Eats: Free online guide helps ‘make your own’ meals

Eats: Free online guide helps ‘make your own’ meals

The University of Maine’s Cooperative Extension has compiled simple, healthful recipes for people cooking at home during the pandemic. “She was born with her eyes open,” says Raven Cook’s mom, Patsy Warren-Cook. She’s speaking literally, not metaphorically, although she acknowledges that her daughter’s arrival into the world — eyes wide, peering around the hospital room — is an apt metaphor for where Cook finds herself now, three decades later. “I knew she was going to be something. I knew she was going to be deep in something.” Yekmoney located at www.yekmoney.host, which claims users can earn money viewing ad units and attracting referrals, is a scam or f… Governmental displays in public places affect us all in that they are supposed to represent something that we as voters, taxpayers, and citizens value. So art and sculpture on civic property should be subject to review. Jul 05, 2020 (CDN Newswire via Comtex) —
A factual report titled Global Medical Daily Work Clothing Market Growth 2020-2025 thoroughly studies every aspect…

Cooking at home more often these days? Looking for something new that’s simple and healthful?

The University of Maine Cooperative Extension has you covered.

“Make Your Own: A Recipe Guide” is a free online directory to preparing meals. It’s wide-ranging recipes include a veggie-packed skillet saute, pre-mixed oatmeal packets for a quick and easy breakfast, and several options for homemade salad dressing.

Also, a cheesy casserole, savory soup, bean dip, stuffed squash, a grain bowl that can be made with rice, quinoa, couscous or pasta, and roasted root vegetables. The guide also includes tips for using herbs and spices. For example, marjoram, oregano, paprika, rosemary, sage, tarragon and thyme are good ways to season chicken.

The recipes were developed by Extension staff as a resource for people dining in during the pandemic, said dietitian Kate Yerxa, coordinator of the Extension’s Expanded Food and Nutrition Education Program.

“The premise gives you ideas and the freedom to really create a recipe that follows your food preferences and allows you to be creative,” she said.

The recipes call for Maine seasonal foods, such as zucchini, summer squash and fresh herbs. Most are vegetarian with meat options.

“We really do emphasize more beans in these recipes,” Yerxa said. “The cost per pound of animal protein is rising.”

So, save money, too.

And if you’re making fewer trips to the grocery store, you’ll like that the recipes call for food you can keep on hand: canned or dry beans, pasta, rice.

Keeping it simple means you can teach your kids to make these meals, Yerxa said.

The kids can even go to the Extension website and watch short videos that show them how to prepare meals on the recipe page.

And you can sit back with a cup of tea.

RECIPES

SKILLET SAUTE

“Make Your Own” skillet saute University of Maine Cooperative Extension

Vegetables

2 cups diced fresh tomatoes

Seasoning: select one or more

1/2 cup chopped celery

1/4 cup chopped onion

1–2 cloves minced garlic

1–2 teaspoons mixed dried herbs (basil, thyme, oregano)

Salt and pepper to taste

Protein: select ONE

2 cups cooked dry beans or one can of beans, drained and rinsed

2 cups cooked ground beef, turkey or chicken

2 cups cooked and diced chicken, turkey, ham, lean beef or lean pork

Rice

1/2 cup uncooked instant white rice with 1 cup water or broth

Directions

Select food(s) from each category above.

Heat 1 tablespoon of oil in a large frying pan over medium heat.

Add vegetables and seasoning. Stir.

Reduce heat, cover and simmer for 5–10 minutes.

Stir in cooked protein, rice and water.

Cover and cook over low heat for 20 minutes.

CASSEROLE

“Make Your Own” casserole University of Maine Cooperative Extension

Grain: select ONE

3 cups cooked whole-grain pasta (macaroni, penne, spiral, bow ties)

3 cups cooked brown or white rice

Protein: select ONE

2 cups cooked dry beans or one can of beans, drained and rinsed

2 cups cooked lean ground beef, turkey or chicken

2 cups cooked and diced chicken, turkey, ham, lean beef or lean pork

1.5 — 2 cups cooked or canned fish, seafood

Vegetables

2–3 cups sliced fresh zucchini or summer squash

2–3 cups diced fresh tomatoes

Seasoning: select one or more

1/2 cup chopped celery

1/4 cup chopped onion

1–2 cloves minced garlic

1–2 teaspoons mixed dried herbs (basil, thyme, oregano)

Salt and pepper to taste

Topping: select one or more

2 tablespoons grated Parmesan cheese

1/4 cup shredded Swiss, cheddar or Monterey Jack cheese

1/4 cup whole-grain bread or cracker crumbs

Directions

Select foods from each category above.

