Cat Fancies: In Defense of Animation - The Daily Californian

Hey grownies (like kiddies, but better!), you can regularly watch cartoons and be fine ? take it from your ever-reliable, mostly intact columnist, here. I say this because there exists a common misconception that watching animations equates with immaturity. This assumption stems from the fact that most popular cartoons are geared toward a young demographic. And Great Thor forbid people watch anything that?s not geared toward their age group!

I grew up in two different entertainment-consuming worlds as a result of my parents? divorce. One was a world of censorship, the other of freedom. As a free child, I could watch whatever I wanted within reason. As a constrained child, cartoon channels were blocked from DirecTV listings and considered something that would stunt my growth. Shows as innocent as ?Rugrats? were expounded as corrosive.

So, surprise, surprise: I preferred being free. This meant that I could choose my own adventure and develop my own tastes. When you?re ordered around, tastes are thrust upon you. This dichotomy of worlds allowed me to appreciate my intervals of freedom and examine the faults in censorship. And when you come of age, you?re stigmatized against watching cartoons in this way even more. But this should not deter you from your viewing pleasures.

You see, there is nothing innately immature about the medium of animation. If Jack?s French girl drawings can be sophisticated, why should the act of imbuing those drawings with movement evoke a sense of childishness? Well, it shouldn?t. The League of Men Who Dwell in Their Mothers? Basements are not a direct descendent of any particular formation of lines. And if you need further proof, my love for cartoons only resides in the basement of my brain ? without mi madre. Okay, no need to turn into groanies.

But really, animation expands beyond intended children?s demographics. There are a lot of cartoons that retain their accessibility to those of us who age. As an adult, I can now even better appreciate the writing and better understand the jokes of a lot of cartoons, like ?Powerpuff Girls? and ?Spongebob Squarepants.? Granted, this assessment doesn?t apply to all cartoons ? I?m not usually confronted with the blistering urge to respond to my computer screen whenever Dora the Explorer asks me questions. Not that I watch ?Dora the Explorer? or anything.

And then there is the phenomenon where these usually children-oriented formats become geared toward adults. We see complex, suspenseful storylines in anime dramas like ?Death Note.? ?South Park? has been the go-to animated raunch-fest since 1997. I witness my peers nerding out over ?Adventure Time? on a frequent basis. There?s this mature-rated thing called hentai that some people are into. There?s even a whole schedule block called Adult Swim dedicated to these kinds of cartoons (well, maybe not the last one). Look at that variation!

So you?ve been wondering, ?What?s the big hullabaloo about cartoons in the first place?? (That was a direct quote from your thoughts, FYI.) Well, fellow grownie, there are quite a few reasons that they?re great to watch. Of course, shows you watched as a kid provide an indulgence of nostalgia. In contrast with live-action settings, the creator has more control over how to portray the story. Also, cartoons lend themselves better to surreal physical situations. Before the effects used in ?Space Jam? were invented, ?Looney Tunes? was the ideal format for Wile E. Coyote to suspend in the air before he falls to what never is his death. There are certain aspects of cartoons that you can?t get elsewhere.

It?s totally acceptable to be an avid cartoon connoisseur at any age. I even recommend it. Let?s not discriminate against drawings. You?d be culturally deprived if you didn?t observe the genius that often takes the animated form. Maybe we could watch something together sometime and not be all childish about it.

Contact Caitlin at [email?protected]

Source: http://www.dailycal.org/2012/10/31/cat-fancies-in-defense-of-animation/

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Toll Brothers | Home Sales | Hurricane Sandy

Martin Connor, CFO of Toll Brothers

Sales of new construction homes are stalled due to Hurricane Sandy, but the weather shouldn?t have a lasting effect on the homebuilding business, leaders in the construction industry told the Wall Street Journal today.

?It?s logistically a bit of a challenge to settle homes right now,? Martin Connor, chief financial officer of Toll Brothers, the nation?s largest homebuilder, told the Journal. ?The homes are done, but you?re dependent on the mortgage company, the insurance company, the bank, the title company to be up and running to put the sale to bed,? he said. ?And a lot of people aren?t able to do that, especially insurance companies, who aren?t anxious to write new policies right now.

