Rhetoric & Technical Communication
Rhetoric & Technical Communication
Toscano, Aaron, Ph.D., Associate Professor, Dept. of English

Resources and Daily Activities

  • Conference Presentations
    • PCA/ACA Conference Presentation 2022
    • PCAS/ACAS Presentation 2021
    • SEACS 2021 Presentation
    • South Atlantic MLA Conference 2022
  • Dr. Toscano’s Homepage
  • ENGL 2116-014: Introduction to Technical Communication
    • February 1st: Reflection on Workplace Messages
    • January 11th: More Introduction to Class
    • January 18th: Audience & Purpose
    • January 23rd: Résumés and Cover Letters
      • Duty Format for Résumés
      • Peter Profit’s Cover Letter
    • January 25th: More on Résumés and Cover Letters
    • January 30th: Achieving a Readable Style
      • Euphemisms
      • Prose Practice for Next Class
      • Prose Revision Assignment
      • Revising Prose: Efficiency, Accuracy, and Good
      • Sentence Clarity
    • January 9th: Introduction to the Class
    • Major Assignments
  • ENGL 4182/5182: Information Design & Digital Publishing
    • August 21st: Introduction to the Course
      • Rhetorical Principles of Information Design
    • August 28th: Introduction to Information Design
      • Prejudice and Rhetoric
      • Robin Williams’s Principles of Design
    • Classmates Webpages (Fall 2017)
    • December 4th: Presentations
    • Major Assignments for ENGL 4182/5182 (Fall 2017)
    • November 13th: More on Color
      • Designing with Color
      • Important Images
    • November 20th: Extra-Textual Elements
    • November 27th: Presentation/Portfolio Workshop
    • November 6th: In Living Color
    • October 16th: Type Fever
      • Typography
    • October 23rd: More on Type
    • October 2nd: MIDTERM FUN!!!
    • October 30th: Working with Graphics
      • Beerknurd Calendar 2018
    • September 11th: Talking about Design without Using “Thingy”
      • Theory, theory, practice
    • September 18th: The Whole Document
    • September 25th: Page Design
  • ENGL 4183/5183: Editing with Digital Technologies
    • August 24th: Introduction to the Class
    • August 31st: Rhetoric, Words, and Composing
    • Major Assignments for ENGL 4183/5183 (Fall 2022)
      • Rhetoric of Fear
    • November 16th: Voice and Other Nebulous Writing Terms
      • Finding Dominant Rhetorical Appeals
    • November 2nd: Rhetorical Effects of Punctuation
    • November 30th: Words and Word Classes
    • November 9th: Cohesive Rhythm
    • October 12th: Choosing Adjectivals
    • October 19th: Choosing Nominals
    • October 26th: Stylistic Variations
    • October 5th: Midterm Exam
    • September 14th: Verb is the Word!
    • September 21st: Coordination and Subordination
    • September 28th: Form and Function
    • September 7th: Sentence Patterns
  • ENGL 4275: Rhetoric of Technology
    • April 13th: Authorities in Science and Technology
    • April 15th: Articles on Violence in Video Games
    • April 20th: Presentations
    • April 6th: Technology in the home
    • April 8th: Writing Discussion
    • Assignments for ENGL 4275
    • February 10th: Religion of Technology Part 3 of 3
    • February 12th: Is Love a Technology?
    • February 17th: Technology and Gender
    • February 19th: Technology and Expediency
    • February 24th: Semester Review
    • February 3rd: Religion of Technology Part 1 of 3
    • February 5th: Religion of Technology Part 2 of 3
    • January 13th: Technology and Meaning, a Humanist perspective
    • January 15th: Technology and Democracy
    • January 22nd: The Politics of Technology
    • January 27th: Discussion on Writing as Thinking
    • January 29th: Technology and Postmodernism
    • January 8th: Introduction to the Course
    • March 11th: Writing and Other Fun
    • March 16th: Neuromancer (1984) Day 1 of 2
    • March 18th: Neuromancer (1984) Day 2 of 2
    • March 23rd: Inception (2010)
    • March 25th: Writing and Reflecting Discussion
    • March 30th & April 1st: Count Zero
    • March 9th: William Gibson’s Neuromancer (1984)
  • ENGL 6166: Rhetorical Theory
    • April 12th: Knoblauch. Ch. 4 and Ch. 5
