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Hartwick College

From Wikipedia, the free encyclopedia

Hartwick-college-logo2011.jpg
This is the official logo of Hartwick College
MottoAd Altiora Semper
"Ever Upwards"
TypePrivate
Established1797
PresidentDr. Margaret L. Drugovich
Academic staff
187 faculty members; 104 are full-time
Undergraduates1,200
Postgraduates0
Location,
CampusMain academic campus: 425 acres (1.72 km2) Environmental campus: 920 acres (3.7 km2)
ColorsWellesley Blue and White          
AthleticsDiv IIIEmpire 8
NicknameHawks
MascotSwoop
Websitewww.hartwick.edu
Breese Hall at Hartwick College
Breese Hall at Hartwick College

Hartwick College is a non-denominational, private, four-year liberal arts and sciences college in Oneonta, New York. The institution's origin is rooted in the founding of Hartwick Seminary in 1797 through the will of John Christopher Hartwick. In 1927, Hartwick Seminary moved to expand into a four-year college and was offered land by the city of Oneonta to move to Hartwick College's current location.[1] The school has 1,200 undergraduate students from 30 states and 22 countries, 187 faculty members and the student-faculty ratio is 11-1.[2]

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Transcription

>>Malcom Gladwell: It's a real pleasure to be here. I was -- I'm acutely conscious to the fact as I listened both to our previous speaker and also the ones before that everyone has been speaking about very consequential and high-minded things this morning, and I'm not going to do that at all. In fact, I intend to give what I am sure will be the most solipsistic talk ever at a Google Zeitgeist. I simply want to talk about why on earth I decided to say yes and come here. Here's the situation. I'm a writer. Part of what I do to make my living is I go and give speeches at conferences like this. And I get paid, right, as one would, and it's that money that I use to make my living. So how much is Google paying me for this? Zero. It is a company with, what, $50 billion in the bank, and they don't have a dime for poor little old Malcolm. Now, we could talk at length about what this says about Google, but that's not what interests me. What interests me is what that says about me. Why on earth would I say yes under such a circumstance? Why -- you know, I'm busy. My time is really valuable. Why did I fly all the way out here, across the country, to give away my intellectual property for free? In fact, it wasn't even free. I had to print out my speech this morning in the business center. And -- this is the bill -- it cost me $9.87. It is costing me to be here. [ Laughter ] >>Malcom Gladwell: Now, you can say that I came here because there is all kinds of interesting people here, which is true. I don't mean to cast any aspersions on any of you, but my life is lousy with interesting people. I got more interesting people than I know what to -- So you could say maybe I should have come here -- I should come here because I can make contacts that will help me, you know, in the business world. I'm not in the business world. I don't need to meet a V.C. I work out of my apartment. If I want to renovate my kitchen, I will just go to the bank for a loan. There's no -- it doesn't make any sense, in other words, for me to be here. So why did I say yes? Well, the answer is that this conference is run by Google, one of the most prestigious and successful companies in the world. I would not have agreed to speak for free at a Yahoo! conference, would I? [ Laughter ] >>Malcom Gladwell: In other words, my decision to do something that is not in my best interest was caused by my association with an elite institution. And this is what I want to talk about today. It is an argument that I make in my new book, "David and Goliath," which in further proof of how baffling my decision was to come here is not available for sale at this conference. [ Laughter ] >>Malcom Gladwell: I like to call this problem elite institution cognitive disorder, or EICD. And it is simply that elite institutions screw us up in all kinds of ways that we're not always conscious of. And since the theme of this morning's session is "Imagine a Better World," I want to try and imagine what the world would look like if we freed ourself of the scourge of EICD. So I am going to give you a couple of examples of EICD in action. Let me start with the very thorny question of science and math education in this country. STEM as we call it. We have a problem in turning out enough science and math graduates, right, in this country. And it is not for lack of interest, by the way, among high school seniors. Lots and lots and lots of high school seniors want to get science and math degrees, but approximately half of them drop out by the end of their second year. So we have a persistence problem in science and math education in this country. So the question is why? Why do so many kids drop out? Well, the obvious answer is that science and math are really hard and you need to have a certain level of cognitive ability to master those subjects and we don't have enough smart kids, right? So if that's true, if science and math education is a function of -- we should be able to see in the statistics that persistence is a function of your cognitive ability. So let's take a look. By the way, this is the first time in my life I have ever used PowerPoint. This is like a fantastic moment for me. I feel like I have finally joined the 20th century. It is really kind of amazing. Oh, wow. Okay. So this is -- I've just chosen Hartwick College as a proxy for American colleges for totally random colleges. Hartwick is a small liberal arts college in upstate New York. What we have a distribution of math S.A.T. scores by -- among the people who are intending to major in science and math. What you can see is that there is quite a wide range of native math ability among the kids entering the freshmen STEM programs at