While much of Toll?s business is on the Eastern seaboard, Connor said he does not expect the sales of new homes to droop for more than a week or two. ?This type of weather event has limited impact on the market ? it doesn?t have a long-term impact.? [WSJ] ?Guelda Voien

Source: http://therealdeal.com/blog/2012/10/31/homebuilders-say-sandys-impact-on-sales-minimal/

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Portland Association of Teachers lets down its students and taxpayers

?District officials and teachers also couldn't reach consensus on how the grant should be used.?

FThe Portland Association of Teachers has again let down its students and its taxpayers. Because of the opposition of PAT, Portland Public Schools is unable to submit an application for federal funds for development of personalized education plans. A possible $40 million dollars is at stake.

From the Oregonian article ?Portland Public Schools gives up on Race to the Top efforts? by Nicole Dungca (here):

Portland Public Schools has given up its chance to compete for up to $40 million in federal funds after failing to reach an agreement with its union about using test scores in teacher evaluations, one of the grant's requirements.

Personalized 2The district in August filed an intent to apply for a Race to the Top grant but has dropped its efforts after officials could not obtain the union's support, another requirement for the application.

And:

Melissa Goff, Portland schools' executive director of teaching and learning, said she was disappointed to give up the effort. "We felt highly committed as a district that we want to be shoulder to shoulder (with the union) in our work," she said.

The sides disagreed mainly on the requirement of using test scores as a factor to evaluate teachers, even though the controversial practice will soon be mandated in Oregon. District officials and teachers also couldn't reach consensus on how the grant should be used, and concerns arose about the application process' tight timeline, Goff said.

Personaized 1Gwen Sullivan, president of the Portland Association of Teachers, said the union couldn't agree with the grant's definition of a rigorous teacher evaluation model, which would use student test scores in some manner. "The reality is that we're opposed to tying everything to standardized test scores in math and reading, and ignoring other important areas," she said.

(1)?? The Portland Association of Teachers should once again be ashamed. They are holding back progress in?education in Portland. I am not a fan of high-stakes testing on very limited dimensions of student skills, but I have no problem using such test results as one factor among PAT 1many in evaluating teachers. Nor should teachers object.

(2)?? I wish Dungca had teased out more information on the phrase ?District officials and teachers also couldn't reach consensus on how the grant should be used.? I would like to know what in the way of ?developing personalized education plans? the District was proposing. I fear that, beyond teacher evaluation methods, the PAT is opposed to many forms of online learning which are at the core of developing personalized education.

(3)?? The fear I blogged about in early September has become reality. I wrote (here):

My fear is that PPS, in its devotion to the status quo, will? not even try to compete with a final application and fall further behind as an outdated, inefficient education system.

So it is. In not even submitting a final application, PPS falls further behind. Shame on the Portland Association of Teachers.

?

Source: http://daveporter.typepad.com/global_strategies/2012/11/portland-association-of-teachers-lets-down-its-students-and-taxpayers.html

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Rethinking reading instruction

ScienceDaily (Nov. 1, 2012) ? Many educators have long believed that when words differ on only one sound, early readers can learn the rules of phonics by focusing on what is different between the words. This is thought to be a critical gateway to reading words and sentences.

But scientists at the University of Iowa are turning that thinking on its head. A recent study published in Developmental Psychology shows certain kinds of variation in words may help early readers learn better. When children see the same phonics regularities, embedded in words with more variation, they may learn these crucial early reading skills better. What might appear to make learning a more difficult task -- learning about letter-sound relationships from words with more variation -- actually leads to better learning.

Doctoral student Keith Apfelbaum and associate professors Bob McMurray and Eliot Hazeltine of the Department of Psychology in the UI College of Liberal Arts and Sciences (CLAS) studied 224 first-grade students in the West Des Moines, Iowa school system over a period of three months. The group used a version of an online supplementary curriculum called Access Code.

Access Code was developed by Foundations in Learning, a company founded by Carolyn Brown and Jerry Zimmermann. Brown and Zimmermann earned their doctorates from and are now adjunct faculty in the Department of Communication Sciences and Disorders, also in CLAS. Based on the Varied Practice Model, which helps children master early reading skills like phonics, the research team used Access Code to conduct the study directly in the classroom.