    • April 19th: Jacques Derrida’s Positions
    • April 26th:  Feminisms and Rhetorics
    • April 5th: Knoblauch. Ch. 3 and More Constitutive Rhetoric
    • February 15th: Isocrates (Part 2)
    • February 1st: Aristotle’s On Rhetoric Books 2 & 3
      • Aristotle’s On Rhetoric, Book 2
      • Aristotle’s On Rhetoric, Book 3
    • February 22nd: St. Augustine’s On Christian Doctrine [Rhetoric]
    • February 8th: Isocrates (Part 1)-2nd Half of Class
    • January 11th: Introduction to Class
    • January 18th: Plato’s Phaedrus
    • January 25th: Aristotle’s On Rhetoric Book 1
    • March 15th: Descartes, Rene, Discourse on Method
    • March 1st: Knoblauch. Ch. 1 and 2
    • March 22nd: Mary Wollstonecraft
    • March 29th: Second Wave Feminist Rhetoric
    • May 3rd: Knoblauch. Ch. 6, 7, and “Afterword”
    • Rhetorical Theory Assignments
  • ENGL/COMM/WRDS: The Rhetoric of Fear
    • January 10th: Introduction to the Class
    • January 17th: Scapegoats & Conspiracies
    • January 24th: The Rhetoric of Fear and Fallacies Part 1
    • January 31st: Fallacies Part 2 and American Politics Part 1
    • Major Assignments
  • LBST 2212-124, 125, 126, & 127
    • August 21st: Introduction to Class
    • August 23rd: Humanistic Approach to Science Fiction
    • August 26th: Robots and Zombies
    • August 28th: Futurism, an Introduction
    • August 30th: R. A. Lafferty “Slow Tuesday Night” (1965)
    • December 2nd: Technological Augmentation
    • December 4th: Posthumanism
    • November 11th: Salt Fish Girl (Week 2)
    • November 13th: Salt Fish Girl (Week 2 con’t)
    • November 18th: The Hitchhiker’s Guide to the Galaxy (Part 1)
      • More Questions than Answers
    • November 1st: Games Reality Plays (part II)
    • November 20th: The Hitchhiker’s Guide to the Galaxy (Part 2)
    • November 6th: Salt Fish Girl (Week 1)
    • October 14th: More Autonomous Fun
    • October 16th: Autonomous Conclusion
    • October 21st: Sci Fi in the Domestic Sphere
    • October 23rd: Social Aphasia
    • October 25th: Dust in the Wind
    • October 28th: Gender Liminality and Roles
    • October 2nd: Mary Shelley’s Frankenstein
    • October 30th: Games Reality Plays (part I)
    • October 9th: Approaching Autonomous
      • Analyzing Prose in Autonomous
    • September 11th: The Time Machine
    • September 16th: The Alien Other
    • September 18th: Post-apocalyptic Worlds
    • September 20th: Dystopian Visions
    • September 23rd: World’s Beyond
    • September 25th: Gender Studies and Science Fiction
    • September 30th: Mary Shelley’s Frankenstein
    • September 4th: Science Fiction and Social Breakdown
      • More on Ellison
      • More on Forster
    • September 9th: The Time Machine
  • LBST 2213-110: Science, Technology, and Society
    • August 22nd: Science and Technology from a Humanistic Perspective
    • August 24th: Science and Technology, a Humanistic Approach
    • August 29th: Collins & Pinch’s The Golem (Science), Ch. 2
    • August 31st: Collins & Pinch’s The Golem (Science), Ch. 3 and 4
    • December 5th: Video Games and Violence, a more nuanced view
    • November 14th: Boulle, Pierre. Planet of the Apes. (1964) Ch. 27-end
    • November 16th: Shelley, Mary. Frankenstein. 1818. Preface-Ch. 8
    • November 21st: Shelley, Mary. Frankenstein. 1818. Ch. 9-Ch. 16
    • November 28th: Shelley, Mary. Frankenstein. Ch. 17-Ch. 24
    • November 30th: Violence in Video Games
    • November 7th: Boulle, Pierre. Planet of the Apes Ch. 1-17
    • November 9th: Boulle, Pierre. Planet of the Apes, Ch. 18-26
    • October 12th: Lies Economics Tells
    • October 17th: Brief Histories of Medicine, Salerno, and Galen
    • October 19th: Politicizing Science and Medicine
    • October 24th: COVID-19 Facial Covering Rhetoric
    • October 26th: Wells, H. G. Time Machine. Ch. 1-5
    • October 31st: Wells, H. G. The Time Machine Ch. 6-The End
    • October 3rd: Collins & Pinch’s The Golem at Large (Technology), Ch. 7 and Conclusion
    • September 12th: Collins & Pinch’s The Golem (Science), Ch. 7 and Conclusion
    • September 19th: Collins & Pinch’s The Golem at Large (Technology), Prefaces and Ch. 1
