by Molly-Ann Leikin, Songwriting Consultant:

I’ve written poems and I’ve written lyrics. I’ve learned if you can do one, you can usually do the other. As a poet, I’ve enjoyed the pure creative process, and the occasional publication of my work.

But I’ve never made a dime writing a poem. Ever.

On the other hand, I live very comfortably on my lyric royalties. And it beats working.

In my practice as a songwriting consultant in California, I hear almost every other new client tell me he or she can’t write lyrics. To help them, I’ve developed a seven-step system, and it works.

If you’re a poet who’s tired of being broke, and would like to occasionally use your gifts to write more commercially, this article can help you make that transition. It can also help lyricists who are stuck, composers who claim they write music only, plus the entire world of left-brain computer types who ache to create something romantic—like a song.

When writing one, be aware that melodies are open to interpretation – so when you write a tune, what you feel or intend is still safe in your heart.You don’t have to reveal yourself or stand completely naked in front of the world. But once you put words to a tune, your feelings are totally out in the open and everyone knows what’s in your heart. Therefore, it can be very inhibiting to write lyrics, which is often why writers get stuck.

But here is the process I use with my clients to make lyric writing simple. I suggest you use all seven steps. Cutting corners is usually why a lyric doesn’t work.

Most poets and beginning songwriters make the mistake of writing acres of lines of iambic pentameter and then set out to look for someone who can turn that dreary rhythm into an exciting melody. Almost nobody can, no matter what the words are saying. So don’t write your lyrics first. ]Get the tune, then write the words. So let’s assume, for this exercise, that you have a melody but no idea of what to say in your lyric. Don’t worry if you don’t have a tune. I’ll give you one.

STEP 1. Sing or play the tune of a nursery rhyme. Any of them will do: Baa Baa Black Sheep, Humpty Dumpty, Ring Around the Rosie – it doesn’t matter which you choose. Use this melody for practice. As you listen to it, scribble down some non-rhyming prose. Ignore the exact notes, but listen to the feelings. Let your words be a stream-of-conscious exercise to warm up your imagination. Don’t use rhymes or logic. Try to be visual, silly, playful and have fun with it.
Here’s an example of some lines I scribbled down after listening to “Itsy Bitsy Spider”:

A former tooth farmer from Fluffy, South Apricot, dug through Exxon’s banana shoe hairbrush section for kangaroo lingerie, after the De La Hoya/Pope Potato wrist rake from Western Tire Cough Drops slid unnoticed into burping toenails.

STEP 2. Now please write a silly, visual non-rhyming lyric to your tune. Match each note with one syllable. Fill your non-rhyming lyric with ridiculous pictures. Again, don’t be logical, don’t make it make sense. Every line can be about something different. The first might concern shoe repair, the second, airport parking. In this draft, try to keep all the rhymes OUT. Here’s an example of a nonsense lyric I wrote, to the tune of “Jack and Jill”.
Lizards frying Jaguars
All hum Hawaiin shoe trees
Disneyland will hiccup in
The mayor’s purple phone soup.

STEP 3. Now write an uncensored list of silly titles that will fit with the stresses of the first line of your nursery rhyme. No matter how many notes in that line, keep your title to seven syllables or less. Shoot for twenty or thirty possible titles. Don’t write anything you’ve heard before. Let your imagination roll. Don’t say, “Oh, that’s dumb.” Write it all down. You might find one of these nonsense titles could actually turn into a real one later. “I Love You” is fine, but Jewel’s “Swallow The Moon” gets you in the gut. A good title will write the whole song for you. A mediocre one will leave you stranded in line two.
Here are some nonsense titles I wrote to the tune of
“Jack and Jill”:

Santa knit a Hershey Bar
Orange dancing astronauts
Drinking bricks can make you skate

STEP 4. Write a few real titles with the same number of syllables as your silly ones. Here are some I wrote to
“Jack and Jill”:
Sundays with the London Times
Do you ever think of me
Moonlight over Lake O’Hare

STEP 5. Choose one of your real titles. Write the story it tells in prose. Just a couple of sentences will do fine. Writing the story as a letter might be easier for you. If any lines come out rhyming, change them so they don’t. That way, you’ll be able to express yourself with complete freedom, and without the constraints of rhyme or meter.
When you finish this step, you’ll know the beginning, middle and end of your story before you start to write the lyric. Most songs have two verses, a chorus and a bridge, so allow space for them in your story. By writing it first, you’ll be able to see if you have enough information to fill a whole song, so you won’t get stuck half-way through with nowhere to go. You can always cut out words and lines later.