During the study, one group of students learned using lists of words with a small, less variable set of consonants, such as maid, mad, paid, and pad. This is close to traditional phonics instruction, which uses similar words to help illustrate the rules and, presumably, simplify the problem for learners. A second group of students learned using a list of words that was more variable, such as bait, sad, hair, and gap, but which embodied the same rules.

After three or four days of training on phonics skills, partaking in activities such as spelling and matching letters, the students from both groups were tested to see if they could read words that they had never seen before, read novel non-words, and apply their newly-learned skills to tasks they hadn't done before.

"We were interested in not just whether they could do exactly what we were teaching, but whether they could learn something more robust that would enable them to apply what they had learned to new tasks and new words," McMurray says. "Critically, we wanted to know if variability or similarity would impact this ability to learn and generalize."

Results surprised even the research team.

"We were expecting a very subtle effect, maybe similar words would help students learn the words they were trained on but maybe not generalize as well, or maybe similar words would help them learn the more difficult rules but variability might work for the easier ones, but in no case was similarity helpful," McMurray says. "This suggests a powerful principle of learning. While we've known about this in a variety of laboratory tasks for a while, this study shows for the first time that this principle also applies to early reading skills."

Overall, variation led to much better learning. Students experiencing more variation in words showed better learning when tested on the words and tasks they encountered in training. More importantly, it helped them generalize these new skills to new words, and to new tasks.

"Variability was good for the low-performing students, it was good for the high-performing students. It was good for the boys, it was good for the girls. It was good for the words, it was good for the non-words," Apfelbaum says. "Among the students who struggled the most, the kids who weren't exposed to variation didn't show any learning at all, while the kids who were exposed to variation did."

Robert Davis, an educator for 36 years and principal of Hillside Elementary, which was one of the schools that participated in the study, says he is eager to work with his teachers on ways to apply varied practice to the classroom.

"If we really look at what happened with the research, there is a multitude of applications that could go forward with this," Davis says. "We could certainly look at varied practice as a method for learning new vocabulary, as a new method for learning basic math facts, maybe even something involved with music. As educators, we need to figure out how to take that model and apply it to the umbrella of learning for a variety of things that kids struggle with."

Brown, whose research has focused on child development, language acquisition, and reading for more than three decades, says she looks forward to continued collaboration with the UI research team.

"We hope this collaboration is only the beginning to bringing the science of learning to the art of teaching children to read," Brown says. "We have missed many children because reading pedagogy has been driven by systems of belief in how reading should be taught rather than by how children learn. The importance of variation in this process will be a surprise to many educators and a help to many children."

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Story Source:

The above story is reprinted from materials provided by University of Iowa. The original article was written by Kelli Andresen.

Note: Materials may be edited for content and length. For further information, please contact the source cited above.


Journal Reference:

  1. Keith S. Apfelbaum, Eliot Hazeltine, Bob McMurray. Statistical Learning in Reading: Variability in Irrelevant Letters Helps Children Learn Phonics Skills.. Developmental Psychology, 2012; DOI: 10.1037/a0029839

Note: If no author is given, the source is cited instead.

Disclaimer: This article is not intended to provide medical advice, diagnosis or treatment. Views expressed here do not necessarily reflect those of ScienceDaily or its staff.

Source: http://feeds.sciencedaily.com/~r/sciencedaily/top_news/top_health/~3/FXbyYhrz52g/121101141119.htm

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Watch the First 'Angry Birds Star Wars' Gameplay Scenes [VIDEO]

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Increase Your Creativity: Work in Other Mediums | Self improvement ...

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Director of Career Services - HigherEdJobs

Institution: Heald College
Location: Concord, CA
Category:
  • Admin - Career Counseling and Placement
  • Executive - Other Executive
Posted: 11/01/2012
Type: Full Time
Requisition Number: 129841

Director of Career Services

Job Responsibilities:

Operational/ Management

  • Track graduate employment processes.
  • Submit reports as scheduled to the Central Administrative Office (CAO).
  • Submit campus reports as requested by the Campus Director.

