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Creative Production 265Figure 6.1Lola and Ashley recap Top Chef. Screen capture by Patricia G. Lange, 2008.Figure 6.2Lola and Ashley review Beauty and the Geek. Screen capture by Patricia G. Lange, 2008.
266 Patricia G. Lange and Mizuko ItoFigure 6.3Lola and Ashley discuss Big Brother. Screen capture by Patricia G. Lange, 2008.that is gaining popularity on YouTube. Between the time of their interviewin May 2007 and August 2008, they gained more than 1,900 subscribers andmore than 140,000 views of their YouTube channel page (which is YouTube’sequivalent of the MySpace profile page). One of their fans has even donecompilations of their reviews and commentary. For Lola, the purpose of theirYouTube presence is to help her daughter build a portfolio that will help herpursue her career goals and enhance her already impressive scholastic record.They hope Ashley will obtain a scholarship to a prestigious college that theycould otherwise not afford. Notably, Lola sees their joint video making notonly as a means to an end but also as a way to stay close to her daughter andbe involved in her life. Setting very few limits on her computer time, Lolastays regularly involved in Ashley’s online activities. Ashley is comfortablesharing the account with her mother. As she put it, “I would never put anythingup that my mom doesn’t approve of and I have nothing to hideanyway.” Lola emphasizes her interest in having a close relationship with herdaughter through video making. Lola said:I wanted to be involved with my kids but I think it’s more important that the kidswant the parents to be involved. [Because] I’ve seen other parents . . . my mom doesn’tunderstand the type of relationship I have with my kids and she’s like, “I’m gonna getyou some software so that you can spy on your kids when they’re on the Internet.” AndI’m like, “I don’t have to do that. I know exactly where they are because I’m with them.”
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Hanging Out, Messing Around, and Ge
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HANGING OUT, MESSING AROUND, AND GE
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To the memory and ongoing legacy of
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viiiContentsBox 2.2 From MySpace to
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Series ForewordIn recent years, dig
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AcknowledgmentsThe research for and
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AcknowledgmentsxvFinally, we would
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xviiiNotes on the TextThe case stud
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INTRODUCTIONDigital media and onlin
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Introduction 3descriptive goal of d
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Introduction 5as how they are able
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Introduction 7are passive recipient
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Introduction 9over the digital gene
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Introduction 11Our work has focused
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Introduction 13addressing the need
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Introduction 15tion, has the advant
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Introduction 17tion are high-level
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Introduction 19Arjun Appadurai and
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Introduction 21gaming friends who d
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Introduction 23guidance. Among the
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Introduction 25struction of technol
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Introduction 27Chapter 1, “Media
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1 MEDIA ECOLOGIESLead Authors: Heat
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Media Ecologies 31We use the metaph
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Media Ecologies 33the Kaiser report
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Media Ecologies 35communicators.”
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Media Ecologies 37The distinction b
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Media Ecologies 39(IM), and phone c
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Media Ecologies 41everyday sociabil
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Media Ecologies 43for the complex w
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Media Ecologies 45to talk to her fr
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Media Ecologies 47cams and stuff li
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Media Ecologies 49Like many of the
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Media Ecologies 51relationship stat
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Media Ecologies 53She “loved thos
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Media Ecologies 55involve finding i
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Media Ecologies 57I just searched o
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Media Ecologies 59Box 1.4 The Techn
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Media Ecologies 61In chapter 7 we d
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Media Ecologies 63for unstructured
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Media Ecologies 65Today, Toni is an
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Media Ecologies 67high-speed Intern
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Media Ecologies 69anywhere, and als
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Media Ecologies 71family, peers, cl
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Media Ecologies 73Profile Productio
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Media Ecologies 75It’s actually r
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Media Ecologies 77selected and deli
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2 FRIENDSHIPLead Author: danah boyd
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Friendship 81U.S. teens. The materi
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Friendship 83production and economi
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Friendship 85teens use social media
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Friendship 872 say I luv u, but a l
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Friendship 89from them. Research th
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Friendship 91While there are plenty
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Friendship 93Some of these messages
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Friendship 95displayed on social ne
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Friendship 97frequently send messag
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Friendship 99this sets up. Melanie,
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Friendship 101stems from a desire b
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Friendship 103at the top. And, then
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Friendship 105special attention to
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Friendship 107Cachi, a Puerto Rican
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Friendship 109That said, most teens
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Friendship 111Christo: Why do you t
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Friendship 113ConclusionSocial medi
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Friendship 1153. We use the term
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118 C. J. Pascoeit has become incre
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120 C. J. Pascoeto initiate and rec
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122 C. J. Pascoeset of norms about
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124 C. J. Pascoeway to “research,
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126 C. J. PascoeThen it’s kind of
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128 C. J. Pascoereadily in offline
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130 C. J. PascoeThese tokens are pa
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132 C. J. Pascoediscussion. While f
