groups whereas the Experimental group was also provided the underlying CM motivation. An ANOVA test for repeated measures was used to compare CM data to CS data. There was a statistically significant effect of motivation on idiom comprehension, F(1,77)=67.203, p=.000 which suggests that CM idioms are better understood than CS idioms. The t-test results for the CS idioms indicate there is a significant difference between the Control and the Experimental group when it comes to the comprehension of CS idioms in favor of the Experimental participants; it seems the comprehension of CS idioms is raised with metaphoric awareness.
{"title":"Where Culture and Metaphor Meet: Metaphoric Awareness in Comprehension of Culturally-Specific Idioms","authors":"Jasmina Jelčić Čolakovac","doi":"10.32591/coas.ojsl.0302.03067j","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0302.03067j","url":null,"abstract":"The goal of the present study is to investigate whether the comprehension of oligosemic, i.e. culturally-specific (CS) idioms is raised with awareness of underlying conceptual metaphors (CMs) as seems to be the case with idioms motivated by metaphors (CM idioms). An experimental study was conducted involving the metaphor-aware Experimental group and the Control group which was unaware of the existence of CMs. Metaphoric awareness was achieved through brief 15 minute-long lessons on metaphor and underlying motivation. The Control participants were given general information on figurative language in order to ensure equality of input. The instrument containing 35 items was administered to both groups whereas the Experimental group was also provided the underlying CM motivation. An ANOVA test for repeated measures was used to compare CM data to CS data. There was a statistically significant effect of motivation on idiom comprehension, F(1,77)=67.203, p=.000 which suggests that CM idioms are better understood than CS idioms. The t-test results for the CS idioms indicate there is a significant difference between the Control and the Experimental group when it comes to the comprehension of CS idioms in favor of the Experimental participants; it seems the comprehension of CS idioms is raised with metaphoric awareness.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127210441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-19DOI: 10.32591/coas.ojsl.0302.01047c
Ana Karen Cruz Gómez
Advertising is everywhere, and the effects of advertisements on people are notorious. Consequently, through ads, you can convince the audience to follow an ideology or to acquire certain products. The following article examines the au pair cultural exchange program online advertisements from a Critical Discourse Analysis perspective. The article sets out to explore the linguistic features used in the au pair program advertisements that persuade participants to become au pairs and hosts. The analysis was achieved through a three-dimensional framework (Fairclough, 1994; 2001; 2003). This model demonstrates the correlation between linguistic forms, discourse, and social practices. The findings imply that advertisers use different linguistic forms and strategies to persuade Mexican girls from the age of 18 to 26 years old to enroll in the cultural program, as well as US citizens’ families who are persuaded to host someone.
{"title":"The Au Pair Cultural Exchange Program Advertising: A Critical Discourse Analysis","authors":"Ana Karen Cruz Gómez","doi":"10.32591/coas.ojsl.0302.01047c","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0302.01047c","url":null,"abstract":"Advertising is everywhere, and the effects of advertisements on people are notorious. Consequently, through ads, you can convince the audience to follow an ideology or to acquire certain products. The following article examines the au pair cultural exchange program online advertisements from a Critical Discourse Analysis perspective. The article sets out to explore the linguistic features used in the au pair program advertisements that persuade participants to become au pairs and hosts. The analysis was achieved through a three-dimensional framework (Fairclough, 1994; 2001; 2003). This model demonstrates the correlation between linguistic forms, discourse, and social practices. The findings imply that advertisers use different linguistic forms and strategies to persuade Mexican girls from the age of 18 to 26 years old to enroll in the cultural program, as well as US citizens’ families who are persuaded to host someone.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115757374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-09DOI: 10.32591/coas.ojsl.0301.04037m
Valeria Márquez Arellano
Gender in discourse and feminist ideologies have been more examined in different fields. Regarding the area of Applied Linguistics, there has been more attention to how men and women are represented linguistically, more specifically in feminist studies. The following article examines the chapter “How to charm him with your texts” of a book that provides women with advice on “how to get the man”. I provide a feminist critical discourse analysis (Lazar, 2007) with the support of previous studies on critical discourse analysis (Fairclough, 2010). This article sheds light on some women categorization made by the author of the book and from a feminist ideology perspective.
