KQED's Alexis Madrigal did a great show on heritage speakers and the range of ways language, culture and identity can be expressed.
Larry, Larry, Quite Contrary, How did your SLB grow? With 9 months on, and 3 months away, No supervisor to whom to go! With all apologies for trampling your nostalgic memories in the garden of Nursery Rhymes, the reality is many nursery rhymes were not written for children but as allegories, references, or commentaries to the political and social events of the day. For example, the verse I’ve adulterated above owes its provenance to “Mary, Mary, Quite Contrary” which has been associated with various contrary ‘Mary’ figures including the Mother of Jesus, the Queen of Scotts, and the Queen of England. The verse runs on variations of “Mistress Mary, Quite contrary, How does your garden grow? With Silver Bells, And Cockle Shells, And so my garden grows”, and the details of her garden are attributed as references to the loss of the Catholic Church, meaningless ostentatious decorations on courtly fashions, and even the salacious cuckolding of spouses (Wikipedia, 2019). So embedded in my lyrical exploration of the higher education policy garden is a reference to the SLB. It’s the Street Level Bureaucrat, identified by Lipsky (2010) as those staffers, or ‘street level bureaucrats’ who do the everyday work around policies that are out of touch with their day to day reality, and these folks often do not have much input on the policy development, authority to fix it, or responsibility if things go awry. They repeat it and apply it to the best of their ability and knowledge. In this instance, I explore the role of the SLB in the academic units where staffers have to provide students with information that has nuances that they are often unaware of, and in fact may be departmentally aligned and campus-inappropriate, or contradictory to the goal of the department, yet in line with the goals of the campus, including the lauded Student Success Metric. More on student success later. In the verse there are also hints to the ebb and flow of intensity and demand in the academic year, and unclear lines around regular supervision and reporting. Now let’s apply this little lyric I vandalized from hundreds of years ago. Please note that this is a hypothetical exploration of a fantasy campus in a parallel universe, so we will explore in the hypothetical voice. As a potential example of the SLB’s challenges in interpreting policy and maintaining allegiances to institutional goals, the CSU’s recent EO1100, General Education Breadth Requirements (White, 2017), might have caused a change to the implementation of a local campus’s language requirements which created diverse interests and sense of ownership. Transfer students could possibly now be able to take a newly offered language course that would serve two requirements and met both the campus Language Proficiency requirement and the Upper Division Area C graduation requirement. However, as one of many Hispanic Serving Institutions (HSI), defined by the US Department of Education (n.d.) this campus could be serving 25% or more (quite possibly even 42%) students identifying as Hispanic. So many of those transfer students are Spanish speakers for whom the Spanish for Heritage Speakers course would be a better fit for their lifelong learning process. But that student-appropriate course would not meet the UD Area C requirement. Thus an additional course could be required of them and potentially delay their timely progress toward graduation. And again, student success in the form of a university credential is the metric that drives priorities over knowledge and skill development. Figure 1: Plausable Language Requirement Infographic (Leonard, 2019) The department chair is likely interested in aiding students’ knowledge and skill development over pushing “credentials without knowledge and skills [that make the] university a scam” (DeVoogd, 2019). That locally powerful individual might have encouraged the blithe staffer-SLB to coax students into enrolling for the course that could develop their abilities. The students might have noticed the revision from what the Advising Office had suggested, but often we see that the onus of accountability for the student is shifting from the student to “multiple accountability points” (Rippner, 2016, p. 21) including the institution and the state. The student, disempowered, yields to the cajoling of the SLB and enrolls in the course that will assist in bringing a cognitive academic language proficiency to their existing conversational language