Combine in an oiled 2.5 quart casserole dish.

Cover and bake at 350 degrees for about 50 minutes to 1 hour or microwave using 50% power for about 15 to 30 minutes, rotating or stirring as necessary. Heat until steaming hot (165°F) throughout.

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Source: www.sunjournal.com

Author: By Karen Kreworuka


Raven Cook: Opening eyes to Black history

Raven Cook: Opening eyes to Black history

“She was born with her eyes open,” says Raven Cook’s mom, Patsy Warren-Cook. She’s speaking literally, not metaphorically, although she acknowledges that her daughter’s arrival into the world — eyes wide, peering around the hospital room — is an apt metaphor for where Cook finds herself now, three decades later. “I knew she was going to be something. I knew she was going to be deep in something.”

Today, Cook’s wide-open eyes are focused on filling in the gaps of American history — the result of a public school system that tends to focus on Black history one lone month out of the school year and commonly limits the topics to slavery and the civil rights era. There is rarely acknowledgment of the full scope of the racial violence perpetrated against Black people — consider that the massacres of Black communities like the ones in Tulsa, Okla., Wilmington, N.C., Rosewood and Ocoee, Fla., Slocum, Texas, Springfield, Ill., and Elaine, Ark., are rarely covered — and little weaving of their accomplishments and contributions into the overall story of the country.

“I love talking to people about Black contributions because it’s American history,” says Cook. “It’s so beautiful to think about how people who have constantly faced hell just continue to create and love and push and try and just have this hope. And to know I’m one of their descendants — it’s good work. It’s good work.”

Cook currently serves as a museum educator at Crystal Bridges Museum of American Art, where she helps museumgoers connect to artwork with a perspective that might be new to them — as in a presentation from last year, when she discussed “Black identity in America and the mobility of Black women throughout history through the lens of Winslow Homer’s ‘The Cotton Pickers’.” This year, she started a weekly radio show on KUAF called “Reflections in Black” where she talks about notable figures like Stokely Carmichael, Augustus Lushington and Ella Sheppard.

“I heard about Raven’s program ‘Music and the Movement’ at the Artists’ Laboratory Theater and asked her to be a guest on my show, ‘The Vinyl Hour,’ to talk about music that’s been central to the Civil Rights movement and how music can transcend boundaries between people,” says KUAF station manager Leigh Wood. “She was fantastic. One minute she was talking about finding this music from her parents or as a teenager, and her face would light up in delight. The next minute, she was educating me on events in the civil rights movement and Black history I had no idea about. I had goosebumps the entire time. She’s one of those people whose passion and knowledge truly move people — she’s a born teacher.””

That’s probably because from Cook’s earliest memories, she was learning. Cook was born in Arizona, where her parents were stationed on an Air Force base, and was a toddler during a time — much like this one — when the country was roiling from social unrest. It was 1992, and tensions were brought to a boiling point over the acquittal of four Los Angeles police officers accused of excessive force in the arrest and beating of Rodney King. At the same time, conservative politicians in Arizona were fighting efforts to declare Martin Luther King Jr.’s birthday a state holiday, something every other state in the union had made official. Warren-Cook says she was frustrated by the racism she was witnessing both in the armed forces and by the Arizona lawmakers, so the family decided to move back to Arkansas, from which both parents hailed.

“I told my mom that I didn’t even want [Cook] to have a Social Security number that resembled anything to do with Arizona,” remembers Warren-Cook. “I think I was protective of her. I didn’t want Raven to be introduced to our world too soon.”

Education inequities

Once in Little Rock, the couple decided to send Cook to a private, all-Black council school affiliated with their church. Warren-Cook says it was a choice born from her experiences as a child growing up in El Dorado.

“When I was in first grade, that was the first year of integration in the schools down there,” she recalls. “All of the teachers called us the ‘N-word’ and told us all to go home and tell our parents. My brother was a senior at that time, and there were riots [at the high school] daily. When we would walk back to our side of town, the white boys in their cars would call us the ‘N-word’ and chase us. I never wanted Raven to experience anything like that. That’s why it was so important that she live in a bubble and just be encompassed by love.”

