Resolve to Be Ready, Part II

A calendar with the year 2023 circled in red marker.

January is the time many of us make resolutions for the new year. Sometimes resolutions feel too big and long drawn out. As a result, our motivation to see them through can peter out before the end of the year.

Last year, we suggested 12 micro-resolutions to help you prepare your health for emergencies. Here are a dozen more ways to resolve to be ready this year.

January

Be prepared to prevent data loss. Data loss happens more often than you might think.

This month’s micro-resolution is to back up your important files. These include medical records, financial documents, family photos, and emails. Save at least one extra copy of your files to an external storage device or the cloud. This ensures you can still access the information if the original is lost, damaged, or destroyed.

February

February is National Canned Food Month. Canned goods are an emergency preparedness staple. And for good reason. They are reasonably affordable, require little to no preparation, and have a long shelf life.

As often as people buy and cook with canned goods, some can find food labels confusing. This month’s micro-resolution is to improve your food label literacy. One way to do that is to get the FoodKeeper app to help you maximize the freshness and quality of the items in your emergency food supply.

March

Severe weather, including tornadoes, can happen at any time of year. They are, however, more likely to happen in most places during the spring months(1)

This month’s micro-resolution is to take a SKYWARN® Storm Spotter Program class. You’ll learn:

  • Basics of thunderstorm development
  • Fundamentals of storm structure
  • Identifying potential severe weather features
  • Information to report
  • How to report information
  • Basic severe weather safety

Classes are free and open to the public.

Storm spotters are volunteers. They help keep their local communities safe by providing timely and accurate reports of severe weather to the National Weather Service.

April

April is National Financial Literacy Month.

Developing a habit of putting money aside—even if it is a small amount—is the easiest way to develop an emergency fund and build financial resiliency. Without savings, the financial shock of an emergency could affect you, your family, and your community.

This month’s micro-resolution is to download and fill out the “Your Disaster Checklist” (available in multiple languages). Use it to help you keep track of account numbers, valuables, medical information, and more.

May

May 5 is World Hand Hygiene Day. Effective handwashing is a practical skill that you can easily learn, teach to others, and use every day to help prevent the spread of illness and disease.

This month’s micro-resolution is for parents and caretakers. Teach the children in your care when and how to wash their hands.

June

June is Pet Preparedness Month. It’s also the start of the Atlantic hurricane season. What better time of year to practice evacuating with your pet:

  • Train your pets to get in and stay in their carriers by making it a comfortable place.
  • Take your pets for rides in a car like one you would evacuate in.
  • Know where your pet might hide when stressed or scared. Practice catching your pet, if needed.

Have your entire family practice evacuating with your pets so everyone knows what to take, where to find the pets, and where to meet.

July

Most locations in the contiguous United States will experience their hottest day of the year between July 15-31.(2) Hot weather—regardless of when it happens and how long it lasts—can cause heat-related illness.

This month’s micro-resolution is to learn the symptoms of heat-related illness what to do if someone shows signs of heat stroke, exhaustion, or cramps.

August

August 20 is National Radio Day. Radio is one of many ways you can stay informed before, during, and after an emergency. Other ways include local television, social media, and Wireless Emergency Alerts (WEAs).

WEAs look like text messages. They are designed to get your attention with a unique sound and vibration repeated twice. This month’s micro-resolution is to check the settings on your mobile device to make sure you are receiving WEAs.

September

September is not just National Preparedness Month. It is also National Self-Care Awareness Month. Emergencies, including disease outbreaks and natural disasters, can cause increased stress. You and others might feel fear, anxiety, and other strong emotions. It’s important to take care of your family and friends, but it should be balanced with care for yourself.

This month’s micro-resolution is to find one small way each day to care for yourself. Yours might include:

  • connecting with friends and family. Talking with people you trust about your feelings and concerns can relieve stress.
  • showing kindness to others. According to researchers, helping others release hormones that boost your mood and wellbeing
  • practicing relaxation techniques like meditation and deep breathing exercises. Relaxation techniques can help slow your breathing, lower blood pressure, and reduce muscle tension and stress.

October

October is Health Literacy Month. People need information they can find, understand, and use to make the best decisions for their health every day. The same is true during an emergency when there’s usually an increase in the amount of information and speed at which it comes out.