Hartwick, right? So what do we see when we look at the -- who ends up graduating with a STEM degree? What we see is that at Hartwick College, the kids in the top third, the top third S.A.T. scores, end up getting well over half of the STEM degrees and the kids with the bottom scores end up getting very few of the STEM degrees. Those kids over there are dropping out like flies. This would seem to suggest that our original hypothesis that persistence is a function of cognitive ability is true. And this would also -- we can also go further. We can say if this hypothesis is true, as we go to more and more selective institutions, we should see a very different pattern of persistence. We should see less kids dropping out because the kids are all smarter, right? So let's go to Harvard. These numbers are a few years old. But at Harvard, you can see that the bottom third of math S.A.T. scores among kids doing science and math are equal to the top third at Hartwick. The dumb students at Harvard are as smart as the smart students at Hartwick. So you would think everybody at Harvard should be getting a math and science degree, right? Why would they drop out? Everyone is so smart. What do we see? Oh, dear. What we see is the exact same pattern at Harvard that we saw at Hartwick. The smart kids -- the top kids are getting all the degrees. The kids at the bottom aren't getting any degrees. They are dropping out like flies, right? Even though these kids are brilliant. Right? So what's happening? Well, clearly what we're seeing here is that persistence in science and math is not simply a function of your cognitive ability. It's a function of your relative standing in your class. It is a function of your class rank, right? Those kids who are really, really brilliant don't get their math degree not because -- not as a function of their IQ but as a function of where they are in their class. And, by the way, if you look at any college you want, you will always see, regardless of the level of cognitive ability among the students, you will always see the same pattern. The kids who get the science and math degrees are the ones in the top of their class. And the kids in the bottom of their class never do. Look over at that bottom third -- the bottom third chart over there. So the name given for this phenomenon amongst psychologists is relative deprivation theory. And it describes this exceedingly robust phenomenon which says that as human beings we do not form our self-assessments based on our standing in the world. We form our self-assessments based on our standing in the -- in our immediate circle, on those in the same boat as ourselves, right? So a classic example of relative deprivation theory is which kind of country -- which countries have the highest suicide rates? Happy countries or unhappy countries? And the answer is happy countries. If you are morbidly depressed in a country where everyone else is really unhappy, you don't feel that unhappy. [ Laughter ] >>Malcom Gladwell: Right? You are not comparing yourself to the universe -- the whole universe of people out there. No. You are comparing yourself to your neighbors and the kids at school and they are unhappy, too, so you are sort of fine. But if you are morbidly depressed in a country where everyone is jumping up and down for joy, you are really depressed, right? That is a very, very, very profoundly serious place to be and so as a result, you get that sad outcome more often. So what's happening at Harvard then? The kid in the bottom third of his class at Harvard does not say rationally: I'm in the 99.99th percentile of all students in the world when it comes to native math ability, even though that's true. What that kid says is: That kid over there, Johnny over there, is getting all the answers right and I'm not. I feel like I'm really stupid and I can't handle math so I will drop out, get a fine arts degree, move to Brooklyn, work, make $15,000 a year and break my parents' heart, right? [ Laughter ] >>Malcom Gladwell: So what is the implication of this? The implication of this is that if you want to get a science and math degree, don't go to Harvard, right? In fact, we can run the numbers on this. Mitchell Chang at UCLA recently did the numbers and he says as a rule of thumb, your odds of graduating -- successfully getting a science and math degree fall by two percentage points for every ten-point increase in the average S.A.T. score of your peers. So if you are a kid and you have a choice between -- if you get into Harvard and University of Maryland is your safety, University of Maryland has 150 -- on average S.A.T. scores are 150 points lower at Maryland. That means your chance of graduating with a STEM degree from Maryland is 30% higher than it would be at Harvard. Right? Now -- so if you choose to go to Harvard and not Maryland, you are taking an enormous gamble. You are essentially saying this STEM degree -- by the way, the most valuable commodity any college graduate could have in today's economy, I am going to take a 30% gamble in my chances of getting that degree just so I can put Harvard on my resume'. Is that worth it? I don't think so. Right? But how many kids given a choice between Harvard and Maryland choose Maryland? Not that many. Why? EICD. Now, why does EICD persist if it is so plainly irrational? Well, I think it is because as human beings, we dramatically underestimate the costs of being at the bottom of a hierarchy. Let me give you another really remarkable example of this. This is from a paper that was -- just came out from a guy named -- two economists John Connelly and Allie Sundy -- Allie Under, rather. They looked at graduates of Ph.D. programs, economics Ph.D. programs at American universities. And what they were interested in was what is the publication record of these graduates in the six years after they took an academic position? So as you know, the principal way by which we evaluate economists