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Congratulations to Professor Neil Garg, Recipient of the Baylor University's Robert Foster Cherry Award for Great Teaching!
California Professor of the Year Neil Garg is the 2018 recipient of the prestigious Robert Foster Cherry Award for Great Teaching. The Cherry Award honors outstanding professors who are extraordinary, inspiring teachers with a positive, long-lasting effect on students and a record of distinguished scholarship.
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CEILS, Undergraduate Research Center, and UCLA Library Piloting Collaborative and Active Learning
“WHERE INNOVATION IS BRUIN,” the catchphrase of the UCLA Center for Education Innovation and Learning in the Sciences (CEILS), also exemplifies the Science and Engineering Library’s approach to reconfiguring its facility in Boelter Hall to better support student and faculty teaching and learning needs. Case in point: Two current pilot projects in which the library is working with CEILS and the Undergraduate Research Center—Sciences.
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UCLA Hosts 2018 Southern California PKAL Regional Network Annual Meeting
One Size Doesn't Fit All: Using Varied Instructional Approaches to Help All STEM Students Succeed
March 10, 2018
Hershey Hall, University of California, Los Angeles
Call for proposals!
Accepting Poster Abstracts through February 16th.
Students come into our STEM classrooms with different identities, life experiences, and levels of academic preparation. As our college classrooms become more diverse, it is crucial that we understand and address the impacts of identity and preparation on students’ college experience and success. Over the course of this one-day meeting, we will explore a variety of education research, evidence-based practices, and pedagogical innovations related to addressing the increasing diversity of our growing student body.
Please send questions to either Dr. Deb Pires (email:
debpires@ucla.edu
)
or Dr. Liz Roth-Johnson (email:
lizroth@ucla.edu
)
with subject line “SoCal PKAL 2018 annual meeting proposal.”
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Active Learning Classroom Open House Invitation
OID Educational Technology Systems, in cooperation with Facilities Management and the Registrar's Office, presents the first general assignment Active Learning Classroom at UCLA – Haines A44. The room is available for use in Fall 2018, and will be offered for
scheduling first to those faculty who will make use of the special features of the space.
Time:
8:15-9:15am
Dates:
(W) February 7th | (Th) February 8th | (W) February 14th | (Th) February 15th
Technicians will be available to demonstrate the technical capabilities of the room systems. Representatives from OID units can discuss assistance with Active Learning pedagogy and possibilities for special assessment of courses. Faculty and instructors who attend the open houses will be given the first opportunity to schedule classes in Fall 2018. Arrangements can be made with the Registrar to move classes currently scheduled in other rooms to A44.
If you wish to attend one of the open houses, please RSVP to Jonathan Castro (
jcastro@oid.ucla.edu)
or x67691.
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Save the Date!
UCLA Summer Institute on Scientific Teaching
August 6-10, 2018 | Hershey Hall
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CEILS Journal Club for STEM Education Research | Learning Community Meetings
Fridays every Quarter from 2:00 – 3:00 PM
Location:
1100 TSLB
* 2320 Life Sciences Building on Feb. 9th
About Journal Club:
Participants explore relevant education literature in more depth and develop greater understanding of assessment techniques and data analysis methods. Presenters may select a paper and lead a discussion about how education researchers have documented the relationship between effective teaching practices and their impact on student learning, knowledge retention, and persistence in STEM majors. Alternatively, presenters describe classroom innovations and evidence-based instructional strategies they are trying in their own courses, soliciting feedback from participants while sharing their expertise in a variety of areas supporting instruction and assessment in STEM classrooms. Faculty, graduate students, and postdocs are welcome to participate!
Winter 2018 Schedule:
- February 9 | Gaston Pfluegl, CEILS Instructional Consultant and Academic Administrator in the Life Sciences Core, will discuss how to make interactive videos and embed them in CCLE using HTML5 (see https://h5p.org for more information). Please note for this week only, journal club will take place in *2320 Life Sciences Building*
- February 16 | No Journal Club (President's Day Holiday Weekend)
- February 23 | Mahtash Esfandiari, Senior Continuing Lecturer in the Department of Statistics, will share the results of a study she conducted on using in-person versus virtual office hours when teaching statistics.