proficiency (Cummins, 2008). A win for the learning process! And then the department chair departs for summer break. As a faculty member, they are not on contract for the month of summer as well as winter break, and the SLB’s source of information is gone. Instead the SLB now needs to look to another office for guidance, somewhere below the Office of the Provost, but above the department level. And this office is tasked with graduating students on time to make seats available for the next crowd of students deservedly looking to participate in greater “economic opportunity and upward mobility (Mitchell, Leachman, Materson & Waxman, 2018). And here is where the pinch occurs. In the academic units on American campuses, staffers have two allegiances. The department’s goals and the predominant supervisor’s wishes, competing with the university’s goals and the distant edicts from the powers that be. The SLB has little power or control over the information they share, and will pitch whatever the next story they’re given. Of course, you might have seen the fallacy in indicting the staffer for not following protocols. Instead, is it not the department chair who has strayed from campus protocols and policy? But if that departure is in service of student learning, and skill and knowledge building, who can say that’s not really serving students for life-long success? We can close with another nursery rhyme I’ve adulterated for blessings and protection from the Evil One (Burns-Booth, 2018). Note: you can mess with Nursery Rhymes. According to Project Gutenberg (2019) a group deeply interested in detail and guidance on copyright expiration, works published before 1923, carry no copyright control. I look forward to reading your next rewritten garden lyric! References
Burns-Booth, K. (2018). Lavender & Lovage: A Culinary Notebook of Memories & Recipes From Home & Abroad. Lindon: Pageway Press. Burns-Booth, K. (2012, March 20). Baking for Easter. The History of Traditional Hot Cross Buns and Hot Cross Bun Recipe. Retrieved August 3, 2019, from Lavender and Lovage website: https://www.lavenderandlovage.com/2012/03/baking-for-easter-the-history-of-traditional-hot-cross-buns-and-hot-cross-bun-recipe.html Copyright How-To. (2019). Retrieved August 3, 2019, from Project Gutenberg website: http://www.gutenberg.org/ Cummins, J. (2008). BICS and CALP: Empirical and Theoretical Status of the Distinction. In Street, B. & Hornberger, N. H. (Eds.). (2008). Encyclopedia of Language and Education, 2nd Edition, Volume 2: Literacy. (pp. 71-83). New York: Springer Science + Business Media LLC. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.598.5273&rep=rep1&type=pdf DeVoogd, G. (personal communication, August 1, 2019). Lipsky, M. (2010 originally published in 1980). Street-Level bureaucracy: Dilemmas of the individual in public services. Russel Sage, New York. Mary, Mary, Quite Contrary. (2019). In Wikipedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Mary,_Mary,_Quite_Contrary&oldid=903586277 Mitchell, M., Leachman, M., Masterson, K., & Waxman, S. (2018, October 1). Unkept Promises: State Cuts to Higher Education Threaten Access and Equity. Retrieved August 3, 2019, from Center on Budget and Policy Priorities website: https://www.cbpp.org/research/state-budget-and-tax/unkept-promises-state-cuts-to-higher-education-threaten-access-and Rippner, J.A. (2016). The American Education Policy Landscape. Rutledge Publication: New York. US Department of Education. (n.d.). Hispanic-Serving Institutions (HSIs) | White House Initiative on Educational Excellence for Hispanics. Retrieved July 13, 2019, from https://sites.ed.gov/hispanic-initiative/hispanic-serving-institutions-hsis/
Our best guestimate is that there are around 7,000 languages spoken throughout the world (Anderson, 2019). 25 of the world’s languages have more than 50 million speakers each (Eberhard, Simmons, & Fenig, 2019). The U.S. Census Bureau (2015) believes we speak approximately 350 languages in the USA. But the Endangered Language Alliance boasts that there are more than 800 spoken in New York City (n.d.). And then there are the 23 strategic languages--the ones the US Department of Defense deems important to national defense and even adds a $100-500 monthly salary bonus to proficient speakers of those languages (Defense Language and National Security Education Office, 2019). Finally we can also acknowledge the paltry few that we teach in U.S. schools other than Spanish, French and German. The numbers, importance and relationship to policy varies depending on context (Rippner, 2016).