is how often and how well do they publish. So what these guys did is they did a little algorithm, took the top economics journals, and rated them according to their level of prestige, and came up with a number of how many -- your score after six years of graduation. So we get this chart here. What you can see, first of all, look at the 99th percentile. So what this says is, the kids who are in the 99th percentile of their Ph.D. program at Harvard, M.I.T., Yale, Princeton, Columbia, Stanford, Chicago, the 99th percentile, that's what they publish. The Harvard students publish 4.31 journal articles in their first six years after graduation. That's amazing. Right? Astounding number. Same with M.I.T., 4.73. All the way down the list. What we see here is that the best students at the very best schools are extraordinary, and that comes as no surprise. You just saw Larry Summers here. I don't know where he went. Larry Summers, that's Larry Summers, right? Brilliant. Genius. We knew that. [ Laughter ] >>Malcom Gladwell: Let's look at the 85th percentile. Now, the 85th percentile at these schools, these are schools that might take two dozen Ph.D. students every year. So if you're in the 85th percentile in the M.I.T. economics program, you're the fifth or sixth best student in your class. That's really smart, okay? The 85th percent student at M.I.T -- or at Harvard, let's do Harvard, publishes basically one paper in their first six years versus 4.31 in the top student. So the gap between one and five is enormous, right? It is 5X. Now, let's go down to the 55th percentile at Harvard. So the 55th percentile at Harvard is the -- let's say, the 12th best person at the greatest economics program in the world. They could arguably say they are one of the 20-top Ph.D. economic students in the world, right? Look what their publication rate, .07. Basically, they're not publishing at all. By any standard by which we judge academic economists, these people are complete failures, right? Now, I've picked lousy schools. [ Laughter ] >>Malcom Gladwell: And I've started with Toronto, which is where I went to school. So this is a little masochistic moment where I basically confess to how paltry my academic pedigree is. I have also picked B.U. and then I have also picked -- non-top 30 is simply all the schools that are so terrible I can't bring myself to name them. [ Laughter ] >>Malcom Gladwell: We've aggregated them all so these are schools that if your child -- anyone in this room, if your child said they were going to go to one of these schools, you would weep, okay? [ Laughter ] >>Malcom Gladwell: What do we see here? What we see here is that the 99th percentile at these lousy schools publish more than everyone at the top schools except for the 99th percentile, right? Do you see that? Look at Toronto, 3.13. The only people who publish more than the top student at Toronto are the top students at those top seven schools. The top student at Boston is publishing three times more than the 80th percentile student at Harvard. What does this tell us? Well, it tells us that -- oh, before I get there. The guys that did the study, having done the study, were so stunned at what they were seeing that they end their article with this whole thing about what on earth is going on with Harvard? Here's a school which is collecting the most brilliant, the most accomplished, probably the best-looking graduate students in economics -- [ Laughter ] >>Malcom Gladwell: I can't imagine the bar is that high; but, nonetheless, it presumably is a selection criteria. They gather them all together and, yet, everyone except for the very, very best students is basically a flop. And they say, I'm quoting them, why is it that the majority of these successful applicants who are winners and did all the right things up to the time they applied to graduate school became so unimpressive after they are trained? Are we -- and this moment of genuine distress on the part of these two economists: Are we failing the students or are they failing us? Right? No one's failing anyone! What you're just seeing is relative deprivation in action, right? When it comes to confidence and motivation and self-efficacy, the things that really matter when it comes to making your way in the world, relative position matters more than absolute position. The 80th percentile student at Harvard looks at those kids who are smarter than him and says, "I can't do it." The number one student at Missouri says, "Wow, I'm lord of the manor. I'm going to go out and conquer the world," right? What does it mean? Well, what it means, first of all, when it comes to hiring, it means you should hire on the basis of class rank. And you should be completely indifferent to the institution attended by the applicant. In fact, we should have a don't ask, don't tell policy for the name of your undergraduate institution. It's hurting us to know that. Doesn't help us. And when you hear some institution, some fabulous Wall Street investment bank, some university say, "We only hire from the top schools," you should say, "You moron!" [ Laughter ] >>Malcom Gladwell: That's what -- that's -- that's the previous slide. I don't know how to go backwards on slides. No, you don't want to hire from only the best schools. You want to hire from the top students from any school under the sun. And it also means that when it comes -- if you have kids going to college, when it comes to choosing your undergraduate institution, you should never go to the best institution you get into, never. Go to your second or your third choice. Go to the place where you're guaranteed to be in the top part of your class. So why don't we do that? Well, why did I come here when it was profoundly in my self-interest not to, right? Because when we have an opportunity to join elite institutions, we are so enormously flattered and pleased with ourselves that we do things that are irrational. Thank you. [ Applause ]