    • September 26th: Collins & Pinch’s The Golem at Large (Technology), Ch. 2
    • September 28th: Collins & Pinch’s The Golem at Large (Technology), Ch. 5 and 6
    • September 7th: Collins & Pinch’s The Golem (Science), Ch. 5 and 6
  • New Media: Gender, Culture, Technology (Spring 2021)
    • April 13th: Virtually ‘Real’ Environments
    • April 20th: Rhetoric/Composition Defines New Media
    • April 27th: Sub/Cultural Politics, Hegemony, and Agency
    • April 6th: Capitalist Realism
    • February 16: Misunderstanding the Internet
    • February 23rd: Our Public Sphere and the Media
    • February 2nd: Introduction to Cultural Studies
    • January 26th: Introduction to New Media
    • Major Assignments for New Media (Spring 2021)
    • March 16th: Identity Politics
    • March 23rd: Social Construction of Gender and Sexuality
    • March 2nd: Foundational Thinkers in Cultural Studies
    • March 30th: Hyperreality
    • March 9th: Globalization & Postmodernism
    • May 4th: Wrapping Up The Semester
      • Jodi Dean “The The Illusion of Democracy” & “Communicative Capitalism”
      • Social Construction of Sexuality
  • Science Fiction in American Culture (Summer I–2020)
    • Assignments for Science Fiction in American Culture
    • Cultural Studies and Science Fiction Films
    • June 10th: Interstellar and Exploration themes
    • June 11th: Bicentennial Man
    • June 15th: I’m Only Human…Or am I?
    • June 16th: Wall-E and Environment
    • June 17th: Wall-E (2008) and Technology
    • June 18th: Interactivity in Video Games
    • June 1st: Firefly (2002) and Myth
    • June 2nd: “Johnny Mnemonic”
    • June 3rd: “New Rose Hotel”
    • June 4th: “Burning Chrome”
    • June 8th: Conformity and Monotony
    • June 9th: Cultural Constructions of Beauty
    • May 18th: Introduction to Class
    • May 19th: American Culture, an Introduction
    • May 20th: The Matrix
    • May 21st: Gender and Science Fiction
    • May 25th: Goals for I, Robot
    • May 26th: Isaac Asimov’s I, Robot
    • May 27th: Hackers and Slackers
    • May 30th: Inception
  • Teaching Portfolio
  • Topics for Analysis
    • A Practical Editing Situation
    • American Culture, an Introduction
    • Efficiency in Writing Reviews
    • Feminism, An Introduction
    • Fordism/Taylorism
    • Frankenstein Part I
    • Frankenstein Part II
    • Futurism Introduction
    • Isaac Asimov’s “A Cult of Ignorance”
    • Langdon Winner Summary: The Politics of Technology
    • Marxist Theory (cultural analysis)
    • Oral Presentations
    • Oratory and Argument Analysis
    • Our Public Sphere
    • Postmodernism Introduction
    • Protesting Confederate Place
    • Punctuation Refresher
    • QT, the Existential Robot
    • Religion of Technology Discussion
    • Rhetoric, an Introduction
      • Analyzing the Culture of Technical Writer Ads
      • Rhetoric of Technology
      • Visual Culture
      • Visual Perception
      • Visual Perception, Culture, and Rhetoric
      • Visual Rhetoric
      • Visuals for Technical Communication
      • World War I Propaganda
    • The Great I, Robot Discussion
      • I, Robot Short Essay Topics
    • The Rhetoric of Video Games: A Cultural Perspective
      • Civilization, an Analysis
    • The Sopranos
    • Why Science Fiction?
    • Zombies and Consumption Satire
  • Video Games & American Culture
    • April 14th: Phallocentrism
    • April 21st: Video Games and Neoliberalism
    • April 7th: Video Games and Conquest
    • Assignments for Video Games & American Culture
    • February 10th: Aesthetics and Culture
    • February 17th: Narrative and Catharsis
    • February 24th: Serious Games
    • February 3rd: More History of Video Games
    • January 13th: Introduction to the course
    • January 20th: Introduction to Video Game Studies
    • January 27th: Games & Culture
      • Marxism for Video Game Analysis
      • Postmodernism for Video Game Analysis
    • March 24th: Realism, Interpretation(s), and Meaning Making
    • March 31st: Feminist Perspectives and Politics
    • March 3rd: Risky Business?