Language is the key component in many fields including international exchange, research, technology, translation, interpretation, localization, testing and more, yet it’s clear there is no uniform support for growing language capacity in this country. Cost cutting seems to override a more pragmatic future-proofing of our society. For example, in January this year, the Modern Language Association announced that a shocking 651 foreign language programs had been closed over the last 3 years at our nation's colleges and universities (Johnson, 2019). And a recent proposal from the isolationist White House would commoditize or limit interpreting services for immigrants, especially on the southern border, to pre-recorded video messages, rather than provide actual interpreting that could address the unique nature of each individual asylum and immigration applicant (Joint National Committee for Languages, 2019). Each of these examples makes choices to align policy and practice with lean budgets and decreases potential for diversity. Is this our fate then? To promote a mono-linguistic, head-in-the-sand ideology and policy doctrine around language capacity in this country because it costs money? Research and experience would suggest no, that linguistic isolationism just doesn’t work. World-wide the translation and interpretation industry will be more than $49 billion in 2019 (CSA Research, n.d.). So how do we get policymakers on board with what’s going on in our institutions of education and research so that policy can head off these emerging dead ends and keep America viable in these strategic and economic fields? Rippner argues that better communication between policymakers and research is needed to connect the supply of quality research at the appropriate time to the demand of policy through expert groups, membership groups, and ideological think tanks, and the like (2016). In the language field, a membership group that promotes the essential nature of language to policy in the United States is the Joint National Committee for Languages. JNCL is a nonprofit education policy association (501c3) that provides a connecting point for over 130 language organizations. Most state, regional, and language-specific organizations in the United States of America support JNCL to develop awareness and policy recommendations on the importance of language to economic growth, social justice and national security (Joint National Committee for Languages, n.d.). JNCL also works with the National Council for Languages and International Studies (NCLIS) to lobby congress and the executive branch. Recent JNCL-NCLIS advocacy has lobbied policymakers on two parts of the $750-billion National Defense Authorization Act (NDAA) (Smith, 2019) by working to promote equity for high school graduates who seek admission to the military through eliminating time-limits that have effectively hindered non-native English speakers from scoring well on aptitude tests (Joint National Committee for Languages, 2019b). Another NDAA amendment supported by JNCL is the World Language Advancement and Readiness Act which seeks to seeks to expand language learning at the elementary and secondary levels (Joint National Committee for Languages, 2019c). So progress is happening, but if Americans want the next generation to be active participants in a multilingual world, dual-language and multicultural education is crucial and we will all need to lobby for language programs for a multilingual future. Let policy speak to the head so we can speak to the heart.
References
Anderson, S. (n.d.). How many languages are there in the world? Retrieved July 20, 2019, from https://www.linguisticsociety.org/content/how-many-languages-are-there-world CSA Research. (n.d.). The Largest Language Service Providers: 2019. Retrieved July 20, 2019, from https://csa-research.com/More/Global-Market-Study/Top-100-LSPs Defense Language and National Security Education Office. (n.d.). Foreign Language Proficiency Bonus. Retrieved July 20, 2019, from Foreign Language Proficiency Bonus website: https://dlnseo.org/content/flpb Eberhard, D., Simons, G., and Fennig, C. (eds.). (2019). Ethnologue: Languages of the World. Twenty-second edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com How many languages are there in the world? (2016, May 3). Retrieved July 20, 2019, from Ethnologue website: https://www.ethnologue.com/guides/how-many-languages Endangered Language Alliance | An urban initiative for endangered language research and conservation. (n.d.). Retrieved July 20, 2019, from http://elalliance.org/ Johnson, S. (2019, January 22). Colleges Lose a ‘Stunning’ 651 Foreign-Language Programs in 3 Years. