Here end my updates, and happy Thanksgiving.
Wednesday, November 24, 2010
Updates.
Here end my updates, and happy Thanksgiving.
Monday, June 7, 2010
For reference.
Mini-bibliography: Camenson, Blythe. Great Jobs for Art Majors. 2nd ed. United States: McGraw-Hill, 2003. Print.
"Most college and university faculty are in four academic ranks: professor, associate professor, assistant professor, and instructor. A small number are lecturers.
Most faculty members are hired as instructors or assistant professors. Four-year colleges and universities generally hire doctoral degree holders for full-time, tenure-track positions, but may hire master's degree holders or doctoral candidates for certain disciplines, such as the arts, or for part-time and temporary jobs.
Doctoral programs usually take four to seven years of full-time study beyond the bachelor's degree. Candidates usually specialize in a subfield of a discipline, for example, European art history, but also take courses covering the whole discipline. Programs include twenty or more increasingly specialized courses and seminars plus comprehensive examinations on all major areas of the field. They also include a dissertation, a report on original research to answer some significant question in the field.
Students in the natural sciences and engineering usually do laboratory work; or they study original documents and other published material. The dissertation, done under the guidance of one or more faculty advisors, usually takes one or two years of full-time work" (Camenson 80).
[SHIT.]
"The job outlook for postsecondary teachers should be much brighter than it has been in recent years. Employment is expected to grow faster than the average for all occupations through 2010. [Great Jobs for Art Majors was published in 2003. So much for an accurate forecast, eh?] Projected growth in college and university enrollment over the next decade stems largely from the expected increase in the population of eighteen to twenty-four-year-olds. Adults returning to college and an increase in foreign-born students also will add to the number of students, particularly in the fastest growing states of California, Texas, Florida, New York, and Arizona. Because many of the students will be from minority groups, demand for minority teachers will be high.
Welfare-to-work policies and the growing need to regularly update one's skills will continue to create new opportunities for postsecondary teachers, particularly at community colleges. There also is expected to be a large number of openings because of the retirements of faculty who were hired in the late 1960s and 1970s to teach the baby boomers. In contrast, the number of doctorate degrees is projected to rise by only 4 percent over the 2000-10 period, which is sharply lower than the increase over the previous decade. A surplus of Ph.D. candidates in recent years has contributed to intense competition for college faculty jobs.
Although the competition for jobs should ease somewhat, it will remain tight for those seeking tenure-track positions at four-year colleges and universities. Many of the jobs opening up are expected to be part-time or renewable, term appointments. The best job prospects will continue to be in the computer sciences, engineering, and business fields in which jobs outside academia are plentiful. Vocational-technical education teachers also are in short supply in the computer, business, and health-related fields.
Distance learning, particularly over the Internet, is expected to create a number of new jobs for postsecondary teachers, as this method of education reaches students who would not be able to attend a traditional classroom. Those in rural areas and with family responsibilities are embracing distance education as a way to get the education they want, while minimizing the commute to a campus. In addition, employers are expected to use distance learning as a way to to update their employees' skills. The army has recently announced plans to offer distance learning to its troops. Increasing demand for distance education will result in the need for more teachers of online classes, both at traditional colleges and universities and at new online universities" (84).
"According to the American Federation of Teachers, beginning teachers with a bachelor's degree earned an average of $27,989 in the 1999-2000 school year (the most recent figures available [in the second edition of this book]). The estimated average salary of all public elementary and secondary school teachers in the 1999-2000 school year was $41,820. The lowest 10 percent earned $23,320 to $28,460; the top 10 percent earned $57,590 to $64,920. [...] Private school teachers generally earn less than public school teachers.
Teachers can boost their salary in a number of ways. In some schools, teachers receive extra pay for coaching sports and working with students in extracurricular activities. Getting a master's degree or national certification often results in a raise in pay, as does acting as a mentor teacher. Some teachers earn extra income during the summer teaching summer school or performing other jobs in the school system. [...]
Median annual earnings of postsecondary teachers in 2000 were $46,330. The middle 50 percent earned between $32,270 and $66,460. The lowest 10 percent earned less than $21,700; the highest 10 percent, more than $87,850" (85).
"Earnings for college faculty vary according to rank and type of institution, geographic area, and field. According to a 1999-2000 survey by the American Association of University Professors, salaries for full-time faculty averaged $58,400.
