Aly Raisman’s gold medal has taken on more symbolism than she might ever have imagined.

So I happen to be the Interim Director of Education at one of the Newton synagogues that DIDN’T win a gold medal at the 2012 London Olympics!

Mazel Tov to Jewish gymnast Aly Raisman, whose family belongs to Temple Beth Avodah in Newton Centre, Mass., for bringing home two golds and a bronze for the USA. (Rabbi Keith Stern sums up our community’s collective joy here).

To borrow the lexicon of that popular Passover ditty, Dayeinu, it would have been enough to just know that the girl on the Olympic podium was American…

… and it would have been enough to swell us with pride to know she was — bonus! — from nearby Needham, Massachusetts.

… and Dayeinu, Aly also happens to be a mensch who grew up at Beth Avodah and chose “Hava Nagila” as her floor routine music!

After being immersed in Aly-mania for a while, the first thing I thought of was one of my favorite YouTube videos: “I Am Jewish” by poet Andrew Lustig, a student at the Pardes Institute of Jewish Studies in Jerusalem.

I could watch Andrew perform his riveting rant/poem all day.  It is forever relevant and relatable to us all.  His words are stirring because though serious, when appropriate they are delivered with humor and a smile.  He speaks to so much of who we are as modern Jews.  While each of us is our own link in the long chain of Am Yisrael, we also share a collective history and experience.

Andrew begins by channeling our community pride when a moment like Aly Raisman’s gold medal happens:

I am the collective pride and excitement that is felt when we find out that that new actor, that great athlete, his chief of staff… is Jewish.
I am the collective guilt and shame that is felt when we find out that that serial killer, that Ponzi schemer, that wife beater… is Jewish…”

And he peppers the rest of his spoken word poem with clever references to the universal Jewish experience. There’s at least one analogy here that will resonate with everyone:

“I am an IDF sweatshirt and the Chai around your neck. I am a $100 Challah cover you will never use and a 5 Shekel piece of red string you will wear until it withers away. I am your Hebrew name. I am your Israeli cousins. I am your Torah portion and your 13 candles. I am your Bat Mitzvah dress and the cute Israeli soldier on your Birthright trip.

Check out the full video:

Andrew’s poetry is set to Enya’s “Watermark,” which is extraordinarily purposeful. This piece of music was chosen from all the myriad of instrumentals in the world, and I am sure it is not only because of the way it sounds and because of the way it makes us feel when we hear it.  Many other compositions can evoke the same feelings; I wonder if it was chosen in part because of its name. A watermark is a recognizable image or pattern in paper used to identify authenticity.  A poem about Jewish identity speaks to authenticity.

Who is an authentic Jew?  What about us makes us Jewish?  What defines our Jewish selves? Jews are forever measuring other Jews’ authenticity.

As we kvell over Aly Raisman’s Jewish pride and identity, the most impressive part of the story is this. Aly told the media that she chose “Hava Nagila” because she wanted an upbeat song that the audience could clap along to. There are many soundtracks she could have chosen. “Hava Nagilia” got the nod, not because she was making some kind of statement, but just because she loves the song — it is an integral part of her being.

Mazel Tov, Aly!  Your poise and strength inspires us all as we pursue our own gold medals in life — albeit without the pressure of a billion people watching our every move.

Oh, and if you didn’t catch Aly’s “Hava Nagila” routine, I consider it my second favorite YouTube video!


Michelle tried Noodle Kugel ice cream at JP Licks in Brookline. Perhaps a chocolate chip challah dough flavor is next?

There are a lot of benefits to being a “Live Free or Die” New Hampshire Jew, most of which I’ll save for another blog post. The downside: Lack of access to Rosh Hashana-themed ice cream!

So when J.P. Licks, the imaginative Boston ice cream shop chain, launched their High Holiday tribute flavors this month, I had to live vicariously through a surrogate sweet tooth.

Journalist and filmmaker Michelle Cove is best known for her witty exploration of the pressures to get married, specifically why the United States now has more single 30-something women than any other time in history. Her documentary and book “Seeking Happily Ever After” re-examines our fairy tale expectations of life after the last piece of wedding cake.

She’s also willing to re-examine our preconceptions about dessert — within reasonable limits.