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/Colleges-Lose-a-Stunning-/245526 Joint National Committee for Languages. (n.d.). Our Story. Retrieved July 20, 2019, from JNCL website: https://www.languagepolicy.org/about Joint National Committee for Languages. (2019). Trump Administration Replacing In-Person Interpreters at Immigrants’ First Hearings With Videos. Retrieved July 20, 2019, from JNCL website: https://www.languagepolicy.org/post/trump-administration-replacing-in-person-interpreters-at-immigrants-first-hearings-with-videos Joint National Committee for Languages. (2019b). Senate Report: “Non-Native English Recruits Being Left Behind.” Retrieved July 20, 2019, from Joint National Committee for Languages website: https://www.languagepolicy.org/post/senate-report-non-native-english-recruits-being-left-behind Joint National Committee for Languages. (2019c). World Language Advancement and Readiness Act (WLARA) Included in House Defense Reauthorization Bill. Retrieved July 20, 2019, from JNCL website: https://www.languagepolicy.org/post/world-languages-amendment-included-in-house-defense-reauthorization-bill Rippner, J. A. (2016). The American education policy landscape. Routledge. Smith, A. (2019). H.R.2500 - 116th Congress (2019-2020): National Defense Authorization Act for Fiscal Year 2020 [Webpage]. Retrieved July 20, 2019, from https://www.congress.gov/bill/116th-congress/house-bill/2500 United States Census Bureau. (2015). Census Bureau Reports at Least 350 Languages Spoken in U.S. Homes. Retrieved July 20, 2019, from The United States Census Bureau website: https://www.census.gov/newsroom/press-releases/2015/cb15-185.html Show me the money: Aligning campus online learning practices with a moral compass, courtesy the feds7/13/2019 “Show me the money” (Crowe, et. al.,1999). The popular meme made from a scene in the movie Jerry Maguire where Tom Cruise’s title character shouts to Cuba Gooding Jr.’s character Rod Tidwell that Jerry will do anything for Rod to keep his business relationship marks the point where the hero’s moral compass is lost and he will resort to anything, over any distance, to keep a client base intact. One might wonder if the explosive proliferation of online courses arose in a similar way on the landscape of the comprehensive university following the turn of the Millenium. Traditionally residential, these campuses took on entrepreneurialism (St. John, Daunt-Branett, & Maronski-Chapman, 2018) and began to release online courses to meet business demands and competition for students made possible through sudden technological advances. And even more recently, like the transformation of the Jerry Maguire character, federal-level laws, requirements and court decisions (St. John, et.al., 2018) have brought core identity and alignment to this new capacity to ensure student success through inclusion and equity for all our students.
Higher education in the United States arose from an autonomous tradition of practice (Rippner, 2016), manifested in many ways, including in intellectual freedom in our campus libraries where the state has little control over which books are purchased, and in academic freedom in classrooms around what positions and truths faculty claim, or at least once they have achieved permanent ‘tenured’ status. That level of freedom, unfettered from federal oversight, can also follow into the syllabus and even the online classroom. Until we follow the money. And money talks. Requirements for the online and hybrid course policy incorporate many layers of alignment. The courses offered at public institutions are likely funded by federal dollars or have students supported through federal financial aid. In that case, those courses are thus subject to Title III, Part B, and Title IX rules and regulations (St. John, et al., 2018), as well as the Americans with Disabilities Act (ADA) Section 504 and Section 508 (HHS, 2010). Section 504 ensures that persons with disabilities have access to information technology tools and resources, and Section 508 ensures equal access to participate for all students. And for eight of the campuses in the Cal State University system, Title V of the Higher Education Act (HEA) Reauthorization of 1972 created support for Hispanic Serving Institutions (HSI) designation with campuses serving at least 25% undergraduate Hispanic students (U.S. Department of Education, n.d.). If your campus gets federal money, then chances are high that your campus must follow federal law and regulation. Last week I wrote about our moral compass of doing right by our students being slowly matched by internally developed requirements that now come from the state to promote the public good and ensure “meritocratic access to professions” (Etzkowitz, 2017, cited in St. John, et. al, 2018, p. 32). In the case of online and hybrid course offerings, those simple syllabus parameters get reinforced to meet institutional standards of Quality Assurance. On this campus that’s done by following the Quality Matters (n.d.) standards and recommended practices. Quality Matters has taken a process of best practices and moved into rubrics and metrics by which courses and instructional practices can be evaluated. And these evaluations align with the accreditation process used with non-profit and selective institutions (Lubinescu, Ratcliff, & Gaffney, 2001), where these institutions of higher education are evaluated on broader levels including the quality of academic programs, confirming a culture of continuous improvement of quality and stimulate a general raising of standards and ensure that faculty and staff are comprehensively involved in institutional evaluation and planning (U.S. Department of Education, 2019). At its heart, the Quality Matters process aligns with an institution's internal commitment--the institutional moral compass of sorts--to its students and support of success and equity. In this campus that can be seen through the existing commitments at many layers, including procurement, web