STEP 6. Using the information from your story, write a non-rhyming lyric to the nursery rhyme melody you’ve chosen. Should rhymes mysteriously appear, delete them.

STEP 7. Now write the “real” lyric, with the story and the rhymes.

I suggest you do all seven steps. Not four, not two. Seven. My clients who don’t are still claiming they can’t write lyrics. But many of my songwriters who do are climbing the charts.
The more lyrics you write, the easier it gets. So please do this exercise five times, each with a different nursery rhyme. Once you learn how to map out a lyric, and write it to a melody, you’re 90% there.
© 2010 Molly-Ann Leikin
www.songmd.com

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RIP – Heath forever in my heart…

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Music video by Rufus Wainwright performing Zing! Went The Strings Of My Heart. (C) 2007 Geffen Records

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Many people who put their heart into music, put their business into music teaching. There are many fields of music education and if you are proficient in one or more you will surely find work. The first thing that a music teacher has to do is choose what he or she will focus on, be it an instrument, voice coaching, music theory or even music history. Next comes the time to assess your own knowledge on the topic. If you have a degree of Bachelor of Music, Bachelor of Music Education or Master of Music, you are probably comfortable enough teaching at any level. However if your learning did no go that far, you should be teaching at a more basic level. In any case, be sure you are qualified and are honest about your qualifications with your clients.

Consider also who you want to teach. Maybe you would love to help young children take their first steps in music. Or maybe you want to work with older kids or adults on continuing or just starting their education. Be sure you adapt your teachings and, if you need to, talk to pedagogues so you know how to deal with a child. The planning of the classes can be tricky and do not think for a second that only adults can spot if you did not prepare the lesson. A kid will notice and can get bored and even give up if they feel you are not making an effort.

Scheduling can also be difficult. Whatever you do, do not book more than one student for a time slot and try not to extend the lesson pass its designated time. It just screams that you are unprofessional. Remember during which hours kids are in school and are not available. Moreover, keep in mind that a 6 year-old attention span is not the same as a 16 year-old’s so the time which lesson takes depends very much on the student. It also depends on you personally and on your teaching method.

On that topic, there are a lot of different music teaching methods out there. One of the most popular is the Suzuki Method, but others include the Dalcroze Method and the Yamaha Method. Even if you choose not to follow any of these, it is very interesting to learn a bit about each. It will open your eyes and you will see your work under a whole new prism. In the end, you probably will take some directions from these methods, even if subconsciously.

These are the basics you should take into account when setting up as a private music teacher. Others are simple, practical choices like the place you want to teach, the prices you will charge and how to keep your financial books. However, most of it comes from practice and time. You are a music teacher, so you know that everything does.

 

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Music teaching, do these words ever hit your mind? Some music teachers and learners may find it so simple yet others may consider it quite complicated. I know you would ask me why, right? It is because not all are interested in music and not all are motivated to learn and teach such. Well, I guess as a music teacher, you can only be good at that if you can encourage your students to learn music by heart – making it both their profession and passion.  

Being a music teacher does not just require the knowledge of basic singing or playing musical instruments but also the capability of the person to draw students to enthusiasm for music. Of course, music teachers themselves should also possess the skills on determining the students’ capabilities and hidden talents.

However, there are some music teachers’ resources that will cite some techniques on how to modify and improve students in the most effective ways. Some can actually be found in books that are specialized in teaching music. Others are from websites having particular forums dedicated to music. Which-of-which will be better than having no resources at all.

On the other hand, music teachers’ resources are very useful and beneficial not only to one field of music but also in a wide variety. A music teacher must also know what type of student he or she has since learning also varies by age, for example.