- March 2 | Joshua Samani, CEILS Instructional Consultant and LPSOE in Physics and Astronomy, will present findings and facilitate a discussion on the following paper: Schwartz and Martin (2010) Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction. Cognition and Instruction 22(2) 129-184.
- March 9 | Jeffrey Maloy, Discipline-Based Education Research Postdoctoral Fellow and Lecturer in the Life Sciences Core
- March 16 | Rachel Kennison, CEILS Associate Director
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Postdoctoral Scholars & Graduate Students
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CIRTL @ UCLA - Spring 2018 Programming
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Exploring a Teaching Career at Community College
Participation through CIRTL Network Commons via Blackboard Collaborate
Hear community college faculty from around the country discuss their experiences in these institutions in this three-part series. Faculty will discuss the joys and challenges of teaching at a community college, the broad diversity of students in their courses, how equity-mindedness and inclusive teaching enhances their learning, and the pathways to finding a part-time or full-time teaching position at a community college. Each panel will have a community college faculty member from California, Texas, and Iowa so that the conversation takes into account how community college education varies across the country. This event is organized by CEILS Associate Director Jess Gregg with support from CIRTL’s NSF INCLUDES grant. Learn more about this
NSF-funded initiative involving 2-year and 4-year college partners from across our southern California region on our website:
https://ceils.ucla.edu/ucla-cirtl-includes
All panels take place from 11am - 12:30pm PST
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Topics in STEMinism: Strategies for Inclusive Undergraduate STEM Education
Participation through CIRTL Network Commons via Blackboard Collaborate
Examine how social and cultural contexts shape the experiences of undergraduate women in STEM. Discuss the unique challenges faced by women in their educational trajectories.
All panels take place from 11am - 12:30pm PST
- Thursday, February 8: Stereotype Threat and Implicit Bias
- Thursday, February 15: Institutional Programs to Foster Belonging
- Thursday, February 22: Equity-Oriented, Inclusive Teaching in STEM
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Join the CIRTL community to access resources and events.
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New Voices in Science, Engineering, and Medicine -New National Academies program for early-career STEM leaders in communications, education, outreach, policy, and more
A new National Academies of Sciences, Engineering, and Medicine pilot initiative supported by a grant from the Gordon and Betty Moore Foundation, “New Voices in Sciences, Engineering and Medicine (SEM)”, seeks to identify outstanding early-career SEM leaders to engage in articulating and communicating the evidence base for addressing national and global challenges, to provide new perspectives on issues of importance to the community represented by The National Academies, and to help identify approaches to substantially expand the diversity of expertise that is brought to all of the Academies’ convening and advisory activities.
The program is currently seeking recommendations to expand its national network of exceptional young leaders who have demonstrated a commitment to leadership and serving the SEM community through science policy, communication, education, outreach, international or interdisciplinary engagement, leadership development, and other activities. Individuals recommended to join the network should be within 10-12 years of an advanced degree.
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RESOURCE: UCLA Career Hub
Professional Development for Graduate Students and Postdoctoral Scholars
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UCLA Postdocs Longitudinal Investment in Faculty Training (UPLIFT) -
Call for Applicants!
The UPLIFT Program at UCLA supports postdoctoral scholars in the biological sciences who have a demonstrated interest in teaching, research, and supporting diversity in the STEM fields. UPLIFT combines a traditional mentored postdoctoral research experience with an opportunity to develop academic skills, including teaching and mentoring undergraduate STEM students, through workshops, courses, and a faculty mentored mentored teaching practicum at our partner institution California State University Los Angeles.
The UPLIFT postdoctoral program accepts applications on a rolling basis. However, to be eligible to join the fall 2018 cohort, please apply by April 1, 2018.
For more program information and instructions on how to apply for the UPLIFT program, please visit the CEILS website at the following link:
https://ceils.ucla.edu/uplift/
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Resource:
A favorite listserv for STEM education news, please
subscribe
to STEM|PROF
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Inside Higher Ed:
When a Field's Reputation Precedes It -
Theories abound as to why women remain underrepresented in many fields. A new study says that perceived gender bias in a given discipline is the primary criterion women use for selecting a college major, not the perception that a field is science or math oriented.