Michelle refused to try the Blackberry Manischewitz Wine sorbet (maybe next Passover), but she was kind enough to provide this exclusive review of Noodle Kugel ice cream, which is a creamy butter base mixed with sweetened egg noodles and a hint of cinnamon:

“If I didn’t know the name of it, I would have guessed Apple Pie,” she says. “If you like your ice cream rich and decadent, this one’s def for you.”

Hmmmmm… Who knew it would be a hit?

Maybe J.P. Licks can explore some other Jewish flavors that immediately come to mind:

Apples & Honey — Isn’t this the default Rosh Hash flavor?

Knish Krunch — Mmmmm. Mashed potato with Heath Bar.

Chicken Soup Swirl — Might cause some kashrut issues, but hey, JP’s is a secular hangout.

Mint Shofar Chip — Ram’s horn-shaped chunks of chocolate bathing in a mint base.

In case you do want to check out Blackberry Manischewitz Wine, the ice cream scoopers promise you won’t get drunk. But, they warn, “you will get a little verklempt after each mouthful.”

Rihanna rocks Tel Aviv!

Amazing! Since when does the promoter of an American pop star make tikkun olam the price of admission to a concert?

Check out this dispatch from the Israelity Blog, one of my favorite sites to check out Israeli culture beyond the Mideast conflict.

Rihanna’s Tel Aviv concert tickets could not be bought with shekels.  Instead, her fans had to commit four hours of volunteer work in some of the country’s underprivileged neighborhoods. The benefit was the brainchild of Rockcorps, which has inspired more than 60,000 volunteers in the United States, Europe and Israel.

Let’s hope that the tzedakah lesson rubbed off and that some of these fans will continue to do charity work even when they don’t get to see a free concert!

The Classroom is a Community.

Over the years, parents are always shocked when they hear me say that we have kids in our classrooms for less than two average work weeks (80 hours).

Unless your child is immersed in Jewish Day School, which quite frankly is not even an option where I live, that’s the deal.

So every minute in the classroom is precious. And every minute, it is tougher to keep our students’ attention as they are pulled in a zillion different directions.  Soccer. Swimming. Dance. Baseball. Marching Band.

You know the drill.

So how do we keep kids motivated to learn Hebrew and Jewish studies? How do we make our students feel connected to what we are teaching them?  It’s not always easy, especially when its 75 degrees outside and they seem physically and intellectually drained from the previous six hours in school.

But there’s no need to raise the white flag.  Religious school students are far more likely to become engaged if you keep a few core principles in mind:

1. Immediately establish that the Classroom is a Community. I have had tremendous success in motivating students by treating them respectfully and by genuinely caring about who they are in their entirety.  I tell them that being with them and teaching them is the best part of my day.  I also let them know that inspiring them to love Jewish learning is the best job in the entire universe.

And then I prove this to them by showing them. We must get to know our students and let our students get to know us.  It is incumbent upon us to build connections between people and create environments that allow for our students to know and respect their peers; we must build community. It is then that we know that God is present. Kehillot Kedushot are purposely and lovingly built. (See Martin Buber’s “I and Thou.”)

2. Remember “Relevance” and “Relatability.” And I say this not only because I happen to love alliteration. We all make snap judgments about people and kids are obviously no exception. Teachers who quickly set a tone that their lessons are relevant to life today are setting themselves up for a successful school year.

Don’t arbitrarily toss out references to the Jonas Brothers or the Red Sox just to prove you know who they are. But in a discussion about worshipping false gods, bringing up our celebrity-obsessed world is extremely relevant. Connecting Jewish lessons to contemporary pop culture – in the appropriate context – will separate you from the stereotype of the so-called “boring teacher.”  But of course, only share examples of what you truly know. Kids can always smell a faker.

3. Engage different learning styles in each lesson plan. Sometimes it’s difficult to fit in activities for all the learning styles, but if plans are always aimed at visual or audio learners, then you’ll lose the kids who are kinesthetic learners and/or experiential learners. While planning lessons, it’s crucial to consider multiple learning styles/intelligences, and make sure you hit all the learning styles over two class periods.

Students can and do learn in more than one way. In fact, students actually learn better if they process the material in several different ways. (See Howard Gardner’s multiple intelligence theory).

