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Georgsson, Fredrik
Publications (10 of 24) Show all publications
Brink, S., Carlsson, C. J., Enelund, M., Georgsson, F., Keller, E., Lyng, R. & McCartan, C. (2021). Curriculum Agility: Responsive Organization, Dynamic Content, and Flexible Education. In: 2021 IEEE Frontiers in Education Conference (FIE 2021): . Paper presented at 2021 IEEE Frontiers in Education Conference, FIE 2021, 13-16 October 2021, Lincoln, Nebraska, USA.. Institute of Electrical and Electronics Engineers (IEEE)
Open this publication in new window or tab >>Curriculum Agility: Responsive Organization, Dynamic Content, and Flexible Education
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2021 (English)In: 2021 IEEE Frontiers in Education Conference (FIE 2021), Institute of Electrical and Electronics Engineers (IEEE), 2021Conference paper, Published paper (Refereed)
Abstract [en]

This special session, within the conference theme of Incorporating Convergence into Programs, Curricula, and Continuing Education, focuses on Curriculum Agility in engineering education. It will introduce the concept of Curriculum Agility and its current trends, as well as further co-develop the concept behind it. This is done following an iterative design thinking approach, by co-creating guiding principles that engineering institutions can use to make their study programs more responsive, dynamic, and flexible. Curriculum Agility is particularly important in engineering education in order to keep pace with the rapid development of new technologies and materials. In addition, the concept aims to meet students' expectations and needs for more individualized study plans, as well as society's need for forward-thinking engineers equipped to contribute to finding solutions to current and future societal challenges. Thus, to anticipate and meet these challenges, institutions for engineering education need to have an organizational and management structure with the capacity to act within a much shorter timeframe than traditionally seen in universities. Curriculum Agility is a framework for introducing necessary changes in operations to be able to act responsibly and rapidly on change and expectations. This work presents seven principles for Curriculum Agility that have emerged from a series of sessions at international conferences and network meetings. The seven principles currently include: Stakeholder Involvement, Organization and Governance, Decision Making, Program and Course Design, Innovation of Education, and Pedagogy and Didactics. This special session brings educators together to discuss the 'what, how and why' with regard to Curriculum Agility. The overall aim is to further develop a shared vision on Curriculum Agility and build upon the intention of assessing it at different levels in the organization of engineering education institutions. The expected outcome of the special session is a collection of refined, redefined, and perhaps even newly defined principles for Curriculum Agility.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers (IEEE), 2021
Series
IEEE Frontiers in Education Conference, ISSN 15394565
Keywords
Co-creation, Curriculum Agility, Curriculum Innovation, Engineering Education, Flexible Education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-192245 (URN)10.1109/FIE49875.2021.9637287 (DOI)000821947700176 ()2-s2.0-85123861078 (Scopus ID)9781665438513 (ISBN)
Conference
2021 IEEE Frontiers in Education Conference, FIE 2021, 13-16 October 2021, Lincoln, Nebraska, USA.
Available from: 2022-05-31 Created: 2022-05-31 Last updated: 2023-09-05Bibliographically approved
Brink, S., Carlsson, C. J., Enelund, M., Georgsson, F., Keller, E., Lyng, R. & McCartan, C. (2020). Assessing curriculum agility in a CDIO engineering education. In: Johan Malmqvist; Jens Bennedsen; Kristina Edström; Natha Kuptasthien; Angkee Sripakagorn; Janne Roslöf; Ingunn Saemundsdottir; Maria Siiskonen (Ed.), The 16th international CDIO conference: proceedings – full papers, volume 1. Paper presented at The 16th International CDIO Conference, hosted on-line by Chalmers University of Technology, Gothenburg, Sweden, 8-10 June 2020 (pp. 13-25). Chalmers University of Technology, 1
Open this publication in new window or tab >>Assessing curriculum agility in a CDIO engineering education
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2020 (English)In: The 16th international CDIO conference: proceedings – full papers, volume 1 / [ed] Johan Malmqvist; Jens Bennedsen; Kristina Edström; Natha Kuptasthien; Angkee Sripakagorn; Janne Roslöf; Ingunn Saemundsdottir; Maria Siiskonen, Chalmers University of Technology , 2020, Vol. 1, p. 13-25Conference paper, Published paper (Refereed)
Abstract [en]

Change and individualization are two aspects that are important in innovative higher education. In this paper, we argue for how the concept of curriculum agility can be used as a framework for engineering education that is able to meet societal, environmental, and technological challenges. To both anticipate and meet the needs of the rapidly changing world, engineering education needs to have an organization that allows for innovation, change, and adaptation, with the capacity to respond within a (much) shorter timeframe than traditionally seen in higher education. The structure and processes of such organizations should include the time needed to establish and decommission new educational programmes, and the flexibility within the programmes. The CDIO's Curriculum Agility Working Group has defined seven principles for curriculum agility and has analysed how these relate to the CDIO Standards. This paper describes how the principles can provide guidance on both a curricular and institutional level. The principles are mapped against the CDIO Standards, relating to what is required for an agile curriculum, in order to indicate how the Standards can be utilized to assess the flexibility and agility of educational programmes.