Contents

History

Memorial Staircase and Bresee Hall
Memorial Staircase and Bresee Hall

Hartwick Seminary was founded in 1797 through the will of John Christopher Hartwick, a Lutheran minister from Germany who led several mission congregations of early settlers along the Hudson River and the Mohawk River in what is now upstate New York. His dream of establishing an institution of higher learning became a reality shortly after his death, with the founding of Hartwick Seminary in 1797. In 1816, the New York State Legislature incorporated the new school—the first Lutheran seminary in America—as a classical academy and theological seminary in Hartwick, near Cooperstown. The school moved to its present location in Oneonta in 1928, when Hartwick was incorporated as a four-year college. The land for the campus was donated by the City of Oneonta. Bresee Hall, today the oldest building on campus, was designed by noted architect John Russell Pope and built in 1928. It was listed on the National Register of Historic Places in 2004. The college's ties to the Lutheran Church ended in the 1960s and it now carries no religious affiliation.

In May, 2016, President Margaret L. Drugovich was awarded a new eight-year contract by the Board of Trustees to continue serving as president, which she subsequently accepted.[3]

In July, 2016, the college set a fundraising record by securing more than $34 million through its latest capital campaign, exceeding the original goal of $32 million.[4]

Academics

Hartwick College offers 31 majors and 24 areas of study leading to a Bachelor of Arts or Bachelor of Science degree. In addition, it offers 11 minors, pre-professional programs in law, medicine, engineering and allied health professions; and five cooperative programs in engineering, law, business, and physical and occupational therapy. Students can also choose a concentration within their major.

The pre-engineering program at Hartwick is has cooperative agreements with both at Columbia University and Clarkson University that allow students to spend three years at Hartwick and two years at one of the other schools studying engineering.[5][6] Successful completion brings a bachelor's degree from Hartwick and an engineering degree from Clarkson or Columbia.

Hartwick’s three-year bachelor's degree program allows qualified students to receive a degree in three years, as opposed to the traditional four. Since its launch in 2009, the program has sparked national interest for cost savings and quality.[7]

The Liberal Arts in Practice curriculum merges traditional liberal arts study, personalized teaching, and experiential learning. Hartwick encourages students to gain real-world experience through internships, volunteer work, and job shadowing. Hartwick assists in networking and job-shadowing programs in career locations such as Boston, New York City, and other local venues[8]

Yager Hall
Yager Hall

Hartwick College is accredited by the Middle States Commission on Higher Education, Middle States Commission on Higher Education and the Commission on Collegiate Nursing Education. The American Chemical Society also approved the Bachelor of Science degree program in chemistry.

Three-year bachelor’s degree program

Since 2009, Hartwick has offered a three-year bachelor's degree program, which allows students to receive an undergraduate degree in liberal arts in three years instead of four. This reduces tuition by about 25%. No summer coursework is required (except for nursing majors), so three-year students can work, intern or travel during summer breaks. There is no required online component, and all courses are taught by Hartwick faculty. Students in the program take on a larger course load in each of their six semesters. Most majors are included in the program.

