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<p>Whether or not the existence of a so-called vocabulary gap is empirically justified (and you're probably right that Wells makes a stronger case than do Hart & Risley; Krashen also cites some work on literacy worth considering:
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<a href="http://www.sdkrashen.com/content/articles/protecting_students.pdf" target="_blank"><font color="#0066cc">http://www.sdkrashen.com/content/articles/protecting_students.pdf</font></a>), I find it problematic that one orientation dominates public and
political discussion about educational development and that decades of empirical evidence from ethnographic research about literacy practices in education remains beyond so many politicians' and educational leaders' horizons of awareness. I would certainly
not argue for less funding for educational projects, but rather the funding of projects based on research that addresses a full spectrum of students' needs.
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Are Hart & Risley (among others in this tradition) dominating now simply because they have better PR?
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Francis</div>
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<div><font color="#000000" size="2" face="Arial">--</font></div>
<div><font color="#000000" size="2" face="Arial">Francis M. Hult, PhD</font></div>
<div><font size="2" face="Arial">Associate Professor</font></div>
<font size="2">
<div><font size="2" face="Arial">Centre for Languages and Literature</font></div>
<div><font face="Arial">Lund University</font></div>
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<div><font face="Arial"></font> </div>
<div><font face="Arial">Web: <a href="http://www.sol.lu.se/en/sol/staff/FrancisHult/">
http://www.sol.lu.se/en/sol/staff/FrancisHult/</a></font></div>
<div><font face="Arial"></font></div>
<div><font face="Arial"></font> </div>
<div><font face="Arial">Editor, Educational Linguistics book series</font></div>
<div><font face="Arial"><a href="http://www.springer.com/series/5894">http://www.springer.com/series/5894</a></font></div>
<div><font face="Arial"></font> </div>
<div><font face="Arial">Co-editor, Contributions to the Sociology of Language book series</font></div>
<div><a href="http://www.degruyter.com/view/serial/16644"><font face="Arial">http://www.degruyter.com/view/serial/16644</font></a></div>
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<div><strong>New Book:</strong> <em>Research Methods in Language Policy and Planning: A Practical Guide</em></div>
<div><a href="http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118308395.html">http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118308395.html</a></div>
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<div id="divRpF903135" style="DIRECTION: ltr"><font color="#000000" size="2" face="Tahoma"><b>From:</b> edling-bounces@bunner.geol.lu.se [edling-bounces@bunner.geol.lu.se] on behalf of Richard Hudson [r.hudson@ucl.ac.uk]<br>
<b>Sent:</b> Friday, September 18, 2015 16:09<br>
<b>To:</b> The Educational Linguistics List<br>
<b>Subject:</b> Re: [Edling] Why Boosting Poor Children¹s Vocabulary Is Important for Public Health<br>
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<div><font face="Times New Roman, Times, serif">The argument would be a great deal easier if you had evidence that there's no vocabulary gap. And do you really want politicians to stop voting funds for educational projects? Here in the UK we'd welcome some
of that cash. <br>
<br>
Dick<br>
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<div class="moz-cite-prefix">On 18/09/2015 14:29, Francis Hult wrote:<br>
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<p>These are great pieces that summarize a substantial body of work. Yet, the public discourse continues to be dominated by one perspective. Are we missing something about making findings like the ones discussed in these forum pieces part of public and political
consciousness? Is it because we're talking to each other in journals instead of to citizens and politicians in accessible books and magazine articles? Is it because Hart & Risley suggest an easy answer while we focus on nuances and complexity? Is it because
we haven't succeeded in making findings easy for citizens, politicians, and educational leaders to latch onto and translate into programs?