publications, and staff. For example, the head of business services is part of the accessible procurement team ensuring that all electronic information technology (EIT) hardware and software purchases must demonstrate accessibility, web publications and learning management systems, such as Canvas and Moodle, follow WC3 standards (n.d.), and there are employees dedicated to supporting students with disabilities in both direct support roles in the Student Disability Resources office, as well as through the Center for Academic Technology with an accessibility specialist who works with faculty to deliver accessible content. In short, in the 25 years since distance education courses have moved from paper packets and cassette tapes to complex, online and hybrid electronic course materials and learning systems, federal requirements have followed those changes with policy and requirements to promote further education for all. And our campuses have responded by strengthening our resources, committing staffing and systems to support change, and worked to develop institutional resilience that can carry our students, equitably and accountably (Rippner, 2016), deep into the 21st Century. References Crowe, C., Cruise, T., Gooding, C., Zellweger, R., Wilson, N., Tri-Star Pictures., Gracie Films., ... Columbia TriStar Home Video (Firm). (1999). Jerry Maguire. Culver City, Calif: Columbia TriStar Home Video. HHS. (2010, June 15). What is section 504 and how does it relate to Section 508? [Text]. Retrieved July 13, 2019, from HHS.gov website: https://www.hhs.gov/web/section-508/what-is-section-504/index.html Lubinescu, E. S., Ratcliff, J. L., & Gaffney, M. A. (2001). Two Continuums Collide: Accreditation and Assessment. New Directions for Higher Education, 2001(113), 5–21. https://doi.org/10.1002/he.1 Quality Matters. (n.d.). Home. Retrieved July 13, 2019, from https://www.qualitymatters.org/ Rippner, J. A. (2016). The American education policy landscape. Routledge. St. John, E. P., Daun-Barnett, N., & Moronski-Chapman, K. M. (2018). Public policy and higher education: Reframing strategies for preparation, access, and college success. Routledge. https://doi.org/10.4324/9781315622453 U.S. Department of Education. (2019, March 18). College Accreditation in the United States-- Pg 1 [Educational Guides]. Retrieved July 13, 2019, from Overview of Accreditation in the United States website: https://www2.ed.gov/admins/finaid/accred/accreditation.html#Overview U.S. Department of Education. (n.d.). Hispanic-Serving Institutions (HSIs) | White House Initiative on Educational Excellence for Hispanics. Retrieved July 13, 2019, from https://sites.ed.gov/hispanic-initiative/hispanic-serving-institutions-hsis/ W3C. (n.d.). Level AA Conformance to Web Content Accessibility Guidelines 2.0. Retrieved July 13, 2019, from https://www.w3.org/WAI/WCAG2AA-Conformance It’s the fine print. All the details needed to know to make a good decision. You know--the part where one hollers for reading glasses to understand the medication side effects, or where we all strain to understand the broadcast announcer squeezing two paragraphs of disclaimers and exceptions into just one breath. Or where our favorite fruit-related computer company has a EULA that we just click through every time so we can just get something done (Apple, 2019). Higher education has that, too. It’s called the syllabus.
In a perfect world, the syllabus is the document our students want to read, and provides the first insights into the faculty’s thinking and connections between what the student doesn’t know and what they might be able to do in the future. And from that history of helping a student understand what a course might be about, the syllabus has slowly morphed into an accountability tool to both the faculty member and the student (Comer, 2016) that establishes expectations and responsibilities (Wikipedia, 2019). And because Accountability never goes to a party without his wingman Policy, suddenly things get a little less fun for that simple syllabus. The stakes are higher. Students are trading time for earning potential and gambling with educational debt to complete this one course which may just be the bottleneck to completing their General Education requirements, or even finally completing a degree program to become a college graduate! On my youngish campus of nearly 25-years, founded in 1994, we have yet to define and approve a syllabus policy by the Academic Senate. Further, and even closer to my interests, we have not yet defined an Online and Hybrid Course (OHC) policy. Both of these policies, in the California State University (CSU) system, have policy expectations created at the Chancellor’s Office level, but that should be defined at the local campus level. OHC, of course, relies on the Syllabus for some of its definitions and detail. This distribution of authority to develop this policy aligns with Fullan’s (2016) model of Coherence. The CO has put the onus to complete these policies on the local campus. Campus leaders and faculty have come together to discuss and distill ideas and language that can align with our student population and campus environment. Other stakeholders, such as the Office for Student Disability Resources, the Center for Academic Technology, and even students, have been consulted and their input