“It was really an oasis,” says Cook of her formative years. “I really didn’t know a lot of white people. I didn’t come in contact with a lot of white people. I knew the ones that were on TV, like President Clinton, and that was about it. And it was fine. Nobody made a big deal about it. It was just the way life was.”

The bubble was broken in the most heartbreaking, horrifying way: Cook was in second grade when she overheard two of her teachers talking about the brutal Texas murder of James Byrd Jr. by three white supremacists. Byrd was chained to and dragged behind a truck for three miles, conscious most of the way.

“When our teacher came back in, she was confronted with the question: ‘What’s a lynching?'” remembers Cook. “So she had to make a really important decision — ‘Do I have this talk, or not?’ And she went there. She really went there, and she talked about it. And, really, as a young person, it made me super aware that my Blackness was perceived in the imagination of others as threatening and dangerous. And it could result in me being killed — which scared me.

“I had a consciousness of racism, but, when I was in the second grade, I didn’t think it was still happening. I thought, ‘Oh, that was years and years ago, and Martin Luther King Jr. made it all better.'”

“It was thrust on me to have the talk about us in the world,” says Warren-Cook. “I thought I would have more time to prepare, but it just popped up. Her dad and I had to speak from the heart. We watched the news, we talked about our own personal experiences and those of our parents. We started having conversations about it.”

“In the third grade, our teacher was the minister at our church, and he wanted to ensure that we were equipped with the knowledge of our history,” says Cook. “He centered it in liberation. He made sure we felt empowered as Black people. At my school, they made sure that we didn’t just think about Black America, but that we had an international consciousness of the connection of African peoples around the globe. We worked with African children’s choirs that came to our church. We met civil rights pioneers. It was a very important foundation for me as an educator, as someone who works currently to teach people about the realities of the Black experience in America.”

By the time Cook hit the middle grades, says her mother, the family decided it was time to expose her to a different kind of experience — a transfer to the public school system. “We talked about it, and we decided she was ready,” says Warren-Cook.

In fact, Cook had been given a foundation that instilled confidence and a strong sense of self. Her parents made sure that her dolls reflected her skin color, that she was exposed to television and movies that featured Black actors in prominent roles, and that she had access to learn about Black American’s accomplishments in history and art and culture. So when she first started public school, she was quick to notice how little Black people’s role in American history was emphasized.

“It was a culture shock for me,” Cook says. “People weren’t talking about Black history. I felt like, ‘What happened?’ I definitely would push my teachers to have conversations about Black people. I would ask, ‘Where are the Black people in this picture?’ I would make it a priority to try to figure out where I was in the stories, in the account. I would reach out and ask, ‘Can we talk about Black history in class?’ It was just something I needed. And it was a little challenging to get that in Arkansas through public school.”

An inspirational high school teacher named Ruthie Walls — “she was like a light to me,” says Cook — identified Cook’s talent for teaching her senior year.

“She said, ‘You have a gift, and I think it should be shared,'” remembers Cook.

#BlackatUARK

With Walls’ words ringing in her ears, Cook set off for the University of Arkansas at Pine Bluff after high school graduation, then transferred to Fayetteville for the African-American Studies program. While there, she would hold the position of president of the Black Student Union and was active in the Greek system, positions that would imply a sense of belonging — but, says Cook, that was never the case. She references the recent #BlackatUARK hashtag that has been trending on Twitter. Inspired by the social justice protests that have sprung up all over the country in the wake of George Floyd’s death at the hands of Minneapolis police officers, Black UA students are sharing their experiences of racism and exclusion on campus. Cook says she recognizes her own experiences in the stories these students are sharing.

“It was tough,” she says. “It was mentally, physically, emotionally, spiritually tough. And lonely. I remember feeling very, very lonely because I was learning about Blackness in a radical way at the time. It kind of made me resist the teachings of Dr. King, because, a lot of times, people weaponized Dr. King against us. They still do it to this day. They would tell us, ‘You need to be more like Dr. King — why can’t you talk more like him?’ which made me really angry. I started to become a student of Minister Malcolm X, and I got really, really into it. I would watch his documentary in the morning, before I would go on campus, to kind of suit up for battle. And when I got home, I had my sorority sisters and my fraternity brothers come to my house — they called it ‘The Museum’ because I had tons of paintings and pictures and books of Black people all around the house. It was always a space where people could go and learn about Black history in a radical way, and talk about it in a way that we couldn’t always talk about it on campus.”