Personnel Management

  • Train, Supervise Career Services Coordinators, Career Services Assistants, and/or Federal Work Study students.

Market Research

  • Collect and analyze occupational, educational, and economic information for use in job placement and for referral to the Academic Affairs Department.
  • Survey employers for skill needs, software utilization, and job trends.

Employer Development

  • Contact employers to develop cooperative partnership including, but not limited to: identifying viable job opportunities for Heald students, advisory board membership, internship/externship program participation, non field of study in school jobs, career fair participation, and guest speaking.
  • Provide employers with information in a variety of areas: Heald career services, program outcomes, and the internship/externship program.
  • Match appropriate resumes to job orders, and distribute resumes promptly.
  • Assist employers in facilitating hiring process: contacting students, graduates, and alumni for interviews.
  • Participate as needed in local area trade shows and networking events.

Student and Graduate Management

  • Advise students, graduates, and alumni in job search strategies, resume writing and interviewing.
  • Conduct Pre-Graduation Career Services Graduate Workshop.
  • Research and communicate current job postings to active candidates on a regular basis.
  • Prepare email and written communication to students, graduates, and campus community.
  • Participate in Professional Development course.

Administrative

  • Ensure the proper maintenance of graduate files, inclusive of: final resume, cover letter, thank you letter, interview activity, graduate registration form, deferral form (if applicable), cover letter.
  • Ensure the maintenance of employer contracts including Federal Work Study and Internship. (varies per campus)
  • Ensure the updating and maintaining graduation success board (Wall of Fame).
  • Ensure the proper coordination Federal Work Study hiring on campus. (varies per campus)
  • Ensure the proper management and preparation of the campus career services events. (internship orientation, graduation seminar, job fairs, advisory boards, etc.)
  • Input, update and maintain all job orders and student records in database system or alternative record keeping process.

General Responsibilities

  • Meet or exceed minimum placement results by campus and by academic program, per defined Heald College placement criteria.
  • Conduct job-search seminars to assist students with resume and cover letter writing, job-search strategies, and interviewing techniques.
  • Develop and manage full-time and part-time job opportunities using structured job development processes.
  • Set up career fairs and on-campus interviews.
  • Speak in classes and coordinate outside speakers from the workplace as requested by faculty.
  • Publish list of job leads electronically to registered job seekers.
  • Partner with Student Services department to provide part-time/in-school job assistance to students as a part of campus retention efforts to meet or exceed budgeted campus attrition rates.
  • Assist the Learning Resource Center Manager with development of Career Resource Library/Center.
  • Maintain all necessary graduate documentation including hiring information and deferrals.
  • Maintain internship documentation for insurance purposes.
  • Supervise the orientation and placement of students in the Internship Program.
  • Develop and coordinate job-shadowing experiences for faculty and students as needed.
  • Participate as a team member in orientation, graduation, and all required activities at the college.
  • Develop and conduct Campus Advisory Board meetings.
  • Act as a liaison with the business community by representing Heald in local area trade shows, networking events and professional development workshops.
  • Develop off-campus Federal Work Study sites for students.
  • Develop and maintain employer relationships.
  • Develop Internship sites for fifth and sixth quarter students.
  • Assist employers in contacting students, graduates, and alumni for interviews.
  • Coordinate mock interviews for students, as needed, with employers and Career Services staff.
  • Other duties as assigned may include, but are not limited to : Advisory Board Coordination in conjunction with Academics, Graduation coordination assistance and/ or participation, Awards Ceremony attendance and New Student Orientation participation.
Skills:

Qualifications:

  • Bachelor's degree required, graduate degree preferred.
  • Minimum of three years of experience working with placement at an educational institution or as a recruiter for a company.
  • Excellent customer service skills
  • Excellent oral and written communication skills
  • Must work well with others and interact well with students.
  • Sense of urgency, customer service and reliability are required.

Application Information

More Information on Heald College

Corinthian Colleges, Inc., is an Equal Opportunity Employer.

Source: http://www.higheredjobs.com/details.cfm?JobCode=175687891

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Department of Sport and Recreation | Martial Arts Expo this weekend

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Ford has best 3Q yet

With pre-tax profits totaling nearly $2.2 billion, Ford Motor Company had its best third quarter ever, Read writes.