By rank, the averages are as follows:
Professors $76,200
Associate professors $55,300
Assistant professors $45,600
Lecturers $38,100
Instructors $34,700
Faculty in four-year institutions earn higher salaries, on average, than do those in two-year schools. In 1999-2000, average salaries for faculty in public institutions ($57,700) were lower than those in private independent institutions ($66,300) but higher than those in religiously-affiliated private colleges and universities ($51,300). In fields with high-paying nonacademic alternatives--medicine, law, engineering, and business, among others--earnings exceed these averages. In others--such as the humanities and education--they are lower.
Most faculty members have significant earnings in addition to their base salary, from consulting, teaching additional courses, research, writing for publication, or other employment.
In addition to typical benefits, most college and university faculty enjoy some unique benefits, including access to campus facilities, tuition waivers for dependents, housing and travel allowances, and paid sabbatical leaves. Part-time faculty usually have fewer benefits than do full-time faculty" (86).
"College and university faculty function both as teachers and researchers. They communicate information and ideas. Related occupations include elementary and secondary school teachers, librarians, writers, consultants, lobbyists, trainers[,] and employee development specialists, and policy analysts" (87).
"Whatever your course of study, these days most museums require an upper level degree, either in an academic discipline or in museum studies, museum science, or museology. Also required is an intensive internship or record of long-term volunteer work.
What follows are three possible tracks with which a student can proceed to prepare for a career in museums:
Track One
Bachelor's degree in general museum studies, museology, or museum science
Master's degree or doctorate in a specific academic discipline
Internship arranged through the university or directly with a museum in a particular field
Track Two
Bachelor's degree in liberal arts or a specific academic discipline
Master's degree or certificate in museum studies, museology, or museum science
Internship arranged through the university or directly with a museum in a particular field
Track Three
For the museum professional changing careers or upgrading skills:
Master's degree or certificate in museum studies
Non-credit-bearing certificate in museum studies (short term course)" (119)
"The internship is considered the most crucial practical learning experience and is generally a requirement in all programs. the internship can run from ten weeks to a year with varying time commitments per week" (120).
"Although formal, academic training is vital to your résumé, hands-on experience is of equal importance. Not only does it provide a host of significant skills, but it also allows the career explorer to make an informed decision about the suitability of museum work. A person who starts with a term of volunteer work, even before beginning a college program, will have a better idea of what career options museums have to offer and whether these options are right for him or her" (121).
"The American Association of Museums has published a resource report called 'Standards and Guidelines for Museum Internships.' It covers what museums expect from their interns and what interns can and should expect from the museum.
Later, when it comes time to job hunt, a successful internship or stint of volunteer work can open the door at the training institution or at other museums. [...]
Competition for jobs as curators and museum technicians is expected to be keen as qualified applicants outnumber job openings. [...] A curator job is attractive to many people, and many applicants have the necessary training and subject knowledge; but there are only a few openings. Consequently, candidates may have to work part time, as an intern, or even as a volunteer assistant curator or research associate after completing their formal education. Substantial work experience in collection management, exhibit design, or restoration, as well as database management skills, will be necessary for permanent status. Job opportunities for curators should be best in art and history museums, since these are the largest employers in the museum industry" (122-123).
"Median annual earnings of curators and museum technicians in 2000 were $31,460 in museums and art galleries. Median annual earnings of curators and museum technicians in 2000 in all settings were $33,080. The middle 50 percent earned between $24,740 and $45,490. The lowest 10 percent earned less than $19,200, and the highest 10 percent earned more than $61,490.
Earnings vary considerably by type and size of employer and often by specialty. Average salaries in the federal government, for example, are usually higher than those in religious organizations. Salaries of curators in large, well-funded museums can be several times higher than those in small ones" (123).
"The average annual salary for museum curators in the federal government in nonsupervisory, supervisory, and managerial positions was $64,616; museum specialists and technicians, $44,711; and archives technicians, $33,934" (123-124).
