Tuesday, August 18, 2026

Genealogy News Bytes - Week of 12 to 18 August 2026

 Welcome to Genealogy News Bytes, posted on Tuesday afternoon for the past week, where we try to highlight the most important genealogy and family history news  items that came across our desktop since the last issue.    


1)  Genealogy and Family History News Articles:





2)  DNA Testing and Genetic Genealogy

3)  Genealogy Book/Magazine Notices and Reviews:

*  Finding Women Ancestors [Genealogical]

*  Family Tree Magazine: September 2026 [Anglo-Celtic Connections]

4)  Genealogy Software/Mobile Apps


*  Three New History Mapping Tools [Jason Duncan - webjmd]

5)  New or Updated Genealogy Digital Record Collections:









6)  Did you miss the last post in this series?  See Genealogy News Bytes - Week of 5 to 11 August 2026.


                          =========================================


Copyright (c) 2026, Randall J. Seaver

Please comment on this post on the website by clicking the URL above and then the "Comments" link at the bottom of each post.  Share it on X, Facebook, or Pinterest using the icons below.  Or contact me by email at randy.seaver@gmail.com.  
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The Making of an Artist and Teacher – Betty Carringer's Art Classes in High School

Thanks to my friend and genealogy colleague Yvette Porter Moore, I have information about my mother's (Betty Virginia Carringer (1919-2002) high school activities at San Diego High School between 1933 and 1936.  Yvette has done a lot of work discovering, compiling and preserving the high school records at the school. 

Here is my mother's high school cumulative record:


It is pretty cryptic in places!  The first two semesters in 1932-1933 (9th grade) are from Roosevelt Junior High School.  1933-1934 (10th grade), 1934-1935 (11th grade) and 1935-1936 (12th grade) are at San Diego High School.  The "7 Semester" from 1935 (Typing and Shorthand classes) is probably a summer school session to get extra elective classes in. 

In addition to English, History, Math, French, Latin, and Gym, there were a number of Art-related classes -- at least one each semester.


(AI Google Notebook Infographic - 1930s High School Art Curriculum)

I asked the FREE OpenAI ChatGPT5 tool to review the list and describe the Art classes on the list. Here is what ChatGPT5 told me:

Betty Virginia Carringer's High-School Art Curriculum, 1932–1936

The art courses on Betty's San Diego High School cumulative report card form a surprisingly coherent four-year progression. Rather than being unrelated art electives, they appear to represent a traditional studio-art curriculum that progressed from basic drawing, through figure drawing and design, to illustration and commercial art.

The courses

Semester            Course                                Interpretation                 

3                        Freehnd Art                   Freehand Drawing
4                        Rep. Art.                        Representative Drawing
5                        Elem. Life Dr.                Elementary Life Drawing
6                        Art Design                      Art/Visual Design
8                        Adv. Life Dr.                  Advanced Life Drawing
8                        Com. Art                        Commercial Art
9                        Illust.                              Illustration

And that sequence tells us quite a bit about what Betty was being prepared to do.

1. Freehand Art — Semester 3

Freehand Art was essentially the foundation course.

Students learned to draw without mechanical aids, developing the ability to translate what the eye saw into a drawing.

Typical exercises would have included: lines and contours ; geometric forms; proportion; perspective; light and shade; three-dimensional forms; still-life objects; ordinary household objects; pencil and possibly charcoal techniques; observation and hand-eye coordination.

The emphasis was not necessarily on producing beautiful finished artwork. It was on learning how to see accurately and control the hand.

Why?

Drawing was considered the foundation of virtually every other kind of visual art. Before a student could successfully draw a person, illustrate a story, design a poster or produce commercial artwork, she had to learn how to represent simple forms accurately.

So Betty's first step was essentially: Learn to see → learn to draw what you see.

2. Representative Art — Semester 4

“Rep. Art” is very likely Representative Art.

The important word is representative: the student was expected to make a recognizable visual representation of something in the real world. This would have extended the skills learned in Freehand Drawing into more complicated subjects.

Possible assignments included: still lifes; plants and flowers; animals; household objects; buildings; landscapes; outdoor scenes; objects arranged in groups.

The student was learning to deal with proportion, perspective, shape, texture, light and shadow.