Cook says her more “radical” ideas weren’t welcomed by a lot of her instructors and professors. She was disappointed to find that rejection from some Black teachers as well as white.

“I think it was because of the culture here,” says Cook. “I dealt with a lot of challenges from Black administrators who thought I was too outspoken, I was too disrespectful, things like that. That was really difficult, to see people who looked like you in such a small number, seeing your revolutionary spirit as problematic instead of something that could be channeled into something really powerful. That was hard.

“I had a few [Black teachers], however, who saw me as a diamond in the rough, and they would pull me to the side and have a real dialogue with me about how I was feeling and what I was thinking. Most of the time, they would be Black women. So that was really important to me as well.”

Teaching truths

Cook left the UA somewhat disillusioned and temporarily moved to Texas where she worked on the campaign of Wendy Davis, who ran for governor in 2014. In partnership with some of her Greek friends from UA, she started an educational company called “Foundations: Black History Educational Programming” and, soon, was developing and delivering Black history curriculum via the Internet every Sunday.

“Leaving the University of Arkansas actually gave me an opportunity to educate myself in a way that made me feel more powerful than I felt on campus,” says Cook. Her education experience eventually led her to the Mosaic Templars Cultural Center in Little Rock, a museum that focuses on Arkansas Black history, and, then, Crystal Bridges.

But the work she does outside of the museum is her passion, and much of that she does for free. Her subject area is wide and varied: The Washington County League of Women Voters sponsored a lecture at the library delivered by Cook on the cultural and political contributions made to American society by Black women; she presented a series called “Inspire 365: A Journey through the Black Experience” at the Omni Center for Peace, Justice & Ecology in Fayetteville; presented “Vision and Responsibility: Responding to Racist Imagery in American Culture and Art” at the Spring Arts and Culture Festival at Northwest Arkansas Community College; and spoke in front of thousands gathered at the 2018 Women’s March.

“Raven is an effective teacher because she’s herself in her teaching — she talks about her feelings, her emotions, her perspective and her experience,” says Wood. “I think that’s vitally important — because we’re at risk of turning learning about systemic racism and anti-racism into just an intellectual exercise, and we miss the human aspect of it. Raven is always humanizing history, and I think that’s why she reaches so many people. It’s on the rest of us to pay attention.”

“I’m just trying to ensure that people are conscious of race in America and the history, the inequity,” says Cook. “And I’m trying to make sure people feel like they’re empowered to keep doing the work.”

Vital to that cause is keeping these issues at the forefront of the national conversation, she says. Both Cook and her mother mention having to have “The Talk” with Cook’s 19-year-old brother –a tough discussion of the dangers young Black men face in today’s society — and Warren-Cook says she worries every time either of her children leaves the house; she has an app on her phone that will alert her if either is pulled over while driving.

“It’s a fearful time to be a mother,” says Warren-Cook.

When George Floyd was killed in May, several other high-profile murders of unarmed Black people — Breonna Taylor and Ahmaud Arbery, to name but two — had come and gone in the nation’s headlines just months before, and there were no national protests, no movement toward systemic change. So what made people finally start paying attention through more than one news cycle?

“I honestly think covid-19 played a big role in it,” Cook says. “I think it required people to sit still for a minute, and it removed a lot of the distractions. I was talking to a friend of mine the other day, and he told me that the NBA playoffs would have been happening around the time that George Floyd was murdered. And if that had happened, people would have said, ‘Oh, that’s so sad,’ and turned back to the game. But now, we don’t have sports, we don’t have things to watch, to use to try and ignore it. Companies are starting to make ‘Black Lives Matter’ sections of their streaming services. And, really people are just starting to be confronted by this old foe in a way they can’t run from.”

Though her immediate plans are to stay in the education field, when asked, Cook doesn’t rule out the possibility of a future run for public office. The subject has been raised to her by others in her life who think her empathy, communication skills and desire for positive change would make her a natural in politics. Talk with her about politics, though, and the subject comes back around to education — and how key it is to creating the next generation of powerful leaders.

