Keep the target while widening your awareness
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Course: See sooner and decide faster at speed
Module: Put your eyes where the future arrives
Estimated duration: 45 minutes
Core principle
You do not widen awareness by letting your eyes wander. You widen it by keeping one useful driving target alive while allowing the rest of the driving scene to stay available. The target gives the car direction. The wider awareness gives you context. If you lose either side, the lap gets worse.
If you stare at one point, you may still hit that point, but you stop preparing the next thing. You stop noticing whether the exit sets up the next corner, whether your reference marks are changing, whether the car is giving you the evidence you expected, and whether the line you planned is still the right line. If you go wide without a target, you notice more, but the driving gets vague. The hands get busy because the eyes are no longer giving the car a clear instruction.
The skill for this lesson is simple to state and hard to do at speed: keep the primary target, but do not let it consume the whole windshield. You are not trying to see everything. You are trying to keep the next useful target in command while staying aware of the surrounding information that can confirm, refine, or change your plan.
This is an intermediate skill because you already know the basic idea of looking where you want to go. Now you are learning to look there without becoming blind to the rest of the lap. Intermediate driving is no longer only about surviving one corner at a time. You are beginning to link corners, choose exits that set up the next right-hander or left-hander, and use tire marks, cones, video, data, and exit speed as feedback. That requires a gaze that is directed and broad at the same time.
Why the target still matters
The target is the piece of visual information that tells the car where to go next. It may be the part of the track you need to occupy on exit, the space you need to preserve to set up the next corner, or the path that lets you complete the current phase without adding extra steering. The target is not decoration. It is the instruction.
When your target is clear, your controls tend to organize themselves around it. Your brake release has a purpose. Your steering has a destination. Your throttle timing is connected to where the car will be, not just how impatient you are. This is why good vision makes every other technique easier. The bonded material is direct about this relationship: when your eyes are ahead and giving the brain the right information, the line, braking, and other techniques become easier and more intuitive.
At speed, your body can maintain a sense of where the car is while your eyes guide what happens next. That is the adaptation you are training. You do not need to inspect the front bumper to know that the car is still on the pavement. You need enough trust in body feel to let the eyes work ahead. When you pull your gaze back to confirm the near field, you take away the information the brain needed a moment later. The car may still be safe, but the plan becomes late.
Why awareness has to widen
A target alone is not enough once the driving becomes more connected. You can hit an apex and still ruin the next corner. You can brake at a chosen marker and still arrive with the wrong entry speed. You can apply throttle and still miss the fact that the car was not straight enough or loaded in the way needed to use it. Intermediate driving asks you to see relationships, not just points.
The bonded material describes this directly in the context of linking corners. Intermediate drivers look further ahead and link corners in their mind. They can plan a sequence, such as preserving the left side of the track at the exit of one turn to set up the next right-hander properly. That is the difference between a single-point gaze and a widened but useful awareness. The target remains alive, but your awareness also includes what the next corner will require.
Awareness also includes evidence. Tire marks and cones can show what drivers are using as references. Video and data can tell you whether a different line improved exit speed. Your own controls tell you whether the eyes were early enough. If the hands make a sudden correction, if you add steering after you thought the car should be settled, or if the throttle has to wait because the car is not ready, that is evidence. You may think the mistake was in your hands or feet, but often the first mistake was visual: the target was too late, too narrow, or too vague.
The two-layer gaze
Think of this skill as a two-layer gaze.
The first layer is the primary target. This is the thing you are driving toward now. It must be specific enough that your hands, feet, and body can organize around it. If the target is only a general region ahead, the car will feel imprecise. If the target is too close, you will keep arriving before your brain has finished planning. The target should answer the immediate question: where does the car need to go next?
The second layer is the awareness layer. This is not random scanning. It is the context around the target that tells you whether the plan is still correct. It includes the next corner in the sequence, the available track at exit, reference marks such as cones or tire marks, the feel of the car under you, and later review from video or data. The awareness layer answers a different question: what else do I need to know so the target remains useful?
When the two layers work together, your driving becomes calmer. You are not surprised by the next corner because you have already included it in the picture. You are not staring at one cone as if it contains the whole answer. You are also not washing your eyes across the windshield with no decision attached. The target leads. Awareness supports.
