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Hi this is a very interesting discussion and thanks to all who have
contributed. I'd just like to add a couple of simple things. <br>
<br>
1. You can teach your baby to read in the same sense that you can teach
your dog to read. There are some very popular dog training books out
that also use association between words and printed cards. See, for
instance:<br>
<br>
<a class="moz-txt-link-freetext" href="http://www.amazon.com/Teach-Your-Bonnie-Bergin-Ed-D/dp/076792245X">http://www.amazon.com/Teach-Your-Bonnie-Bergin-Ed-D/dp/076792245X</a><br>
<br>
Very useful if you want to leave a sign on the couch for your pup that
says "Keep off" when you're not home. Not clear what kind of notes you
might want to leave for Muffy (the kid).<br>
<br>
2. Assuming you do teach your baby a bunch of sight words, is there
something out there she wants to read? If the baby has no use for the
'reading', then it is mostly a trick you're teaching that will
certainly impress others, but may not be of intrinsic use to the baby.
It's probably not harmful if the baby is having a reasonably good time
and gets to engage in the usual baby activities like having dates with
other babies, hearing lots of appropriate-level baby directed language,
etc. But it won't make the baby a genius, any more than teaching your
Yorkie to read will make her into a research scientist. <br>
<br>
Cheers from SnowLess Boston,<br>
<br>
Jean<br>
<pre class="moz-signature" cols="72">
Jean Berko Gleason, Professor Emerita
Department of Psychology
Boston University
<a class="moz-txt-link-freetext" href="http://www.bu.edu/psych/faculty/gleason/">http://www.bu.edu/psych/faculty/gleason/</a>
</pre>
<br>
<br>
Kathy Hirsh-Pasek wrote:
<blockquote cite="mid:68974B77-E5BC-4590-A5E9-D6A74066A366@temple.edu"
type="cite">Linda Smith asked me to post her e-mail on the listserve
for her. The following is from her.
<div><br>
</div>
<div>kathy</div>
<div><br>
</div>
<div>
<blockquote type="cite">
<div style="">
<div>
<div>
<blockquote type="cite">
<div style="">Hi,
<div><br>
</div>
<div>I would like you to share these comments <b>with all </b>who
are part of this discussion. Bob Titzer got his phD in kinesiology at
IU and worked under Esther Thelen. He contributed and is co-author of
the Psych Review paper on a not b. He did a wonderful dissertation on
learning about transparency through actions in infants (never published
because he became interested --as you are aware --in other things).
These are facts, he has every right to state them and legally there is
nothing I can do about it.</div>
<div><br>
</div>
<div>I in no way condone, support, or believe in his teaching
infants to read. THERE IS NO RESEARCH BEHIND ANY OF IT THAT I KNOW OF
certainly none done at IU or with IRB approval or published. He began
by subjecting his own children to this. He believes in it, that I know
but I certainly do not. I think there are serious issues here and I
resent my name being associated with it. I have talked to lawyers
once, maybe I need to talk to them again. Their recommendation was to
let it go (basically ignore), that unless he actually stated a
falsehood concerning me, I had no grounds for legal action. </div>
<div><br>
</div>
<div>I am not at all happy (very unhappy) that my name, that
esther's name, that Indiana University is associated with this. As
an aside he was a tenure track assit professor at LSU (I think need to
check ) and they asked him to leave over this. </div>
<div><br>
</div>
<div>Anyway, I would love to spread wide and far, that yes I
know, but I think his whole endeavor is wrong, wrong headed, not
supported by research, and most certainly not supported by me.</div>
</div>
</blockquote>
</div>
</div>
</div>
</blockquote>
<div><br>
</div>
<span class="Apple-tab-span" style="white-space: pre;"> </span>Linda</div>
<div><br>
</div>
<div><br>
<div>
<div>On Mar 1, 2010, at 10:22 AM, <a moz-do-not-send="true"
href="mailto:bpearson@research.umass.edu">bpearson@research.umass.edu</a>
wrote:</div>
<br class="Apple-interchange-newline">
<blockquote type="cite">
<div>Right on, Kathy!<br>
(I thought right away of your "Einstein/ flashcards" book.)<br>
Thanks for the references.<br>
<br>
Best,<br>
Barbara<br>
<br>
And thanks for including Susan Linn on your message. I just read her
book, Consuming Kids, and it was chilling (although the advertising
about baby cognition was not the worst of it).<br>
<br>
<br>
Quoting Kathy Hirsh-Pasek <<a moz-do-not-send="true"
href="mailto:khirshpa@temple.edu">khirshpa@temple.edu</a>>:<br>
<br>
<blockquote type="cite">Liz and others:<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">I could not agree more with Joan and have
been troubled by the claims Dr. Robert Titzer makes for some time. HIs
blog self identifies Titzer as a "Recognized expert and infant
researcher." He goes on to say, " His research on reading during
infant and toddler years captured the interest of educators,
researchers, parents, government agencies, and the media worldwide. Dr.