Place, publisher, year, edition, pages
Chalmers University of Technology, 2020
Series
International CDIO Conference, ISSN 2002-1593
Keywords
Change Management, Curriculum Agility, Self-Assessment, Stakeholder Involvement, Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-214446 (URN)2-s2.0-85123869377 (Scopus ID)9789188041272 (ISBN)9789188041289 (ISBN)
Conference
The 16th International CDIO Conference, hosted on-line by Chalmers University of Technology, Gothenburg, Sweden, 8-10 June 2020
Available from: 2023-09-22 Created: 2023-09-22 Last updated: 2023-09-22Bibliographically approved
Bennedsen, J., Rouvrais, S., Roslof, J., Kontio, J., Georgsson, F. & McCartan, C. D. (2020). Collaborative quality enhancement in engineering education: an overview of operational models at a programme level. European Journal of Engineering Education, 45(1), 73-88
Open this publication in new window or tab >>Collaborative quality enhancement in engineering education: an overview of operational models at a programme level
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2020 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 45, no 1, p. 73-88Article in journal (Refereed) Published
Abstract [en]

This article discusses the tension between quality assurance and quality enhancement in engineering education at a programme level. It acknowledges that accreditation has evolved for many years, but does not agilely support innovation or implement changes in educational programmes. Existing quality assurance systems, institutional collaboration networks, as well as new innovative quality enhancement models and processes are described, contrasted and synthesised. Quality enhancement is analysed based on its function as a source of inspiration and dissemination of good practice. The article reflects on a novel and more collaborative approach to quality enhancement, built on the foundations of specific pedagogical standards and rubrics (e.g. CDIO). One solution leading to real continuous quality enhancement could be flexible and agile evaluation processes. These are founded on measurement and rating frameworks and complemented with quality assurance for engineering education. Incremental enhancement is based on relevant needs identified collaboratively between programmes.

Place, publisher, year, edition, pages
TAYLOR & FRANCIS LTD, 2020
Keywords
Quality assurance, quality enhancement, cross-sparring, accreditation, curriculum development
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-167959 (URN)10.1080/03043797.2018.1443058 (DOI)000506488700006 ()2-s2.0-85042937200 (Scopus ID)
Available from: 2020-02-25 Created: 2020-02-25 Last updated: 2023-03-23Bibliographically approved
Brink, S., Georgsson, F., Thomson, G., de Hei, M., Sjoer, E. & Admiraal, W. (2020). Mapping current curricular changes in European engineering education. In: Balázs Vince Nagy; Mike Murphy; Hannu-Matti Järvinen; Anikó Kálmán (Ed.), Varietas delectat… Complexity is the new normality: Proceedings SEFI 2019. Paper presented at SEFI 2019, 47th SEFI Annual Conference 2019 - Varietas Delectat: Complexity is the New Normality, Budapest, hungary, September 16-20, 2019 (pp. 1447-1457). European Society for Engineering Education (SEFI)
Open this publication in new window or tab >>Mapping current curricular changes in European engineering education
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2020 (English)In: Varietas delectat… Complexity is the new normality: Proceedings SEFI 2019 / [ed] Balázs Vince Nagy; Mike Murphy; Hannu-Matti Järvinen; Anikó Kálmán, European Society for Engineering Education (SEFI) , 2020, p. 1447-1457Conference paper, Published paper (Refereed)
Abstract [en]

In Europe, there is a wide variety of curriculum designs in higher engineering education. Several international networks serve the goal of supporting the inherent need of higher education institutions to continuously improve their programmes, without per se offering a formal accreditation standard. In this paper, two such networks are considered: CDIO and SEFI. The curricular landscape across Europe and across the different engineering disciplines is mapped by means of a survey amongst the members of CDIO and SEFI. The results amongst 82 respondents show that the prevailing curriculum structure defined by focus, set-up and design is a fixed curriculum with flexible elements, focused on theory with skills woven in, and with a subject-centred curriculum, followed by another big group having a flexible curriculum with fixed elements, competency-based, and focusing on skills with theory woven in. Configurations vary based on region, engineering discipline and network membership. Curricular changes in the past three years and coming two years focus mostly on assessment and examination, as well as pedagogics, interpersonal skills and curriculum flexibility. Certain engineering disciplines are more prone to curriculum change than others, such as Design Engineering and Information Engineering. Electric engineering currently shows significantly less curriculum change. When changing the curriculum design, learning goals, learning activities and learning vision are typically seen as a priority in engineering education. The most perceived barriers in the curriculum change process are staff competency and engagement for those about to make changes, and development time and costs for those having made recent changes.

