🎓 CAT Reading Comprehension
📋 Instructions
- Read the passage carefully and answer all 5 questions
- Select one option for each question (A, B, C, D, or E)
- Click "Submit Test" to see your score and detailed solutions
- Solutions will appear directly under each question
📖 The Passage
Our propensity to look out for regularities, and to impose laws upon nature, leads to the psychological phenomenon of dogmatic thinking or, more generally, dogmatic behaviour: we expect regularities everywhere and attempt to find them even where there are none; events which do not yield to these attempts we are inclined to treat as a kind of 'background noise'; and we stick to our expectations even when they are inadequate and we ought to accept defeat. This dogmatism is to some extent necessary. It is demanded by a situation which can only be dealt with by forcing our conjectures upon the world. Moreover, this dogmatism allows us to approach a good theory in stages, by way of approximations: if we accept defeat too easily, we may prevent ourselves from finding that we were very nearly right.
It is clear that this dogmatic attitude, which makes us stick to our first impressions, is indicative of a strong belief; while a critical attitude, which is ready to modify its tenets, which admits doubt and demands tests, is indicative of a weaker belief. Now according to Hume's theory, and to the popular theory, the strength of a belief should be a product of repetition; thus it should always grow with experience, and always be greater in less primitive persons. But dogmatic thinking, an uncontrolled wish to impose regularities, a manifest pleasure in rites and in repetition as such, is characteristic of primitives and children; and increasing experience and maturity sometimes create an attitude of caution and criticism rather than of dogmatism.
My logical criticism of Hume's psychological theory, and the considerations connected with it, may seem a little removed from the field of the philosophy of science. But the distinction between dogmatic and critical thinking, or the dogmatic and the critical attitude, brings us right back to our central problem. For the dogmatic attitude is clearly related to the tendency to verify our laws and schemata by seeking to apply them and to confirm them, even to the point of neglecting refutations, whereas the critical attitude is one of readiness to change them — to test them; to refute them; to falsify them, if possible. This suggests that we may identify the critical attitude with the scientific attitude, and the dogmatic attitude with the one which we have described as pseudo-scientific. It further suggests that genetically speaking the pseudo-scientific attitude is more primitive than, and prior to, the scientific attitude: that it is a pre-scientific attitude. And this primitivity or priority also has its logical aspect. For the critical attitude is not so much opposed to the dogmatic attitude as super-imposed upon it: criticism must be directed against existing and influential beliefs in need of critical revision — in other words, dogmatic beliefs. A critical attitude needs for its raw material, as it were, theories or beliefs which are held more or less dogmatically.
Thus, science must begin with myths, and with the criticism of myths; neither with the collection of observations, nor with the invention of experiments, but with the critical discussion of myths, and of magical techniques and practices. The scientific tradition is distinguished from the pre-scientific tradition in having two layers. Like the latter, it passes on its theories; but it also passes on a critical attitude towards them. The theories are passed on, not as dogmas, but rather with the challenge to discuss them and improve upon them.
The critical attitude, the tradition of free discussion of theories with the aim of discovering their weak spots so that they may be improved upon, is the attitude of reasonableness, of rationality. From the point of view here developed, all laws, all theories, remain essentially tentative, or conjectural, or hypothetical, even when we feel unable to doubt them any longer. Before a theory has been refuted we can never know in what way it may have to be modified.
❓ Questions
✅ Correct Answer: (B) - The Chisel-Marble Analogy
Why correct: The passage states: "A critical attitude needs for its raw material, as it were, theories or beliefs which are held more or less dogmatically."
- Dogmatic beliefs = Raw marble (the material)
- Critical attitude = Chisel (the tool that shapes)
- This is a transformation relationship, not destructive
- The critical attitude is "superimposed upon" the dogmatic (works on top of it)
Why others wrong:
- (A) & (D) suggest destruction/death - incorrect relationship
- (C) complete transformation where raw material disappears
- (E) growth from external input - backwards relationship
✅ Correct Answer: (A) - Dogmatism is Critical and Important
Why correct: The passage explicitly states:
- "This dogmatism is to some extent necessary"
- "Science must begin with myths"
- Critical thinking needs dogmatic beliefs as "raw material"
- Without dogmatic conjectures, there's nothing for critical thinking to work on
Why others wrong:
- (B) Too positive - dogmatism alone doesn't become science
- (C) Too negative - ignores its necessary role
- (D) Contradicts "necessary" status
- (E) While true, misses the "critical and important" necessity
✅ Correct Answer: (D) - Developmental Stages
Why correct: The passage states: "increasing experience and maturity sometimes create an attitude of caution and criticism rather than of dogmatism."