Why?

This was the transition from learning drawing techniques to learning how to observe and interpret real subjects. The distinction is subtle:

Freehand Drawing: How do I draw?

Representative Drawing: How do I accurately represent this particular thing?

3. Elementary Life Drawing — Semester 5

“Elem. Life Dr.” = Elementary Life Drawing.

This introduced Betty to one of the traditional foundations of serious art education: drawing the human figure from observation. Life drawing could involve models in various poses, and at the high-school level one should not automatically assume nude models. The term simply means drawing from a living human model rather than copying a photograph or statue.

She would have studied: human proportions; posture; gesture; movement; balance; basic anatomy; structure of the body; relationships between body parts; light and shadow; capturing a pose.

Why?

The human figure is an extraordinarily difficult subject to draw. It forces an artist to understand proportion, movement, balance and three-dimensional form. It also provided skills that would later become useful in portraiture, illustration, advertising and commercial art.

4. Art Design — Semester 6

“Art Design” moved Betty into a somewhat different area. Instead of merely asking: “Can you draw this?” design asks: “Can you arrange visual elements so that they communicate an idea and look good?”

The course probably dealt with principles such as: line; shape; form; pattern; balance; rhythm; repetition; proportion; harmony; contrast; unity; composition; color; decorative design.

This is an important transition because design is the foundation of applied art.

A student could take the principles learned in Art Design and apply them to: posters; clothing; textiles; book covers; advertisements; furniture; interior decoration; school publications; commercial illustrations.

Why?

This is where Betty's education began moving from fine-art drawing toward practical visual communication.

5. Advanced Life Drawing — Semester 8

“Adv. Life Dr.” = Advanced Life Drawing. In Semester 8, Betty returned to the human figure with Advanced Life Drawing. This was the natural progression from Elementary Life Drawing.

The emphasis could now move toward: more complicated poses; accurate anatomy; foreshortening; movement; gesture; balance and weight; three-dimensional form; more sophisticated shading; composition; possibly multiple figures.

The important thing is that Betty was no longer simply learning how to construct a human figure. She was learning how to use the figure artistically and expressively.

6. Commercial Art — Semester 8

"Com. Art" = Commercial Art. This Commercial Art. course changes the way I would interpret the entire latter part of Betty's high-school art education. Commercial art in the 1930s was essentially the use of artistic skills for business and public communication.

It could encompass things such as: advertisements; posters; newspaper illustrations; magazine illustrations; product illustrations; catalog illustrations; lettering; layouts; promotional materials; booklets and brochures; display materials; package designs; signs; possibly fashion and merchandising illustrations.

Commercial art required considerably more than the ability to draw.

The artist had to understand: Drawing + Design + Lettering + Composition + Communication

The goal wasn't simply to make something attractive. The goal was to make something communicate a message effectively to another person.

Why was this taught in high school?

Because commercial art was becoming an important occupation.

The 1930s were the era of newspapers, magazines, advertising, department stores, illustrated catalogs, posters, commercial printing and increasingly sophisticated corporate advertising.

A talented young person could potentially find employment as a: commercial artist; illustrator; advertising artist; layout artist; poster designer; newspaper artist; magazine illustrator; art teacher.

And that makes the next course especially logical.

7. Illustration — Semester 9

“Illust.” = Illustration.

Illustration was arguably the culmination of everything Betty had been learning. Illustration means using artwork to explain, interpret or enhance a story, subject or idea.

She could have been creating illustrations for: stories; poems; literature; historical subjects; school publications; advertisements; posters; magazines; newspapers; books.

And notice the progression:

Drawing → Representation → Figure → Design → Advanced Figure → Commercial Art → Illustration

That's not accidental.

Illustration requires the artist to combine drawing ability, observation, figure drawing, design, composition and communication.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

The Curriculum Makes Much More Sense as a Whole

I would describe Betty's art education as having three broad stages.

Stage 1 — Learning to Draw

  • Semester 3 — Freehand Drawing
  • Semester 4 — Representative Drawing

Betty learned observation, proportion, perspective, form and drawing technique.