Place, publisher, year, edition, pages
European Society for Engineering Education (SEFI), 2020
Keywords
Continuous improvement, Curriculum change, Curriculum design, Future proof education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-197979 (URN)2-s2.0-85077823887 (Scopus ID)9782873520182 (ISBN)
Conference
SEFI 2019, 47th SEFI Annual Conference 2019 - Varietas Delectat: Complexity is the New Normality, Budapest, hungary, September 16-20, 2019
Available from: 2022-07-08 Created: 2022-07-08 Last updated: 2022-07-08Bibliographically approved
Lycke, L., Georgsson, F., Schedin, S., Degerman, L., Solin, K. & Victor, B. (2019). Extern granskning av utbildningsprogram – erfarenheter från två lärosäten.. In: : . Paper presented at 7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Luleå tekniska universitet, 27 november – 28 november, 2019.
Open this publication in new window or tab >>Extern granskning av utbildningsprogram – erfarenheter från två lärosäten.
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2019 (Swedish)Conference paper, Published paper (Refereed)
Abstract [sv]

Svenska lärosäten har utvecklat egna kvalitetssystem som ska granskas och godkännas av universitetskans-lersämbetet (UKÄ). Typiskt bygger lärosätenas kvalitetssäkrings-system på cykliska mäta-värdera-åtgärda aktiviteter. I flera av dessa system förekommer extern kollegial granskning som en viktig komponent. Syftet med detta arbete är att belysa två olika system för extern kollegial granskning från olika perspektiv. Den externa granskningen av högskoleingenjörsprogrammen i maskinteknik vid Uppsala universitet och Umeå universitet är utgångspunkten och de perspektiv som belyses är de från

• Programansvariga,

• Utbildningsledare på fakultetsnivå, samt

• Extern granskare

I arbetet teoretiseras inte upplägg och genomförande av kvalitetsarbetet eller den kollegiala granskningen, utan målet är att genom vittnesbörd sprida praktisk kunskap och erfarenheter om två olika system för extern kollegial granskning.

Initialt beskrivs de två olika systemen, hur olika aktiviteter och processer är tänkt att tillsammans bidra till att säkerställa att utbildningar håller en hög kvalitet. Särskilt fokus läggs på att beskriva upplägget på den externa kollegiala granskningen och hur den information som granskningen ger vid handen återkopplas till program och andra intressenter. Fakultetens utbildningsledare ger sin syn på genomförandet av den kollegiala granskningen ur ett övergripande fakultetsperspektiv samt beskriver de fakultetsövergripande slutsatser som dragits utifrån de externa granskningarna. Programansvariga beskriver verksamhetsnära erfarenheter av de kollegiala granskningarna. Särskilt intressant är beskrivningen av hur utfallet av den kollegiala granskningen bidragit till att definiera utvecklingsprojekt på programnivå. Resultatet kopplas till resursåtgång.

Det tredje perspektivet är det av den externe granskaren. I fallet med högskoleingenjörsprogrammet i maskinteknik vid Uppsala respektive Umeå universitet var det samma granskare vilket ger en unik möjlighet att få en extern parts synpunkter på underlag i förhållande till efterfrågad granskning.Slutligen sammanfattas styrkor och svagheter i de båda ansatserna till extern kollegial granskning.

National Category
Other Engineering and Technologies not elsewhere specified
Identifiers
urn:nbn:se:umu:diva-168423 (URN)
Conference
7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Luleå tekniska universitet, 27 november – 28 november, 2019
Available from: 2020-02-25 Created: 2020-02-25 Last updated: 2020-02-25Bibliographically approved
Schrey-Niemenmaa, K., Clark, R., Matthíasdóttir, Á., Georgsson, F., Kontio, J., Bennedsen, J., . . . Hermon, P. (2018). The Power of Self-evaluation Based Cross-Sparring in Developing the Quality of Engineering Programmes. In: Michael E. Auer, Kwang-Sun Kim (Ed.), Engineering Education for a Smart Society: World Engineering Education Forum & Global Engineering Deans Council 2016. Paper presented at World Engineering Education Forum (WEEF) / Global Engineering Deans Council (GEDC), NOV 06-10, 2016, Seoul, SOUTH KOREA (pp. 158-174). Springer Berlin/Heidelberg
Open this publication in new window or tab >>The Power of Self-evaluation Based Cross-Sparring in Developing the Quality of Engineering Programmes
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2018 (English)In: Engineering Education for a Smart Society: World Engineering Education Forum & Global Engineering Deans Council 2016 / [ed] Michael E. Auer, Kwang-Sun Kim, Springer Berlin/Heidelberg, 2018, p. 158-174Conference paper, Published paper (Refereed)
Abstract [en]