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134 C. J. PascoeAs Michael learned
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136 C. J. Pascoeangry messages dire
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138 C. J. Pascoeabout. So that was
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140 C. J. Pascoeliving in Brooklyn,
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142 C. J. PascoeVulnerabilityNew me
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144 C. J. Pascoecasualness discusse
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146 C. J. Pascoeneed to be taken se
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148 C. J. PascoeContemporary dating
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150 Heather A. HorstThis book focus
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152 Heather A. Horstin individual h
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154 Heather A. Horstof media incorp
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156 Heather A. HorstMcRobbie and Ga
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158 Heather A. Horsthacked onto my
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160 Heather A. Horst“on my confir
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162 Heather A. Horst(We decided to
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164 Heather A. HorstWhile games at
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166 Heather A. HorstMiguel: They ta
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168 Heather A. HorstBox 4.2 The Mil
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170 Heather A. HorstSimilarly, Lisa
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172 Heather A. HorstRoutines and Rh
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174 Heather A. Horstspend time with
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176 Heather A. HorstEarendil, refle
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178 Heather A. HorstMaking, Breakin
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180 Heather A. Horstenrolling in fa
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182 Heather A. Horstshe has learned
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184 Heather A. Horstsus amigas y es
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186 Heather A. Horststudents that a
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188 Heather A. HorstFigure 4.3Lynn
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190 Heather A. HorstAs Traviesa ack
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192 Heather A. Horston the generati
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194 Heather A. Horsttraveling on th
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196 Mizuko Ito and Matteo Bittantii
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198 Mizuko Ito and Matteo Bittantit
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200 Mizuko Ito and Matteo Bittantio
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202 Mizuko Ito and Matteo Bittantia
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206 Mizuko Ito and Matteo Bittanti
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208 Mizuko Ito and Matteo Bittanti(
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212 Mizuko Ito and Matteo Bittantis
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Page 265 and 266: 244 Patricia G. Lange and Mizuko It
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Page 316 and 317: 7 WORKLead Author: Mizuko ItoIn her
Page 318 and 319: Work 297from the primary labor mark
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Page 328 and 329: Work 307traditional vocational trai
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Page 332 and 333: Work 311online sites are closely li
Page 334 and 335: Work 313Figure 7.1SnafuDave comics.
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Work 315Go. You’re not doing anyt
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Work 317And so one day they got me
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Work 319The examples of entrepreneu
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Work 321educational tools or adult
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Work 323Altimit said that he is the
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Work 325Nonmarket Peer ProductionWi
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Work 327hours of coordinated teamwo
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Work 329In September 2005, KtD atte
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Work 331ducers. Further, these acti
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Work 333rooted in this extreme inte
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Work 335work, are creating a new me
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Work 33715. A “mighty strike” i
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340 Conclusionare evolving in tande
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342 Conclusionliteracies that are d
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344 Conclusionand tinker. It is imp
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346 Conclusionthe Internet, even as
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348 Conclusionpeople who know how t
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350 Conclusiondesign. Programs of t
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352 Conclusionoperate in the same w
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Appendix I: Project OverviewThe Dig
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Project Overview 357the population
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Project Overview 359U.S. census, pa
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362 Project DescriptionsHomes and N
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364 Project Descriptionsactivities
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366 Project Descriptions2006). Rece
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368 Project Descriptionssites remai
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370 Project Descriptionsthemselves
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372 Project IndexStudy’s Short Ti
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374 BibliographyAppadurai, Arjun. 1
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376 BibliographyEuropean Comparativ
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378 BibliographyClark, Lynn Schofie
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380 BibliographySystems, edited by
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382 BibliographyHampton, Keith. 200
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384 BibliographyNewcomb, and W. W.
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386 BibliographyKaraganis, Joe. 200
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388 BibliographyLevine, Judith. 200
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390 BibliographyMatsuda, Misa. 2007
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392 BibliographyOkabe, Daisuke, and
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394 Bibliographyand Catherine T. Ma
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396 BibliographyStrasburger, Victor
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398 BibliographyWhite House, The. 1
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400 IndexAntin, Judd, 46, 62, 63, 8
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402 IndexCollective action, 14, 219
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404 IndexEducation (cont.)ecology o
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406 IndexGames (cont.)Grand Theft A
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408 IndexHarassment, online, 107-10
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410 IndexKnowledge (cont.)productio
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412 IndexMobilitymedia use and, 163
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414 IndexPhotoshop, 58, 59, 63, 224
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416 IndexSafety, 91, 97, 126, 144-1
Page 439 and 440:
418 IndexTime (cont.)routines and,
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