One thing you can do to improve your health literacy is to ask questions of healthcare professionals. For example, your pharmacist is trained to help you manage and improve your health every day. They can give you patient-centered answers to questions on many topics, including emergency preparedness. Ask your pharmacist these questions the next time you visit the pharmacy.

November

Winter is coming. It may arrive in some parts of the country before the month end.

This month’s micro-resolution is to prepare your car for winter. Now is a good time to equip your vehicle with a roadside emergency kit. Winterize your ride with the following items:

  • Food and water
  • Ice scraper and a folding shovel
  • A flashlight and batteries
  • Car and portable chargers for your cellphone
  • First-aid supplies
  • Winter clothes, blankets, and sleeping bags
  • Road flares
  • Jumper cables

December

December is Hi Neighbor Month. Neighbors can be an important source of assistance in the hours, days, and weeks after an emergency. Because they live close—maybe even next door—neighbors might be your first and best option for help after a tornado or during a power outage.

This month’s micro-resolution is to find a way to get involved with your neighbors. Ways to get involved include

  • offering to help your neighbors, especially people who are older, live alone or with a disability, or rely on electricity-dependent equipment, prepare for emergencies.
  • involving trusted neighbors in your emergency action planning.
  • joining an organization active in disaster, such as your local Medical Reserve Corps Unit or Community Emergency Response Team.

Resources

References

  1. https://www.nssl.noaa.gov/education/svrwx101/tornadoes/
  2. https://www.climate.gov/news-features/featured-images/if-things-go-%E2%80%9Cnormal%E2%80%9D-most-us-locations-will-have-their-hottest-day

 

Thanks in advance for your questions and comments on this Public Health Matters post. Please note that CDC does not give personal medical advice. If you are concerned you have a disease or condition, talk to your doctor.

Have a question for CDC? CDC-INFO (http://www.cdc.gov/cdc-info) offers live agents by phone and email to help you find the latest, reliable, and science-based health information on more than 750 health topics.

Improve Health Literacy Before an Emergency

A worried looking older woman stares at a laptop computer.

October is Health Literacy Month

Getting the right person to deliver the right message at the right time saves lives, but only if the audience can make sense of the message.

People need information they can find, understand, and use to make the best decisions for their health every day. The same is true before and during an emergency when there’s an increase in the amount of information and speed at which it comes out.

Health literacy is all about finding, understanding, and using information and making information findable, understandable, and usable. Health literacy is important to effectively prepare for and safely respond to an emergency like a natural disaster.

Two Parts to Health Literacy

The definition of health literacy was updated in August 2020 to acknowledge health literacy as the shared responsibility of individuals and organizations.

Organizational health literacy is the degree to which organizations equitably help people find, understand, and use information and services to inform health-related decisions and actions for themselves and others.

Personal health literacy is the degree to which people have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.

Health Literacy in an Emergency

Taking care of our health is part of everyday life, not just when we visit a doctor, emergency department, or hospital.

Health literacy can help you prepare your health for an emergency and stay healthy during an emergency. For example, health literacy can affect your ability to

Many different factors can affect a person’s health literacy. Often people face multiple challenges that can make it difficult or even impossible for them to find, understand, and use information to make decisions. These challenges can include cultural differences, physical or mental disabilities, and unfamiliarity with emergency response terms.(1)

The term “social distancing” is one that confused people, who—up until the COVID-19 pandemic—had little or no experience with disease outbreaks. CDC responded by taking a plain language approach. Instead of asking people to “social distance” themselves from others, CDC said to “stay 6 feet away from others.”

Plain language is not “dumbing down” information or changing the meaning of a message. It’s about creating communication people can understand the first time they read it or hear it.

Bring Down Barriers to Health Literacy

Health literacy is the shared responsibility of the whole community. Businesses, schools, community leaders, government agencies, health insurers, healthcare providers, the media, and many other organizations and individuals all have a part to play in improving health literacy. Some of the ways we can do that include the following:

  • Work with health educators and other preparedness partners to familiarize people with health information and services and build their health literacy skills over time.
  • Consult with trusted messengers, including community, cultural, and faith leaders, to better understand your audience (e.g., cultural and linguistic norms, environment, and history) and to recruit members of your intended audience who can help you develop your messages or test them.
  • Work with trusted messengers to share your messages.
  • Use certified translators and interpreters who can adapt to your intended audience’s language preferences, communication expectations, and health literacy skills.
  • Practice clear communication strategies and techniques (e.g., follow plain language guidelines and define new and unfamiliar terms and acronyms).
  • Translate messages into multiple languages, including American Sign Language. Publish messages in alternate formats like braille, large print, and simplified text.(2, 3)

Improving health literacy requires many sectors and organizations to work together to make health information, resources, and services accessible to everyone.