And now, a list of organizations whose contact info may serve as useful (124-127):
American Arts Alliance, 805 15th Street NW, Suite 500, Washington, DC 20005
artswire.org
American Association of Museums, 1575 Eye Street NW, Suite 400, Washington, DC 20005
aam-us.org
American Institute for Conservation of Historic and Artistic Works, 1717 K Street NW, Suite 301, Washington, DC 20006
aic.stanford.edu
Archives of American Art, Administrative Office, Smithsonian Institution, 8th and G Streets NW, Washington, DC 20560
aaa.si.edu
Association of Art Museum Directors, Washington Office, 1319 F Street NW, Suite 201, Washington, DC 20004
aamd.org
Association of Children's Museums, 1300 L Street NW, Suite 975, Washington, DC 20005
childrensmuseums.org
Association for Volunteer Administration, P.O. Box 32092, Richmond, VA 23294
Institute of Museum and Library Services, 1100 Pennsylvania Avenue NW, Washington, DC 20506
imls.gov
Internship Program, Office of Museum Programs, Smithsonian Institution, Arts & Industries Building, Room 2235, Washington, DC 20560
si.edu/ofg/internopp.htm
International Association of Museum Facility Administrators, P.O. Box 1505, Washington, DC 20013-1505
iamfa.org
Museum Education Roundtable, 621 Pennsylvania Avenue SE, Washington, DC 20003
Mid-Atlantic Association of Museums, 1 East Chase Street, Suite 1124, Baltimore, MD 21202
midatlanticmuseums.org
"Most college and university faculty are in four academic ranks: professor, associate professor, assistant professor, and instructor. A small number are lecturers.
Most faculty members are hired as instructors or assistant professors. Four-year colleges and universities generally hire doctoral degree holders for full-time, tenure-track positions, but may hire master's degree holders or doctoral candidates for certain disciplines, such as the arts, or for part-time and temporary jobs.
Doctoral programs usually take four to seven years of full-time study beyond the bachelor's degree. Candidates usually specialize in a subfield of a discipline, for example, European art history, but also take courses covering the whole discipline. Programs include twenty or more increasingly specialized courses and seminars plus comprehensive examinations on all major areas of the field. They also include a dissertation, a report on original research to answer some significant question in the field.
Students in the natural sciences and engineering usually do laboratory work; or they study original documents and other published material. The dissertation, done under the guidance of one or more faculty advisors, usually takes one or two years of full-time work" (Camenson 80).
[SHIT.]
"The job outlook for postsecondary teachers should be much brighter than it has been in recent years. Employment is expected to grow faster than the average for all occupations through 2010. [Great Jobs for Art Majors was published in 2003. So much for an accurate forecast, eh?] Projected growth in college and university enrollment over the next decade stems largely from the expected increase in the population of eighteen to twenty-four-year-olds. Adults returning to college and an increase in foreign-born students also will add to the number of students, particularly in the fastest growing states of California, Texas, Florida, New York, and Arizona. Because many of the students will be from minority groups, demand for minority teachers will be high.
Welfare-to-work policies and the growing need to regularly update one's skills will continue to create new opportunities for postsecondary teachers, particularly at community colleges. There also is expected to be a large number of openings because of the retirements of faculty who were hired in the late 1960s and 1970s to teach the baby boomers. In contrast, the number of doctorate degrees is projected to rise by only 4 percent over the 2000-10 period, which is sharply lower than the increase over the previous decade. A surplus of Ph.D. candidates in recent years has contributed to intense competition for college faculty jobs.
Although the competition for jobs should ease somewhat, it will remain tight for those seeking tenure-track positions at four-year colleges and universities. Many of the jobs opening up are expected to be part-time or renewable, term appointments. The best job prospects will continue to be in the computer sciences, engineering, and business fields in which jobs outside academia are plentiful. Vocational-technical education teachers also are in short supply in the computer, business, and health-related fields.
Distance learning, particularly over the Internet, is expected to create a number of new jobs for postsecondary teachers, as this method of education reaches students who would not be able to attend a traditional classroom. Those in rural areas and with family responsibilities are embracing distance education as a way to get the education they want, while minimizing the commute to a campus. In addition, employers are expected to use distance learning as a way to to update their employees' skills. The army has recently announced plans to offer distance learning to its troops. Increasing demand for distance education will result in the need for more teachers of online classes, both at traditional colleges and universities and at new online universities" (84).
"According to the American Federation of Teachers, beginning teachers with a bachelor's degree earned an average of $27,989 in the 1999-2000 school year (the most recent figures available [in the second edition of this book]). The estimated average salary of all public elementary and secondary school teachers in the 1999-2000 school year was $41,820. The lowest 10 percent earned $23,320 to $28,460; the top 10 percent earned $57,590 to $64,920. [...] Private school teachers generally earn less than public school teachers.