"Active Learning" Math Initiative Expands to 12 Universities -
The project, known as SEMINAL: Student Engagement in Mathematics through an Institutional Network for Active Learning, has been led by San Diego State University, the University of Colorado at Boulder and the University of Nebraska at Lincoln, which have reworked their math curricula to improve student success in early courses, particularly students from underrepresented minority groups.
Provosts' View on Student Learning Assessment -
The National Institute for Learning Outcomes Assessment has released the results of a survey of provosts at 811 colleges on their thoughts about the assessment of student learning. Backed by a decade's worth of research on trends, the institute's report uncovered several positive findings, including that provosts increasingly are providing support for faculty and staff members to practice meaningful assessment, especially at the course level.
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Research reveals that labs are more effective when their goal is to teach experimental practices rather than to reinforce classroom instruction.
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Students try harder, and learn more, when your grading includes rewards, not just punishments.
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A new Pew Research Center analysis of U.S. Census Bureau data takes a broad-based look at the STEM workforce from 1990 to 2016 based on an analysis of adults ages 25 and older working in any of 74 occupations. Read on for seven facts about the STEM workforce and STEM training.
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Exams Disadvantage Women in Introductory Biology |
PLOS One
A new study, co-led by postdoctoral associate and SI alumna Cissy Ballen at the University of Minnesota and Shima Salehi at Stanford University, found that unexpected influences underlie gender gaps in exam performance across ten large introductory biology course sections. The findings challenge traditional approaches that evaluate student knowledge, particularly those that punish students who do poorly on high-stakes assessments that may not be relevant to actual professional skills.
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The National Science Board released the biennial Science and Engineering Indicators report, a compilation of statistics and analyses on the global R&D landscape, including education, public attitudes to science, and workforce.
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The Next 10 Years: Helping STEM Students Thrive
The Women in STEM Cooperative is proud to debut the The Next 10 Years: Helping STEM Students Thrive series, an original online collaboration between Cornell University and the University at Buffalo featuring the perspectives of national thought leaders and institutional representatives about expanding the participation of women in undergraduate STEM education at different scales as informed through the lens of higher education trends, institutional practices, learning spaces and introductory undergraduate courses in STEM.
Innovation in Higher Education (October 11, 2017)
Discussion recording can be viewed
here
.
Perspectives on Institutional Change (November 8, 2017)
Discussion recording can be viewed
here
.
► Introductory Undergraduate Courses in STEM
February 14, 2018 | 9-10:30a PST
► Series Wrap
March 14, 2018 | 9-10:30a PST
If you are interested, please register to attend the upcoming sessions at the series website:
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ASCN Webinar: Developing and Sustaining Effective Partnerships to Advance Change in STEM Higher Education
Wednesday, February 21, 2018
9:30a PT
Using a partnership development model, this session will help participants identify challenges to partnership development and strategies to address them. Lessons learned will be shared from experiences connecting with colleagues across campus and suggestions offered on how to utilize a wide-range of team expertise in campus partnerships/teams. Participants interactively will explore practical steps that can help overcome challenges working in interdisciplinary teams. This session also will offer a look at research findings and insights from two multi-institutional collaborations, the CIRTL, a network of 41 universities focused on preparing future faculty, and CIRTL's NSF INCLUDES launch pilot. Participants will learn what are the key activities and characteristics of individuals who can successfully span the boundary between their organization and a larger partnership collective in service to local and national reform goals.
Presenters: Marilyn Amey, Michigan State University, Sarah Rodriguez, Iowa State University, and Lucas Hill, University of Wisconsin – Madison.
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National Events & Conferences
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AAU STEM Initiative at the 2018 AAAS Annual Meeting -
Overcoming Barriers to Change: Applying Evidence-Based STEM Teaching Strategies
February 17, 2018
Austin Convention Center, TX
The session will highlight how AAU research universities are coming together to overcome the cultural barriers to achieving wide-spread reform and long-lasting improvements to introductory STEM courses. Speakers will focus on innovative strategies implemented at three AAU member universities to improve STEM education at scale, and the documented improvements in student engagement and learning.
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CURE Institute at Mercy College
February 16-17, 2018
Mercy College, Dobbs Ferry, NY
Mercy College (Dobbs Ferry, NY) and the Course-based Undergraduate Research Experiences Network (CUREnet) invite you to a CURE Institute. During the Institute, participants will learn about and use evidence-based instructional strategies to develop plans, instructional materials, and assessment tools for integrating a science research project into their science laboratory course. Emphasis will be on the life sciences, but participants from other natural sciences and the social sciences are welcomed.
