ࡱ> 6bjbj @:pw #-#A#A#A#U#U#U#8#1$U#DM&'''''' (CCCCCCC7GICA#(''((CA#A#''?DF6F6F6(DA#'A#'CF6(CF6F6 ?h@'3U#R-t?lCUD0D?|iK.iK @@iKA#@X((F6(((((CC2(((D((((iK((((((((( !:Students of Law and E-Democracy: Kornelija Petr Balog1, Ljiljana Siber2 1 Faculty of Humanities and Social Sciences, University of Osijek, L. Jaegera 9, Osijek, Croatia  HYPERLINK "mailto:kpetr@knjiga.ffos.hr" kpetr@knjiga.ffos.hr 2 Faculty of Law, University of Osijek, S. Radia 13, Osijek, Croatia  HYPERLINK "mailto:ljsiber@pravos.hr" ljsiber@pravos.hr Abstract. The purpose of this paper is to present the findings of a small-scale pilot-study conducted among students of law at Osijek University on e-government and e-democracy information. The aim of the research was to find out the degree of the students information literacy regarding the e-government and e-democracy information. The survey was conducted in May 2014 (paper-survey) on the sample of 171 law students. Students were asked about the usage of ICT technology in their study and everyday lives as well as about the ability to find, evaluate and apply the e-government information. The results of our survey detected a low interest of our sample for information related to local, regional or national governing bodies (e.g. only 3.4% of students used ICT to access the local communal information, 0.5% contacted the representative of local authority regarding administrative or communal issues). Keywords: e-democracy, e-government, law students, information literacy, University of Osijek 1 Introduction E-democracy has become an integral part of the information society. There are various definitions of e-democracy but they all agree that e-democracy involves the usage of information and communication technologies (ICT) to enhance democratic structures and processes [1]. In fact, some think that the most important element of the future democracy is the meeting of information technology and democracy [2]. E-democracy refers to all sectors of democracy, to all democratic institutions and to all levels of government [3]. The importance of e-democracy was recognized by various international institutions such as the United Nations or the Organization for Economic Co-operation and Development (OECD), and the European Union. In 2009 the Council of Europe issued an important document which encompasses 12 recommendations to European Union member states regarding the introduction of e-democracy. This document recognized also the problem of young peoples passive attitude toward democratic processes and in one of the principles of e-democracy (P.13) it stresses out the potential of e-democracy to, through new technology, attract young people to democracy, democratic institutions and democratic processes. The term e-democracy is often used together with the term e-government. It is actually closely linked to good governance, which is the efficient, effective, participatory, transparent and accountable democratic exercise of power in electronic form and includes informal politics and non-governmental players [4]. Therefore, these two terms, although related, must not be confused or used as synonyms. In fact, e-government should be considered to be a part of e-democracy, which is much broader and encompassing collection of ideas. Chadwick and May define e-government as the efficient delivery of government/state information to citizens, but the control is still in hands of the government [5]. In fact, e-government is neither good nor bad in itself but can be used or misused to achieve and further the goals of the society in which it operates, or to obstruct pursuit of those goals. Therefore, a democratic and open society may use e-government to become even more open and democratic. On the other hand, a tightly controlled society may use e-government to assert even more control over the lives of its citizens [6]. However, these two terms have rarely been examined separately, although they are discussed in the literature as distinct [7] In Croatia, the citizens right to the access to information is regulated by the Constitution [8] and the Access to Information Act [9]. The Act governs which information must be available, not only on the individual user request basis, but also published in an appropriate manner, in officialgazettesor through electronic media. Another document, The Code of Practice on Consultation with the Interested Public in Procedures of Adopting Laws, Other Regulations and Acts [10], also gives clear instructions how to make better interaction with citizens and how toencouragethem to become active participants of democratic processes at the local and national level. However, e-democracy and e-government are topics that were often discussed about by government officials and politicians, but in our opinion, until now they have been insufficiently implemented