This paper discusses how the quality of engineering education can be improved in practice by using a process of sharing and critique. Starting with a self-evaluation followed by a cross-sparring with critical friends, this new approach has proven successful in initiating change. With a focus on quality enhancement as much as quality assurance, the engagement in and attractiveness of the engineering education are key considerations of the development activities that are inspired by the process. In the process programmes are paired with appropriate partners and, using the self-evaluation as a foundation, the cross-sparring enables each partner the best opportunities to learn from each other. The approach has been developed in an ERASMUS + project involving eight European universities and has been called QAEMP (Quality Assurance and Enhancement Market Place).

Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2018
Series
Advances in Intelligent Systems and Computing, ISSN 2194-5357, E-ISSN 2194-5365 ; 627
Keywords
Engineering programme development, Programme improvement, Self-evaluation, Cross-sparring, ality enhancement, Quality assurance
National Category
Educational Sciences Engineering and Technology
Identifiers
urn:nbn:se:umu:diva-154535 (URN)10.1007/978-3-319-60937-9_13 (DOI)000451586800013 ()2-s2.0-85025841379 (Scopus ID)978-3-319-60937-9 (ISBN)978-3-319-60936-2 (ISBN)
Conference
World Engineering Education Forum (WEEF) / Global Engineering Deans Council (GEDC), NOV 06-10, 2016, Seoul, SOUTH KOREA
Available from: 2018-12-20 Created: 2018-12-20 Last updated: 2023-03-24Bibliographically approved
Clark, R., Bennedsen, J., Rouvrais, S., Kontio, J., Heikkenen, K., Georgsson, F., . . . Hermon, P. (2015). Developing a robust self evaluation framework for active learning: The first stage of an ERASMUS+ project (QAEMarketPlace4HEI). In: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015: . Paper presented at 43rd SEFI Annual Conference 2015, SEFI 2015, Orleans, France, June 29 - July 2, 2015. European Society for Engineering Education (SEFI)
Open this publication in new window or tab >>Developing a robust self evaluation framework for active learning: The first stage of an ERASMUS+ project (QAEMarketPlace4HEI)
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2015 (English)In: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015, European Society for Engineering Education (SEFI) , 2015Conference paper, Published paper (Refereed)
Abstract [en]

In ensuring the quality of learning and teaching in Higher Education, self-evaluation is an important component of the process. An example would be the approach taken within the CDIO community whereby self-evaluation against the CDIO standards is part of the quality assurance process. Eight European universities (Reykjavik University, Iceland; Turku University of Applied Sciences, Finland; Aarhus University, Denmark; Helsinki Metropolia University of Applied Sciences, Finland; Umeå University, Sweden; Telecom Bretagne, France; Aston University, United Kingdom; Queens University Belfast, United Kingdom) are engaged in an EU funded Erasmus + project that is exploring the quality assurance process associated with active learning.

Place, publisher, year, edition, pages
European Society for Engineering Education (SEFI), 2015
Keywords
Active Learning, Quality Assurance, Quality Enhancement
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-206276 (URN)2-s2.0-84968763951 (Scopus ID)9782873520120 (ISBN)
Conference
43rd SEFI Annual Conference 2015, SEFI 2015, Orleans, France, June 29 - July 2, 2015
Available from: 2023-04-03 Created: 2023-04-03 Last updated: 2023-04-03Bibliographically approved
Georgsson, F., Kontio, J., Bennedsen, J., Clark, R., Matthíasdóttir, Á., Hermon, P., . . . Schrey-Niemenmaa, K. (2015). QAEMP: en verktygslåda för att utveckla ingenjörsutbildning med hjälp av kritiska vänner. In: 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar: Proceedings. Paper presented at 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala, 18-19 november, 2015 (pp. 24-26). Uppsala: Uppsala universitet
Open this publication in new window or tab >>QAEMP: en verktygslåda för att utveckla ingenjörsutbildning med hjälp av kritiska vänner
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2015 (Swedish)In: 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar: Proceedings, Uppsala: Uppsala universitet, 2015, p. 24-26Conference paper, Published paper (Other academic)
Abstract [sv]