The institute will be hosted by SENCER Leadership Fellow Dr. Davida Smyth (Mercy College) and facilitated by Dr. Erin Dolan (University of Georgia) as part of CUREnet2, the next phase of development of a national network of people and programs creating, teaching, and assessing CUREs.
The deadline to register is January 25, 2018.
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10th Understanding Interventions Conference
March 2-4, 2018
Lord Baltimore Hotel, MD
The Understanding Interventions Conference was established to facilitate dissemination and exchange of hypothesis-based research on interventions and initiatives that broaden participation in science and engineering research careers. The conference is designed to create a dialogue among behavioral/social science and education researchers, evaluators, and faculty in STEM (science, technology, engineering, and mathematics) fields who participate in intervention programs.
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2018 Washington Symposium and Poster Session
March 15-16, 2018
AAAS Headquarters, Washington, DC
This meeting will convene experts in science communication to help educators in high schools, colleges, universities, non-profit organizations, national parks, public media, libraries, museums, and other informal education institutions to share their work and experiences with increasing public engagement with science.
The deadline to register is February 16, 2018.
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2018 Diversity, Equity, and Inclusive Democracy: The Inconvenient Truths
March 22-24, 2018
The Westin Gaslamp, San Diego, CA
Diversity, Equity, and Inclusive Democracy: The Inconvenient Truths will explore the inconvenient truths that stand in the way of fresh and critical thinking about how institutions can prepare all students for success in work, in life, and as globally engaged citizens. The conference will provide a forum for campus practitioners, students, and stakeholders to compare current institutional frameworks and practices to the democratic ideals necessary to serve today’s nontraditional, technologically advanced, and equity-focused student population. It will examine and address the inconvenient truths experienced by faculty, staff, and administrators working to design learning opportunities that value students’ cultural wealth, recognize their lived experiences, and honor their exploration and critique of current democratic practice.
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Framing the Future of Learning Analytics and Student Success Summit
April 11-13, 2018
Indiana University Bloomington, IN
Registration and Proposal Submission is open!
The Learning Analytics Summit will foster a multi-institutional learning community (MILC) that will advance the research and application of big data and learning analytics to further student success at the course, program, and institutional level. The three-day summit will encourage faculty and staff, and the administrators who support them, to engage with learning analytics in new and innovative ways. There is no fee to attend the summit, but space is limited.
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AAC&U Institute on Project-Based Learning
June 20-23, 2018
Worcester, Massachusetts
Applications due by February 13, 2018
In partnership with the Association of American Colleges and Universities (AAC&U), WPI will host and run its fourth annual
Institute on Project-Based Learning
—a 2.5-day intensive program where teams from colleges and universities will gain knowledge about project-based learning and make tangible progress to integrate those learnings into their own curricula
.
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National STEM Education Center (NSEC) 2018 National Conference
June 6-8, 2018
Hyatt Regency Hotel, Columbus, OH
Call for proposals coming soon in January! Poster abstracts must be submitted by April 30th.
Early discount registration rates runs until April 3 ($385), at which point we will transition to regular registration until May 9 ($405), and late registration until June 6 ($425).
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Gordon Research Conference |
Novel Research in Energy Topics, and Transformative Methods for Teaching Undergraduate Students About Energy Concepts
June 10-15, 2018
Bryant University, Smithfield, RI
Applications for this meeting must be submitted by
May 13, 2018.
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2018 PKAL STEM Leadership Institute
Institute I: July 10-15, 2018
Institute II: July 17-22, 2018
The Claggett Center, Adamstown, MD
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2018 SABER National Meeting
July 27-29, 2018
University of Minnesota - Twin Cities
Call for abstracts will be in late-January, due in mid-March.
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2018 Biennial Conference on Chemical Education
July 29 - August 2, 2018
Notre Dame University
Abstract submission window is now open! Submission deadline is February 20th, 2018.
The 25th BCCE is designed to provide you with opportunities for interacting with chemistry instuctors of all levels in formal and informal settings. There will be a mixture of plenary lectures, symposia, workshops, chemical demonstrations, poster sessions, exhibits and tours of chemistry research areas.