integrated into a draft document that conforms to system requirements, national and state laws. But the policy approvals are not finalized and accomplished. So what to do in lack of definition around how to support our students? The right driver of moral imperative (Fullan, 2016) seems to steer each faculty member, section or program keader, and departnent chair to meet their understanding of an appropriate syllabus. And regular flurries of energy toward standardizing and defining these outcomes arise from time to time, much like Rippner (2016) describes as “fluid participation” (p. 37) within an organized anarchy of goals to ensure student success in each course. But ultimately, this campus needs a leader to focus direction (Fullan, 2016) and accomplish this minimum requirement--the fine print--so the burden of minimum standards can be addressed and defined, allowing meaningful, helpful, student- and learning-centered syllabi (CHE, 2018) to become the norm for all courses. References Americans with Disabilities Act (ADA) [Policy Guidance]. (2018, September 25). Retrieved July 6, 2019, from https://www2.ed.gov/about/offices/list/ocr/docs/hq9805.html Apple. (n.d.). Legal - Licensed Application End User License Agreement - Retrieved July 6, 2019, from Apple Legal website: https://www.apple.com/legal/internet-services/itunes/dev/stdeula/ Comer, A. R. (2016, July 27). The Syllabus as a Contract. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/The-Syllabus-as-a-Contract/237251 Fullan, M. & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Corwin, Thousand Oaks, CA. The Chronicle of Higher Education. (2018, September 12). How to Create a Syllabus. Retrieved July 6, 2019, from The Chronicle of Higher Education website: https://www.chronicle.com/interactives/advice-syllabus Rippner, J. (2016). The American education policy landscape. Routledge, New York, NY. Wikipedia. (2019). Syllabus. Retrieved from https://en.wikipedia.org/w/index.php?title=Syllabus&oldid=903139237 Leading in education is the process of introducing thought to the practice of learning and leading. In that vein, engaging the process of making that thinking process visible or accessible is key to growing ownership and engagement. If I make a choice, it’s not always clear why that choice or process will benefit the organization, and yet much of my work is intentional. And I hate to hear the feedback “You talk too much”. So, choosing to engage in social network services, such as Twitter, Facebook, Blogging, or even Instagram, allows my community insight on where my thoughts are directed and which elements I’m trying to connect. Clearly, each platform has its advantages: Twitter for short bursts and marketing links; Facebook handles links, images, and expository writing; Instagram, of course, is great for images, short text, and scads of hashtags. And the Blog. A digital journal, searchable, tag-able, and demarked longitudinally.
Hashtags should get their own blog post someday, but for now, let's hold to the promise of a folksonomy that can connect ideas, disjointed thoughts, and subtle implied meanings. So, why should Education Leaders SMS? We implement with intentionality around elements intended to promote equity, create access, and achieve social justice. Transparency to those processes and practices reduce friction and eliminate drag--or foster the opportunity for feedback and engaged dialog. #csucodel I'm writing this from a feeling of being rushed. The first year break went by too quickly--I've got 2 articles to read before Sunday evening and I'm still at a conference in Eugene. The conference: Iallt.org has been my professional home for nearly 20 years supporting my growth in the discipline of language+culture and technology learning teaching and exploring. I've published, led, learned, played, and hugged with these people and am grateful for the acceptance and warmth found here. And was even invited to the 'grad student luncheon' as a grad student today! It felt great to be welcomed as a student and thinking about my new future within this group as I explore new areas in my graduate studies. Residency 2 So, preparing for the second residency. Apparently I'm still a father, homeowner, spouse and employee. All of those titles have duties. And I'm a fulltime grad student. Again. So there are a bunch of excellent articles that I want to skim/read, 2 more to read deeply and prepare to lead. And some calendaring to catch up on. And I need to find a policy that I'm familiar with. Plus the requests for 'summer camp' snacks and materials to bring to Fresno for a week of intense learning and planning. And the program future is unclear. A letter to write to my advisor. The feeling that I need to have my dissertation planned and halfway outlined by now. What better time to ensure that my blog works and my twitter handle is ready for a summer of posts and idea sharing?! Nothing like procrastinating reading by doing more writing! This was seen on the crepe vendor's signage at the edge of UO campus on the way in to the conference this morning. It seems appropriate to follow that dictum: Write drunk. Edit sober. Find beauty in everyone. Google Translate says that could be stated in Latin as: Scribere ebrius est. Edit sobrii simus. Reperio apud omnis pulchritudo.
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