The exact technique
Start before the corner, not at the moment you need the answer. As you approach the braking or turn-in phase, name the primary target in your own mind. Do not make this complicated. The target might be the exit position that sets up the next turn, the part of the track that keeps the car on the intended line, or the space you need to occupy after the current input. The important point is that the target is a place or path, not a mood.
Once the target is set, soften your attention around it. Keep the target in command, but allow your awareness to include one or two pieces of context. For an intermediate driver, good context usually means sequence and evidence. Sequence means the next corner or the next required track position. Evidence means a cue that tells you whether the plan is working, such as exit speed, the need for an extra steering correction, tire marks, cones, or what you later see on video or data.
As the car approaches the corner, resist the urge to drag your eyes back to the near field. Your body knows more than you think about where the car is. It can feel the car rotating, loading, and settling while the eyes stay ahead. This does not mean ignoring safety or pretending you are perfect. It means you stop using near-field staring as a comfort habit. The more speed increases, the more expensive that comfort habit becomes.
During the corner, keep the primary target active long enough for the car to finish the job. Many drivers release a target too early. They look at an entry point, then an apex, then a patch of pavement, then a cone, but none of those targets stays alive long enough to guide the complete phase. In this lesson, the target is not a quick glance. It is the lead instruction for the car until the next instruction takes over.
After the corner, collect evidence. Did the car end up where it needed to be for the next corner? Did you have to add steering late? Did the throttle have to wait because the car was not straight or settled enough? Did video or data show a different line producing better exit speed? This is where widened awareness becomes a performance strategy instead of a vague mental exercise. You are trying to understand what caused the good lap and what caused the poor one, then build a repeatable strategy from that evidence.
Sub-skill 1: target discipline
Target discipline means you can choose one useful target and keep it alive under load. The problem is not that intermediate drivers never look ahead. The problem is that the target often collapses when speed, traffic, braking pressure, or corner complexity rises. The eyes snap back to the place that feels urgent. The car then follows late information.
Practice target discipline by making the target specific before you need it. Do not tell yourself to look up. Tell yourself where the car needs to be next. A specific target produces a specific input. A vague instruction produces vague driving.
Good target discipline feels calmer than it looks. You may not feel as if you are doing much with your eyes because you are not hunting. You are holding direction. The car feels less like it needs constant correction. The hands do not have to invent a new plan halfway through the corner.
Sub-skill 2: useful width
Useful width is awareness that has a job. It is not trying to see everything. It is the habit of allowing the relevant context to remain available while the target leads.
For this lesson, use two awareness channels: sequence and evidence. Sequence asks what the next corner or next track position requires. Evidence asks whether the current plan is working. If you can keep those two channels available without losing the target, you are widening attention in a way that actually helps driving.
This matters because the bonded material does not present vision as an isolated trick. It connects vision to line choice, braking, throttle application, and feedback. A driver who sees only the current point may make the current point and still lose the exit. A driver who sees the current point plus the next requirement can choose a line that serves the sequence.
Sub-skill 3: sequence linking
Sequence linking is the ability to drive one corner with the next corner already in mind. You are not just asking where the car should be now. You are asking where this exit needs to put you.
The bonded material gives the cleanest example: an intermediate driver may decide to stay left exiting the current turn to set up the next right-hander properly. That decision cannot happen if your awareness is trapped inside the first corner. You need to see the first corner as part of a pair. The target for the first corner may actually be chosen because of the second corner.
The mistake is to treat every corner as a separate test. That feels simpler, but it makes the lap choppy. You win one corner and pay for it in the next. Sequence linking makes the lap more coherent because the target in front of you is chosen by the requirement beyond it.
Sub-skill 4: body trust
Body trust means letting the body carry some of the near-car information while the eyes work ahead. This is a learned skill. At first, it can feel as if you are abandoning the car by not looking close enough. You are not abandoning it. You are allowing different systems to do different jobs.
Your eyes guide the car toward future information. Your hands, feet, seat, and inner sense of motion tell you what the car is doing now. When those systems work together, you stop needing to visually inspect every small event. That is why the bonded material points to go-karting and sim racing as useful practice environments for this habit. The same skill transfers: the body keeps a sense of the car while the eyes guide ahead.
If body trust is weak, you will keep checking the near field. The car may feel safer for one second, but the next second arrives late. Build this gradually. Do not ask for race pace while changing the visual habit. Ask for enough pace to feel the habit, then add speed only when the target and awareness remain stable.