På denna workshop kommer vi att jobba med en process för att förbättra ingenjörsutbildning. Kärnan i denna process är en modell för Cross-Sparring där olika utbildningar agerar kritiska vänner. Grunden för Cross-Sparring utgörs av en självvärdering där utbildningsprogrammet identifierar vilka kvalitetskriterier man vill ha hjälp utifrån för att förbättra. En del av processen består i att dokumentera Best Practice som man kan dela med sig av på en Market Place och genom att koppla Best Practice till kvalitetskriterier gör dem effektivt sökbara.Utifrån detta underlag kan man sedan hitta lämpliga partners för Cross-Sparring.

Place, publisher, year, edition, pages
Uppsala: Uppsala universitet, 2015
Keywords
Kvalitet i ingenjörsutbildning, kvalitetsutveckling, Cross-Sparring
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-114061 (URN)
Conference
5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala, 18-19 november, 2015
Available from: 2016-01-11 Created: 2016-01-11 Last updated: 2018-06-07Bibliographically approved
Cheddad, A., Nord, C., Hörnblad, A., Prunskaite-Hyyryläinen, R., Eriksson, M., Georgsson, F., . . . Ahlgren, U. (2013). Improving signal detection in emission optical projection tomography via single source multi-exposure image fusion. Optics Express, 21(14), 16584-16604
Open this publication in new window or tab >>Improving signal detection in emission optical projection tomography via single source multi-exposure image fusion
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2013 (English)In: Optics Express, E-ISSN 1094-4087, Vol. 21, no 14, p. 16584-16604Article in journal (Refereed) Published
Abstract [en]

We demonstrate a technique to improve structural data obtained from Optical Projection Tomography (OPT) using Image Fusion (IF) and contrast normalization. This enables the visualization of molecular expression patterns in biological specimens with highly variable contrast values. In the approach, termed IF-OPT, different exposures are fused by assigning weighted contrasts to each. When applied to projection images from mouse organs and digital phantoms our results demonstrate the capability of IF-OPT to reveal high and low signal intensity details in challenging specimens. We further provide measurements to highlight the benefits of the new algorithm in comparison to other similar methods.

Place, publisher, year, edition, pages
Optical Society of America, 2013
National Category
Other Medical Biotechnology
Identifiers
urn:nbn:se:umu:diva-80512 (URN)10.1364/OE.21.016584 (DOI)000321819400038 ()23938510 (PubMedID)2-s2.0-84880537960 (Scopus ID)
Funder
Swedish Research CouncilEU, European Research Council, CP-IP 228933-2
Available from: 2013-09-19 Created: 2013-09-19 Last updated: 2023-03-23Bibliographically approved
Eriksson, A. U., Svensson, C., Hörnblad, A., Cheddad, A., Kostromina, E., Eriksson, M., . . . Ahlgren, U. (2013). Near infrared optical projection tomography for assessments of beta-cell mass distribution in diabetes research. Journal of Visualized Experiments, 71, Article ID e50238.
Open this publication in new window or tab >>Near infrared optical projection tomography for assessments of beta-cell mass distribution in diabetes research
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2013 (English)In: Journal of Visualized Experiments, E-ISSN 1940-087X, Vol. 71, article id e50238Article in journal (Refereed) Published
Abstract [en]

By adapting OPT to include the capability of imaging in the near infrared (NIR) spectrum, we here illustrate the possibility to image larger bodies of pancreatic tissue, such as the rat pancreas, and to increase the number of channels (cell types) that may be studied in a single specimen. We further describe the implementation of a number of computational tools that provide: 1/ accurate positioning of a specimen's (in our case the pancreas) centre of mass (COM) at the axis of rotation (AR)2; 2/ improved algorithms for post-alignment tuning which prevents geometric distortions during the tomographic reconstruction2 and 3/ a protocol for intensity equalization to increase signal to noise ratios in OPT-based BCM determinations3. In addition, we describe a sample holder that minimizes the risk for unintentional movements of the specimen during image acquisition. Together, these protocols enable assessments of BCM distribution and other features, to be performed throughout the volume of intact pancreata or other organs (e.g. in studies of islet transplantation), with a resolution down to the level of individual islets of Langerhans.

National Category
Biomedical Laboratory Science/Technology
Identifiers
urn:nbn:se:umu:diva-64029 (URN)10.3791/50238 (DOI)000209226200052 ()23353681 (PubMedID)2-s2.0-84875029265 (Scopus ID)
Available from: 2013-01-14 Created: 2013-01-14 Last updated: 2024-01-17Bibliographically approved
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