Young students start learning music in the forms of nursery rhymes. Thus, they can also be further nourished by different musical games or activities suited for their age and interests. At this early stage, teachers can identify most of the children’s capabilities and talents.

On the other hand, older students may learn how to sing and play complex musical instruments. Furthermore, they can also be asked to compose their own music as part of the developmental process.

Some articles or books are very particular on giving some advices and tips on how to make the students more enthusiastic in learning music. Hence, strategies are very important for it will be the determining factor of your effectiveness and efficiency as a teacher. Either theoretical, practical or both, a teacher must be competent and precise to what he or she is teaching. This is where effective music teacher’s resources set in.

Most of the music teachers’ resources today introduce gadgets to make the jobs of the teachers more convenient and effortless. Learning through these resources will certainly be a fun way of learning music. These gadgets can make both the learning and the training more interactive and hands-on.

Nowadays, music teachers’ resources are important factors in teaching music effectively and efficiently. After all, learning is a continuous process that should be both enjoyed by the students and the teachers.

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The lyric writing side of songwriting is known to create an enormous number of problems for some folks. No matter how hard they try, they are unable to write a single line that they can be pleased with.
In many cases these very same people make phenomenal advancements in writing music and melodies. However they just can’t seem to figure out how to come up with suitable lyrics to match them.
If you are facing such a situation, there’s probably no need to worry. By taking certain appropriate steps you should be able to overcome lyric writing hurdles and write songs that deliver.
(1) Here are some essential ideas for overcoming these hurdles.
1. Collaboration
If you’re very good at writing melodies but can’t seem to write a single line, one solution might be collaboration. Instead of beating your head against the wall for ideas, find someone who is very good at writing lyrics and work together. You may be surprised at the wonders that can emanate from a combination of his excellence at writing lyrics and your brilliance at writing melodies.
2. Lyric writing tools
Perhaps you may be hoping for some other solution. While you don’t mind the idea of collaboration, you want to allow yourself to get better at writing lyrics, instead of leaving it to someone else.
As far as I’m concerned, the importance of laying hold on good songwriting “tools” should never be underestimated. Educate yourself as much as you can. Make use of songwriting books, programs, courses, software, articles or whatever valuable resources that you have at your disposal.
3. Motivation
You’ve probably heard it said a thousand times … Without motivation, you won’t go very far. This also applies to your lyric writing. While the songwriting “tools” outlined above can help you improve, without adequate motivation failure is inevitable.
(2) Here are a few tips to help you generate lyric writing ideas.
1. Use different lyrics to bring the same message across.
Choose a theme which is known to have made a few hits. What message does this theme bring across? Write different lyrics that bring the same message across. A typical example of this is John Denver’s “I’m Leaving on a Jetplane” and Wyclef Jean’s “Gone till November”. These songs made hits in different eras. Their basic message was similar … Baby, you don’t need to cry because I’ll return.
2. Add a unique twist to a cliche.
Turn on your radio and you will hear cliches being repeated over and over. Using these very same cliches is simply a futile exercise. My suggestion is to add a unique twist to these cliches. This is something I am focusing on more and more.
A typical example of adding a unique twist to a cliche is found in Dianne Warren’s “Unbreak my Heart” made popular by Toni Braxton. The ever popular cliche, “break my heart”, was twisted.
(3) Here are three lyric writing suggestions.
1. Write a song about a particular incident. Your song should tell a story.
2. Write lyrics that have absolutely nothing to do with anything you’ve actually experienced.
3. Get lyric writing ideas from newspapers, magazines, movies, TV and so on.
Overcoming lyric writing hurdles involves a lot of determination, hard work and perseverance on your part. Implement the suggestions presented above and move one step closer to lyric writing success.

Did you find this article useful?  For more useful tips and   hints, points to ponder and keep in mind, techniques, and insights pertaining to Internet Business, do please browse for more information at our websites.
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HI i am MOHSIN from MUMBAI

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  • How to Overcome the Lyric Writing Hurdles That are Keeping You Behind The lyric writing side of songwriting is known to create an enormous number of problems for some folks. No matter how hard they try, they are unable to write a single line that they can be pleased with. In many cases these very same people make phenomenal advancements in......
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Music lovers and enthusiasts have all the rights to learn their chosen musical instrument despite of their impairment, as long as such will not completely forbid them to play such. Various tips and instructional guides are available on the internet and some libraries that will give music teachers the resources to be effective in handling special learners.