{"title":"Do not Tell me How to Talk to Men! A Critical Discourse Analysis on Matthew Hussey’s Advice on “How to Charm him with your Texts”","authors":"Valeria Márquez Arellano","doi":"10.32591/coas.ojsl.0301.04037m","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0301.04037m","url":null,"abstract":"Gender in discourse and feminist ideologies have been more examined in different fields. Regarding the area of Applied Linguistics, there has been more attention to how men and women are represented linguistically, more specifically in feminist studies. The following article examines the chapter “How to charm him with your texts” of a book that provides women with advice on “how to get the man”. I provide a feminist critical discourse analysis (Lazar, 2007) with the support of previous studies on critical discourse analysis (Fairclough, 2010). This article sheds light on some women categorization made by the author of the book and from a feminist ideology perspective.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126367764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-06DOI: 10.32591/coas.ojsl.0301.03029s
Tatiana Sallier
The purpose of the article is to trace the semantic evolution of predicates governing the infinitive. The article is aimed at proving that the lexical units governing the infinitive display a semantic shift from more concrete lexical meaning to more abstract modal meaning. The research is conducted on the basis of the theory of context. It is proved that the infinitive is an element of syntactic context reinforcing the modal seme in the meaning of the governing predicate. As the modal seme within the meaning of the predicate is reinforced regularly and the lexical seme only occasionally, the lexical seme is weakened and gradually disappears, the predicate acquiring purely modal meaning. Lexemes having no modal meaning outside the infinitive phrase acquire it when governing the infinitive, which imposes modality upon the governing predicate. The general semantic shift for this type of construction is from concrete lexical to abstract modal, and the modal seme being stronger in these contextual conditions.
{"title":"Semantic Shifts Within Infinitive Constructions in English","authors":"Tatiana Sallier","doi":"10.32591/coas.ojsl.0301.03029s","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0301.03029s","url":null,"abstract":"The purpose of the article is to trace the semantic evolution of predicates governing the infinitive. The article is aimed at proving that the lexical units governing the infinitive display a semantic shift from more concrete lexical meaning to more abstract modal meaning. The research is conducted on the basis of the theory of context. It is proved that the infinitive is an element of syntactic context reinforcing the modal seme in the meaning of the governing predicate. As the modal seme within the meaning of the predicate is reinforced regularly and the lexical seme only occasionally, the lexical seme is weakened and gradually disappears, the predicate acquiring purely modal meaning. Lexemes having no modal meaning outside the infinitive phrase acquire it when governing the infinitive, which imposes modality upon the governing predicate. The general semantic shift for this type of construction is from concrete lexical to abstract modal, and the modal seme being stronger in these contextual conditions.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130127201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-20DOI: 10.32591/coas.ojsl.0301.01001c
Troy M. Crawford, Isaac Frausto Hernández, Irasema Mora-Pablo, Michael Witten
The University of Guanajuato joined in a national research project that aims to redesign the type of classroom guides teachers use to plan their coursework. The project places its theoretical framework on the philosophical position of Edgar Morin’s complex thought. Through redesign of the classroom guide for a course of curriculum design in an MA in Applied Linguistics at the University of Guanajuato a collaborative ethnography was developed to look at how the interwoven steps of complex thought could be inserted into the course framework in order to see if there was an impact from the student’s perspective of their learning.
{"title":"Negotiating Course Design in the Mexican Educational System Using Complex Thought: A Case Study in Central Mexico","authors":"Troy M. Crawford, Isaac Frausto Hernández, Irasema Mora-Pablo, Michael Witten","doi":"10.32591/coas.ojsl.0301.01001c","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0301.01001c","url":null,"abstract":"The University of Guanajuato joined in a national research project that aims to redesign the type of classroom guides teachers use to plan their coursework. The project places its theoretical framework on the philosophical position of Edgar Morin’s complex thought. Through redesign of the classroom guide for a course of curriculum design in an MA in Applied Linguistics at the University of Guanajuato a collaborative ethnography was developed to look at how the interwoven steps of complex thought could be inserted into the course framework in order to see if there was an impact from the student’s perspective of their learning.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114729335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-07DOI: 10.32591/coas.ojsl.0202.03059d
Maria Drossinou-Korea, Elissavet Spyropoulou
The aim of this study is to investigate the levels of spoken language teaching in adults with intellectual developmental disabilities (IDD) in terms of functional adaptive behavior in the community. In addition, learning and prevocational readiness with emphasis on relation to the rationalization of their needs at community bases. The methodology utilized the observation adapting in the persons with mental disabilities with records. The Informal Pedagogical Assessment (IPA) with basic control checklists (BCCL) has record in spoken language and prevocational readiness, according to the philosophy of the Greek Curriculum and the Framework Curriculum for Special Education (FCSE, 1995). Also, it used the study of bibliographic texts and the teaching data from six cases studies with mental and intellectual developmental disabilities, five women aged 26-30 and one 45-year-old man. The survey was conducted at the Physical and Medical Rehabilitation Center, in Kalamata, Peloponnese, Greece, which it is shortly called (KEFIAP) in the Greek language. The results recorded the positive responsiveness from their every week participation in the programs of KEFIAP. So, we underline two key themes which emerged regarding the teaching data: (a) the difficulties to the adaptive behavior was apparent due to the inability to understand linguistic concepts; and (b) the difficulties to understand rules formulated in linguistic terms for the social communication and integration. The implications of the observation methodology of special education and training (SET) to oral teaching intervention were useful for the teaching of learning and pre-vocational readiness skills and applied in accordance with the intellectual developmental disabilities.