- Primitives → Early stage of human evolution → Dogmatic
- Children → Early stage of individual life → Dogmatic
- Both develop critical thinking with time/experience/maturity
- The comparison is about developmental stages, not education or civilization
Why others wrong:
- (A) About education - too narrow
- (B) About innocence - not in passage
- (C) True but doesn't explain the comparison
- (E) Judgmental language not supported
✅ Correct Answer: (E) - Tentativeness = Weaker Belief
Why correct: The passage directly connects critical attitude with tentative hypotheses:
- "A critical attitude... is indicative of a weaker belief"
- "All laws, all theories, remain essentially tentative, or conjectural, or hypothetical"
- "Weaker" means "held provisionally/tentatively," not worse
- Critical attitude → questioning → tentative hypotheses
Key distinction:
- Dogmatic = "X is true, period" (strong/fixed belief)
- Critical = "X appears true, but open to revision" (weaker/tentative belief)
✅ Correct Answer: (C) - Falsification vs. Verification
Why correct: This captures Popper's core idea perfectly:
- Dogmatic/pseudo-scientific: Seeks to verify and confirm, neglects refutations
- Critical/scientific: Ready to test, refute, falsify theories
- Science asks: "How can I prove this wrong?"
- Pseudo-science asks: "How can I prove this right?"
Why others wrong:
- (A) Misses the verification vs. falsification distinction
- (B) Contradicts passage - scientific theories are also tentative
- (D) Not mentioned in passage
- (E) Directly contradicted - science begins with "criticism of myths," not "collection of observations"
🎯 Your Results
Scroll up to review your answers and detailed solutions ☝️
📊 Passage Analysis
Paragraph 1: The Necessity of Dogmatic Thinking
Main Idea: Humans naturally seek patterns (dogmatic thinking), which is necessary for developing theories.
Key Points:
- We impose regularities on nature, even where none exist
- We dismiss contradictory evidence as "background noise"
- This dogmatism is necessary—allows theory refinement through approximation
- Accepting defeat too easily may prevent discovering near-correct theories
Paragraph 2: Challenging Hume's Theory
Main Idea: Popper critiques Hume's belief that experience strengthens beliefs.
Key Points:
- Dogmatic attitude = strong belief | Critical attitude = weaker belief
- Hume's theory: Repetition → stronger beliefs in mature people
- Reality: Dogmatism characterizes primitives/children
- Maturity and experience often create critical attitude, not dogmatism
Paragraph 3: The Central Equation
Main Idea: Dogmatic = Pseudo-science | Critical = Science
Key Points:
- Dogmatic seeks verification; Critical seeks falsification
- Critical attitude = scientific | Dogmatic attitude = pseudo-scientific
- Critical is superimposed on dogmatic (not opposed)
- Critical needs dogmatic beliefs as "raw material"
Paragraph 4: Science Begins with Myths
Main Idea: Science starts with criticism of myths, not observations.
Key Points:
- Science begins with myths and criticism of myths
- NOT with observations or experiments
- Two-layer tradition: Pass theories + critical attitude toward them
- Theories passed as challenges to improve, not dogmas to accept
Paragraph 5: All Theories Are Tentative
Main Idea: Even our strongest theories are provisional.
Key Points:
- Critical attitude = reasonableness and rationality
- All theories remain tentative, conjectural, hypothetical
- Cannot know how to modify until refuted
- Embrace uncertainty and openness to revision
Detailed explanation of important lines and phrases from the passage:
Paragraph 1 - Key Lines
Significance: This is the foundation of dogmatic thinking - we don't just observe patterns, we actively impose them on reality, even when they might not exist.
Significance: This is confirmation bias in action - a key characteristic of dogmatic thinking where we ignore contradictory evidence.
Significance: ★ CRITICAL LINE ★ This establishes dogmatism's positive role in science. Without initial bold conjectures (even if dogmatic), science cannot begin.