By Richard Read,?Guest blogger / October 31, 2012

In this August 2011 file photo, a Ford Focus is on display at a car dealership in San Jose, Calif. In North America alone, Ford saw pre-tax 3Q revenue of over $2.3 billion, Read writes.

Paul Sakuma/AP/File

Enlarge

Ford?Motor Company has announced its best-ever third quarter, with pre-tax profits totaling nearly $2.2 billion. There are a lot of people to thank for those results, but North American shoppers are at the top of the list.

Skip to next paragraph The Car Connection

High Gear Media?s flagship website offers news, reviews, and the latest shopping tools for the cars that matter to US consumers. For more expert insights from Car Connection editors and opinions from around the Web,?click here.

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In North America alone, Ford saw pre-tax revenue of over $2.3 billion -- a substantial increase from the $1.55 billion earned in the third quarter of 2011. As of September 30, Ford's North American operations had generated nearly $6.5 billion in pre-tax revenue for the year, which is bigger than its pre-tax figure for the entirety of 2011. Ford credits these numbers to its strong product lineup and brisk sales.?

Read the rest of this post »

Floods render NYC hospitals powerless

In this Oct. 29, 2012, file photo, medical workers assist a patient into an ambulance during an evacuation of NYU Langone Medical Center Monday evening during Superstorm Sandy. Two of the city?s busiest, most important medical centers failed the simplest test of disaster-readiness during superstorm Sandy this week. They lost power. Their backup generators failed, or proved inadequate. Nearly 1,000 patients had to be evacuated. (AP Photo/ John Minchillo, File)

In this Oct. 29, 2012, file photo, medical workers assist a patient into an ambulance during an evacuation of NYU Langone Medical Center Monday evening during Superstorm Sandy. Two of the city?s busiest, most important medical centers failed the simplest test of disaster-readiness during superstorm Sandy this week. They lost power. Their backup generators failed, or proved inadequate. Nearly 1,000 patients had to be evacuated. (AP Photo/ John Minchillo, File)

In this Wednesday, Oct. 31, 2012 photo, an ambulance departs Bellevue Hospital in New York where patients were being evacuated. Efforts to defend two of the city?s busiest, most important medical centers against flood broke down during superstorm Sandy this week. Nearly 1,000 patients had to be evacuated from NYU Langone Medical Center and Bellevue Hospital Center after backup power systems failed when their basements flooded. (AP Photo/Mark Lennihan)

FILE - In this Oct. 29, 2012, file photo, ambulances wait outside NYU Langone Medical Center Monday evening during superstorm Sandy to assist in the evacuation of patients. Efforts to defend two of the city?s busiest, most important medical centers against flood broke down during superstorm Sandy this week. Nearly 1,000 patients had to be evacuated from NYU Langone Medical Center and Bellevue Hospital Center after backup power systems failed when their basements flooded. (AP Photo/ John Minchillo, File)

NEW YORK (AP) ? There are few places in the U.S. where hospitals have put as much thought and money into disaster planning as New York. And yet two of the city's busiest, most important medical centers failed a fundamental test of readiness during Superstorm Sandy this week: They lost power.

Their backup generators failed, or proved inadequate. Nearly 1,000 patients had to be evacuated.

The closures led to dramatic scenes of doctors carrying patients down dark stairwells, nurses operating respirators by hand, and a bucket brigade of National Guard troops hauling fuel to rooftop generators in a vain attempt to keep the electricity on.

Both hospitals, NYU Langone Medical Center and Bellevue Hospital Center, were still trying to figure out exactly what led to the power failures Thursday, but the culprit appeared to be the most common type of flood damage there is: water in the basement.

While both hospitals put their generators on high floors where they could be protected in a flood, other critical components of the backup power system, such as fuel pumps and tanks, remained in basements just a block from the East River.

Both hospitals had fortified that equipment against floods within the past few years, but the water ? which rushed with tremendous force ? found a way in.

"This reveals to me that we have to be much more imaginative and detail-oriented in our planning to make sure hospitals are as resilient as they need to be," said Irwin Redlener, director of the National Center for Disaster Preparedness at Columbia University's Mailman School of Public Health.