Let us say in the case of Andrea Boccelli, a great tenor and musician who was diagnosed with glaucoma and lost his sight at an early age of fourteen; if not for his music teacher, we might not hear his tranquil and heart warming voice. More so, he reached success in music because he had such self-motivation and certain love for music. And these had made it all possible.

Generally speaking, special learners are regarded as those students, who either have cognitive, physical, mental or social abilities and disabilities. These groups of special individuals are faced with different learning challenges. However, through the professional assistance of music teachers and enthusiasts as well as effective and efficient music teachers’ resources, they are able to comprehend, adopt and adjust to such learning situations. Also, acquisition of skills and knowledge has been possible through these resources for music teachers.

Great examples of music teachers’ resources are those from the Internet such as tips and inputs from various music teacher sites, personal experiences of the music lovers and experts themselves, other extensive techniques and methods of music teachers, and some findings from different music researches. When music teachers are in need of such reliable and effective resources, they may adopt any of those mentioned sources and make each a part of their music teaching strategies.

Music teachers’ resources truly come in variation. You may actually choose from different available resources nowadays. However, you have to bear in mind that it takes a lot of analysis and discernment to find out which among those resources would be appropriate and effective for each special learner. Remember that as a music teacher, your role does not end in mere teaching music but most of all, in making them discover their talents and feel that they are treated as typical and average students.

Though it may be quite difficult to deal with special learners, music teachers will then feel and realize that teaching them can be very rewarding. Your time, efforts and hard works will soon pay off especially if you have seen your learners succeed and unleash their music talents and inclinations.

Furthermore, when these special learners tend to appreciate their music teachers, have made them their real mentors, and have considered them as their source of motivation and inspiration, these music educators can proudly say that being one has been a blessing, thus gives them such feelings of fulfillment and self-worth.

For more tips and music teachers’ resources, visit this music teaching website.

Earl Marsden started developing a passion for music at the early age of twelve. He first learned to play the guitar at thirteen, and from there he pursued the study other instruments including the violin, piano and flute. Currently, he devotes some of his spare time to writing articles about music teaching while managing his own music studio.

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The lyric writing side of songwriting is known to create an enormous number of problems for some folks. No matter how hard they try, they are unable to write a single line that they can be pleased with.

In many cases these very same people make phenomenal advancements in writing music and melodies. However they just can’t seem to figure out how to come up with suitable lyrics to match them.

If you are facing such a situation, there’s probably no need to worry. By taking certain appropriate steps you should be able to overcome lyric writing hurdles and write songs that deliver.

(1) Here are some essential ideas for overcoming these hurdles.

1. Collaboration

If you’re very good at writing melodies but can’t seem to write a single line, one solution might be collaboration. Instead of beating your head against the wall for ideas, find someone who is very good at writing lyrics and work together. You may be surprised at the wonders that can emanate from a combination of his excellence at writing lyrics and your brilliance at writing melodies.

2. Lyric writing tools

Perhaps you may be hoping for some other solution. While you don’t mind the idea of collaboration, you want to allow yourself to get better at writing lyrics, instead of leaving it to someone else.

As far as I’m concerned, the importance of laying hold on good songwriting “tools” should never be underestimated. Educate yourself as much as you can. Make use of songwriting books, programs, courses, software, articles or whatever valuable resources that you have at your disposal.

3. Motivation

You’ve probably heard it said a thousand times … Without motivation, you won’t go very far. This also applies to your lyric writing. While the songwriting “tools” outlined above can help you improve, without adequate motivation failure is inevitable.

(2) Here are a few tips to help you generate lyric writing ideas.

1. Use different lyrics to bring the same message across.

Choose a theme which is known to have made a few hits. What message does this theme bring across? Write different lyrics that bring the same message across. A typical example of this is John Denver’s “I’m Leaving on a Jet plane” and Wycliffe Jean’s “Gone till November”. These songs made hits in different eras. Their basic message was similar … Baby, you don’t need to cry because I’ll return.