“I think [a more robust Black history curriculum in schools] would be empowering for young Black people,” she says. “I think it would also challenge young white people to think about it. I think if we taught some of these young voices, we would really help students come to their own process of being leaders. Before I start a class with young people, I always tell them, ‘You’re the next generation of leaders. So this is a necessary thing that you have to learn for your leadership skills.’ They ask tough questions, and we talk about them very honestly. It helps them to have the language and the tools they need to work in all different types of movements.”

Cook is determined to be part of the process that gives young people that language, those tools. Among her duties at Crystal Bridges is conducting professional development sessions with Arkansas educators in which she trains teachers how to teach about race and Black history.

“Having them take Black history back to their classrooms, I feel like I’m making a difference,” she says. “I’m trying to make a difference.”

More News

Self Portrait

Raven Cook

My greatest fear is not fulfilling whatever God has for me to do because of fear.

Few people know I am incredibly nervous when I speak.

I would say I am at my best when I have the space to be creative.

If I’ve learned one thing in life, it’s all things are working together for the good even though it may not look that way.

One word to sum me up would be sweet.

People who knew me in high school would say I was just as passionate about Black History as I am today.

My greatest strength is my desire to be of service no matter what!

Source: www.arkansasonline.com

Author: Lara Jo Hightower


Is Yekmoney a Scam Work-From-Home Website?

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BILL WORTHEN: The meaning of objects over time

BILL WORTHEN: The meaning of objects over time

Governmental displays in public places affect us all in that they are supposed to represent something that we as voters, taxpayers, and citizens value. So art and sculpture on civic property should be subject to review.

This includes objects such as monuments in the South that honor Confederates or the Confederacy. Now appears to be a time for this kind of review.

Those of us who love and ponder material culture–things we surround ourselves with–look at objects from various perspectives, such as material, design and style, all of which have much to say. That’s pretty much the nerd side of material culture and decorative arts.

Then we might consider function, intended and actual, and ponder the objects’ place in the broader culture. Function changes all the time; a necktie becomes a headband then is part of a quilt, or a postage stamp becomes a collectible, or things break and become something that just won’t work.

The “over time” factor complicates everything because the society is constantly evolving, or at least lurching one way and another, with, we hope, an evolutionary thrust. All of this is to emphasize that the function and meaning of objects can change over time.

Confederate memorial statues popped up all over the South around the turn of the 20th century. What was the intended function in this monumental effort? Most of the action came from the United Daughters of the Confederacy.

Generally representative of a certain class, certainly of a specific race, these women wanted to play a significant role in civic life at a time when they were “second class” citizens, without the vote. They likely had no ability to distinguish what we call white privilege, but they definitely would have recognized male privilege, and were not above pushing the males in their world towards higher standards which they presented in the monuments they were erecting.

They saw bravery and honor as worthy goals, represented by those Confederates in bronze or marble. They were also trying to cement the nobility of the South, given all that bad rap about backwardness and slavery.

Oh yes, slavery. The denial of the centrality of slavery to the war was the grossest of self-delusions–one with tragic consequences accruing all the way to the present. All of these monuments seem to promote this self-delusion.

We can thank friends and family of the Capital Guards plus the Sons of Confederate Veterans for the statue in MacArthur Park. The Capital Guards were a home-grown militia which fought in the Civil War. It appears that civic promotion was the motivation behind this monument, as it was sculpted to be dedicated at the 1911 United Confederate Veterans Reunion in Little Rock.

The gathering proved to be a big deal economically, with 106,000 total visitors to the city for the five-day event. Honoring Capital Guards was appropriate both as a shout-out to local heroes and also for the fact that these soldiers left the remote trans-Mississippi theater to battle in the east. All of the veterans at the reunion would have related to the Guards’ record of service. The monument’s text makes no mention of slavery.

My wish today is not to second-guess those people in 1911, but to acknowledge that we are living today with a memorial reflecting their values, the values of a century ago, which were trying to capture some meaning from soldiers a half-century before. Function and meaning have changed. In the act of reviewing such objects, shouldn’t we strive to venerate the highest societal ideals of the present, and, at the very least, not offend a sizable portion of the citizenry?