Titzer has been published in scientific journals, including the
prestigious Psychological Review." ( <a moz-do-not-send="true"
href="http://www.infantlearning.com/DrTitzer/">http://www.infantlearning.com/DrTitzer/</a>).
As a researcher in the field of language and literacy, I have yet to
come across any research that he has done. In fact, the prestigious
Psychology Review paper that Titzer mentions was by Linda Smith, Esther
Thelen, Robert Titzer and Dewey McLin entitled, "Knowing in the context
of acting: The Task dynamics of the A-not-B error" published in 1999
with no reference at all to reading. Titzer's PhD according to his own
report is from the Department of Human Performance at the University of
Indiana, which on their lab site is a school of "health, physical
education and recreation." It would be interesting to see what he
studied for his dissertation.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Early reading and language development are
areas where we really do have a lot of data. In fact the recent review
of early reading research by the National Early Literacy Panel
(September 2009) along with responses to that report ( see Dickinson,
D., Golinkoff, R. M., Hirsh-Pasek, K., Neuman, S., & Burchinal, P.
(2009). The language of emergent literacy: A response to the National
Institute for Literacy Report on Early Literacy. National Institute for
Early Education Research website: <a moz-do-not-send="true"
href="http://nieer.org/docs/index.php?DocID=252">http://nieer.org/docs/index.php?DocID=252</a>))
can give you a real sense of where the literature is right now. We
have for many years known that children can memorize written symbols
and associate them with meaning (very young children know the double
arches are associated with McDonalds). But becoming a real reader
requires much more. And for young children, building a strong base in
language and a love for books is probably a better use of time than
investing in unproven programs that are more commercially than
data-driven.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Kathy<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan
wrote:<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Dear Liz & others,<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Chris is exactly on target with her
advice. In relation to the evidence base for these kinds of programs, I
have yet to find any that is supportive. The only "evidence" appears to
be from the anecdotal information provided by the author/publisher. I
have yet to see any independent, unbiased evidence. As Chris so aptly
pointed out, early development, including linguistic development
involves hands-on, functional and concrete experiences. The foundation
for later literacy, whether it occur early or a bit later is dependent
upon these early learning experiences. Unfortunately, there are many
opportunists out there who take advantage of parents' eagerness and
concern over their children's welfare.<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Joan<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Joan A. Luckhurst, Ph.D., CCC-SLP<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Assistant Professor<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">La Salle University<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Benilde 2216<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">1900 W. Olney Ave.<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Philadelphia, Pa 19141<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">(215) 951-1609<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">The information contained in this
electronic transmission and any attachments hereto is considered
proprietary and confidential. Distribution of this material to anyone
other than the addressed is prohibited. Any disclosure, copying,
distribution or use of the contents of this transmission or any
attachments hereto for any reason other than their<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">intended purpose is prohibited. If you
have received this transmission in error, please contact the sender.<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">________________________________________<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">From: <a moz-do-not-send="true"
href="mailto:info-childes@googlegroups.com">info-childes@googlegroups.com</a>
[<a class="moz-txt-link-abbreviated" href="mailto:info-childes@googlegroups.com">info-childes@googlegroups.com</a>] On Behalf Of <a moz-do-not-send="true"
href="mailto:wing0050@umn.edu">wing0050@umn.edu</a> [<a class="moz-txt-link-abbreviated" href="mailto:wing0050@umn.edu">wing0050@umn.edu</a>]<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Sent: Sunday, February 28, 2010 6:21 PM<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">To: <a moz-do-not-send="true"
href="mailto:info-childes@googlegroups.com">info-childes@googlegroups.com</a><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Subject: Re: Your Baby Can
Read....Research?<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Hi, Liz:<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">I am guessing that you are the wonderful
type of parent who will provide a<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">stimulating environment for your child in
a myriad of ways, and so my sense<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">is that whether you include early reading
in this stimulating environment<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">or not, your child will do well. I have
been asked this and similar<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">questions (re electronic programs, Baby
Einstein, signing, early reading,<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">etc.) by a significant number of parents,
and my response is generally that<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">given the gestalt of supportive and
stimulating parenting that will occur<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">under your tutelage, you child will do
well with or without early reading.<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">However, having said that, my own bias is
that there is not much to be<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">gained by this pursuit. Generally,
research on preschool readers indicates<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">that they tend to join a well-educated
cohort at the same reading level by<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">grade 3. My own bias, having reviewed the
sensorimotor literature and<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">worked with a good number of sensorimotor
therapists over the course of my<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">career as an SLP, is to prioritize for
young children hands-on and<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">multi-sensory experiences, accompanied by
the appropriate oral language, as<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">the best foundation for future learning.