2. Add a unique twist to a cliché.

Turn on your radio and you will hear clichés being repeated over and over. Using these very same clichés is simply a futile exercise. My suggestion is to add a unique twist to these clichés. This is something I am focusing on more and more.

A typical example of adding a unique twist to a cliché is found in Dianne Warren’s “Unbreak my Heart” made popular by Toni Braxton. The ever popular cliché, “break my heart”, was twisted.

(3) Here are three lyric writing suggestions.

1. Write a song about a particular incident. Your song should tell a story.

2. Write lyrics that have absolutely nothing to do with anything you’ve actually experienced.

3. Get lyric writing ideas from newspapers, magazines, movies, TV and so on.

Overcoming lyric writing hurdles involves a lot of determination, hard work and perseverance on your part. Implement the suggestions presented above and move one step closer to lyric writing success.

For More Free Resources visit www.allfreereports.com

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Most music teachers consider teaching music to their dear students both their profession and passion. Most of them have the heart for arts and music – making each student love learning music and music as a whole. With this kind of outlook and disposition in teaching music, the inspired and motivated music teacher tends to begin his search for consistent improvement in his teaching strategies as well as his effort for personal and professional growth.

Indeed, there is a wide variety of creative music teachers resources that students can certainly enjoy and get excited working on with. According to studies, the integration of audio and video recording in music education has been an effective technique to catch the attention and grab the interest of the learners. This is believed to be an effective tool in raising the level of interest and motivation among music learners.

Current practice in music teaching favors a practical and a hands-on approach in emphasizing performance and composition. The use of recorded music as a teaching resource has tended to take a back seat. However, recordings are the predominant vehicle of musical experience today. As the students are expert listeners to recorded sound, major developments in the access to and presentation of recorded music are opening up new educational possibilities to most of them.

Targeted to be implemented in most music classrooms, the production and engineering aspects of recorded sound to online music libraries and teachers’ experiences of using recordings in the classroom have been randomly practiced and taken into consideration.

When a classroom setting has a relaxed atmosphere, informal learning may take place yet anxiety, tension and pressure would neither rule the learning situation. Hence, when there is relaxed supervision with no teachers behind the desk, the students would be more eager and interested to learn music. Students may also work in groups – giving them more chances of friendship and peer support. In this case, cooperative learning is found effective. The music teacher may encourage the students choose various musical instruments of their choice and eventually master such.

After they finish recording, they may organize or set-up a short play or a mini-concert to show their rendition of songs and other performances. These activities can heighten the learning process as they get too excited in meeting their objectives and getting high grades. These can also help them boost enough self-confidence and self-esteem. Through these music teachers’ resources, the music teacher tends to meet most of his objectives all at the same time.

These creative techniques in music education intend to motivate the learners from different ages and with different lifestyles. So start your quest to amazingly creative music teachers resources now. Be inspired to share your knowledge as well as the joys of music to your students. Make them realize that learning music is fun so they have to do it all by heart. Happy teaching!

Get to know more music teachers resources, visit this music teacher’s website.

A Teacher’s Passion for Music


Earl Marsden started developing a passion for music at the early age of twelve. He first learned to play the guitar at thirteen, and from there he pursued the study other instruments including the violin, piano and flute. Currently, he devotes some of his spare time to writing articles about music teaching while managing his own music studio.
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“With the jungle cats, lions and tigers, leopards and cheetahs

For gazelle you get chased like a zebra, they blaze cheeba-cheeba

And dominate the weaker on the street

Hungry bellies only love what they eat and it’s hard to compete

When they smile with your heart in they teeth”

- Mos Def, Habitat

mining a metaphor



When miners are digging for metals they are looking for precious veins of ore.  A vein can run extremely deep and travel a great distance, twisting and curving, folding back on itself.  Hitting the start of a vein can be extremely profitable for a miner.  It’s no different for a writer.  Sometimes it takes only one real good metaphor and writing in the vein of that metaphor to create an entire lyric.  Random metaphor creation is fine and can give some startling results but some pretty interesting things can happens if you stick in a metaphoric vein for longer than a phrase.