4. Bump up the praise — and ditch the High Five! Positive reinforcement is an invaluable classroom and parenting skill. But be sure to use specific praise.  “Good job” just doesn’t cut it.  And my least favorite “communication tool,” the HIGH FIVE, needs to be retired.

Instead, choose direct communication that shows our kids that we are truly listening to what they are offering. We need to push students to develop their ideas:

“Ira, I really like that you are thinking about how a new immigrant who wants to feel as though they belong in the “Golden Medina”  might change their outward appearance….Now please give us an example of such a change.”

In educational circles, there are now lots of debates about rewards.  Most educators believe that rewards don’t really work for all students, and if they do seem to work, it’s fleeting.

In a well-functioning classroom community, we should set community goals that foster cooperative learning and effort.  Kids experience that they are part of something bigger than themselves, offering a greater sense of belonging.  This is big-picture “Am Yisrael” stuff.  Judaism is relevant because each student is a vital link in the chain.

5. Forget about bribery. I do appreciate an intermittent hafta-ah katanah (small surprise) for the whole class, but constantly giving out candy turns kids into lab rats. It creates the expectation that every time kids breathe, they will get a reward.

Bribes, sugary or not, melt away motivation.  Constantly answering the question “What do we get if we do…” eats away at motivation.  Kids no longer want to be successful; they want a treat.

Creating an environment in which kids are not competing against one another, but are striving for their personal best, will propel even the most reserved kid to jump head first into the learning.

6. Classroom discipline should NOT be punitive. Sure, there will be times when your students won’t deserve any praise, let alone candy. When it comes time to reprimand, classroom discipline is most successful when students are guided and directed, rather than scolded.

Establish a code of conduct, a “covenant,” with your students at the beginning of the year. Set expectations for communal behavior and reinforce a classroom culture where students are lauded for respecting your shared goals and each other.  When the time inevitably comes that a student misbehaves, firmly explain to him or her why their actions violate the class covenant and ask how they intend to get back on course.

Positive peer pressure alone can often sway students to behave like mensches.

7. You are NOT teaching Bible trivia. Of course, facts are important. But just memorizing the names of the first few kings of Israel only provides the answers to future crossword puzzles. We can’t stop there. It is crucial that students develop an enduring understanding of the material we present them.

For example, what is the historical context in which the monarchy came into existence?  How have Kings Saul, David and Solomon shaped our history?  And for that matter, why don’t the Jewish people have a king or queen anymore?

8. Create a strong Classroom-Home Connection. While we are motivating our students, we need to also focus our attention on motivating families.  As in all learning environments, parents are our partners in Jewish education, too.  Without the support of families, our goals and objectives become nearly impossible.

If children feel that their parents are ambivalent about Judaism in general, and Jewish education is viewed as a non-priority to be shifted around like the little squares in one of those sliding tile puzzle games, then we are toast.

Let’s face it: There are lots of Jewish parents out there who send their kids to us to be educated, but who, for a variety of reasons, are not so connected to Yiddishkeit themselves. Parents need to see the relevance in their own lives and pass on that love of Jewish learning to their kids.  We can help parents achieve this through both formal and informal Jewish family education efforts.

Family Education makes a lasting impact in the everyday classroom!

Yes, even with this model, we might feel resistance from our students to be motivated to learn Jewishly.  And conversely, occasionally we witness children who soak up “the Jewish” like sponges, even though their parents are not overtly interested and connected themselves.

Bottom line: As education directors and teachers, we need to be an endless source of motivation, energy and ideas for inspiring our communities to become lifelong Jewish learners!

(Fellow educators: What tips do you have for keeping students engaged in the classroom and for motivating parents to extend our lesson plans into the home?)

No matter how many times I see the above photograph — and it is perhaps the most widely published and iconic picture from the Holocaust — I still freeze with revulsion, sadness and outrage.

As a parent, educator and just plain-old human being, it bothers me to see children in such a vulnerable, helpless, victimized state…. maybe even more so than seeing the most horrific scenes from the deathcamps.

The debate over what age to introduce children to the Holocaust continues on, but there is no debate why we need to teach the next generation what happened and how to fight the evils of prejudice in our own communities.

Without Holocaust education, we will get more buffoons like Jesse James, who was recently unmasked as a fan of Nazi-themed “humor.” Although I’m jaded about our celebrity-obsessed culture, this news came as a personal disappointment. Watching James for a full-season of The Celebrity Apprentice, I always considered him to be a mensch.