Significance: Persistence (dogmatism) allows us to refine theories rather than abandoning them at first contradiction. Scientific progress is gradual.
Paragraph 2 - Key Lines
Significance: "Weaker" doesn't mean worse - it means flexible and tentative, open to revision. This is actually a strength of scientific thinking.
Significance: Links primitives (early human evolution) with children (early individual development). Both represent early stages where critical thinking hasn't yet developed.
Significance: This contradicts Hume's theory that experience strengthens beliefs. Instead, maturity often leads to questioning, not certainty.
Paragraph 3 - Key Lines
Significance: This is pseudo-science - looking only for evidence that supports your theory, not evidence against it.
Significance: ★ CRITICAL LINE ★ This is Popper's core idea of falsification - real science asks "How can I prove this wrong?" not "How can I prove this right?"
Significance: ★ MOST CRITICAL LINE ★ This is the chisel-marble relationship. They're not enemies - critical attitude needs dogmatic beliefs to work on, like a sculptor needs marble.
Significance: You can't critique nothing. Dogmatic beliefs provide the content that critical thinking refines into science.
Paragraph 4 - Key Lines
Significance: ★ CRITICAL LINE ★ Contradicts common view that science starts with data collection. Instead, it starts with questioning what we already believe (myths).
Significance: Layer 1 = theories (both have this). Layer 2 = critical attitude toward theories (only science has this). Science teaches skepticism along with knowledge.
Significance: Science invites questioning. It says "Here's what we think is true, now try to prove it wrong or make it better."
Paragraph 5 - Key Lines
Significance: ★ CRITICAL LINE ★ Nothing in science is absolutely certain. Even gravity or evolution remain "tentative" in principle - they could theoretically be disproven tomorrow.
Significance: This is why we must always test theories - we can't know in advance which parts are wrong or how to improve them. Testing reveals the path forward.
Passage Summary Table
| Element | Details |
|---|---|
| Main Theme | Relationship between dogmatic and critical thinking in scientific development |
| Author's Stance | Critical attitude is superior but depends on dogmatic beliefs as raw material |
| Key Philosopher | Karl Popper (critique of David Hume) |
| Central Argument | Science progresses through falsification, not verification |
| Key Relationship | Critical thinking is SUPERIMPOSED on dogmatic thinking (chisel on marble) |
| Passage Type | Philosophy of Science / Epistemology |
| Difficulty | Advanced (Abstract concepts, complex relationships) |
| Tone | Analytical, philosophical, argumentative |
Paragraph Summary Table
| Para | Topic | Main Idea | Key Terms |
|---|---|---|---|
| 1 | Dogmatic Thinking | Dogmatism is necessary for theory development | regularities, background noise, conjectures, approximations |
| 2 | Hume's Theory | Experience may weaken, not strengthen beliefs | strong/weaker belief, primitives, children, maturity |
| 3 | Science vs Pseudo-science | Critical = scientific, Dogmatic = pseudo-scientific | verify vs falsify, superimposed, raw material |
| 4 | Origins of Science | Science begins with criticism of myths | myths, two layers, scientific tradition |
| 5 | Nature of Theories | All theories remain tentative | tentative, conjectural, hypothetical, rationality |
🧠 Core Concepts from the Passage
This passage revolves around several interconnected philosophical concepts about how science works. Understanding these concepts is crucial for answering the questions correctly.
1. Falsificationism (Popper's Key Contribution)
What it is: A scientific theory must be testable and refutable. If a theory cannot be proven wrong, it's not scientific.
From the passage: "the critical attitude is one of readiness to change them — to test them; to refute them; to falsify them, if possible"
Examples to understand:
- ✅ Falsifiable (Scientific): "All swans are white" → One black swan disproves it
- ✅ Falsifiable (Scientific): "Water boils at 100°C at sea level" → Can be tested and potentially disproven
- ❌ Unfalsifiable (Not Scientific): "God works in mysterious ways" → No possible evidence can disprove this
- ❌ Unfalsifiable (Not Scientific): "Everything happens for a reason" → Too vague to test
Why it matters for CAT: Question 5 tests this concept directly - understanding that science seeks to reject theories (falsification) while pseudo-science seeks to validate theories (verification).