In the above example Mos Def is using a jungle metaphor for the street.   People are lions, tigers, leopards, cheetahs, gazelles, and zebra.  By writing in the vein of the jungle Mos Def has mined his metaphor to get it to pop out all kinds of messages and meanings.  First he is telling you about the hierarchy of the street from behind his metaphor.  The jungle is a place where the stronger pray on the weaker, like the street (that’s the connecting idea).  By staying with his metaphor he reveals yet another interesting point: you consume what you love on the street.  That’s kind of a startling revelation, that on the street you might only love someone out of hunger but simultaneously be consuming them, which would eventually kill them.  But the real home run is the last line, “it’s hard to compete, When they smile with your heart in they teeth.” Now you are the gazelle or zebra, and the lions and tigers and leopards and cheetahs are sinking their teeth into your heart with every grin.  You only see you’ve been eaten when they smile.  Pretty amazing.  The streets have been compared to a jungle before (check out The Message by Grand Master Flash:  “It’s like a jungle sometimes it makes me wonder how I keep from going under.”) but never have they “smiled with your heart in their teeth. All because Mos Def stayed in the vein of his metaphor.  Here’s how you can do it.  Let’s use Mos Def’s metaphor:  The city is a jungle.



Creating a Worksheet

Now we’re going to begin to tie many of the techniques we’ve worked on these past few weeks together.  Start with your initial idea and do an object writing on it.  Choose one side of the metaphor, in this case either the city or the jungle.

1. Idea Generation

Remember, no more than 10 minutes using as many of your senses as possible.  I chose the jungle:

The humid air makes everything stick to me.  My shirt is sucked onto my body.  The heat comes in waves, is hot like breath.  The jungle’s breath.  The squawking of monkey’s in the towering canopy above.  Chattering cries.  The trees seem to reach up forever forming a perfect lid on this thick air.  An air-tight seal in steam and sweat.  Even plants have teeth as they chew at my skin.  Hot drops of water from the weeping trees, it’s dark here, even in the middle of the day.  Fear hides in every shadow.  Are we being stalked?  A panther? The stillness is worse, what you can’t see can hurt you.


2. Make a List of Interesting Words or Phrases

humid air                                                shirt sucked onto my body

the jungle’s breath                        squawking

towering canopy                                    chattering, crying

a perfect lid                                    an air-tight seal in steam and sweat

weeping trees                                    dark in the middle of the day

fear hides in shadows                        plants have teeth

stalked

3. Two Questions Modified:  Super-Imposing

We just spent 10 minutes elaborating on what characteristics the jungle has so we’ve already answered the first question of metaphor making.  We are trying to cross the jungle with the city so the question we must now ask is “what in the city shares these qualities?”  Look back at our list.  The way we are going to accomplish this is by taking the action words and images from the jungle and super-imposing them on the city.



Humid air doesn’t get us much, nor does shirt sucked onto my body.  But starting with the jungle’s breath we can maybe get somewhere.  The city has breath too, it’s hot and full of exhaust.  The squawking in the city is no longer the monkey’s but could be car horns and sirens.  The towering canopy is no longer trees but sky scrapers.  The chattering and cries are from people, maybe the collage of languages one can hear in most larger cities.  The weeping trees could be the drainpipes that still spout rusty water after the rain.  Darkness in the middle of the day is now the result of the towering buildings, indeed in Manhattan the sun shines on the street for just a few hours a day.  And shadows can be dangerous in the city too, murderers, thieves, or muggers can be waiting, or even stalking you.  Now we are ready to write in the vein The City is a Jungle.



The City is a Jungle

The city is a jungle.  It’s humid exhale sucks my shirt onto my body. Horns and sirens squawk and cry out.  Above, a towering canopy of sky-scrapers block the sun forming an air-tight seal in steam and sweat.  People chatter in their native tongue while drain pipes weep rusty water.  Fear hides in every shadow here.  Panthers pine for your purse.  And the stillness is worse, what you can’t see can hurt you.


That worked out pretty nice.  Now it’s your turn.




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