Sub-skill 5: evidence reading
Evidence reading turns awareness into improvement. The bonded material points to tire marks, cones, video, data, and exit speeds as feedback tools. Use them. Do not rely only on whether the lap felt good.
If a line gives you a better exit speed, that is evidence. If a cone or tire mark helps you place the car more consistently, that is evidence. If video shows that you looked or turned late, that is evidence. If you keep needing an extra steering correction at the same place, that is evidence. The lesson is not simply to widen your awareness. The lesson is to widen it toward information that improves the next repetition.
Evidence also protects you from false confidence. A lap can feel exciting because you braked later or turned harder, but the data or exit speed may show that the corner was worse. A calmer lap can be faster because the car was placed earlier and the throttle could be used at the right time. Let the evidence teach you what your eyes actually did.
Sub-skill 6: mental-state control
This lesson is part of the mental game because attention is a performance strategy. The bonded material frames mental performance as understanding what causes good or poor performance, then developing more consistent strategies. That is exactly what you are doing here.
When a lap goes poorly, do not only say that you missed the line. Ask what your attention did. Did the target disappear under braking? Did awareness shrink to the current cone? Did your eyes move ahead, but without a specific driving instruction? Did you see the next corner too late to set it up? Those questions turn a vague mental error into something you can train.
When a lap goes well, do the same thing. What did you see early? What did the car do with less effort? What evidence confirmed the plan? A good lap is not just something to enjoy. It is a sample of the state you want to reproduce.
Worked example: the linked-corner exit that sets up the next right-hander
Imagine a corner that exits into a right-hander. If you drive only the current corner, your target may pull you toward the most comfortable or natural exit of that first turn. That may feel fine until you arrive at the next right-hander from the wrong side of the track. Now the second corner asks for a correction. You add steering, delay throttle, or give up entry speed. The real mistake happened earlier, when the gaze treated the first corner as if it were alone.
With this lesson applied, you choose the target for the first corner from the needs of the second corner. Before you finish the current turn, the right-hander is already part of your awareness. Your primary target is still concrete: put the car where it needs to be on exit. But your awareness is wide enough to understand why that exit matters. You are not staring at the next right-hander and forgetting the current car placement. You are using the next right-hander to define the current car placement.
The calibration cue is simple. If the car arrives at the second corner already placed for the entry, the first corner was seen correctly. If you need a late correction between the two corners, your awareness probably narrowed too much in the first corner. If your instructor would say that you got one corner right but compromised the next, this is the visual skill to revisit.
Worked example: moving the brake point while keeping the rest of the picture
The bonded material describes intermediate drivers pushing braking markers closer to the corner as they learn the track and their car. A novice might use a longer braking zone, and an intermediate driver may later shorten that zone after learning the car can still reach the correct entry speed. That progression is not only a brake-pedal skill. It is also an attention skill.
If your awareness narrows to the later brake marker, the corner can become abrupt. You hit the marker, brake hard, then discover that the entry, the release, or the next target was not prepared. The marker was visible, but the driving picture was too small.
A better version keeps the brake marker as one piece of the picture, not the whole picture. You know where you intend to brake, but your primary driving target remains connected to the corner entry and the path beyond it. Your awareness includes whether the car is decelerating enough, whether you are still able to place the car, and whether the exit will remain usable. That is how later braking becomes controlled rather than dramatic.
The success criterion is not simply braking later. The success criterion is braking later while still reaching the correct entry speed, keeping the car placed, and avoiding excessive reliance on ABS or last-second correction. If the later marker makes your eyes shrink and the rest of the corner becomes rushed, the visual skill is not ready for that brake-point change yet.
Worked example: practicing the same habit in a kart or sim
The bonded material points out that go-karting and sim racing can help train the habit of eyes ahead while the body keeps track of the car. Use that on purpose. A kart or sim can make the visual habit obvious because events arrive quickly and the consequences of late eyes show up as extra steering, missed exits, or rough throttle.
Pick one sequence in the sim or kart where you often feel late. On the first repetition, drive it normally and notice where your eyes collapse. On the next repetitions, choose one primary target and one awareness item. The primary target might be the exit position that sets up the next corner. The awareness item might be whether the next corner is already visible in your plan. Your goal is not to set a personal best immediately. Your goal is to prove that the body can keep the car under you while the eyes work ahead.