Be About It

Everyone is responsible for improving health literacy. Here are some ways health, including crisis and emergency risk communicators, can “be about” improving health literacy.

Visit the Non-CDC Training webpage for more training materials on health literacy, plain language, cultural competency, consumer-patient skill building, and shared decision-making.

References

  1. https://medlineplus.gov/healthliteracy.html
  2. https://www.cdc.gov/healthliteracy/shareinteract/TellOthers.html
  3. https://www.cdc.gov/healthliteracy/learn/Understanding.html

Resources

Thanks in advance for your questions and comments on this Public Health Matters post. Please note that CDC does not give personal medical advice. If you are concerned you have a disease or condition, talk to your doctor.

Have a question for CDC? CDC-INFO (http://www.cdc.gov/cdc-info/index.html) offers live agents by phone and email to help you find the latest, reliable, and science-based health information on more than 750 health topics.

Home Health Program Seeks to Improve Access to Support Services, Information

A male paramedic performs a health check outside on a man sitting in a chair.
Paramedics bring visual and educational materials and equipment to check patients’ vitals, conduct blood tests, and administer EKGs during Mobile Integrated Healthcare Program home visits. This photo was taken in 2016 before the COVID-19 pandemic. (Photo credit: JOHN STARKS/DAILY HERALD, 2016)

In observance of National Preparedness Month, the Center for Preparedness and Response (CPR) will publish posts in September that highlight ways people and organizations are helping to “create community” where they live.

This student-authored post is published by CPR in partnership with Medill News Service and the Northwestern University Medill School of Journalism, Media, Integrated Marketing Communications. The views and opinions expressed in this article are the author’s own and do not necessarily reflect the views, policies, or positions of CPR or CDC.

Paramedics in Elgin, Ill., stop at the home of an elderly man who was recently discharged from the hospital for uncontrolled diabetes. They first check the man’s vitals, including blood pressure and blood sugar levels, and then review information about his condition and treatment plan with him.

As part of the Mobile Integrated Healthcare (MIH) Program at Advocate Sherman Hospital, a free support program offered primarily to elderly patients with chronic diseases who need additional home health support, these paramedics are helping to narrow the health literacy gap.

Paramedics use weekly one-on-one home visits to help optimize health outcomes among community residents whose low levels of health literacy could put them at increased risk of getting COVID-19. CDC defines health literacy as an individual’s ability to understand basic health information and services to make informed health decisions.

Beyond providing sources of information, MIH paramedics bring a personal touch, serving as an additional support system for patients. This is part of the reason why Sara Larson, a nurse at Elgin Family Physicians, refers patients to the program.

“This program makes patients feel like someone cares about them,” said Larson. “It makes a big difference to see patients’ realities in their homes and adapt their care accordingly.”

Home visits are also opportunities for patients to review their health information and ask questions outside of the hospital, she added.

MIH works with patients who have been hospitalized at least once for chronic obstructive pulmonary disease, diabetes, asthma, pneumonia, or heart failure. It is the only hospital-based paramedicine program in the state.

Tina Link, manager of community outreach at Advocate Sherman and MIH program director, said the program was started to reduce the number of visits to emergency departments for issues that could be managed at home. Issues such as getting prescription refills and not knowing what medication to take.

“There’s a knowledge deficit,” she said. “Some patients don’t know where to go or who to ask. But they know the hospital is open and someone will take care of them.”

Paramedics teach patients how to navigate the health care system so they can understand their conditions and make informed decisions about their care. The goal of the program is to reduce unnecessary hospital admissions and decrease costs.

Last year, MIH successfully lowered hospital readmission rates for their program participants by 58%, according to data provided by Advocate Sherman.

The COVID-19 pandemic has amplified the importance of this program. Both the elderly and patients with certain underlying medical conditions are at increased risk for severe illness from COVID-19, according to CDC.