and, consequently, underused, especially the elements of e-government. One of the most active government agencies that promotes e-democracy and e-government in Croatia is Croatian Information-Documentation Referral Agency (HIDRA). The research conducted by HIDRA about the e-democracy at the level of local administration in Croatia revealed that local administration websites in Croatia offer a number of useful information, however, the information is poorly organized. Also, since the Government has not prescribed what type of information must be available at local administration websites and under which category, some pieces of information (such as final financial reports) are hidden and embedded into other documents and therefore invisible for Croatian citizens. As far as the two-way communication with citizens is concerned, the usual means are e-mail and online forms. In only 7 Croatian counties (33%) citizens can get the information about the status of their claims and procedures. There are no online discussion forms regarding various acts and laws, which leads to the conclusion that the citizens at the local community level have no way of expressing their views and participating in the local government, or influencing the local government decisions. In addition, local administration websites do not offer any e-services [12]. In Croatia, information literacy has gained popularity and become a hot topic in Croatian library and information science community. There are a number of papers on information literacy of various user groups, but the most researched user group are university students [13] [14] [15]. However, no research has been conducted on information literacy in connection to e-democracy or e-government yet. This paper presents the findings of a small-scale pilot-study conducted among students of law at Osijek University on e-government and e-democracy information, but also on media literacy. Students of law as a group were identified as those who are professionally directed to such information and have to be able to find, evaluate and apply it where necessary. 2 Research 2.1. Instrument, Methodology, and Sample The research was conducted in May 2014 on the sample of 171 law students (118 or 69.0% of 1st year students and 53 or 30.9% of 4th year students). There were 49 or 28.7% male and 122 or 71.3% female respondents. The research reached 59.0% of students enrolled in the first year (118 out of 200 enrolled students) and 64% of students enrolled in the fourth year of study (53 out of 83 enrolled students). The instrument used was a paper survey and was administered to the respondents, in agreement with the course instructors, during their classes. The survey consisted of 15 open-ended and multiple-choice questions and statements on media literacy and e-democracy. In the section on e-democracy we asked our respondents about the level of participation in the processes of decision-making and administration at the levels of national and/or local government or at the level of legal personalities with public jurisdiction such as a law school. Also, we asked about the type of official information our respondents usually access online, as well as about their level of satisfaction with the clarity, simplicity of use, and user-friendliness of national or local administration websites. This paper presents selected findings of our research with the emphasis on results connected with e-democracy. The paper also offers the data about the students media literacy since we wanted to find out how confident they are in usage of the internet and other media and contrast those findings with the findings about e-democracy. 2.2. Results Respondents in our sample were asked to state what sort of online activities they perform. The three most represented activities in the sample are social networking, e-mailing, and watching films online or downloading them. On the other hand, three least represented activities are: contacting local government representatives regarding some administrative or communal issues, contacting a student representative at the University Student Board regarding student issues and an active participation in forums or writing blogs. The data for all 18 activities can be found in Table 1. Table 1. Online activities in the sample No.ActivityN (%) Whole sampleN (%) 1st yearN (%) 4th year 1Social networking sites (Facebook, Twitter, etc.)166 (97,1)115 (97.5)51 (96.2)2E-mails143 (83.6)95 (80.5)48 (90.6)3Watch online or download of films141 (82.5)98 (83.1)43 (81.1)4Information about scholarships, exams, final papers, student rights, etc. 135 (78.9)92 (78.0)43 (81.1)5Transfer photos (from a digital camera or mobile phone) to a computer116 (67.8)77 (65.3)39 (73.6)6Information on hobbies and interests109 (63.7)69 (58.5)40 (75.5)7Make phone calles over the Internet