Teachers can boost their salary in a number of ways. In some schools, teachers receive extra pay for coaching sports and working with students in extracurricular activities. Getting a master's degree or national certification often results in a raise in pay, as does acting as a mentor teacher. Some teachers earn extra income during the summer teaching summer school or performing other jobs in the school system. [...]
Median annual earnings of postsecondary teachers in 2000 were $46,330. The middle 50 percent earned between $32,270 and $66,460. The lowest 10 percent earned less than $21,700; the highest 10 percent, more than $87,850" (85).
"Earnings for college faculty vary according to rank and type of institution, geographic area, and field. According to a 1999-2000 survey by the American Association of University Professors, salaries for full-time faculty averaged $58,400.
By rank, the averages are as follows:
Professors $76,200
Associate professors $55,300
Assistant professors $45,600
Lecturers $38,100
Instructors $34,700
Faculty in four-year institutions earn higher salaries, on average, than do those in two-year schools. In 1999-2000, average salaries for faculty in public institutions ($57,700) were lower than those in private independent institutions ($66,300) but higher than those in religiously-affiliated private colleges and universities ($51,300). In fields with high-paying nonacademic alternatives--medicine, law, engineering, and business, among others--earnings exceed these averages. In others--such as the humanities and education--they are lower.
Most faculty members have significant earnings in addition to their base salary, from consulting, teaching additional courses, research, writing for publication, or other employment.
In addition to typical benefits, most college and university faculty enjoy some unique benefits, including access to campus facilities, tuition waivers for dependents, housing and travel allowances, and paid sabbatical leaves. Part-time faculty usually have fewer benefits than do full-time faculty" (86).
"College and university faculty function both as teachers and researchers. They communicate information and ideas. Related occupations include elementary and secondary school teachers, librarians, writers, consultants, lobbyists, trainers[,] and employee development specialists, and policy analysts" (87).
"Whatever your course of study, these days most museums require an upper level degree, either in an academic discipline or in museum studies, museum science, or museology. Also required is an intensive internship or record of long-term volunteer work.
What follows are three possible tracks with which a student can proceed to prepare for a career in museums:
Track One
Track Two
Track Three
For the museum professional changing careers or upgrading skills:
"The internship is considered the most crucial practical learning experience and is generally a requirement in all programs. the internship can run from ten weeks to a year with varying time commitments per week" (120).
"Although formal, academic training is vital to your résumé, hands-on experience is of equal importance. Not only does it provide a host of significant skills, but it also allows the career explorer to make an informed decision about the suitability of museum work. A person who starts with a term of volunteer work, even before beginning a college program, will have a better idea of what career options museums have to offer and whether these options are right for him or her" (121).
"The American Association of Museums has published a resource report called 'Standards and Guidelines for Museum Internships.' It covers what museums expect from their interns and what interns can and should expect from the museum.
Later, when it comes time to job hunt, a successful internship or stint of volunteer work can open the door at the training institution or at other museums. [...]
Competition for jobs as curators and museum technicians is expected to be keen as qualified applicants outnumber job openings. [...] A curator job is attractive to many people, and many applicants have the necessary training and subject knowledge; but there are only a few openings. Consequently, candidates may have to work part time, as an intern, or even as a volunteer assistant curator or research associate after completing their formal education. Substantial work experience in collection management, exhibit design, or restoration, as well as database management skills, will be necessary for permanent status. Job opportunities for curators should be best in art and history museums, since these are the largest employers in the museum industry" (122-123).
"Median annual earnings of curators and museum technicians in 2000 were $31,460 in museums and art galleries. Median annual earnings of curators and museum technicians in 2000 in all settings were $33,080. The middle 50 percent earned between $24,740 and $45,490. The lowest 10 percent earned less than $19,200, and the highest 10 percent earned more than $61,490.
Earnings vary considerably by type and size of employer and often by specialty. Average salaries in the federal government, for example, are usually higher than those in religious organizations. Salaries of curators in large, well-funded museums can be several times higher than those in small ones" (123).
"The average annual salary for museum curators in the federal government in nonsupervisory, supervisory, and managerial positions was $64,616; museum specialists and technicians, $44,711; and archives technicians, $33,934" (123-124).