Contact Me

Office: Fretwell 255F
Email: atoscano@uncc.edu
Topics for Analysis » Religion of Technology Discussion

Religion of Technology Discussion

Noble throws out many heavy hitters of Western civilization, the major figures contributing to Western thought. It isn’t our goal to be familiar with all of them. Instead, they should remind us of the extent to which Noble has traced his thesis and that there is a pattern, a debatable one, but a pattern nonetheless.

Usually, I list main quotes and give you page numbers for articles we cover. We’d need several hours to delve that deeply into this reading. Below is just a sampling of the arguments and proof Noble uses in his book.

Main Points to Consider from Part 1

  • The early Middle Ages saw a change in how society, specifically the elites, viewed technology: “Technology came to be identified more closely with both lost perfection and the possibility of renewed perfection, and the advance of the arts took on new significance, not only as evidence of grace, but as a means of preparation for, and a sure sign of, imminent salvation” (p. 12).
  • The politics of religion in the 10th and 11th centuries “pioneer[ed] in the avid use of windmills, watermills, and new agricultural methods” (p. 14).
  • The clergy supports the pursuit of “the useful arts…for salvation” (p. 15).
  • The coming apocalypse: millenarianism or chiliasm.
    “[T]he expectation that the end of the world is near and that…a new earthly paradise is at hand” (p. 23).
  • 9th Century Carolingian “Erigena insisted that knowledge of the arts was innate in man, an aspect of this initial endowment, but that it had become obscured by sin since the Fall of Man, and was now but a dim vestige of its original perfection” (pp. 16-17).
    • I’m not going to link to any of these sites, but there are folks who say all our ideas were implanted by beings from other dimensions.
  • “Goldsmiths and ironsmiths…the making of coins, jewels, and weapons” was considered exalted (p. 18).
  • 13th Century Michael Scot: “‘the primary purpose of the human sciences is to restore fallen man to his prelapsarian position'” (p. 20).
  • Pursuing perfection “encouraged…the ideological wedding of technology and transcendence” (p. 22).
  • Slight suppression of millenarian belief prior to Middle Ages, but that didn’t last (pp. 23-24).
  • Roger Bacon in 13th Century: “technology as a means of recovering mankind’s original perfection….preparing for the kingdom to come” (p. 26).
  • Columbus sets sail to do more than explore…(p. 29-34).
    • “Columbus’s own mentality reflected the medieval millenarian expectations of 15th-century Spain” (p. 31).
    • “Columbus believed himself guided by divine prophecy” (p. 33).
  • “Columbus identified the New World as the Garden of Eden” (p. 38).
    • So why didn’t they have the “perfect” technologies millenarians believed existed in the Garden of Eden?
  • Spread of printing press allowed more to come to know the millenarian beliefs (p. 39).
  • Humans should stay engaged in their crafts, their jobs (p. 40); hence, this is the establishment of a work ethic.
  • Rosicrucians want to “‘the reform of the whole of mankind,’ through…the cooperative advance of science and technological knowledge” (p. 41).
  • Religion wasn’t necessarily “used as a ‘cloak’ to cover ‘real’ secular motives.” The bible as a common text for Western society (p. 44).
  • “Th[e] unprecedented millenarian milieu decisively and indelibly shaped the dynamic Western conception of technology” (p. 48).
    • The advancements over nature and technological advancement would put humans in control of the Earth.
    • Does this idea–that humans own the Earth and can use the Earth however they want–apply today?
  • Francis Bacon believed “the restoration of mankind’s original powers was part of the divine plan” (p. 51).
  • Education’s goal is to become one with god and right the wrong done by Adam and Eve” (p. 56).
  • Ch. 5: “Heavenly Virtuosi”–the rise of technical and scientific societies in the Age of Enlightenment.
    • John Evelyn and Robert Boyle founded “the Royal Society…’to improve practical and experimental knowledge….There was also a strong connection between the scientific pioneers and early capitalist enterprise” (p. 58)
    • In addition to metallurgy and textiles, “other early Royal Society members were involved in such industries as tobacco, distilling, and trade” (pp. 58-59).