for free (Skype)101 (59.1)69 (58.5)34 (64.2)8Find out about local services (cinemas, restaurants, etc.)94 (54.9)60 (50.8)34 (64.2)9Send text messages72 (42.1)50 (42.4)22 (41.5)10Fill out online forms (e.g. for scholarship)53 (30.9)35 (29.7)18 (34.0)11Buy things online51 (29.8)30 (25.4)21 (39.6)12Local government information (health services, library, recycling, etc.)46 (26.9)20 (16.9)26 (49.1)13E-banking35 (20.5)17 (14.4)18 (34.0)14Use price comparison websites30 (17.5)14 (11.9)16 (30.2)15Sign online petitions24 (14.0)10 (8.5)14 (26.4)16Active participation in forums; blogs18 (10.53)8 (6.8)10 (18.9)17Contact your student representative at the Student Bord11 (6.4)4 (3.4)7 (13.2)18Contact your local government representative regarding administrative or communal issues7 (4.1)3 (2.5)4 (7.5) Our respondents were asked about their participation in e-democracy at the level of national, regional, local government, or at the level of a legal personality with public jurisdiction. Table 2 reveals that the majority of our respondents, regardless of the study year, do not, as a rule, chose to actively participate in any online form of democracy. Table 2. Active participation in e-democracy activities at various levels ActivityNational level N (%)Regional level N (%)Local level N (%)Legal entity with public jurisdiction N (%)No activity N (%)1st year4th year1st year4th year1st year4th year1st year4th year1st year4th yearExercise of democratic rights in decision-making processes (issues of public interest)8 (6.8)5 (9.4)5 (4.2)2 (3.8)8 (6.8)5 (9.4)13 (11.0)14 (26.4)94 (79.7)37 (69.8)Public policy modification 5 (4.3)-3 (2.6)-6 (5.1)6 (11.3)1 (0.9)2 (3.8)108 (92.3)47 (88.7)E-consultation1 (0.8)-2 (1.7)-5 (4.2)1 (1.9)2 (1.7)1 (1.9)111 (94.1)51 (96.2) In our sample, 7 respondents (3.8%) tried to influence decision-making processes using the ICT at the national level, 6 respondents (3.3%) at the county level, 9 respondents (4.9%) at the town level, 7 respondents (3.8%) at the town district level, and 12 respondents (6.6%) at the level of legal entities with public jurisdiction. 142 respondents (77.6%) did not try to influence decision-making processes at any level. Only 2 respondents (1.2%) in our sample feel that they have some influence on work of public servants. As many as 122 respondents (71.3%) are convinced that they have no influence, while 47 respondents (27.5%) are undecided. When our respondents look for official information needed for their study, work, life in a local community, etc. they usually go to the official website of the Faculty of Law in Osijek (166 respondents or 25.2%), the University in Osijek (129 respondents or 19.6%) and various libraries websites (academic or public libraries) (99 respondents or 15.0%). Table 3 illustrates the patterns of official information seeking habits in our sample. Table 3. Patterns of official information seeking habits No.SourceN (%)1The Faculty of Law in Osijek166 (97.1)2The University in Osijek129 (75.4)3Libraries (academic and public)99 (57.9)4Croatian Government64 (37.4)5Croatian Parliament52 (30.4)6Croatian Ministry of Justice35 (20.5)7European Union27 (15.8)7Local government27 (15.8)8Local county24 (14.0)8Some other Croatian ministry24 (14.0)9HIDRA9 (5.3)10Some other source2 (1.2) Students were also asked about their level of trust to various sources of information (i.e. the power of those websites to inspire belief) as well as about their belief that government websites protect their privacy. Table 4 gives mean values of their agreement with statements regarding these issues. Table 4. Level of trust StatementMean*I trust completely the information found in online newspapers and magazines2.46I trust completely the information found at social network websites (Facebook, Twitter, etc.)2.05I trust completely the information found at official webpages of the national, regional, or local government3.77I feel secure in leaving my personal data at official pages of the national, regional, or local government because they guarantee a high level of security and data protection2.50*5-item Likert skale 5 being the highest value Furthermore, our respondents were asked to rate their level of satisfaction with various features of official websites. The results (mean values) are presented in Table 5. 23 (19.5%) 1st year students and 4 (7.8%) 4th year students confessed not to have had any experience in online official information retrieval. Table 5. Satisfaction with information found at the official websites ElementMean* Ease of access to information 3.2Accuracy2.9Usefulness3.5Stability of access to data3.4*5-item Likert skale 5 being the highest value We were wondering whether this questionnaire made our respondents think more about the importance and power of personal engagement in e-democracy and e-government. 