And now, a list of organizations whose contact info may serve as useful (124-127):
American Arts Alliance, 805 15th Street NW, Suite 500, Washington, DC 20005
artswire.org
American Association of Museums, 1575 Eye Street NW, Suite 400, Washington, DC 20005
aam-us.org
American Institute for Conservation of Historic and Artistic Works, 1717 K Street NW, Suite 301, Washington, DC 20006
aic.stanford.edu
Archives of American Art, Administrative Office, Smithsonian Institution, 8th and G Streets NW, Washington, DC 20560
aaa.si.edu
Association of Art Museum Directors, Washington Office, 1319 F Street NW, Suite 201, Washington, DC 20004
aamd.org
Association of Children's Museums, 1300 L Street NW, Suite 975, Washington, DC 20005
childrensmuseums.org
Association for Volunteer Administration, P.O. Box 32092, Richmond, VA 23294
Institute of Museum and Library Services, 1100 Pennsylvania Avenue NW, Washington, DC 20506
imls.gov
Internship Program, Office of Museum Programs, Smithsonian Institution, Arts & Industries Building, Room 2235, Washington, DC 20560
si.edu/ofg/internopp.htm
International Association of Museum Facility Administrators, P.O. Box 1505, Washington, DC 20013-1505
iamfa.org
Museum Education Roundtable, 621 Pennsylvania Avenue SE, Washington, DC 20003
Mid-Atlantic Association of Museums, 1 East Chase Street, Suite 1124, Baltimore, MD 21202
midatlanticmuseums.org
Thursday, June 3, 2010
I don't think we overrate sleep.
I like to sleep. For me, sleep serves as an ideal--though occasional and irregular--respite from all that I prefer to bypass in my miserable current state of affairs (because of which most others may bemoan any gradual progress I struggle to make in an effort to repair such a state, when I try to prove myself worthy of their admiration or, failing that, to gain at the least their belief in me).
Thursday, May 13, 2010
Better sweet than bitter.
I've earned a solid A in art history and another A in humanities. My semester GPA equals 4.0, and my cumulative equals 3.692--or just round it to 3.7.
I just wish I could experience this end-of-semester success at an actual university (refer to the "About Me" section of my profile on the left) and after having completed more than just six credits for the term, but a long time has passed since I last had straight A's so I guess I might as well celebrate somehow.
Next up, studio art and French over the summer. In the meantime, I should send my most recent transcript to three universities, two of which I've previously attended and one of which on whose campus I've never set foot, but whose campus photographs and general prestige render it as very alluring, especially right now as its transfer application deadline has not yet passed.
I just wish I could experience this end-of-semester success at an actual university (refer to the "About Me" section of my profile on the left) and after having completed more than just six credits for the term, but a long time has passed since I last had straight A's so I guess I might as well celebrate somehow.
Next up, studio art and French over the summer. In the meantime, I should send my most recent transcript to three universities, two of which I've previously attended and one of which on whose campus I've never set foot, but whose campus photographs and general prestige render it as very alluring, especially right now as its transfer application deadline has not yet passed.
Sunday, April 25, 2010
Please don't call it the "Nuthouse."
I just skimmed some information about the psychiatric inpatient units at the Johns Hopkins University Hospital. I thought that maybe I could take some time off from society and receive on-site care for OCD in the near future.
Wednesday, April 14, 2010
Playlist on the go.
Okay, I'll post just one more before I surrender to sleepiness for the night. To maintain my current iPod Touch theme (begun with the previous blog post), I'll list the tracks of my current "On-the-Go" playlist.
1. "Anak" ... Freddie Aguilar
2. "Another Day in Paradise" ... Phil Collins
3. "Beautiful Girl" ... INXS
4. "Between Two Lungs" ... Florence and the Machine
5. "Breathe Your Name" ... Sixpence None the Richer
6. "Brown Eyes" ... Lady Gaga
7. "Challengers" ... The New Pornographers
8. "Constant Craving" ... K.D. Lang
9. "Don't Forget Me" ... Neko Case
10. "Every Breath You Take" ... The Police
11. "Get Better" ... Mates of State
12. "The Great Beyond" ... R.E.M.