2. The Two-Layer Tradition
What it is: Scientific tradition has two components, while pre-scientific tradition has only one.
From the passage: "The scientific tradition is distinguished from the pre-scientific tradition in having two layers. Like the latter, it passes on its theories; but it also passes on a critical attitude towards them."
| Tradition Type | Layer 1 | Layer 2 |
|---|---|---|
| Pre-Scientific | Pass on theories as truth | ❌ None |
| Scientific | Pass on theories | ✅ Pass on critical attitude toward theories |
Real example:
- Pre-scientific: "The gods control thunder" (just accept it)
- Scientific: "Lightning is electrical discharge" (but here's how to test it, question it, and potentially improve our understanding)
Key insight: Science doesn't just pass knowledge—it passes on skepticism about that knowledge.
3. Dogmatic vs. Critical Attitude
What it is: Two different approaches to beliefs and knowledge.
| Aspect | Dogmatic Attitude | Critical Attitude |
|---|---|---|
| Belief Strength | Strong, fixed | Weak, tentative |
| Approach to Evidence | Seeks confirmation | Seeks refutation |
| Contradictory Data | Ignores it ("noise") | Focuses on it (anomalies) |
| Development Stage | Primitive, childlike | Mature, experienced |
| Scientific Type | Pseudo-scientific | Scientific |
| Openness | Closed to change | Open to revision |
| Role in Science | Provides raw material | Refines into knowledge |
Critical insight: Both are necessary! Dogmatic provides the initial theories; critical refines them.
4. The Chisel-Marble Relationship
What it is: The relationship between dogmatic beliefs and critical attitude.
From the passage: "the critical attitude is not so much opposed to the dogmatic attitude as super-imposed upon it" and "A critical attitude needs for its raw material... theories or beliefs which are held more or less dogmatically"
The Metaphor:
- Dogmatic beliefs = Raw marble (the material)
- Critical attitude = Chisel (the shaping tool)
- Science = Sculpture (the refined product)
Key points:
- The marble isn't destroyed—it's shaped
- Without marble, there's nothing to sculpt
- Without the chisel, the marble stays rough
- The relationship is constructive, not destructive
Why it matters for CAT: This is what Question 1 tests. Understanding that critical and dogmatic work TOGETHER, not in opposition.
5. Science Begins with Myths
What it is: Popper's counterintuitive claim about how science starts.
From the passage: "science must begin with myths, and with the criticism of myths; neither with the collection of observations, nor with the invention of experiments"
What this means:
- Science doesn't start with a blank slate
- It starts with existing beliefs (myths, stories, theories)
- Then applies critical thinking to examine those beliefs
- The "criticism of myths" is the starting point, not raw data
Historical example: Ancient myths about thunder → questioning those myths → discovering atmospheric electricity → modern meteorology
Why it matters for CAT: This directly contradicts option (E) in Question 5, which claims science progresses by "collection of observations."
6. Tentative Nature of Scientific Knowledge
What it is: All scientific theories remain provisional, never absolutely certain.
From the passage: "all laws, all theories, remain essentially tentative, or conjectural, or hypothetical, even when we feel unable to doubt them any longer"
What "tentative" means:
- NOT weak or unreliable
- Means held provisionally - open to revision
- Even gravity and evolution are "tentative" in principle
- Could theoretically be modified tomorrow with new evidence
Connection to "weaker belief": Critical attitude → tentative hypotheses → "weaker" (flexible) belief. This is tested in Question 4.
7. Developmental Stages (Primitives & Children)
What it is: The comparison between early human evolution and early individual development.
From the passage: "dogmatic thinking... is characteristic of primitives and children; and increasing experience and maturity sometimes create an attitude of caution and criticism"
The parallel:
| Early Stage | Mature Stage | |
|---|---|---|
| Human Species | Primitives (dogmatic) | Developed societies (critical) |
| Individual Life | Children (dogmatic) | Adults (critical) |
Key insight: The comparison is about developmental stages, not education, intelligence, or civilization.
Why it matters for CAT: This is what Question 3 tests. The answer is about stages of development, not other factors.