What’s really sad is that his lawyer just came out with the “Some of My Best Friends Are Jewish” defense and bragged about how James lived on an Israeli kibbutz for a month.

James obviously knew what he was doing when he posed with the Nazi salute and war memorabilia. And even though he never meant for the photo to be public, his disrespectful stunt will forever taint his reputation. But it will also make some people laugh.

Education does not guarantee sensitivity and empathy. It cannot override poor character.

Nonetheless, we should try to do everything we can to reach out to the rest of humanity — and use history to encourage respect and understanding in our own backyard.

If you live in New Hampshire or in the Merrimack Valley area (Mass.), there are two Yom Hashoah events I encourage you to explore:

HIDING IN PLAIN SIGHT — April 12, 7 p.m., Rivier College, Nashua, NH

Vermont’s Betty Lauer, author of “Hiding in Plain Sight: The Incredible True Story of a German-Jewish Teenager’s Struggle to Survive in Nazi-Occupied Poland,” will share her life story.

Bertel Weissberger (now Betty Lauer) was 12 in April 1938 when her sister Eva and her mother were expelled from Germany to Poland. Initially, they lived as registered Jews, with special curfews, work assignments and food rations. The Nazis caught Eva, but Bertel and her mother survived under assumed names and forged documents. Fleeing a series of near-discoveries, Bertel and her mother ended up in Warsaw, where they fought in the 1943 uprising and were deported to an internment camp, along with Bertel’s Polish Christian “husband.” They bribed their way out of the camp to take various work assignments, navigated the Russian occupation of Poland, walked to Auschwitz to look for Eva and stowed away on a ship from Poland to Sweden, and then finally sailed to America.

The event is free and open to the public. For more information, call Sheryl Rich-Kern at 603-881-7264.

Click here for directions to Rivier College.

BLOODLINES DOCUMENTARY SCREENING & FORGIVENESS FORUM DISCUSSION — April 13, 7 p.m., Jewish Federation Building, Manchester, NH.

The New Hampshire Jewish Film Festival will host a free screening of “Bloodlines,” followed by a group discussion on “Is Forgiveness Possible?”

Bloodlines” follows the evolving relationship between two women, one the descendant of a top Nazi war criminal and the other the descendant of Holocaust victims.

“Bettina Goering, grandniece of Herman Goering, has long tried to bury the dark legacy of her family history. Painter Ruth Rich, a daughter of Holocaust survivors, cannot resolve her deep-rooted anger over the suffering of her parents and the loss of an older brother in the Holocaust. Bettina seeks out Ruth in an attempt to confront her enormous guilt and her fear that the capacity for evil is in her blood. When the women meet, their hidden guilt and rage clash in a series of intimate and extraordinary meetings.”

The forum discussion will feature a talk by theologian Martin Rumscheidt, whose father was an executive at I.G. Farben, the German company that invented Zyklon B for the Nazi gas chambers.

For directions to the Jewish Federation Building, click here.

(I recently stumbled across this 11-year-old essay that my husband, Darren, wrote about the inevitable clash between recreation and mourning whenever Holocaust memorials are located in city centers or tourist areas. As we observe Yom HaShoah this month, the themes visited below still strongly resonate here — and are applicable to any public memorial site.)

The New England Holocaust Memorial in downtown Boston.

The Holocaust Picnic — By Darren Garnick
(Originally published in The Boston Jewish Advocate, April 1999)

While concentration camp survivors recently marched to the New England Holocaust Memorial, they interrupted a birthday picnic.

The dozen or so little girls camped out on a blanket must have been surprised to see a parade trudge by them, some of the visitors wearing yellow stickers saying “JUDE.” No doubt, Boston Mayor Tom Menino and Gov. Paul Cellucci were not recognized by the party – just two more serious grown-ups walking toward the glass towers looking really, really sad.

The young mother in charge of the girls had staked out a prime piece of real estate. Nice grass. A wall of finely pruned shrubbery to give the kids some boundaries. It’s the perfect place to blow out the candles, sing “Happy Birthday,” and open presents.

And that’s what they did. Overwhelmed by the mass of people, the girls stopped screaming and playing tag moments before the Mourner’s Kaddish. They meant no disrespect. At six or seven years old, they’re at the lucky age when Nazis and genocide and torture don’t exist.