13. "He War" ... Cat Power
14. "Hospital Beds" ... Cold War Kids
15. "I Feel It All" ... Feist
16. "Kind and Generous" ... Natalie Merchant
17. "Lived in Bars" ... Cat Power
18. "Love You Madly" ... Cake
19. "Meet Me Halfway" ... Black Eyed Peas
20. "Middle Cyclone" ... Neko Case
21. "More Than a Feeling" ... Boston
22. "My Only Offer" ... Mates of State
23. "The Needle Has Landed" ... Neko Case
24. "Nightlite (featuring Bajka)" ... Bonobo
25. "Ode to Divorce" ... Regina Spektor
26. "Parachutes (Funeral Song)" ... Mates of State
27. "People Got a Lotta Nerve" ... Neko Case
28. "Prison Girls" ... Neko Case
29. "The Promise" ... When in Rome
30. "Pull Me Out Alive" ... Kaki King
31. "Rabbit Heart (Raise It Up)" ... Florence and the Machine
32. "Ray of Light" ... Madonna
33. "Rise Up with Fists!!" ... Jenny Lewis
34. "Ruby Tuesday" ... The Rolling Stones
35. "Sea Lion Woman" ... Feist
36. "Sleep" ... Azure Ray
37. "Soft Rock Star" ... Metric
38. "So Long, Lonesome" ... Explosions in the Sky
39. "Star Witness" ... Neko Case
40. "Sunny Came Home" ... Shawn Colvin
41. "Take Me to the Riot" ... Stars
42. "There Must Be an Angel (Playing with My Heart)" ... Eurythmics
43. "Under the Blacklight" ... Rilo Kiley
44. "You Gotta Be" ... Des'ree
45. "You've Got a Friend" ... Carole King
1. "Anak" ... Freddie Aguilar
2. "Another Day in Paradise" ... Phil Collins
3. "Beautiful Girl" ... INXS
4. "Between Two Lungs" ... Florence and the Machine
5. "Breathe Your Name" ... Sixpence None the Richer
6. "Brown Eyes" ... Lady Gaga
7. "Challengers" ... The New Pornographers
8. "Constant Craving" ... K.D. Lang
9. "Don't Forget Me" ... Neko Case
10. "Every Breath You Take" ... The Police
11. "Get Better" ... Mates of State
12. "The Great Beyond" ... R.E.M.
13. "He War" ... Cat Power
14. "Hospital Beds" ... Cold War Kids
15. "I Feel It All" ... Feist
16. "Kind and Generous" ... Natalie Merchant
17. "Lived in Bars" ... Cat Power
18. "Love You Madly" ... Cake
19. "Meet Me Halfway" ... Black Eyed Peas
20. "Middle Cyclone" ... Neko Case
21. "More Than a Feeling" ... Boston
22. "My Only Offer" ... Mates of State
23. "The Needle Has Landed" ... Neko Case
24. "Nightlite (featuring Bajka)" ... Bonobo
25. "Ode to Divorce" ... Regina Spektor
26. "Parachutes (Funeral Song)" ... Mates of State
27. "People Got a Lotta Nerve" ... Neko Case
28. "Prison Girls" ... Neko Case
29. "The Promise" ... When in Rome
30. "Pull Me Out Alive" ... Kaki King
31. "Rabbit Heart (Raise It Up)" ... Florence and the Machine
32. "Ray of Light" ... Madonna
33. "Rise Up with Fists!!" ... Jenny Lewis
34. "Ruby Tuesday" ... The Rolling Stones
35. "Sea Lion Woman" ... Feist
36. "Sleep" ... Azure Ray
37. "Soft Rock Star" ... Metric
38. "So Long, Lonesome" ... Explosions in the Sky
39. "Star Witness" ... Neko Case
40. "Sunny Came Home" ... Shawn Colvin
41. "Take Me to the Riot" ... Stars
42. "There Must Be an Angel (Playing with My Heart)" ... Eurythmics
43. "Under the Blacklight" ... Rilo Kiley
44. "You Gotta Be" ... Des'ree
45. "You've Got a Friend" ... Carole King
Can't iPod Touch this--ha!
As if I didn't have enough ridiculous excuses not to sleep right now, I just downloaded the free version of BlogWriter, an iPod Touch (and iPhone) application. I write to you via BlogWriter at this very moment.
But now I've grown sleepy again; good morning.
But now I've grown sleepy again; good morning.
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