8. Verification vs. Falsification
What it is: The fundamental difference between pseudo-science and science.
| Characteristic | Pseudo-Science (Dogmatic) | Science (Critical) |
|---|---|---|
| Goal | Verify and confirm | Test and potentially falsify |
| Question Asked | "How can I prove this RIGHT?" | "How can I prove this WRONG?" |
| Evidence Approach | Seek supporting evidence | Seek contradictory evidence |
| Refutations | Neglect or dismiss | Focus on and analyze |
| Theory Status | Proven truth | Tentative hypothesis |
From the passage: "the dogmatic attitude is clearly related to the tendency to verify our laws... even to the point of neglecting refutations, whereas the critical attitude is one of readiness to change them — to test them; to refute them; to falsify them"
Real-world example:
- Astrology (pseudo-science): Makes vague predictions, cherry-picks supporting evidence, ignores misses
- Astronomy (science): Makes precise predictions, actively seeks anomalies, revises theories when wrong
📚 Vocabulary Mastery
📋 Quick Revision Table
| Word | Part of Speech | One-Line Meaning | Memory Trick |
|---|---|---|---|
| Propensity | Noun | Natural tendency or inclination | Pro-pensity: you're "pro" doing something |
| Dogmatic | Adjective | Unwilling to consider other views | Like a DOG guarding its beliefs |
| Conjecture | Noun | Opinion based on incomplete info | CON-jecture: opinion you're not CONfident about |
| Tenet | Noun | A principle or belief | TEN-et: one of your top TEN beliefs |
| Refutation | Noun | Proving something wrong | RE-fute: you RE-move the fuse (disprove) |
| Falsify | Verb | Prove false | FALSE-ify: make something FALSE |
| Tentative | Adjective | Not certain; provisional | TENT-ative: temporary like a TENT |
| Schema | Noun | Mental framework or model | SCHEME-a: a mental SCHEME or plan |
✏️ Vocabulary Quiz - Fill in the Blanks
Choose the correct word for each sentence:
Passage Analysis Podcast
Deep dive into Popper's philosophy with detailed passage breakdown
📌 Topics Covered:
• Falsificationism explained
• Hume vs. Popper debate
• Scientific method deep dive
• Real-world applications
• CAT exam strategies
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- Request clarification on any concept from the podcast
- Share your thoughts on the examples discussed
- Ask for additional real-world applications
- Discuss how to apply these ideas in CAT preparation
💬 Discussion & Support
🤔 Thought-Provoking Discussion Prompt
This dilemma touches on:
- The nature of knowledge and certainty
- The difference between "tentative" and "unreliable"
- Whether science needs absolute truth to be valuable
- How we make decisions based on provisional knowledge
📞 Get in Touch with Prashant Sir
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💡 More Discussion Topics to Explore
- Real-world Application: How does Popper's falsificationism apply to modern controversies like climate change denial or vaccine skepticism?
- Historical Context: Why was Popper's distinction between science and pseudo-science important in the early 20th century?
- CAT Strategy: How can understanding the passage structure help you answer similar philosophy passages faster?
- Critical Thinking: Can you think of examples from your own life where dogmatic thinking helped or hindered you?
- Deeper Analysis: Is there a point where critical thinking becomes excessive skepticism? Where's the balance?
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CAT 2006 Reading Comprehension: Karl Popper Passage
Complete analysis, solutions & strategies for CAT 2006 RC questions on Philosophy of Science
About This CAT 2006 RC Passage
This CAT 2006 Reading Comprehension passage on Karl Popper's philosophy of science is one of the most challenging passages from the CAT 2006 question paper. Originally appearing as Questions 31-35 in the CAT 2006 exam, this RC passage tests your understanding of complex philosophical concepts including falsificationism, dogmatic vs. critical thinking, and the scientific method.
Our comprehensive guide provides detailed solutions, line-by-line analysis, and expert strategies to help you master similar CAT Reading Comprehension passages on philosophy, science, and abstract reasoning.
Exam Year
CAT 2006
Question Numbers
Questions 31-35 (Original)
Difficulty Level
Advanced - Philosophy & Science
Recommended Time
12-15 minutes (5 questions)
What You'll Master with This CAT 2006 RC Passage
Philosophy RC Strategy
Learn proven techniques to tackle abstract philosophical passages that frequently appear in CAT exams, including CAT 2006, 2007, 2008, and recent years.