“Especially with COVID-19, we don’t want people in the hospital who don’t need to be here,” said Jill League, community wellness coordinator at Advocate Sherman, who actively oversees the MIH program. “We want our patients to know how to control their condition so that they can stay home, stay healthy, and have a better quality of life.”

In the five years since the program’s establishment, Link and League agree this year is one of the most impactful. After the onset of the pandemic in March, they said they immediately integrated COVID-19 information into MIH’s curriculum. Paramedics cover COVID-19 signs and symptoms, safety guidelines, and how to self-quarantine.

Program participants have been responsive to this mission. Link said she has noticed patients becoming more conscious of their health and behaviors. They acknowledge that their medical history may put them at increased risk for severe illness from COVID-19 and are eager to work with the paramedics to better understand their health.

“COVID-19 does not just target a certain population,” said Link. “It’s new for everyone and we’re all at risk, so we’re all in this together.” The universality of the pandemic encouraged patients not only to keep themselves healthy but also to protect their neighbors.

MIH has navigated the barriers of limited mobility and uncertainty this summer to offer patients safe, personalized health care in their own homes. Paramedics wear appropriate personal protective equipment and follow proper hygiene protocols between home visits, as recommended by the CDC.

Advocate Sherman’s intervention has not only successfully improved health literacy in Elgin but also has bridged together providers and patients to shape a resilient, well-informed community during these unprecedented times.

10 Health Literacy Tips for Reporting Data

A social worker and senior woman seated on a couch, looking at a tablet device.

We live in a complex world. Just as humans have left an impact on the environment, the environment also leaves an impact on us. Being exposed to certain physical and social environmental factors, like chemicals in the water, secondhand smoke, or poverty, can affect our health.

Understanding oral health data in MinnesotaCDC’s National Environmental Public Health Tracking Program helps to better understand the connections between our health and the environment by bringing together data and information about the population, the environment and related health effects.

The Minnesota Department of Health (MDH) Oral Health Program is committed to communicating data in a way that is understandable and easy to use. As part of the CDC’s Tracking Program, the MN Tracking Program allows us to do that by hosting our Minnesota Oral Health Statistics System (MNOHSS) data on the Minnesota Public Health Data Access portal.

The MN Data Access portal allows users to quickly find, interact, download, and visualize data through charts, infographics and maps. We also have been able to shed light on oral health disparities and use chronic disease data about diabetes, heart disease and cancer from the portal to look at shared risk factors with dental disease.

Oral health is key to overall health and the MN Public Health Data Access portal has brought greater visibility to this hidden chronic disease.

Taking health literacy into account

Nearly 90% of people struggle to understand health communication messages. This means that the data and reports we publish from our data tracking systems should take health literacy into account and provide health information that is easy to find, understand, evaluate, communicate, and use. Based on my experience, I have compiled 10 easy ways you can consider health literacy when you’re reporting data.

 

  1. Consider audience and outcome. Think about what actions or interventions you are hoping to achieve from your data and who needs to know about the data in order to make those changes. Your data should be presented in a way that is understandable, relevant and action-oriented for your target audience. This could include the media, policymakers, educators, researchers, students, clinicians and other health professionals, as well as the general public.

 

  1. Use storytelling to convey key messages. Think about your favorite novel, television show, or website. What keeps your attention and motivates you to tune in for more? I am learning a lot from communications and behavior change theories and from professionals such as Dr. Neil deGrasse Tyson, Alan Alda, and Dr. Randy Olson who are able to bring science to life through storytelling. Communicating data is a science, as well as an art. We can all take cues from Hollywood’s narrative structure to tell compelling stories that humanize our data and drive action.

 

  1. Reach people where they are. Research your target audience to find the best outreach strategies. You will need to use different strategies depending on their existing level of knowledge, motivating factors, and whether or not they are information seekers and early adopters. Does your audience prefer to receive information verbally (e.g. town hall meeting, webinar, television, radio or podcast), in writing (e.g. website, data brief, social media), or both? As an example, the Minnesota Department of Health’s MN Tracking Program developed a social media campaign that communicates data on the MN Public Health Data Access portal — Land of Healthy Kids — targeting public health professionals, schools, parents/guardians and caregivers of school age children.