Stage 2 — Learning Artistic Structure

  • Semester 5 — Elementary Life Drawing
  • Semester 6 — Art Design
  • Semester 8 — Advanced Life Drawing

She learned the human figure and the principles of visual composition.

Stage 3 — Learning to Apply Art

  • Semester 8 — Commercial Art
  • Semester 9 — Illustration

She learned how to use those artistic skills for communication and practical purposes.

And that final stage is particularly revealing.

Betty wasn't just being taught to "make art."

She was being taught to use art. That's an important distinction.

The curriculum was preparing students for both artistic appreciation and practical application. A girl who completed this sequence could potentially continue into art school, become an art teacher, work in commercial art, illustrate publications, or simply use the skills in her personal and domestic life.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Betty's Grades Add Another Interesting Dimension

The report card also shows that Betty generally did very well in these courses.

The art grades visible on the card include several A's, with B's in the life-drawing courses. That's actually a rather interesting pattern.

Life drawing was probably among the most technically demanding parts of the curriculum. The B's don't suggest weakness so much as the fact that the school was evaluating her against increasingly sophisticated artistic standards.

By contrast, her strong performance in courses such as Art Design, Commercial Art and Illustration suggests that she may have had particular strengths in composition and applied visual communication, rather than simply being a technically accomplished figure artist.

That's admittedly an interpretation rather than something we can prove from the report card alone—but it is a fascinating possibility.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

And There's a Wonderful Connection to Betty's Later Life

This makes the report card considerably more significant in the context of Betty's biography. Her high-school education wasn't simply:

Betty took some art classes.

It was closer to:

Betty received a structured, progressive education in drawing, figure study, design, commercial art and illustration.

And, as you have noted in your family history, Betty later became an art teacher and an artist.

That makes the courses on this little 1930s report card particularly valuable evidence. They show that her interest in art wasn't something that suddenly appeared when she became an adult. The foundation of her artistic and teaching career was already being laid during her high-school years.

In one sentence:

Betty's San Diego High School art curriculum took her from learning to draw accurately, through learning the human figure and principles of design, and finally to applying those skills to commercial art and illustration—a remarkably practical preparation for her later work as an art teacher and artist.

And frankly, Randy, that little report card is a terrific genealogical artifact. It doesn't merely give us grades; it provides a glimpse into what Betty was learning, what interested her, what she was good at, and the educational path that helped shape her adult life.

==================================

There is another class on the cumulative report card in Semester 6 at the bottom of the list: "Cloth 1." I debated whether to include that class, and ChatGPT5 said it couldn't be sure that it was an art class. It may have been a general home economics class that would be useful for an artist.

This was a very interesting discussion with ChatGPT5. I, and ChatGPT5, were limited by the cryptic names of the classes in somebody's handwriting scrawl. I may have interpreted them wrong.

Note the commentary about my mother's later life -- ChatGPT5 knows enough about my family and my mother to provide that comment. 

================================

The AI Google NotebookLM Video Overview of this story is in (and on my YouTube channel): 

I am sure that my mother  loved every day of her high school years -- she was challenged by the classes, succeeded in her classes (except for physics in her senior year), and was well prepared for college.  A comment: she was almost 17 years old when she graduated from San Diego High School in June 1936. I think she was very intelligent (the other side of this report said an IQ of 131) and really motivated to be an Artist.  But I am biased!

==============================================

Links to my blog posts about using Artificial Intelligence are on my Randy's AI and Genealogy page.  Links to AI information and articles about Artificial Intelligence in Genealogy by other genealogists are on my AI and Genealogy Compendium page.

Copyright (c) 2026, Randall J. Seaver


Please comment on this post on the website by clicking the URL above and then the "Comments" link at the bottom of each post.  Share it on X, Facebook, or Pinterest using the icons below.  Or contact me by email at randy.seaver@gmail.com.  Note that all comments are moderated, so they may not appear immediately.

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Emily and Lyle's Story: The Wedding Plan, March 1918 (Part 2 of 2)

 Here is the latest chapter in the story of the courtship and early married life and times of my maternal grandparents, Emily Auble and Lyle Carringer, who married in June 1918. The background information and the list of chapters of their life together are listed at the end of this post.  This is historical fiction with real people and real events, and is how it might have been.

And now we are into  March 1918, and the June wedding needs to be planned.