    • “For Boyle, who is usually identified as the father of both experimental science and modern chemistry, empirical investigation was a form of spiritual experience, and knowing was at once a form of worship and an anticipation of millenarian resurrection” (p. 60).
      • Can one have it both ways? Can you hold a belief in positivism and spirituality?
    • Joseph Glanville claimed scientists and inventors were “lent to Earth” (p. 62), which follows the myth that ideas exist out there and humans discover them or they’re implanted in them.
      • Not to be confused with the Granville Inn in Louisville, KY.
    • “[T]rue knowledge of something was the preserve of its maker, the artisan’s sure knowledge of his artifact was the result of his having made it” (p. 63).
      • Eventually, scientists weren’t satisfied with getting back to Adam, the tool user; they “raised their sights from Adam to his Father, from the image of God to the mind of God” (p. 63).
      • “For Newton, then, to uncover the hidden logic of the universe was to understand, and in that sense identify with, the mind of its Creator” (p. 65).
      • “Henceforth, nature was to be understood by the way it was made, which required of the scientist a God-like posture and perspective” (p. 65)
  • Social construction (and control) of religion: English scientists in the 18th century continued the quest to restore humanity to paradise because “the new science demonstrated an ordered, providentially guided pattern in nature that reinforced social order and stability–including the Church’s authority, which was in their view a necessary precondition for millenarian advance” (p. 68).
  • At least James Burnett makes a pitch for Humanities education and the well-rounded “man” (yes, he would have excluded women): “‘[scientists] must have cultivated his understanding by arts and sciences, and so have prepared his mind for the more perfect knowledge which he will have in a future state'” (p. 69).
  • Joseph Priestly’s view of the French Revolution was that Louis XVI was the first of “the ten crowned head of Europe” to fall (p. 70). The political upheaval of the time was also seen as the beginning of the end times.
  • Establishing the New Adam, the engineer, through the Freemasons (p. 79).
  • Auguste Comte believed “positivism represented the third, transitional stage…described as the “‘transition towards the true and final doctrine'” (p. 84)
  • Marx and Owen: machines don’t change society; people do (p. 87).
    • “machines did not by themselves change society, only people did, but machines did promise (if only they were put in the right hands) an Edenic respite from labor”
  • American progress (pp. 89-90)
  • Edward Bellamy on the future from 1888: “‘The United States of the year 2000 is very much a technological utopia,'” which he thought would be complete with technologies and Fordist/Taylorist management science (pp. 98-99).
  • No explanation for why Americans love the new–technologies included–even if what’s new contributes to our misery.

Obviously, that last point is debatable, but why do we love new things?

Main Points to Consider in Part 2 of Noble’s book

  • “[A] more secular view of mankind’s unending evolution” (p. 103).
  • Leo Szilard saw atomic energy as a technological solution for human liberation (p. 105).
    • Szilard believed humans need to leave the Earth (p. 105)
    • Interstellar anyone…
  • “[R]evival of evangelical expectation” following the Soviets acquiring a nuclear bomb: “Billy Graham…assailed the Antichrist of godless communism and warned the wayward of the imminence of Armageddon” (p. 109)
    • Who’s Billy Graham?
    • Jerry Falwell welcomes the prospect of nuclear annihilation (p. 109)
    • Ever heard of Megiddo, Isreal?
  • Science Fiction excites the minds of astronauts and others: Ray Bradbury claims “Verne is the verb that moves us to Space….Without Verne there is a strong possibility we would never have romanced ourselves to the Moon” (as cited in Noble p. 119).
    • Referring to Jules Verne’s From the Earth to the Moon.
    • What other ideas and/or technologies have been “dreamed up” by sci fi writer?
    • Science Fiction is also part of the discourse surrounding technology and, therefore, important to both technical communication and the Rhetoric of Technology.
  • Lots of military support (here and abroad) for technological advancements (p. 122)
  • Many Christians at NASA (p. 131)
  • Much like those who win the Big Game, people claim the Apollo missions’ successes were only possible because of god (p. 136)
    • What about the Space Shuttles Challenger and Columbia? Who/what made those unsuccessful?