 

  1. Make data digestible. When communicating your findings present data in bites, snacks, and meals. Not everyone who looks at your data is going to have the time or expertise to read your entire report so you need to make sure they can find information that is relevant and understandable.
    • Bite: Use anchors and headers to help users quickly find data and information. Brief headers that use a declarative statement to interpret a chart or map helps with data literacy.
    • Snack: Develop simple charts and maps with clear titles, legends, and axes. Charts and maps should be standalone features that do not require additional text to understand. They should communicate the who, what, where and when of the data you are presenting. Do not overwhelm viewers with p-values and confidence intervals. These can be added to accompanying tables and information pages.
    • Meal: Tables, data downloads, and information pages should be added for researchers, health professionals, and those who want to dig deeper into the data. You might include additional information about study design, sample and weighting methodologies, indicator definitions, sample or population size, confidence intervals, unreliable estimates or data suppression to help this audience to further analyze and interpret the data.

 

  1. Numbers count. Adults in the United States have lower numeracy skills than adults in other developed countries. Many do not understand percentages or ratios, have difficulty making comparisons (across years, geographies, or against a target goal), and do not know the difference between absolute versus relative risk. Dashboards, infographics or icon arrays, risk tables, ladders and scales help to visually display data, the magnitude of effect or risk, and can help individuals make comparisons if presented on the same scale.

 

  1. Think about accessibility. To ensure everyone has the same access to your data, familiarize yourself with 508 Standards for Electronic and Information Technology. People with visual, auditory, and motor skill impairments may not be able to access information on the web, even using assistive devices. Simple modifications can make a big difference, such as:

 

  1. Report data in meaningful, culturally, and linguistically appropriate way. Analyzing and presenting data by geography, sexual orientation and gender identity (SOGI), age, race/ethnicity, preferred language, disability, and chronic disease status helps to identify health disparities and prioritize resources. This should be done in concert with the affected community to ensure that data is collected, analyzed, interpreted, and reported accurately, meaningfully and in a culturally and linguistically appropriate way.

 

  1. Conduct audience testing. The best way to ensure your data can be found, accessed, and understood is to test your communication product with your target audience. Generally 5-8 people will suffice. The key is to make sure the group is representative.
    • Usability testing identifies whether or not your audience can find data and information, successfully complete specified tasks, and helps you to understand how your audience searches for information or completes tasks. You can also observe how long it takes them to complete tasks and determine ways to modify or enhance user experience.
    • Accessibility testing determines whether or not online content is 508 compliant. Using a screen reader or only a keyboard (not mouse), can you still navigate and access web content? Consider testing products with individuals who use assistive devices.
    • Health literacy testing identifies whether or not your data and information is understandable. Can your audience easily interpret the data in charts, tables, and maps? Is your narrative description of the data clear?

 

  1. Evaluate your work. To improve future communication about data, you should always evaluate your work.
    • Web and digital analytics applications allow you to monitor audience reach and user engagement. They can help you set goals, tell you what search engine terms are common, and whether or not users are accessing your page directly or are being directed from a different website. It can also tell you which pages are popular and which are not. Infrequent traffic or high bounce rates on a particular page may indicate lack of interest, lack of awareness, or perhaps a usability or health literacy issue.
    • Track different modes of communications. How many presentations, webinars, social media posts, etc. have you delivered in a specified amount of time? Who was the audience? Are there groups you have not yet reached?
    • Monitor how your data is being used. User surveys, in-person interviews, and external communications such as articles, reports, website links, and social media posts can tell you how your data is being used and if it is being used appropriately.

 

  1. Share best practices. Talking and listening to others is a great way to discuss new methods, share resources, and spark inspiration.
    • Join professional organizations and working groups on surveillance, epidemiology, and health literacy and discuss the importance of data literacy.
    • Engage with programs, like CDC’s Tracking Program, who use health literacy and numeracy principles to inform how they communicate about data.

Communicating data can be difficult and takes time and practice. But remember, we all appreciate clear communication. When you address health literacy, you improve data quality and consumer satisfaction and make data truly accessible to everybody.

The Minnesota Public Health Data Access portal is managed by the Minnesota Environmental Public Health Tracking Program (MN Tracking). MN Tracking is part of the CDC’s National Environmental Health Public Health Tracking Program, which collects, integrates, and analyzes environmental hazard and public health data from a nationwide network of partners.