I asked my AI Assistant Anthropic Claude to tell the story of Emily and Lyle planning the wedding in March 1918 (I offered helpful suggestions...). Part 1 of this story is in Emily and Lyle's Story: The Wedding Plan, March 1918 (Part 1 of 2). This is Part 2 of 2:

                 (AI Google NotebookLM Infographic:  Wedding Plan, March 1918)  

Emily and Lyle's Story: 

Planning Everything -- March 1918 (Part 2 of 2)


(continued from Part 1) 

The Reception

Austin and Della had offered the house before being asked, which was characteristic and made the conversation easy.

"Of course here," Della said, when Lyle raised it on a Thursday in early March, trying to frame the request diplomatically.

"We didn't want to assume—"

"Where else?" Della said. "We have the dining room and the parlor and the garden and I have been cooking for thirty years. What did you think I would say?"

"I told you she'd say that," Emily murmured to Lyle.

The reception would be simple: cold meats and bread and Della's rolls, vegetables from the garden as the season allowed, Georgia's lemon cake as the wedding cake, which Georgia confirmed with a single nod when asked. Lemonade and tea. A proper table, Della's best cloth, the good china that came out for occasions.

"It will be lovely," Emily said.

"It will be correct," Della said, which was a higher standard.

Matie, who appeared at the house on the Saturday after the plan was confirmed, announced that she would handle the flowers from the 30th Street garden — whatever was blooming in June, arranged in the way that someone who has grown things all her life knows to arrange them. Emily thanked her, and Matie said it was nothing, which meant it was something she had already decided to do and was glad to be asked about.

The Honeymoon

This was the question Lyle had been working on since February, in the leather notebook, in the margins of his supply projections, in the back of his mind during slow shifts at the PX counter.

The mathematics of it were this: a PFC's monthly salary, minus what he was saving for the ring, minus ordinary expenses, left a small but real reserve. The US Grant Hotel on Broadway — the finest hotel in San Diego, where they had eaten on Emily's birthday — had rooms at roughly three dollars a night for a standard room in 1918. Two nights would cost six dollars, plus meals.

He would get a 72-hour pass. He could manage two nights. He had been managing toward two nights since February.

"The US Grant," he said, on a Thursday evening when the planning was well advanced and this was the last major item on the list. "Two nights."

Emily looked up from the notepad. They were sitting in the Hawthorn Street kitchen, Georgia conspicuously present at the other end of the table, reading a letter from her sister in Chicago and paying no attention to anything else.

"The US Grant," Emily said. She thought about the dining room where they'd celebrated her birthday — the white linen, the silver, the cool September light. "Two nights in the hotel."

"You could see the bay from the upper floors," Lyle said. "I asked."

"You asked."

"I spoke to the front desk," he said. "In January. To see what was possible."

Emily looked at him with the expression she wore when he had done something that was ordinary and also exactly right. "You were planning in January."

"I've been planning since August," he said. "I just refined it in January."

Georgia lowered her letter slightly. "The US Grant has good breakfast service," she said. "I stayed there once, in 1912. The toast was exceptional."

They both looked at her.

"I'm not coming on the honeymoon," she clarified. "I'm merely noting the quality of the toast." She returned to her letter.

Emily wrote on the notepad: US Grant — 2 nights — June 19-21.

The Thursday in Mid-March — Everyone Together

On the third Thursday of March, Lyle arrived at Hawthorn Street at nine in the morning with a Liberty Pass and a plan. He had asked Della in advance. He had confirmed with Georgia the previous Sunday, by letter. The plan was: all of them together, at 30th Street, for dinner.

Georgia put on her good coat and her best hat, which she wore with the straightforward confidence of someone who does not require compliments on their appearance but is aware of it. They took the trolley — the three of them, an unusual configuration, the slight PFC in his uniform, the young woman in her green wool coat, the older woman with her cloth bag and her upright posture that the trolley's swaying did not compromise at all.

Austin and Della were both home. Edgar was there. Davey had come over with Amy, and Maybelle — who had grown half an inch since November and developed a new interest in aviation, traceable directly to Austin's dinner table stories — was full of questions before she'd even got her coat off.