The mother, too, meant no harm. She’s just oblivious. To her, this was “Holocaust Park,” just an alternative picnicking option to Boston Common or the Arboretum. But “oblivious” wasn’t the adjective that immediately popped in my head. I was thinking: “How can this woman be so stupid?

Then my brain shifted to Eastern Europe. Last summer, my wife Stacy and I traveled to my grandmother’s ancestral hometown of Bialystock, Poland. We were visiting the memorial to the Bialystock Ghetto Uprising, a modest sculpture on the site of several mass graves. The ghetto is now a park. The graves themselves are fenced off, but it is a place where Poles walk their dogs and lounge on benches.

Some boys were kicking around a soccer ball, which strayed away and landed at my feet. They smiled at me. I smiled at them and kicked the ball back. I remember appreciating the moment as a fun cross-cultural exchange, the same amusement I might get from “participating” in a game in a village in Mexico or Thailand. For a few seconds, I forgot where I was.

If, at the scene of the Holocaust, I had trouble focusing on what happened there, why should I be surprised that a woman in Boston is not making a connection? McDonald’s is across the street. The jugglers and magicians at Faneuil Hall are a few steps away. The benefits of having a Holocaust memorial in a heavily traveled tourist spot are obvious: People who never think about genocide are encouraged to confront humanity’s evil. Perhaps that is worth stomaching a few insensitively placed shopping bags or reckless skateboarders.

To the woman who planned her daughter’s birthday party at the Holocaust memorial, the meaning of Auschwitz is not obvious. The meaning of Nuremberg is not obvious. She needs to be either reminded or informed for the first time before she enters the park. So do a lot of us.

It would be helpful if signs were posted on both sides of the memorial outlining expected public behavior: “The 11 million victims of the Nazi genocide were denied a proper burial. You are standing in their cemetery. Please act accordingly. Please respect their memory by not smoking, eating, drinking, running or cycling on memorial grounds. Thank you for your cooperation.”

We cannot force respect at the New England Holocaust Memorial.

But we should at least be demanding it.

Bringing Moses into the classroom as a guest speaker is a fun Hebrew School lesson relevant all year long

Bringing Moses into the Hebrew School classroom is a fun lesson relevant all year long

The Passover Haggadah tells us to think of the Exodus story “as if we all came out of Egypt.” The bitter herbs and the parsley dipped in salt water are supposed to be reminders of the tears of slavery.

It’s “We,” and “Us,” not “They” and “Them.”

Encouraging our children to forge an emotional connection to the Jewish past and the Jewish future is one of our primary goals as teachers and parents. That’s why I’ve found the Moses press conference to be one of the most engaging Hebrew School exercises over the years.

Look at the kids’ beaming faces in the group photo above.  They were some of my fifth graders at Boston’s Temple Israel, where I taught for six years in the 1990s. These kids — who incidentally are now having their own kids — acted like a movie star had walked into the room. They all wanted their photos taken with Moses and asked him ethical and theological questions that made me proud to be their teacher.

The Moses press conference is actually a lesson that is spread over several classes and involves a home study component. First, students are told that they are about to become Biblical-era journalists and that they need to know as much as possible about the Book of Exodus. They form their own media organizations — such as the Canaan Register-Times, the Sinai Enquirer or in a nod to modern times, — and research the background of the Ten Commandments and why it took so long to get to the Promised Land.

Feeding their curiosity is a press release teasing the upcoming appearance of the one and only Moses!


“In an unprecedented example of Biblical time travel, Moses is scheduled to meet with young reporters at Temple Israel for an informal press conference on Sunday, November 3.

Moses, a bearded prophet best known for leading the Jewish people out of Egypt after 400 un-fun years of slavery, will be in Boston on vacation. Besides Temple Israel, he has planned to take trips to Faneuil Hall, Bunker Hill Monument and the Swan Boats.

Among the questions he will be happy to discuss are:

• How did you do that trick with the Red Sea?
• Did it take long to write down everything in the Five Books of Moses?
• Why don’t you have a last name?

Of course, Moses also will be delighted to talk about the Ten Plagues, the Passover Seder, the fight he had with the Egyptian taskmaster, what it was like to look at the Promised Land but never get there, and any other incident in the Book of Exodus.”