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<p>This just seems like one of those issues on which we have a very strong foundation, but people are still choosing to build somewhere swampier. Shouldn't we be able to attract more attention?</p>
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<p>Francis</p>
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<div><font color="#000000" size="2" face="Arial">--</font></div>
<div><font color="#000000" size="2" face="Arial">Francis M. Hult, PhD</font></div>
<div><font size="2" face="Arial">Associate Professor</font></div>
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<div><font size="2" face="Arial">Centre for Languages and Literature</font></div>
<div><font face="Arial">Lund University</font></div>
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<div><font face="Arial">Web: <a href="http://www.sol.lu.se/en/sol/staff/FrancisHult/" target="_blank">
<font color="#0066cc">http://www.sol.lu.se/en/sol/staff/FrancisHult/</font></a></font></div>
<div> </div>
<div><font face="Arial">Editor, Educational Linguistics book series</font></div>
<div><font color="#0066cc" face="Arial"><a href="http://www.springer.com/series/5894" target="_blank"></a><a class="moz-txt-link-freetext" href="http://www.springer.com/series/5894" target="_blank">http://www.springer.com/series/5894</a></font></div>
<div> </div>
<div><font face="Arial">Co-editor, Contributions to the Sociology of Language book series</font></div>
<div><a href="http://www.degruyter.com/view/serial/16644" target="_blank"><font color="#0066cc" face="Arial">http://www.degruyter.com/view/serial/16644</font></a></div>
<div> </div>
<div><strong>New Book:</strong> <em>Research Methods in Language Policy and Planning: A Practical Guide</em></div>
<div><a href="http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118308395.html" target="_blank"><font color="#0066cc">http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118308395.html</font></a></div>
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<div id="divRpF323551" style="DIRECTION: ltr"><font color="#000000" size="2" face="Tahoma"><b>From:</b>
<a class="moz-txt-link-abbreviated" href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">
edling-bounces@bunner.geol.lu.se</a> [<a class="moz-txt-link-abbreviated" href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">edling-bounces@bunner.geol.lu.se</a>] on behalf of Peter Sayer [<a class="moz-txt-link-abbreviated" href="mailto:peter.sayer@utsa.edu" target="_blank">peter.sayer@utsa.edu</a>]<br>
<b>Sent:</b> Thursday, September 17, 2015 20:37<br>
<b>To:</b> The Educational Linguistics List<br>
<b>Subject:</b> Re: [Edling] Why Boosting Poor Children¹s Vocabulary Is Important for Public Health<br>
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<div>Yeah I saw that forum piece when it came out – very cool! </div>
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<div>- peter.-</div>
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<span style="FONT-WEIGHT: bold">From: </span><<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank"></a><a class="moz-txt-link-abbreviated" href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">edling-bounces@bunner.geol.lu.se</a>> on behalf
of Eric Johnson <<a href="mailto:ejj@tricity.wsu.edu" target="_blank">ejj@tricity.wsu.edu</a>><br>
<span style="FONT-WEIGHT: bold">Reply-To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank"></a><a class="moz-txt-link-abbreviated" href="mailto:edling@bunner.geol.lu.se" target="_blank">edling@bunner.geol.lu.se</a>><br>
<span style="FONT-WEIGHT: bold">Date: </span>Wednesday, September 16, 2015 at 2:05 PM<br>
<span style="FONT-WEIGHT: bold">To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank"></a><a class="moz-txt-link-abbreviated" href="mailto:edling@bunner.geol.lu.se" target="_blank">edling@bunner.geol.lu.se</a>><br>
<span style="FONT-WEIGHT: bold">Subject: </span>Re: [Edling] Why Boosting Poor Children’s Vocabulary Is Important for Public Health<br>
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<p class="MsoNormal"><span style="FONT-SIZE: 11pt; FONT-FAMILY: Calibri,sans-serif; COLOR: rgb(31,73,125)">You might also like this piece (attached) that was recently published in the Journal of Linguistic Anthropology. Here’s the cite in case the attachment
doesn’t go through:</span></p>
<p class="MsoNormal"><span style="FONT-SIZE: 11pt; FONT-FAMILY: Calibri,sans-serif; COLOR: rgb(31,73,125)"></span> </p>
<p class="MsoNormal"><span style="FONT-SIZE: 11pt; FONT-FAMILY: Calibri,sans-serif; COLOR: rgb(31,73,125)"></span> </p>
<p class="MsoNoSpacing"><span style="FONT-FAMILY: 'Times New Roman',serif">Avineri, N., et al. (2015). Invited forum: Bridging the "language gap."