January term

Every year, about 200-300 Hartwick students participate in 15-23 off-campus courses, taught by Hartwick faculty. Nearly every off-campus program is open to new students. All are open to majors and non-majors, with the exception of Trans-cultural Nursing in Jamaica. There are many scholarships available to support students who choose to study abroad during the college’s January Term. Several international study-abroad scholarships are available: the Florence and George Hutman Scholarship, the Dobert Family Scholarship and the Andrew and Betty Anderson Scholarship.

International research

Hartwick offers students two scholarships for international research:

  • The Duffy Family Ambassador Scholarship, which supports students’ educational travel abroad with awards of up to $5,000. Awards go to students with demonstrated financial need who make a strong case for the value of their proposed program abroad.
  • The Emerson Foundation Scholarship, which offers up to $5,000 for international academic internships or directed study.

Scholarships are open to sophomore, junior or senior students of all majors who are pursuing an experience for academic credit.

One of the hallmarks of a Hartwick education is faculty-student collaboration on research. Each year, many student present their work at regional and national conferences.

Every spring, the college hosts a Student Scholar Showcase, a day-long event that highlights student-based research. The event is open to the public.

Rankings

In 2017, U.S. News & World Report ranked Hartwick College 159th in its National Liberal Arts College Rankings.[9] In 2013, U.S. News & World Report also ranked Hartwick 21st among all U.S. colleges and universities for the percentage of students who study abroad.

Hartwick College is ranked 59th for liberal arts colleges on Payscale.com's 2016-17 list of highest-paid graduates.

Business Insider recognized Hartwick as #13 in their 2015 "50 Most Underrated Colleges in America" ranking for graduate earning potential. In 2013, the college also placed #274 out of a list of 501 colleges and universities across the nation in its Complete Ranking Of America’s 501 Smartest Colleges.[10]

Forbes Magazine ranked Hartwick # 501 overall in the 2016 Forbes ranking of the best colleges and universities in the nation; public and private colleges and universities included.[11]

In Washington Monthly’s 2016 College Rankings, Hartwick is ranked #192 out of 239 liberal arts colleges in the nation.[12]

Hartwick is also consistently featured in The Fiske Guide to Colleges and it is a Princeton Review Best Northeastern College.[13]

In the media

Hartwick College was mentioned by journalist and scientific writer Malcolm Gladwell in his book David and Goliath: Underdogs, Misfits, and the Art of Battling Giants as a liberal arts college that offers the same academic rigor and quality of education with similar career outcomes of an ivy league university or elite liberal arts college in the United States, without the competitiveness or admission criteria of these top colleges and universities.[14]

Student life

Dewar Union
Dewar Union

Hartwick offers student-run activities through more than 60 clubs and organizations that cover a wide variety of topics. The student governing body, Student Senate, oversees the constitutions and budgets of every club. There are a variety of honor societies and a variety of special-interest clubs ranging from academics to extracurricular activities. The Hartwick College Activities Board (HCAB) and SUNY Oneonta’s student activities board host the downtown OH Fest street festival/concert each year for families and college students.

Greek Life at Hartwick College is based in a rich history dating back more than 80 years. During this time fraternities and sororities have been a valuable segment of the college experience. Fraternities include: Alpha Sigma Phi, Tau Kappa Epsilon, and Kappa Sigma; sororities include: Alpha Omicron Pi, Theta Phi Alpha, local sorority Gamma Phi Delta, and local sorority Phi Sigma Phi.[15]

Many Hartwick class events are organized by the Student Alumni Association (’Wick S.A.A.), including the OozeFest mud volleyball tournament, freshman sundae, sophomore barbecue, junior pig roast, and senior banquet. The campus newspaper is Hilltops, which is published weekly. Columns include Minds of the Roundtable, Athlete of the Week, The Comic Book Corner, and DSquared. Hartwick also operates a student-run radio station, WRHO 89.7 FM.

Pine Lake Environmental Campus

Hartwick College acquired the Pine Lake Environmental Campus in 1971. Pine Lake provides Hartwick students with opportunities for hands-on research, academic study, and responsible environmental stewardship and self-discovery. It offers a residential alternative to the main campus residence halls.