Critical Reasoning Skills
Understand how to identify main ideas, author's arguments, and logical relationships in complex CAT Reading Comprehension passages.
Scientific Method Understanding
Master Karl Popper's falsificationism and how science vs. pseudo-science distinctions are tested in CAT RC questions.
Vocabulary Building
Learn 8 high-frequency CAT vocabulary words: propensity, dogmatic, conjecture, tenet, refutation, falsify, tentative, schema.
Related CAT Topics & Practice Material
CAT Exam Years
RC Topics
Why This CAT 2006 Passage is Essential for Your Preparation
High Difficulty Benchmark
This CAT 2006 RC passage represents the advanced difficulty level you should aim to master. Philosophy and science passages with abstract concepts are common in CAT exams and often determine your VARC percentile.
Recurring Themes
Karl Popper's ideas on falsificationism, scientific method, and critical thinking have appeared in multiple CAT papers. Understanding this passage prepares you for similar themes in future CAT exams.
Question Pattern Analysis
The 5 questions from this CAT 2006 passage test inference, main idea identification, analogical reasoning, and author's tone - all critical skills for scoring 99+ percentile in CAT VARC.
Time Management Practice
Learning to tackle this challenging passage efficiently (12-15 minutes for 5 questions) will significantly improve your CAT time management skills and overall VARC section strategy.
Frequently Asked Questions - CAT 2006 RC
What was the difficulty level of CAT 2006 Reading Comprehension section?
The CAT 2006 Reading Comprehension section was considered moderately difficult to difficult, with passages covering diverse topics including philosophy, science, economics, and social issues. This Karl Popper passage on philosophy of science was one of the more challenging passages, testing abstract reasoning and critical thinking skills.
How many RC passages were in CAT 2006?
CAT 2006 featured multiple Reading Comprehension passages in the Verbal Ability section. The exam pattern included passages of varying lengths (400-800 words) with 4-6 questions each. This Karl Popper passage contained 5 questions (originally numbered 31-35).
What is Karl Popper's falsificationism and why is it important for CAT?
Falsificationism is Karl Popper's principle that scientific theories must be testable and potentially provable wrong. For CAT preparation, understanding such philosophical concepts helps you tackle abstract RC passages. This concept appears in various forms across CAT papers - learning to analyze it improves your comprehension of complex argumentative texts.
How should I approach philosophy-based CAT RC passages?
To master philosophy RC passages in CAT:
- Focus on the main argument and supporting points
- Identify key relationships between concepts
- Pay attention to transition words and logical flow
- Practice with previous year CAT passages like this CAT 2006 example
- Build vocabulary for abstract philosophical terms
Are previous year CAT papers like CAT 2006 still relevant for current CAT preparation?
Yes, absolutely! While the CAT exam pattern has evolved, the core skills tested in Reading Comprehension remain consistent. CAT 2006 passages like this Karl Popper text are excellent for:
- Understanding question types and patterns
- Building comprehension speed and accuracy
- Learning to handle complex, abstract content
- Developing time management strategies
Many themes from CAT 2006 reappear in modified forms in recent CAT exams.
What percentile can I expect if I master passages like this CAT 2006 RC?
If you can consistently solve difficult passages like this CAT 2006 philosophy RC with 80%+ accuracy in recommended time, you're on track for a 95+ percentile in CAT VARC. Mastering 5-6 such advanced passages typically indicates readiness for 99+ percentile performance, provided you maintain similar accuracy across all difficulty levels.
More CAT Reading Comprehension Resources
📚 Previous Year CAT Papers
- CAT 2005 RC passages
- CAT 2007 RC passages
- CAT 2008 RC passages
- CAT 2010-2023 papers
🎯 Topic-wise RC Practice
- Philosophy RC passages
- Science & Technology RC
- Economics RC passages
- Social Issues RC
💡 CAT Preparation Tips
- RC time management strategies
- VARC section preparation guide
- CAT vocabulary building
- Mock test analysis
Curated by Prashant Sir
CAT VARC Expert | 99.9%ile Scorer
With 15+ years of experience coaching CAT aspirants, Prashant Sir has helped thousands of students achieve 95+ percentile in VARC. This detailed analysis of the CAT 2006 Karl Popper passage includes insights from his proven methodology for tackling difficult philosophy RC passages.
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