105 respondents (61.4%) thought that it did. 3 Discussion and Conclusions This paper presents selected results of the small-scale pilot-study on e-democracy conducted on the 1st and 4th year students of law. As already mentioned, students of law were chosen for this study because as future lawyers, judges and/or legal system workers, they will be professionally oriented toward such content. At the present stage (being students) we expected our respondents to demonstrate their level of frequency and usage of e-democracy and e-government content. At the same time, we also looked into activities connected with their everyday searching for information in electronic environment (media literacy) with the intention to find out what they usually do/look for when they go online. We chose students at the initial stage (1st year) and those at the end of their studies (4th year) expecting to find the differences in their familiarization and usage of e-democracy. We asked our sample about their online activities and learned that the majority dedicate their online time to various activities connected with informal communication, leisure and entertainment such as social networking, e-mailing, watching films, transferring photos to a computer, etc. No significant differences in online activities were spotted for the 1st and 4th year students. The most frequent online activities in both groups are the same, with some slight variations in their order of frequency. Activities connected with e-government or e-democracy are underrepresented, to say the least. Even though we did not expect those activities to be nowhere as frequent as the activities connected with leisure or informal communication, we were still surprised to find such a little interest for those issues in our sample. Out of 18 activities that were listed, the only frequent activity that has some connection with e-democracy (on the 4th place of frequency) is looking for information about scholarships, exams, final papers, student rights, etc. All the other e-democracy activities are rarely performed: filling out online forms (e. g. for scholarship) (10th place), looking for a local government information (e.g. health services, library, recycling) (12th place), contacting a student representative at the Student Board (17th place), contacting a local government representative regarding administrative or communal issues (18th place). It is evident that our respondents activities regarding the e-democracy are motivated purely by their immediate needs when they look for information necessary to successfully finish their studies. On the other hand, they underutilize other e-democracy tools such as the possibility to influence the faculty or university policy or regulations through their (student) representatives or to do the same at the level of the local government. Even though the results show that the 4th year students are a slightly more active in e-democracy activities, the values are still not at the level one would expect for that level of university education or for the law students. More questions about e-democracy activities reveal that the law students in our sample, as a rule, do not exercise any of their rights either as citizens of the Republic of Croatia or as future legal system workers. It is not clear whether the reasons for such a behavior is their ignorance or the pure lack of interest for those matters, but only a few of our respondents indicated that they exercised their democratic rights in decision-making processes regarding issues of public interest at some level of government, tried to modify public policy, and the fewest of them took part in e-consultations. Again, no significant difference was spotted for the 1st and 4th year, although the 4th year students seem to be slightly more involved. Again, not to the degree one would expect. One of the possible reasons for such a passive attitude towards the issues of e-democracy is the feeling of the majority of our sample (71.3%) that they have no influence on the work of public servants. On the other hand, almost 30 percent of our respondents are undecided on this matter, which indicates that they have not actually given this issue much thought. In addition, one of the reasons for such a situation is the present curriculum which obviously does not dedicate enough space to the issues of e-democracy. This leads us to the speculation that the higher-level activities connected with the e-democracy should obviously be motivated from the outside and for the student population, this means that they should first get guidance and instruction from their teachers before they develop the habit of using e-democracy information more frequently. It is true that this sort of information will never be used as frequent as informal communication or leisure activities, but still it should be at a higher