So the statue may be gone from MacArthur Park forever, and that would be an understandable decision for the city government to make, not wanting to be responsible for leaving up a monument to supporters of slavery.

I’d like to suggest another option, following the lead of Rex Nelson: Relegate it to a history museum, ideally one specializing in military history. (Oh look, there is the MacArthur Museum of Arkansas Military History right behind it!) We could interpret it as the relic it is, not a statement about Confederate nobility, but one about history.

What if additional signage greeted pedestrians who approached the sculpture to see what it was about, such as:

“The men listed on this monument were traitors to the United States, fighting a war to maintain slavery in the South. There were more than 110,000 enslaved people in Arkansas when the Civil War began in 1861. Fifty years later this monument was dedicated to honor the fighters while neglecting to acknowledge the cause for which they fought, or the people they hoped to continue to subjugate.”

This is a monument to choosing what history to remember, and what history to try to forget. By trying to forget slavery, these people in 1911 were trying to avoid responsibility for how the residue of slavery continued to affect society through prejudice, discrimination and lynching. We should learn from our history, not use it to avoid our problems. As many have come to understand, eternal vigilance is the price of liberty.

Would this kind of marker make a difference in the value of the statue to our present day? It’s hard to say. It’s a lot to ask of an old statue and a public whom the subtleties of the Civil War have not served well. Maybe we could place the American flag in front of the soldier, so he would forever march under the flag he fought against and lost to?

For the sake of transparency, I should disclose that my great-great-grandfather, Gordon Neill Peay, served as the one-time commander of the Capital Guards. I’m sure he was a fine fellow, but I’m eternally thankful that his side lost in the war. My suggestion to keep the statue could be interpreted as simple self-interest to keep an acknowledgment of my ancestor in the public eye.

Really, I’m OK with the city getting rid of it, if that’s the way it goes. But I’d like to think that my true self-interest has to do more with the value of history, and the opportunity to refresh our understanding of the past through the interpretation of its relics, such as this one.

The functions and meanings of these things keep changing, and our challenge–our opportunity –is to ensure that our community response to the changes reflect a move toward our higher ideals. Maybe Arkansans a century from now will look back and applaud, in some way, the desire to preserve this statue and renew its usefulness to society by offering it as a window on how we remember.

Bill Worthen of Little Rock is a retired museum director.

Source: www.arkansasonline.com

Author: BILL WORTHEN SPECIAL TO THE DEMOCRAT-GAZETTE


Global Medical Daily Work Clothing Market 2020 Analysis of Key Trend, Industry Dynamics and Future Growth 2025

Global Medical Daily Work Clothing Market 2020 Analysis of Key Trend, Industry Dynamics and Future Growth 2025

The global market has been segmented on the basis of technology, product type, application, distribution channel, end-user, and industry vertical, along with geography. The global Medical Daily Work Clothing market is expected to thrive in terms of volume and value during the forecast years. The report highlights key statistics, key regions development status, fundamental growth trend of each segment, and strategical planning of each company. Graphical presentation techniques such as graphs, tables, charts, pictures, and flowcharts are used to demonstrate different internal and external factors of the global Medical Daily Work Clothing market.

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Some of the influential key players operated in the report are: Superior Uniform Group, Grahame Gardner Ltd, Landau Scrubs, FIGS, Medline, Strategic Partners, Dohia, Cintas Corporation, Peaches Uniforms, Barco Uniform, Iguanamed, Healing Hands, Simon Jersey, KOI, Sanlusy,

By the product type, the market is primarily split into: Males, Females,

By the end-users/application, this report covers the following segments: Hospital, Clinic, Other

In this report, the market size has been estimated by key regions/countries, product types, and applications. Here the report analyzes historical data from 2015 to 2019, and forecast to 2025. The report covers market competition landscape, SWOT analysis, and development plans in the next few years. Analysts have studied the data of revenue, production, and manufacturers of each region. Region-wise revenue and volume for the forecast period of 2015 to 2025 are assessed in the report. The price of Medical Daily Work Clothing is calculated across all the assessed regions and the weighted average price is also considered.

The report covers the following regions: Americas (United States, Canada, Mexico, Brazil), APAC (China, Japan, Korea, Southeast Asia, India, Australia), Europe (Germany, France, UK, Italy, Russia), Middle East & Africa (Egypt, South Africa, Israel, Turkey, GCC Countries)

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