<i>Journal of Linguistic Anthropology</i>, <i>25</i>(1), 66-86.</span></p>
<p class="MsoNormal"><span style="FONT-SIZE: 11pt; FONT-FAMILY: Calibri,sans-serif; COLOR: rgb(31,73,125)"></span> </p>
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<p class="MsoNormal"><b><span style="FONT-SIZE: 11pt; FONT-FAMILY: Calibri,sans-serif; COLOR: rgb(31,73,125)">---------------------------------------------<br>
</span></b><b><span style="FONT-SIZE: 11pt; FONT-FAMILY: Tahoma,sans-serif; COLOR: rgb(31,73,125)">Eric J. Johnson, Ph.D.</span></b><span style="FONT-SIZE: 11pt; FONT-FAMILY: Tahoma,sans-serif; COLOR: rgb(31,73,125)"><br>
Associate Professor of Bilingual/ESL Education<br>
Director of Outreach<br>
Washington State University Tri-Cities<br>
College of Education <br>
2710 Crimson Way<br>
Office 207W<br>
Richland, WA 99354<br>
(509) 372-7304<br>
<a href="mailto:ejj@tricity.wsu.edu" target="_blank">ejj@tricity.wsu.edu</a><br>
<a href="https://education.wsu.edu/ejj/" target="_blank">https://education.wsu.edu/ejj/</a></span></p>
<p class="MsoNormal"><span style="FONT-SIZE: 11pt; FONT-FAMILY: Tahoma,sans-serif; COLOR: rgb(31,73,125)">Se habla español.</span></p>
<p class="MsoNormal"><span style="FONT-SIZE: 11pt; FONT-FAMILY: Calibri,sans-serif; COLOR: rgb(31,73,125)"><img id="Picture_x0020_1" src="cid:part11.03030802.07070506@ucl.ac.uk" width="89" height="89"></span></p>
<p class="MsoNormal"><b><i><span lang="ES">¡Vamos Cougs!</span></i></b><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: rgb(31,73,125)"></span></p>
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<p class="MsoNormal"><b><span style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma,sans-serif">From:</span></b><span style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma,sans-serif">
<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">edling-bounces@bunner.geol.lu.se</a> [<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">mailto:edling-bounces@bunner.geol.lu.se</a>]
<b>On Behalf Of </b>Daniel Ginsberg<br>
<b>Sent:</b> Wednesday, September 16, 2015 7:42 AM<br>
<b>To:</b> The Educational Linguistics List<br>
<b>Subject:</b> Re: [Edling] Why Boosting Poor Children’s Vocabulary Is Important for Public Health</span></p>
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<p class="MsoNormal">I think they'd question the empirical basis for that claim. It's usually cited to Hart & Risley 1995, which as I mentioned is a highly flawed piece of work. Here's a thorough critical response to it:
<a href="https://urldefense.proofpoint.com/v1/url?u=http://academic.evergreen.edu/curricular/med/LangPoor.pdf&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=60b6bd5fe85fbe058acfd3586d018d3b7a9f36a2f2da17a7fdd6266510df592b" target="_blank">
http://academic.evergreen.edu/curricular/med/LangPoor.pdf</a> There's a lot there in a relatively short article, but here's a key quote for this discussion:
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<p class="MsoNormal">Many educational researchers and policy makers have generalized the findings about the language and culture of the 6 welfare families in Hart and Risley’s study to all poor families. Yet, Hart and Risley offer no compelling reason to believe
that the poor families they studied have much in common with poor families in other communities, or even in Kansas City for that matter. The primary selection criterion for participation in this study was socioeconomic status; therefore, all the 6 welfare
families had in common was income, a willingness to participate in the study, race (all the welfare families were Black), and geography (all lived in the Kansas City area). Families living in poverty are, however, an ethnically, linguistically, and racially
diverse group (US Census Bureau, 2003). Strong claims about the language and culture of families living in poverty based on a sample of 6 Black welfare families living in Kansas City are unwarranted. (p. 364)</p>
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<p class="MsoNormal">--<br>
Daniel Ginsberg<br>
Doctoral candidate, Linguistics<br>
Georgetown University</p>
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<p class="MsoNormal"><a href="https://urldefense.proofpoint.com/v1/url?u=http://georgetown.academia.edu/DanielGinsberg&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=1ff97f56be6bf9247eda6836b39dc9b3c30af044993fa63deb374c3c376879f5" target="_blank"></a><a class="moz-txt-link-freetext" href="http://georgetown.academia.edu/DanielGinsberg" target="_blank">http://georgetown.academia.edu/DanielGinsberg</a></p>
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<p class="MsoNormal">On Wed, Sep 16, 2015 at 4:22 AM, Richard Hudson <<a href="mailto:r.hudson@ucl.ac.uk" target="_blank"></a><a class="moz-txt-link-abbreviated" href="mailto:r.hudson@ucl.ac.uk" target="_blank">r.hudson@ucl.ac.uk</a>> wrote:</p>
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<p class="MsoNormal" style="MARGIN-BOTTOM: 12pt">Hello again Daniel. Thanks for the interesting link. Would you agree that even these researchers accept that poor children reach school with fewer words than rich children?<br>
<br>
Dick Hudson <br>
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<p class="MsoNormal">On 15/09/2015 21:51, Daniel Ginsberg wrote:</p>