Learn more

The Communication Research and Evaluation blog series highlights innovative research and evaluation methods used at CDC to improve behavior change campaigns.

Tackling eHealth Literacy

A female doctor discussing records with a senior female patient.

Photo of Lourdes M. Martinez, PhD, Health Communications Specialist, Office of the Associate Director for Communication
Lourdes M. Martinez, PhD, Health Communications Specialist, Office of the Associate Director for Communication

As I waited in the exam room on a recent visit to my doctor’s office, I noticed there was a large wall display with an interactive screen. It resembled a smartphone and I could use the touchscreen to scroll and learn about various conditions, diabetes, heart disease, Alzheimer’s, and colon health. Each menu included signs and symptoms of illness, and information on diagnosis, treatment, and prognosis. The designs were bright, jargon was kept to a minimum and defined when used, and navigating was simple for routine smartphone users. The display also included short videos supporting the on-screen text.

“Great!” I thought, “But what about patients who don’t have strong English skills or those who don’t feel confident engaging with the display? How do they get the information if they don’t directly ask for it?”

As a health communication specialist in CDC’s health literacy program, my job requires me to think about answers to those questions. Findings from the 2003 National Assessment of Adult Literacy suggest limited health literacy is a problem for many people and an issue that public health and health care professionals can take action to improve.

Understanding eHealth

These days it seems like everyone has a smartphone. Health services are increasingly being delivered through web-based and mobile resources. Examples of electronic health (eHealth) services include electronic communication between patients and providers, electronic medical records, patient portals, and personal health records. Mobile health (mHealth), a subcategory of eHealth, includes using tablets and phones to access apps and wearable tracking devices.

Health literacy refers to a person's ability to find, understand, and use health information to make informed decisions about their health.As these technical advancements increase so do the demands on a person’s health literacy. As a result, people with limited health literacy may have more challenges accessing health information. It is important to understand how a person’s level of health literacy can influence use. Equally important is how health professionals and communication specialists can provide support for those who may have difficulty using eHealth systems.

Learning from research

We recently posted a research summary called eHealth literacy: Playing catch-up with eHealth on CDC’s Health Literacy website. There are a few important lessons from these studies, including

  • A growing number of studies are exploring the use of eHealth resources and self-management of chronic conditions.
  • Three common characteristics that may limit use of eHealth resources were older age, lower household income level, and limited health literacy.
  • Even when research participants reported high confidence in knowing where to go to find health information, they did not report the same level of confidence in assessing the quality of materials or using them to make health-related decisions.

Taking action

As organizations continue to develop and promote use of eHealth resources we must consider how health literacy and eHealth literacy influence how they are being used.

Health professionals can:

  • Ask your patient how confident they feel managing their own health
  • Identify the knowledge or skill gaps and create a plan with your patient
  • Give your patient a recommendation for top sources of health information on the web
  • Ask your patient about their preferred and available communication options – in person, email, apps, patient portal
  • Be familiar with your organization’s language translation services
  • Evaluate your office’s web content

Communication professionals can:

  • Use plain language strategies
  • Assess readability of all materials
  • Use Health Literacy Online recommendations
  • Incorporate images and graphics that complement and reinforce text
  • Design materials for people with limited English skills
  • Consider demographic characteristics when determining the channel and source for different audience segments

People can:

  • Ask questions and repeat information when talking to your doctor or nurse to make sure you understand what they are telling you
  • Bring all of your medicines, including vitamins and herbal medicine, to your next doctor’s visit to review how to take them
  • Let the doctor’s office know if you need an interpreter if you don’t speak or understand English

Lourdes M. Martinez, PhD is a health communication specialist in the Office of the Associate Director for Communication. In her role, Dr. Martinez leads staff training on plain language principles to facilitate understanding and application of clear health communication for web, social and digital media projects, and print materials. She also assists programs across the agency to develop and implement strategic communication plans to advance clear communication practices.

The Communication Research and Evaluation blog series highlights innovative research and evaluation methods used at CDC to improve behavior change campaigns.

Maintaining health literacy through being web-savvy and culturally engaged

Note: The research discussed on the blog today is work from my PhD dissertation, which was published last week and covered by several media outlets online. It was originally blogged about on the Health Behaviour Research Centre ‘Health Chatter’ blog. … Continue reading »

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