level of usage than it is now, especially for this population (law students). And the stronger emphasis of the curriculum on the e-democracy issues is the good way to achieve that. The preferred online sources of official information in our sample are again the webpages of institutions that are closely related to our respondents academic work: the faculty and the university or a library. Other official sources that would indicate interest in democratic processes (such as Croatian government, or the Ministry of Justice) are further down on the list of the preferred sources. Since the internet provides an easily accessible forum to disseminate both accurate and inaccurate information, we asked our respondents about their level of trust to some of the information sources on the internet. The results show that our respondents are quite cautious about the information found online. The least level of trust is recorded for the information found at the social networks (mean value 2.05), followed by the online newspapers and magazines (mean value 2.46) and the most trusted (although, not completely) sources official webpages of the national, regional or local government (mean value 3.77). Interestingly, although our respondents tend to trust information found at the government webpages, they do not feel that their personal information is secure there and that those webpages can protect their privacy. Our respondents think that the information found at the official sources of information are rather useful (mean value 3.5), with a relatively stable access to those data (mean value 3.4). Ease of access to information is rated with mean 3.2 which indicates that our respondents are not able to find what they are looking for easily.The reason for this may by twofold (or their combination): the students poor information literacy skills, or poor information architecture of official webpages (an earlier HIDRAs research revealed that the official information in Croatia is infrequently hidden and difficult to find at official websites). The accuracy of information at the official webpages is rated the lowest (mean value 2.9). Since the accuracy is one of the main features of credibility [17] in the online environment, this perception definitely does not help official websites to become more popular sources of information for our sample. Since we expected that a part of our sample would probably not have had any experience in e-democracy activities, one of the ideas of this survey was to entice and motivate them to realize the importance of self-engagement in democratic processes. We seemed to have partially succeeded because 61.4% of our respondents thought that the survey fulfilled this purpose. Another outcome of this survey was that also the law teachers, the instructors of the courses during which the students were surveyed, also became more aware of the importance of these issues and the gaps in the curriculum which did not address the issues of e-democracy and e-government in the satisfactory degree. Those instructors decided to dedicate more space to these issues within their courses, starting with the academic year 2014/2015. This small pilot-study revealed that our respondents do not show interest, and/or are unaware of the possibilities and the power of personal engagement in the processes of e-democracy and e-government. As a matter of fact, almost 20% of the 1st year, and slightly less than 5% of the 4th year students confess not to have retrieved official online information for any purpose, at all. Their information literacy skills are probably low since they do not seem to find the information at the government websites when they try to retrieve it. We spotted no significant differences between the behavior of the 1st and the 4th year students. However, the 4th year students seem to be slightly more engaged in these issues than the 1st year students. Still, it is disappointing in what small degree. This survey motivated the authors to research this topic further with another group of students, not necessarily students of law and to see whether students of other disciplines behave similarly. However, we must bear in mind that things change and the e-democracy elements become more and more integrated into the Croatian society. As already mentioned, in May 2014 the Croatian government launched the portal E-Citizens, which will definitely promote and encourage, at least at the level of e-government, stronger presence and integration of e-democracy into the lives of Croatian citizens. References Coleman, S., Norris, D. F.: A New Agenda for E-Democracy. Oxford Internet Institute, Forum Discussion Paper No. 4 (January 2005),  HYPERLINK "http://www.ukn.inet-tr.org.tr/oii/FD4.pdf" http://www.ukn.inet-tr.org.tr/oii/FD4.pdf Barber, B. A Place for Us: How to Make Society Civil and Democracy Strong. New York: Hill and Wang, 1998 Horvat, T., Pekorari, R.: E-demokracija u lokalnoj zajednici: slu~bene internetske stranice ~upanija Republike Hrvatske (E- Democracy in the Local Community: Official Web Pages of Croatian Counties) . In: Selan, M. et al. (eds.). 