The problem of unreliable backup electricity at hospitals is nothing new.

Over the first six months of the year, 23 percent of the hospitals inspected by the Joint Commission, a health care facility accreditation group, were found to be out of compliance with standards for backup power and lighting, according to a spokesman.

Power failures crippled New Orleans hospitals after Hurricane Katrina. The backup generator failed at a hospital in Stafford Springs, Conn., after the remnants of Hurricane Irene blew through the state in 2011. Hospitals in Houston were crippled when Tropical Storm Allison flooded their basements and knocked out electrical equipment in 2001.

When the Northeast was hit with a crippling blackout in 2003, the backup power at several of New York City's hospitals failed or performed poorly. Generators malfunctioned or overheated. Fuel ran out too quickly. Even where the backup systems worked, they provided electricity to only some parts of the hospital and left others in the dark.

Afterward, a mayoral task force recommended upgrading testing standards for generators and requiring backup plans for blood banks and health care facilities that provide dialysis treatment.

Alan Aviles, president of New York City's Health and Hospitals Corp., which operates Bellevue, said that after a scare last summer when Hurricane Irene threatened to cause flooding, Bellevue put its basement-level fuel pumps in flood-resistant chambers.

It still isn't clear whether water breached those defenses, but when an estimated 17 million gallons of water rushed through loading docks and into the hospital's 1-million-square-foot basement, the fuel feed to the generators stopped working. The floodwaters also knocked out the hospital's elevators.

For two days, National Guardsmen carried fuel to the generators, but conditions inside the hospital for patients and staff deteriorated anyway. The generators were designed to supply only 30 percent of the usual electrical load at the hospital, leaving a lot of equipment and labs hobbled. The hospital also lost all water pressure on Tuesday. Nearly 700 patients had been evacuated by Thursday afternoon.

"The precautions we had taken to date had served us well," Aviles said. "But Mother Nature can always up the stakes."

NYU Langone Medical Center had also tried to armor itself against floods.

All seven of the generators providing backup power to the parts of the hospital involved in patient care are only a few years old and are on higher floors. The fuel tank is in a watertight vault. New fuel pumps were installed just this year in a pump house upgraded to withstand a high flood, said the hospital's vice president of facilities operation, Richard Cohen.

"The medical center invested quite a bit of money to upgrade the facility," he said.

The pump house remained "bone dry," Cohen said. But water shoved aside plastic and plywood defenses and infiltrated the fuel vault, where sensors detected the potentially damaging liquid and shut the generators down. "The force of the surge that came in was unbelievable. It dislodged our additional protection and caused a breach of the vault as well," Cohen said.

The power at NYU went out in a flash, leaving the staff scrambling to evacuate 300 patients with no notice.

Dr. Robert Berg, an obstetrician, said that when he lost power in his apartment, he went to the hospital to charge his cellphone and was stunned to find it in chaos.

"It didn't really occur to me that the hospital was going to be in trouble," he said. Even after finding the lobby dark, "I thought, 'We'll have power upstairs. We're an operating room.'"

He wound up carrying two patients down flights of stairs on a "med sled."

"There was a Category 1 outside and a Category 4 inside," he said. "I can't say that they were very well prepared for it."

That has left only one hospital, Beth Israel Medical Center, functioning in the southern third of Manhattan. It is also on backup power, but brought in two huge new generators Thursday, just in case.

Aviles said Bellevue might be out of commission for at least two more weeks. NYU Langone's generators are operating again, but the hospital is waiting for Consolidated Edison to restore its power before it starts taking patients again. That could happen in a matter of days.

Flooding may pose less of a danger to the hospital's power supply in the future. Construction is under way on a new power plant, at a cost of more than $200 million, that will run on natural gas and supply all the hospital's power needs.

"It's a tremendous facility, with a lot of hardening built into it," Cohen said.

___

AP Medical Writer Mike Stobbe contributed to this report.

Associated Press

Source: http://hosted2.ap.org/APDEFAULT/386c25518f464186bf7a2ac026580ce7/Article_2012-11-01-Superstorm-Hospitals/id-b421e5c1dfdd4a509d31eecd5c91d8a9

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