The kitchen became, immediately, a joint operation. Georgia and Della had been evolving toward this — a mutual kitchen vocabulary built through accumulated visits — and they moved in it now with the quiet efficiency of two capable people who have decided to respect each other's methods while maintaining their own.

"Your stock is done?" Georgia asked.

"Since this morning," Della said.

"Good." Georgia set down her bag, produced two lemons from it without explanation, and began.

In the dining room, Austin was explaining to Maybelle the difference between a biplane and a monoplane in terms she kept insisting weren't simple enough, driving him to progressively more elementary comparisons until he had described a monoplane as "a bird that only has one pair of wings instead of two," at which point Maybelle said "oh, like a real bird" and Austin sat back satisfied.

Davey had news. His taxi business had taken on a second driver — a friend's boy just back from a training camp in Texas who needed work and knew the city from before his service. "He's reliable," Davey said, with the authority of a man who has driven professionally long enough to know what the word means in this context. "Knows every street south of Broadway and most of the ones north. Doesn't argue about routes."

"High praise," Edgar said drily.

"For a driver, it's the highest," Davey said.

After dinner, when the table had been cleared and Georgia's lemon cake from the previous Sunday had reappeared — she had brought half a one, preserved, because she was a practical woman — the planning talk came out naturally, the way it does in families when a decision has been made and the making of it has been accepted.

Della had found a dress pattern that she thought might suit Emily's ideas about the wedding, clipped from a magazine in February and kept in her apron pocket for the right moment. She produced it with the careful casualness of someone who has been waiting to produce it. Emily looked at it with genuine attention — it was simple, modern, the right length for 1918 — and said she would show it to Mrs. Hennessey as a reference.

"Franklin wrote back," Emily said, when the pattern had been passed around and assessed. She had the letter in her bag, brought because she had known this conversation was coming. "He can come. He and his wife both."

"Good," Lyle said.

"It will be a little strange," Emily said. "We haven't seen each other in two years."

"Weddings make things less strange," Davey said, with the authority of a man who has driven people to and from many of them, and experienced two of them. "Something about the occasion. People decide to be better than they've been."

"Not always," Abbie said from the parlor.

"More often than not," Davey said.

Abbie considered this. "Granted," she said.

Georgia was quiet through most of this, drinking her tea, watching the room with the attention she brought to things she had already assessed and found acceptable. When the planning talk had run its course and the conversation had moved on to other things — Maybelle's school, Edgar's report from a neighbor whose son had written from France, the general wartime business of a family managing uncertainty together — Georgia set down her cup.

"This will all be fine," she said, without preamble, to no one in particular. "June will be a good month."

The room accepted this, because Georgia said things she meant and everyone in the room had learned that by now.

Lyle walked them to the trolley stop at eight-thirty — Emily on one side, Georgia on the other, the March night cool and clear and full of stars over San Diego. On the trolley home, Georgia looked out the window at the city passing in the dark and did not say anything, which was Georgia's way of being content.

At Hawthorn Street, Lyle said good night to them both and turned toward his own trolley stop. He had a shift at seven in the morning. He had ninety-five days until June nineteenth.

He walked to the stop with his hands in his pockets and the planning notebook against his chest, and thought about a flat on Fern Street, or maybe in Sherman Heights, with three rooms and a garden and Georgia in it, and a wedding at Central Christian that would be small and entirely right, and two nights at the US Grant with exceptional toast.

He thought about Emily in the blue silk dress that Mrs. Hennessey was building from chalk marks and certainty.

He thought: ninety-five days.

It would not feel long enough and would not go fast enough and would be exactly the right amount of time.

Written the same night, in Waterman ink:

My Darling Emily,

Everything is on the list. I checked it against my notebook. We have not forgotten anything important.

Georgia's line about the toast is going in the notebook under "things that cannot be improved upon."

Ninety-five days.

Yours always,
Lyle


==============================

Here is the Video Overview of this story by Google NotebookLM (also on my YouTube channel here):  

This is historical fiction based on the facts that are available for the life and family of my maternal grandparents, Lyle and Emily(Auble) Carringer.  It is based on my research, social history and society norms at the time and place, and it is likely realistic. It might have happened this way.

Stay tuned for the next chapters in this family story.