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(Constitution of the Republic of Croatia) Narodne novine 085/2010,  HYPERLINK "http://www.usud.hr/uploads/Redakcijski%20prociscen%20tekst%20Ustava%20Republike%20Hrvatske,%20Ustavni%20sud%20Republike%20Hrvatske,%2015.%20sijecnja%202014.pdf" http://www.usud.hr/uploads/Redakcijski%20prociscen%20tekst%20Ustava%20Republike%20Hrvatske,%20Ustavni%20sud%20Republike%20Hrvatske,%2015.%20sijecnja%202014.pdf Zakon o pravu na pristup informacijama (Access to Information Act), Narodne novine 172/2003,  HYPERLINK "http://www.zakon.hr/z/126/Zakon-o-pravu-na-pristup-informacijama" http://www.zakon.hr/z/126/Zakon-o-pravu-na-pristup-informacijama Kodeks savjetovanja sa zainteresiranom javnoau u postupcima donoaenja zakona, drugih propisa i akata (The Code of Practice on Consultation with the Interested Public in Procedures of Adopting Laws, Other Regulations and Acts). Narodne novine 140/2009,  HYPERLINK "http://narodne-novine.nn.hr/clanci/sluzbeni/2009_11_140_3402.html" http://narodne-novine.nn.hr/clanci/sluzbeni/2009_11_140_3402.html Sredianji dr~avni portal. E-graani (E-Citizens),  HYPERLINK "https://www.gov.hr/#e-gradjani" https://www.gov.hr/#e-gradjani Horvat, T., Pekorari, R.: E-demokracija u lokalnoj zajednici: slu~bene internetske stranice ~upanija Republike Hrvatske (E- Democracy in the Local Community: Official Web Pages of Croatian Counties). In: Selan, M. et al. (eds.). DOK_SIS 2011, 20. posvetovanje z mednarodno udele~bo Sistemi za upravljanje z dokumenti, 28.-30.09.2011., Kranjska Gora, Slovenija, pp. 50-57. Media.doc, Ljubljana (2011) `piranec, S., Banek Zorica, M.: Information Literacy 2.0: Hype or Discourse Refinement. 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$ & Fa$gdi & Fgdc & Fgdi & Fgdfz- & Fgd$Pgdhhh"i$i%iNiOiPiiiij,kjk7lOlYlZl^l_l`lUmVmbmmmmunvnwnxn"oȹ~o~^~WShfQ hfQhfz- hi7hfz-0J.mHnHsHtHhfz-hfz-mHnHsHtHjhfz-UmHnHsHtHhfz-mHnHsHtH hfz-h4h$PmHnHsHtHh=.mHnHsHtHhB3h$PmHnHsHtH%hB3h$P0J8B*OJQJ^JphhW,h4hi7h$P0J. h4h$Ph$Pjh$PU "o#o$o%o6oo'p(p4phpjpkpppprXrrrrrttttttuu u,ulunuouuuuvvwwwwwnxrxtxxxxxBy\ybyнĴнĴа̨Ї̇h6ihi7h !0J. h !h !jh !U h ]h !h ]h !hi7hc0J. hchcjhcUh hch=.hi7hFz0J. hFzhFzjhFzUhFzhhfQhhc25bydy|yyyyyyz2z4zz{{||}}}} }~(,(.(^(n(((()*)>)h)L******++v++++̽ߚ}}}}thUPhUPaJ hhc2aJhhc2hhc2aJh hhc2h`Uh}P hfz-hCq)hCq)mHnHsHtHh mHnHsHtHhB3hCq)mHnHsHtH%hB3hCq)0J8B*OJQJ^JphhCq)hvh6i0J. h6ih6ih6ijh6iU- 66(1), 140 153 (2010) `kori, L., `ember, M., Markulin, H., Petrak, J.: Informacijska pismenost u nastavnom programu diplomskog Studija Medicinskog fakulteta Sveu iliata u Zagrebu (Information Literacy in the Curriculum of the Graduate Study of the Medical Faculty at the University of Zagreb). Vjesnik Bibliotekara Hrvatske 55(3-4), 17 28 (2012) Petr Balog, K., Siber, Lj., Plaaak, B.: Library Instruction in Two Croatian Academic Libraries. In: S. Kurbanolu et al. (Eds.): ECIL 2013, CCIS 397, pp. 558-564, (2013). Gojanovi, M., Gregov, R., Gr~an, V., Mesar, O., Pavi, M. Upravni postupak (Admnistrative Proceedings). Uprava upravnih i birotehni kih akola, Zagreb (2010) Kunst, H., Groot, D., Khan, K. S. Accuracy of Information on Apparently Credible Websites: Survey of Five Common Health Topics. BMJ 324(7337), 581-582 (2002),  HYPERLINK "http://www.ncbi.nlm.nih.gov/pmc/articles/PMC78996/" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC78996/  Until May 2014 in Croatia was possible to obtain online only the certificate about your real estate from the land-registry. In May 2014 Croatian Ministry of Public Administration launched the ++,, , ,,,,,J-L-E.F.R........../4445E5K5_5h5t555555555555ͽճݥمzzhhhhc2mH sH hhhhmH sH jhhc20JUhOYhOYmHsHh6iUhhOYjhOY0JUhJfSh;0J. h;h;jh;Uh;hhc2hW,hQhhc2hhc2aJ hQaJ hUPaJ haaJ,,L-.55666666666666% $ & Fa$gd; $ & Fa$gdportal entitled E-Citizens where the citizens of the Republic of Croatia can get access to information about public services and political activities at one place. The services are personalized and at this portal citizens can find out about the status of their documents and/or print out necessary documents and certificates (e.g. birth certificates, ID cards, passports, academic status of their children, etc.) [11]  There are 21 counties in Croatia.  Legal personalities with public jurisdiction are institutions that have the right to, within their jurisdiction, decide about rights and obligations of citizens (e.g. educational institutions, social welfare institutions, etc.) [16]     55566666666666666h;jhWjUhWjhQhQmHsHhW,mHsHhQmHsHhQjhQ0JU> 0 000&P :p Rp. A! 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