If the steering gets calmer and the car arrives at the next corner with less rescue, the habit is transferring. If you feel slower at first, that is acceptable. You are changing the information flow. Add speed only when the target stays clear and the awareness stays useful.
Common mistakes
Mistake 1: target lock. You pick one point and drive as if nothing else exists. This often looks disciplined from inside the helmet because you are looking at something. The problem is that the something is too small. Good looks like keeping that point useful while also knowing what the exit or next corner will require.
Mistake 2: vague wide vision. You try to relax your eyes, but the target disappears. The windshield feels broad, but the car has no clear instruction. Good looks like a target that still leads the car, with only one or two awareness channels around it.
Mistake 3: late confirmation. You keep checking the near field to make sure the car is where you think it is. This feels comforting, but it steals time from the next decision. Good looks like letting body feel confirm the car while the eyes stay ahead.
Mistake 4: one-corner thinking. You make the current corner, then discover that the next corner is compromised. Good looks like choosing the current target from the needs of the sequence, especially when one exit determines the next entry.
Mistake 5: evidence blindness. You repeat the same visual plan because it felt fine, even though video, data, tire marks, cones, or exit speed suggest another line works better. Good looks like reviewing evidence after the session and letting it change what you look for next time.
Mistake 6: pace before perception. You move the brake point later or add speed before the target and awareness are stable. Good looks like increasing pace only when you can still reach the correct entry speed, place the car, and keep the next target alive.
Mistake 7: blaming the control before checking the eyes. You call it a steering mistake, throttle mistake, or brake mistake without asking what information the eyes gave the body. Good looks like reading your inputs as evidence. Sudden steering, delayed throttle, or rushed braking often means the visual target was late, narrow, or vague.
Drill: target plus two, three-session progression
Use this drill at your next event. Do it in three sessions, not all at once.
Session 1 is target discipline. For four laps after the tires and driver are warmed into a sensible rhythm, choose one primary target for each major corner or sequence before you arrive. Keep the target simple: where the car needs to be next. Do not add speed for this drill. The success criterion is that you can remember the target after the corner and the car does not require a late rescue correction because the target disappeared.
Session 2 adds useful width. Keep the same primary target habit, but add one awareness item per corner. Use either sequence or evidence. Sequence means you include the next corner or next required track position. Evidence means you notice one cue that will help you evaluate the plan, such as exit position, a reference mark, or later video and data. The success criterion is that the awareness item does not pull you off the target. The target still leads.
Session 3 applies the skill to two linked areas of the track. Pick two places where the exit of one corner affects the next corner. For each, decide the exit placement you need, then drive the first corner with that requirement in your awareness. The success criterion is arriving at the second corner already placed for it, with less extra steering or correction between the corners.
After each session, write one sentence. Not a story. One sentence that names what your attention did. Examples: target stayed alive but awareness vanished under braking; sequence was visible and exit placement improved; eyes went wide but target became vague. This turns the drill into a performance strategy rather than a feel-good exercise.
Calibration cues
You are improving when the car feels less rushed without necessarily feeling slower. The line should begin to connect. You should arrive at the next corner with fewer surprises. Your hands should need fewer late corrections. Your throttle should be easier to time because the car is already pointed and placed more often. When braking markers move later, the corner should still feel organized rather than panicked.
Use review tools when you have them. Video can show whether the car was placed for the next corner. Data can show whether a different line improved exit speed. Repeated extra steering in the same place is a visual clue. So is a pattern of delayed throttle after you thought the exit was good. Do not treat those as separate problems too quickly. First ask whether the target and awareness were doing their jobs.
An instructor may describe the same improvement without using mental-game language. They may say you are finally looking ahead, that the car is placed earlier, that the sequence is cleaner, or that the inputs look calmer. Those are all practical descriptions of the same underlying skill.
Failure modes and recovery
If your attention narrows under braking, do not solve it by forcing an even later brake point. Give yourself margin and rebuild the target. Intermediate braking improves as you learn the track and the car, but the visual picture has to support the later marker. If the marker makes the rest of the corner disappear, the marker is too aggressive for the current attention skill.