(I also read that one of the<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">causative factors in our immune
deficiency-prone society is our lack of<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">exposure to good old dirt and other nasty
substances at an early age.)<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">While I emphasize pre-literacy and
literacy skills to my low SES (and<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">wonderful) cohort of prschool children
and parents, my advice to<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">well-educated and middle income and
beyond cohorts is to sit back, talk to<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">your child, and get dirty.<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Chris Wing,<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Doctoral Candidate<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Speech-Language-Hearing Sciences<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">University of Minnesota<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">United States of America<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">On Feb 28 2010, Aliyah MORGENSTERN wrote:<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Dear Liz,<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">I don't know the program, so I can't
judge but I'm a bit amazed. We<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">want babies to baby-sign at 9 months
(which isn't acquiring sign<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">language in a signing environment) and
now to read at 16 months...<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Maybe it is important that children be
kept in a non literate world<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">for a few years and use their ears
(when they can) before entering<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">language through reading skills.
Reading is extremely important, but<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">literacy does change our perspective on
language and I'm personally<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">glad we all spend a few years
developing our oral language, our<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">gestures, ou prosody, and all that
comes with the vocal modality. I do<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">think that literacy changes our whole
perspective onclangauge. We gain<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">a new world, we lose what cultures
without a writing system did<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">maintain. But I'm not a specialist in
that field. It seems to me that<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">reading too soon could get them
focussed on different skills and they<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">might not use their natural capacities
and the specific cognitive and<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">mostly interactional or social skills
as much. But I might be wrong,<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">we all code-switch between two
languages, some of us from birth, maybe<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">that is just the same. It might just
bring more to them and be an<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">enrichment. I was glad my kids learned
to play music at four where<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">some of my friends found that it was
totally crazy...<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">If you decide to go ahead, let me know
what you think of it.<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Best,<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Aliyah MORGENSTERN<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Professeur de linguistique<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Université Sorbonne Nouvelle - Paris 3<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Institut du Monde Anglophone<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">5 rue de l'Ecole de Médecine<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">75006 Paris<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Le 28 févr. 10 à 22:53, Liz P. a écrit :<br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Hello Everybody,<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">I have a 16 month old baby girl, and
i just recently acquired the Your<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Baby Can Read Program, but when i
started watching it, it seems too<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">good to be true, and i was asking my
Language Acquisition professor<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">and she suggested that i inquire
within to see if anyone knows the<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">research behind this program and if
there are any down falls or<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">reasons why i shouldnt continue with
the program with my daughter. I<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">can see the Pros (shell learn to read
and expand her vocabulary) but<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">what would the Cons be. Thank you so
much for your time. Any comments<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">will be appreciated<br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">Liz Pattison<br>
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****************************************<br>
Barbara Zurer Pearson, Ph.D<br>
Research Associate<br>
Depts. of Linguistics and Communication<br>
Disorders<br>
<br>
University of Massachusetts Amherst<br>
Amherst MA 01003<br>
413-545-5023<br>
<a moz-do-not-send="true" href="mailto:bpearson@research.umass.edu">bpearson@research.umass.edu</a><br>
<a class="moz-txt-link-freetext" href="http://www.umass.edu/aae/bp_indexold.htm">http://www.umass.edu/aae/bp_indexold.htm</a><br>
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