                                                          ==========================

The AI-assisted biography of my maternal grandmother is in ABC Biography of #7 Emily Kemp (Auble) Carringer (1899-1977) of Illinois and California. I wrote a story about her life in 1916 in Ask AI: Describe Emily Auble's Life After the Death of Her Father In 1916.

The AI-assisted biography of my maternal grandfather is in ABC Biography of #6 Lyle Lawrence Carringer (1891-1976) of San Diego, California. I wrote a story about Lyle being a young working man in 1916 being teased about being boring in Lyle's Story: Finding Courage in 1916-1917.

Then I wrote seven more chapters of their life together:                   
==============================================

Links to my blog posts about using Artificial Intelligence are on my Randy's AI and Genealogy page.  Links to AI information and articles about Artificial Intelligence in Genealogy by other genealogists are on my AI and Genealogy Compendium page.

Copyright (c) 2026, Randall J. Seaver

The URL for this post is:  

Please comment on this post on the website by clicking the URL above and then the "Comments" link at the bottom of each post.  Share it on X, Facebook, or Pinterest using the icons below.  Or contact me by email at randy.seaver@gmail.com.  Note that all comments are moderated, so they may not appear immediately.

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Monday, August 17, 2026

Randy's Genealogy Pot-Pourri - Week Ending 16 August 2026

Here are the highlights of my family history and genealogy related activities over the past week (ending Sunday, 16 August 2026). 

1)  Hosted and moderated the Chula Vista Genealogical Society (CVGS) Research Group meeting with 13 in atrendance on Zoom.  I reported on several new or updated features on Ancestry.com, the Ancestor Map Builder and TreeAlive apps, new books, my own work, and free and low-cost education opportunities.  Severasl ttendees described their recent genealogy challenges and successes. 

2)  Attended the San Diego Genealogical Society (SDGS) British Isles Interest Group meeting and the AI For Gebnealogy SIG meeting on Saturday.

3)  Curated genealogy-related articles to keep myself and my readers updated on the genealogy world in:

8)  Wrote an AI-assisted short story about my maternal grandparents lives and romance on Genea-Musings and Substack:

10)  Housekeeping -- updated my Randy's AI and Genealogy page and added to the AI-assisted story  compendiums. Added a number of the recent Google NotebookLM Videos to my YouTube channel at https://www.youtube.com/@RandySeaver.

11)  Searched for more records of ancestral families on Ancestry, FamilySearch and MyHeritage, downloaded record images to my digital file folders, and added research notes, events and sources to RootsMagic profiles.  My RootsMagic family tree now has 75,119 profiles (up 0 from last week)  and 148,080 source citations (up 3).  

12)  My AncestryDNA test now has 52,385 DNA matches (up 42 from 9 August) with 2,220  "close" matches (20 cM or more) today (up 0), with 2 new ThruLines.  Added Notes to no Matches, and added no new DNA match lines to RootsMagic. MyHeritageDNA test now has 14,802 DNA matches (up 3 from 9 August) for me, with 26 Theories of Family Relativity.  

13) Wrote 22 Genea-Musings blog posts last week (Sunday through Saturday), of which one was a press release. The most viewed post last week was Ask AI: Ten Ancestry.com New and Updated Features as of August 2026 (ChatGPT5 Response) with 245 views.  Genea-Musings had about 389,000 page views last week and over 1,625,000 views over the past month (lots of bots I think). 

14)  Real life events:  Visited Linda several days this past week at her memory care facility.  Went to the grocery store on Monday and Friday. Went to the dentist for cleaning and need root canals and crowns. Finished reading Billy Straight by Jonathan Kellerman and started The Attorney by Steve Martini. Watched the Padres games - they were 5-1 this past week and are 67-58.

NOTE:  I spent about 30 hours on these genealogy activities this week,  learned quite a bit, and had some genealogy fun!

                           =============================================

Copyright (c) 2026, Randall J. Seaver

Please comment on this post on the website by clicking the URL above and then the "Comments" link at the bottom of each post. Share it on X, Facebook, or Pinterest using the icons below. Or contact me by email at randy.seaver@gmail.com.  Please note that all comments are moderated and may not appear immediately. 

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