If your awareness gets too wide and the driving goes vague, return to one target and one awareness item. Do not try to see the whole track. The target must lead. The awareness item must have a job. A good question is: what does the next corner need from this corner? Another good question is: what evidence will tell me whether this worked?
If you are surprised by the next corner, review the previous corner. The next-corner surprise often started with a target that was chosen too locally. Ask whether the exit target should have been defined by the next entry. This is especially important in linked sequences.
If you feel the need to look close to the car, reduce pace and train body trust. The skill is not built by pretending fear is not there. It is built by giving the body manageable repetitions where it can feel the car while the eyes remain ahead. Karting and sim racing can give you extra repetitions of that exact separation.
If conditions, tires, or endurance needs change, widened awareness helps you adjust. The bonded material notes that advanced drivers may consciously restrain throttle in endurance or poor conditions and that aggressive moves on worn tires can fail. This lesson does not turn you into an advanced race strategist, but it gives you the attention habit that makes adjustment possible. You cannot adapt to information you never allowed yourself to notice.
How this lesson connects to the rest of the module
This lesson sits between point vision and full search patterns. You still need the ability to see the current point and release it. You still need eye movements that answer useful questions. You still need a broader search pattern. The specific job here is narrower: learn to keep a target without becoming visually trapped by it.
It also connects directly to reading your inputs as evidence of your eyes. If the inputs are abrupt, late, or corrective, do not only polish the hands and feet. Ask what the eyes gave them. If the target was late, the hands will be late. If awareness was too narrow, the sequence will be late. If awareness was too vague, the inputs will lack commitment.
Final coaching point
The goal is not to look relaxed. The goal is to drive from useful information. Keep the target strong enough to guide the car. Keep awareness wide enough to prepare the sequence and collect evidence. Then use the result to refine the next lap. That is how this mental skill becomes a driving skill instead of a slogan.
Worked example: linked-corner exit that sets up the next right-hander
Imagine a corner that exits into a right-hander. If you drive only the current corner, your target may pull you toward the most comfortable or natural exit of that first turn. That may feel fine until you arrive at the next right-hander from the wrong side of the track. Now the second corner asks for a correction. You add steering, delay throttle, or give up entry speed. The real mistake happened earlier, when the gaze treated the first corner as if it were alone.
With this lesson applied, you choose the target for the first corner from the needs of the second corner. Before you finish the current turn, the right-hander is already part of your awareness. Your primary target is still concrete: put the car where it needs to be on exit. But your awareness is wide enough to understand why that exit matters. The calibration cue is simple. If the car arrives at the second corner already placed for the entry, the first corner was seen correctly. If you need a late correction between the two corners, your awareness probably narrowed too much in the first corner.
Worked example: moving the brake point while keeping the rest of the picture
Intermediate drivers often move braking markers closer to the corner as they learn the track and their car. That progression is not only a brake-pedal skill. It is also an attention skill. If your awareness narrows to the later brake marker, the corner can become abrupt. You hit the marker, brake hard, then discover that the entry, release, or next target was not prepared.
A better version keeps the brake marker as one piece of the picture, not the whole picture. You know where you intend to brake, but your primary driving target remains connected to the corner entry and the path beyond it. Your awareness includes whether the car is decelerating enough, whether you are still able to place the car, and whether the exit will remain usable. The success criterion is not simply braking later. The success criterion is braking later while still reaching the correct entry speed, keeping the car placed, and avoiding excessive reliance on ABS or last-second correction.
Worked example: practicing the same habit in a kart or sim
A kart or sim can make the visual habit obvious because events arrive quickly and the consequences of late eyes show up as extra steering, missed exits, or rough throttle. Pick one sequence where you often feel late. On the first repetition, drive it normally and notice where your eyes collapse. On the next repetitions, choose one primary target and one awareness item. The primary target might be the exit position that sets up the next corner. The awareness item might be whether the next corner is already visible in your plan.
Your goal is not to set a personal best immediately. Your goal is to prove that the body can keep the car under you while the eyes work ahead. If the steering gets calmer and the car arrives at the next corner with less rescue, the habit is transferring. Add speed only when the target stays clear and the awareness stays useful.
Common mistakes
Target lock means you pick one point and drive as if nothing else exists. Good looks like keeping that point useful while also knowing what the exit or next corner will require.