The campus has 11 buildings on over 300 perserved acres, including eight cabins that are used as student housing during the school year.

The Vaudevillian, an arched building, is used for movies, contra dances, indoor festivals and other events. Science courses that are taught at Pine Lake often use the R.R. Smith Field Station, which has a small classroom area, a computer lab area, and two lab rooms. A shuttle bus transports students to and from Pine Lake, and living at the environmental campus is an option for all full-time Hartwick students.

Many of Hartwick’s activities are held at Pine Lake, including the Eco-Art Festival, Pine Lake Day, potluck dinners, Solstice parties, the Bread and Puppet Theater, contra dances, the Awakening freshmen pre-orientation program, the annual chili cook-off, the local food cook-off, photo contests and the Conversations at the Lake discussion series.

Boats and kayaks can be borrowed and used on the lake during warmer months. Pine Lake's facilities also are available to Hartwick staff, faculty, families and guests, as well as public members. There is an extensive trail system around the lake and on the northern side of the road, also called the Upper Tract. The Pine Lake Club installed a disc golf course with nine baskets between the lake and the back field near the Holton Memorial Trail.

Pine Lake sees more than 3,000 visitors a year and is open to the public through membership and summer rentals.

Athletics

Hartwick College's teams are known as the Hawks, its official mascot is Swoop the Hawk, and its colors are Wellesley Blue & White.

The college is a member of the National Collegiate Athletic Association (NCAA), competing at the Division III level, and is a member of the Empire 8 Conference.

Hartwick's Men's soccer won the NCAA Division I National Title in 1977.

Notable alumni

References

  1. ^ "FROM SEMINARY TO LIBERAL ARTS COLLEGE". Hartwick College. Retrieved January 7, 2012.
  2. ^ "About us". Hartwick College. Retrieved April 12, 2011.
  3. ^ "Drugovich Reappointed Hartwick College President".
  4. ^ "Hartwick College breaks fundraising record".
  5. ^ "Combined Plan Program Admissions | Columbia Undergraduate Admissions". undergrad.admissions.columbia.edu. Retrieved 2017-07-31.
  6. ^ "Clarkson University: 4+1 Partners". www.clarkson.edu. Retrieved 2017-07-31.
  7. ^ "New momentum for the three-year degree?". Washington Post. Retrieved 2016-09-01.
  8. ^ "Networking & Job Shadowing - Hartwick College". Hartwick College. Retrieved 2017-07-31.
  9. ^ "Hartwick College U.S. News Rankings". U.S. News and World Report. 2013.
  10. ^ Writer, Jessica Reynolds Staff. "Business Insider: Hartwick is an 'underrated' college". The Daily Star. Retrieved 2017-07-31.
  11. ^ "Hartwick College". Forbes. Retrieved 2017-07-31.
  12. ^ "Washington Monthly College Rankings 2016" (PDF). Retrieved July 31, 2017.
  13. ^ "Princeton Review Names Hartwick a Best Northeastern College - Hartwick College". Retrieved 2016-09-01.
  14. ^ Rosenberg, Tina. "Malcolm Gladwell: Guru of the Underdogs". The Atlantic. Retrieved 2017-07-31.
  15. ^ Not to be confused with the national fraternity of a similar name.
  16. ^ "ARNOLD, Isaac Newton - Biographical Information". bioguide.congress.gov. Retrieved 6 November 2018.
  17. ^ "Ambassador George C. Bruno '64 to Receive President's Award for Liberal Arts in Practice". Hartwick College. Retrieved January 30, 2013.
  18. ^ "10th President of Plymouth State: Harold E. Hyde". Plymouth.edu. 2007-04-18. Archived from the original on 2011-09-27. Retrieved 2012-11-17.
  19. ^ [1] Archived February 13, 2010, at the Wayback Machine.
  20. ^ [2] Archived May 27, 2010, at the Wayback Machine.
  21. ^ [3] Archived September 20, 2010, at the Wayback Machine.
  22. ^ "Quitman, John Anthony Quitman". Texas State Historical Association. Retrieved 2018-08-03.
  23. ^ "Our Company - United States". Lenovo.com. 2008-02-25. Retrieved 2012-11-17.

External links


This page was last edited on 27 November 2018, at 14:35
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