(Click here to download full sample press releases used at Temple Israel and Congregation Shalom, two of the synagogues that Moses has visited in Massachusetts.)

Moses can be anyone from the community willing to put in the effort and kavanah. I’ve hosted seven press conferences over the years and have had college professors, parents and even my husband (pictured here) play the role. Of course, I advise that you politely ask your Moses to brush up on his Bible, too.  It gets embarrassing when the students have to correct the Prophet.

Also make sure that Moses talks in the first person plural, mentioning how “we” were freed after 400 years of slavery and how “our” feet got muddy walking on the Red Sea floor. This is definitely not meant to be a lecture, but an interactive exercise reinforcing our collectively shared experience with each other!

Students will take notes during the press conference and write up their reports in their respective media publications. As a trickle-down bonus, this lesson also incorporates creative writing, geography, anthropology, public speaking skills and critical thinking in addition to sparking meaningful discussions about Jewish values, spirituality, culture and identity.

The Moses Press Conference is a great way to engage Hebrew School students to think about Jewish values in a fun way

You can adapt this exercise to include additional Biblical characters to the mix. Perhaps inviting Miriam for a woman’s perspective about desert hikes or Pharaoh’s psychologist to analyze why he felt compelled to enslave others.

But it is important to note that this is NOT a Passover play. The costumes are cute and the role-playing is fun, but there is a serious exchange of ideas. If you pick your Moses well, he should push the kids to explore deeper issues.

I don’t claim authorship of this idea — I know numerous educators who have implemented variations of the same theme. Personally, I’ve mostly tried this lesson with fourth and fifth graders, but it certainly can be adapted for older students, who could tackle it at a more sophisticated level.

And the beauty of inviting Moses to the classroom is that you can keep inviting him back. Naturally, he’s very central to many of our sacred texts and cuts across many curricula. It would make sense to have Moses drop in on classes focused on Jewish history, Torah, Jewish Holidays, Prophets and Israel.

You could hold your press conference especially for Shavuot, our celebration of receiving the 10 Commandments on Mt. Sinai.

One last thing: You also don’t need to limit your pool of potential prophets to men.  Via the magic of Photoshop, here is my best effort at channeling my inner Moses!

Stacy Garnick was up for the role of Moses in the "Ten Commandments," but was narrowly beat out for the part by Charlton Heston

Matzah sneakers

Unleavened Sneakers: Kosher for Passover?

Hey, Seder Fashion Hounds, what will you be wearing when Elijah pops by your house for a sip of Manischewitz?

You can order matzah-print sneakers at and as a bonus, you can choose between cookie-cutter, mass-produced matzah and handmade shmura matzah, which tends to be a bit on the burnt side.

Splash a little horseradish on these babies and you’ll be ready for the runway!

How Ancient Egypt could have funded its pyramid construction

This isn’t keeping me up at night, but do you think back during the rule of Ramses II that he ever imagined he would wind up on New Hampshire Lottery scratch tickets?

Come to think of it, if the Egyptians had sold lottery tickets back then, wouldn’t they have been able to completely fund the pyramids and pay for construction with worker’s comp, vacation, dental insurance, 401K, etc.?

For some reason, the Las Vegas casinos also have a fascination with Ancient Egypt, giving us absolutely no credit whatsoever for the Mids:

Celebrity Toy Lookalikes: Moses the Duck and King Friday the 13th

My family loves Jewish novelties and kitsch, and this Moses Duck — related to Celebriducks like Obama Duck and Marilyn Monroe Duck — has parted the waters of our bathtub AND kept a watchful eye over the Promised Land of our home office.

But on closer look, this Moses doesn’t look much like Moses at all. He kind of looks a little like Santa Claus (with orange lipstick) and a little like King Friday XIII, the ostentatious puppet ruling the Land of Make-Believe in Mr. Rogers’ Neighborhood.

Perhaps that’s why the company doesn’t sell him anymore.

Other than the typical toy frogs and locusts, do YOU have any goofy novelties at your Pesach table?

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This blog is dedicated to preventing another generation from dreading Hebrew School. I seek to exchange stories, ideas and tips with other parents, teachers and everyone who shares my love for Jewish history, culture, spirituality, arts, and Israeli produce. Care for a pomelo, anyone?

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