{"title":"Pre-Vocational Readiness with Emphasis on Oral Language Skills in People with Intellectual Developmental Disabilities","authors":"Maria Drossinou-Korea, Elissavet Spyropoulou","doi":"10.32591/coas.ojsl.0202.03059d","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0202.03059d","url":null,"abstract":"The aim of this study is to investigate the levels of spoken language teaching in adults with intellectual developmental disabilities (IDD) in terms of functional adaptive behavior in the community. In addition, learning and prevocational readiness with emphasis on relation to the rationalization of their needs at community bases. The methodology utilized the observation adapting in the persons with mental disabilities with records. The Informal Pedagogical Assessment (IPA) with basic control checklists (BCCL) has record in spoken language and prevocational readiness, according to the philosophy of the Greek Curriculum and the Framework Curriculum for Special Education (FCSE, 1995). Also, it used the study of bibliographic texts and the teaching data from six cases studies with mental and intellectual developmental disabilities, five women aged 26-30 and one 45-year-old man. The survey was conducted at the Physical and Medical Rehabilitation Center, in Kalamata, Peloponnese, Greece, which it is shortly called (KEFIAP) in the Greek language. The results recorded the positive responsiveness from their every week participation in the programs of KEFIAP. So, we underline two key themes which emerged regarding the teaching data: (a) the difficulties to the adaptive behavior was apparent due to the inability to understand linguistic concepts; and (b) the difficulties to understand rules formulated in linguistic terms for the social communication and integration. The implications of the observation methodology of special education and training (SET) to oral teaching intervention were useful for the teaching of learning and pre-vocational readiness skills and applied in accordance with the intellectual developmental disabilities.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122530571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-05DOI: 10.32591/coas.ojsl.0202.01035l
M. Lengeling, Troy M. Crawford, Irasema Mora-Pablo, Elissavet Spyropoulou
This qualitative research project reports the process and experiences of two English as a Foreign Language (EFL) teachers who were mentored and trained to become future teacher trainers or teachers-in-training. They participated in a 120-hour teacher-training course given to other EFL teachers at a technical university of central Mexico. In this course the two teachers-in-training shadowed two experienced teacher trainers who engaged in a collaborative ethnographic dialogue and were given several negotiated scaffolding tasks to carry out during the course. Data was collected from a series of shared journals and a focus group of the participants to understand the process and their experiences. The results explore their challenges and the benefits they encountered during the training course, as well as their projection to the future as professionals. This is of interest for those who train teachers and those who would like to become teacher trainers in the future.
{"title":"Collaborative Ethnographic Mentoring of EFL Teachers in Central Mexico","authors":"M. Lengeling, Troy M. Crawford, Irasema Mora-Pablo, Elissavet Spyropoulou","doi":"10.32591/coas.ojsl.0202.01035l","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0202.01035l","url":null,"abstract":"This qualitative research project reports the process and experiences of two English as a Foreign Language (EFL) teachers who were mentored and trained to become future teacher trainers or teachers-in-training. They participated in a 120-hour teacher-training course given to other EFL teachers at a technical university of central Mexico. In this course the two teachers-in-training shadowed two experienced teacher trainers who engaged in a collaborative ethnographic dialogue and were given several negotiated scaffolding tasks to carry out during the course. Data was collected from a series of shared journals and a focus group of the participants to understand the process and their experiences. The results explore their challenges and the benefits they encountered during the training course, as well as their projection to the future as professionals. This is of interest for those who train teachers and those who would like to become teacher trainers in the future.","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121273830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-05DOI: 10.32591/coas.ojsl.0201.03019p
N. Panopoulos, Maria Drossinou-Korea
{"title":"Teaching Intervention to Support Reading Skills in Student with Intellectual Disability","authors":"N. Panopoulos, Maria Drossinou-Korea","doi":"10.32591/coas.ojsl.0201.03019p","DOIUrl":"https://doi.org/10.32591/coas.ojsl.0201.03019p","url":null,"abstract":"","PeriodicalId":245453,"journal":{"name":"Open Journal for Studies in Linguistics","volume":"93 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134092630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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