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<p class="MsoNormal">There was an invited forum in Jnl Ling Anth earlier this year that debunked a lot of this "word gap" discourse. I would love to see more public awareness of this, and less uncritical citation of the highly flawed Hart & Risley study.<br>
<br>
<a href="https://urldefense.proofpoint.com/v1/url?u=http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=f08703c53fd54481f4b0a4375d0eba099baa74cc70b93b2f22ef28242547dff7" target="_blank">http://onlinelibrary.wiley.com/doi/10.1111/jola.12071/full</a></p>
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<p class="MsoNormal">--<br>
Daniel Ginsberg<br>
Doctoral candidate, Linguistics<br>
Georgetown University</p>
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<p class="MsoNormal"><a href="https://urldefense.proofpoint.com/v1/url?u=http://georgetown.academia.edu/DanielGinsberg&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=1ff97f56be6bf9247eda6836b39dc9b3c30af044993fa63deb374c3c376879f5" target="_blank"></a><a class="moz-txt-link-freetext" href="http://georgetown.academia.edu/DanielGinsberg" target="_blank">http://georgetown.academia.edu/DanielGinsberg</a></p>
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<p class="MsoNormal">On Tue, Sep 15, 2015 at 7:27 AM, Francis Hult <<a href="mailto:francis.hult@englund.lu.se" target="_blank"></a><a class="moz-txt-link-abbreviated" href="mailto:francis.hult@englund.lu.se" target="_blank">francis.hult@englund.lu.se</a>>
wrote:</p>
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<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black">[Moderator's note: I post this story because it relates to a discourse that is gaining public traction. I am reminded of an article that was recently posted to Edling:</span></p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black"></span> </p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black">Johnson, E.J. (2015) Debunking the “language gap”.
<em><span style="FONT-FAMILY: Arial,sans-serif">Journal for Multicultural Education, 9</span></em>(1), 42-50.</span></p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black"></span> </p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black">I wonder what perspectives list members working in different research traditions have on this topic. What additional research findings and ideas should we be getting out to the public
and how? FMH] </span></p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black"></span> </p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black"></span> </p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black">The Atlantic</span></p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black"></span> </p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black">Why Boosting Poor Children’s Vocabulary Is Important for Public Health</span></p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black"></span> </p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black">Research suggests that poor children hear about 600 words per hour, while affluent children hear 2,000. By age 4, a poor child has a listening vocabulary of about 3,000 words,
while a wealthier child wields a 20,000-word listening vocabulary. So it’s no surprise that poor children tend to enter kindergarten already behind their wealthier peers.
</span></p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black"></span> </p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black">But it’s not just the poverty that holds them back—it’s the lack of words. In fact, the single-best predictor of a child’s academic success is not parental education or socioeconomic
status, but rather the quality and quantity of the words that a baby hears during his or her first three years.</span></p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black"></span> </p>
<p><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,sans-serif; COLOR: black">Full story:<br>
<a href="https://urldefense.proofpoint.com/v1/url?u=http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=0153ee7d02cb6a4baaba3d07c409f88e8045c29d9599d31e8d9eac8296f92518" target="_blank">http://www.theatlantic.com/education/archive/2015/09/georgias-plan-to-close-the-30-million-word-gap-for-kids/403903/</a></span></p>
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<pre>_______________________________________________</pre>
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<pre><span style="COLOR: #888888">-- </span></pre>
<pre><span style="COLOR: #888888">Richard Hudson (<a href="https://urldefense.proofpoint.com/v1/url?u=http://dickhudson.com&k=EWEYHnIvm0nsSxnW5y9VIw%3D%3D%0A&r=Cvavyy6y5l8AwEV%2BI2FsI3lqVU2gAbIkqBNSweUx9jU%3D%0A&m=z2Yv9e8aOdpgvZm0L6QjO7wKGfwkm2N5D8amr4pwK%2FA%3D%0A&s=ae4cf348db31864aa08ba4fa2a19e43ec0770d70497adce6b32f63976874fbf5" target="_blank">dickhudson.com</a>)</span></pre>
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<pre>_______________________________________________
Edling mailing list
<a class="moz-txt-link-abbreviated" href="mailto:Edling@bunner.geol.lu.se" target="_blank">Edling@bunner.geol.lu.se</a>
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<br>
<pre class="moz-signature" cols="72">--
Richard Hudson (dickhudson.com)</pre>
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