Vague wide vision means you relax your eyes but lose the target. Good looks like a target that still leads the car, with only one or two awareness channels around it.
Late confirmation means you keep checking the near field to make sure the car is where you think it is. Good looks like letting body feel confirm the car while the eyes stay ahead.
One-corner thinking means you make the current corner but compromise the next one. Good looks like choosing the current target from the needs of the sequence.
Evidence blindness means you repeat the same visual plan even though video, data, tire marks, cones, or exit speed suggest another line works better. Good looks like reviewing evidence after the session and letting it change what you look for next time.
Pace before perception means you move the brake point later or add speed before the target and awareness are stable. Good looks like increasing pace only when you can still reach the correct entry speed, place the car, and keep the next target alive.
Drill: target plus two, three-session progression
Session 1 is target discipline. For four laps after the tires and driver are warmed into a sensible rhythm, choose one primary target for each major corner or sequence before you arrive. Keep the target simple: where the car needs to be next. Do not add speed for this drill. The success criterion is that you can remember the target after the corner and the car does not require a late rescue correction because the target disappeared.
Session 2 adds useful width. Keep the same primary target habit, but add one awareness item per corner. Use either sequence or evidence. Sequence means you include the next corner or next required track position. Evidence means you notice one cue that will help you evaluate the plan, such as exit position, a reference mark, or later video and data. The success criterion is that the awareness item does not pull you off the target.
Session 3 applies the skill to two linked areas of the track. Pick two places where the exit of one corner affects the next corner. For each, decide the exit placement you need, then drive the first corner with that requirement in your awareness. The success criterion is arriving at the second corner already placed for it, with less extra steering or correction between the corners.
When this principle breaks down
If your attention narrows under braking, do not solve it by forcing an even later brake point. Give yourself margin and rebuild the target. If your awareness gets too wide and the driving goes vague, return to one target and one awareness item. If you are surprised by the next corner, review the previous corner because the next-corner surprise often started with a target that was chosen too locally. If you feel the need to look close to the car, reduce pace and train body trust. The skill is built by giving the body manageable repetitions where it can feel the car while the eyes remain ahead.
Author Review
No quiz questions are attached to this lesson.
Sources
| # | Document | Chunk | Pages | Score | Collection |
|---|---|---|---|---|---|
| 1 | High-Performance Driver Education HPDE Techniques by Skill Level | b67b7b85-6af9-5950-f9f1-bb4db754dcc1 | 1 | uio_books_raw_v1 | |
| 2 | High-Performance Driver Education HPDE Techniques by Skill Level | 17ec1691-8df7-a447-9010-00ebb000d6c1 | 1 | uio_books_raw_v1 | |
| 3 | High-Performance Driver Education HPDE Techniques by Skill Level | 98279048-6049-5ac3-312f-3d3fb2da070f | 1 | uio_books_raw_v1 | |
| 4 | Inner Speed Secrets - Ross Bentley | 1f89d950-4532-a2f9-3f06-33a6a39f92d6 | 24 | 1 | uio_books_raw_v1 |
| 5 | High-Performance Driver Education HPDE Techniques by Skill Level | 7a22ea60-89ce-b66e-cee8-107d233b4c4f | 1 | uio_books_raw_v1 | |
| 6 | High-Performance Driver Education HPDE Techniques by Skill Level | e342d42d-afe1-87bf-28b3-97255af3b936 | 1 | uio_books_raw_v1 | |
| 7 | High-Performance Driver Education HPDE Techniques by Skill Level | 813a2b7e-7aeb-8271-0662-71ff72f4aeda | 1 | uio_books_raw_v1 | |
| 8 | High-Performance Driver Education HPDE Techniques by Skill Level | 2a1978a6-147f-f58d-cac8-55149d27b5a4 | 1 | uio_books_raw_v1 | |
| 9 | High-Performance Driver Education HPDE Techniques by Skill Level | 37934528-782b-9421-acdc-52dc04d76a81 | 1 | uio_books_raw_v1 | |
| 10 | High-Performance Driver Education HPDE Techniques by Skill Level | ccc6062f-8601-a383-9242-c0998bffed8d | 1 | uio_books_raw_v1 | |
| 11 | High-Performance Driver Education HPDE Techniques by Skill Level | b467e8df-1957-49e3-1d0e-390522caaa5f | 1 | uio_books_raw_v1 |