Artificial Intelligence

  • Descartes’s philosophy on how he knows god exists (paraphrasing): The only way we can conceive of a being that’s perfect is if that being let us know it exists. The mortal mind cannot know the immortal without the immortal’s help. Because god is perfect, all things come from god (p. 144).
  • “Nearly all of the theoretical developments that made possible the design of computers…stemmed from military-related experience” (p. 152).
  • “Linguistic theorist Umberto Eco has suggested that AI computer languages are ‘heirs of the ancient search for the perfect language,’ the pre-Babel universal language of Adam” (cited in Noble, p. 155)
    • Has anyone read Snow Crash?
  • “[C]omputer-simulated realities readily evoked the familiar refrains of the religion of technology” (p. 158)
    • With the above quotation in mind, explain what Noble means using his evidence and, perhaps, your own thoughts. This is a great question to call on someone…
    • The allure of cyberspace (pp. 158-160)
  • Artificial Life as the next evolutionary step–not through natural selection but through engineering (p. 163)
    • What would it mean to truly transcend one’s body (p. 165)?
    • The agenda of Artificial Life over the next century (p. 168).

Genetic Engineering

  • Major philosophers and scientists want to create a human being (p. 173)
  • Schrodinger on Western science: “We have inherited…the keen longing for unified, all-embracing knowledge” (as cited in Noble p. 179).
    • What might we say about “all-embracing knowledge” in light of our understanding of Postmodernism?
    • What is Science’s and Technology’s grand narrative?
  • Biotechnology: not just studying life–improving it (p. 182)
  • The new eugenics (p. 187).
    • What are some ethical issues that arise when you hear talk of designing plants, animals, humans, etc.?
    • Ready for homo superior?
  • Prevalence of Christian thought in Western culture (p. 192).

Conclusion: Elitism

  • Noble’s big claim: “The millenarian promise of restoring mankind to its original God-like perfection–the underlying premise of the religion of technology–was never meant to be universal” (p. 201)
  • 20th-century advancement financed mostly through “the state” for the “enlargement of state power” (p. 205).
  • “[T]hese technologies have not met basic human needs because, at bottom, they have never really been about meeting them” (p. 206); instead, they are “inspired more by prophets than by profits” and not the betterment of humans or the Earth (p. 207).
  • Aren’t sure where Noble stands: “[T]he technological pursuit of salvation has become a threat to our survival” (p. 208).
    • Take a moment to let that sink in and come up with reasons in support of Noble’s claim. Can you come up with reasons against his claim?

Appendix: A Masculine Millennium

  • “[I]f the religion of technology elevated the arts, it at the same time masculinized them” (p. 209).
  • [I]t was only when the arts came to be invested with spiritual significance that they became worthy of the attention of and identification with elite males” (p. 212).
  • “The same early-modern moment that spawned the intellectual ferment of the scientific revolution was also the ‘burning times’ when countless women were persecuted as witches and perished at the stake” (p. 218).
    • Harry Potter, anyone?
  • Jules Verne on why girls should avoid science and technology (p. 225)

Same definitions that might help when we discuss Noble’s arguments about masculinized technology:

  • Feminism: the social and political philosophy advocating the equality of all people regardless of gender.
  • Patriarchy: male dominated society; the powerful group in a society elevates male privilege and subordinates women.
  • Sexism: attitudes, assumptions, and stereotypes directed at a particular sex/gender; especially when these are related to women.
  • Heteronormativity: the attitude that recognizes heterosexual relationships as the societal norm and ignores other possibilities.
  • Heterosexist: the belief that the only valid form of relationship is the heterosexual union between a man and a woman.
  • Phallocentrism: power is held and wielded by those in control of the phallus, the site of male power; male superiority based on the legitimate use of the phallus

Let’s take that last one, phallocentrism, and think about the ways in which technology is male dominated. Can we agree with Noble? After all, don’t women use technology, too? What’s the bigger picture concerning gender and technology? (Don’t worry, we’ll be coming back to that throughout the semester).

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