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2018 SENCER Summer Institute
August 2-5, 2018
Santa Clara University, Santa Clara, CA
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2018 POD Network Annual Conference
November 14-18, 2018
Hilton Portland Downtown, Portland, OR
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A wealth of research literature exists on how mathematics instructors can facilitate rich, meaningful learning experiences and on what instructors can do to improve teaching and learning at the undergraduate level: Effective teaching and deep learning require student engagement with content both inside and outside the classroom. The new MAA Instructional Practices Guide aims to share effective, evidence-based practices instructors can use to facilitate meaningful learning for students of mathematics.
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Resources for Supporting Our Campuses in Politically Fraught Times
As faculty developers, we cannot control all aspects of the teaching and learning environment. Sometimes local, national, and international events send shock waves through our communities that most of us cannot ignore and that all of us—students, faculty, and staff—experience in different ways. Although we can never predict how to respond in such moments, here are a handful of resources that might help with framing conversations both in and outside of the classroom—click
HERE
.
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Featured Job Opportunities
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FEATURED LISTINGS:
HHMI Postdoctoral Scholar in Environmental DNA Research and Science Education Research & Communication
University of California, Los Angeles
HHMI Postdoctoral Scholar in Environmental DNA Research, Education, and Outreach
UC Santa Cruz
Postdoctoral Opportunities (Various Fields)
Vanderbilt University
► For more information and how to apply, see the current listings
here
.
Lecturer II, Microbiology and Immunology
University of Nevada, Reno
► For more information and how to apply, see the posting
here.
(Non-Tenure Track) Assistant Professor of STEM Education
Georgia Southern University
► Please view the job description and application procedure
here
.
Assessment and Evaluation Specialist
Cornell Center for Teaching Innovations
► Please view the job description and apply
here.
(Non-Tenure Track) Continuing Lecturer Position
Dept. of Natural Resources and Environmental Science, University of Nevada, Reno
[Application Deadline: February 16, 2018]
► Please view the job description and apply
here.
[Temporary] Academic Coordinator 1 - Introductory Biology: Ecology, Evolution, and Marine Biology
UC Santa Barabara
PREVIOUS LISTINGS:
Preparing Future Faculty Fellow Position
James Madison University
Faculty Position in Biology
University of Massachusetts Amherst
University of Pittsburgh, Department of Biological Sciences
► Foundations of Biology Lab Lecturer and Program Leader Positions
► Foundations of Biology Lecturer Position
► Foundations of Biology Lab Instructor Positions
► Biological Sciences Lecturer/Advisor Position
Lecturer in Biochemistry and Molecular Biology
University of Georgia
Science Faculty with an Education Specialty Position
Virginia Tech, Department of Biochemistry
► View position details
here
.
Please contact Glenda Gillaspy (
gillaspy@vt.edu
) for application submission details.
Instructor in Biochemistry and Biophysics
Oregon State University
Assistant or Associate Professor Position - Science Education
Fresno State, College of Science and Mathematics
► Please view the job description and application procedure
here
. (Job ID #13390)
Head of the Department of Biological Sciences
Purdue University
► Please view the job description and application procedure
here
.
Director, Endeavor Center for Faculty Development
Rollins College
Postdoctoral Scholar Position, Science Education Research
University of Nebraska-Lincoln
► Learn more and how to apply
here
.
Assistant Director, Research Programs
Florida International University
►Learn more and how to apply
here
.
Assistant Professor of Practice, Biology
University of Nebraska-Lincoln
(Two) Tenure-Track Assistant or Associate Professor Position
Department of Computer Science, San Francisco State University
Assistant Professor, Discipline Based Education Research
Auburn University
[Application Review begins December 1, 2017]
Contract/Grant Professor (Open Rank) of Science Education
Western Michigan University
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Connect with UCLA's Center for Education Innovation & Learning in the Sciences
For more information about CEILS events and resources, including a list of STEM education events from previous mailers, please visit the CEILS website at www.ceils.ucla.edu or stop by our CEILS offices in Hershey Hall (Rooms 122,126, 210 & 243).
If you wish to be added to the CEILS mailing list for future newsletters and special announcements, please send your request to
media@ceils.ucla.edu
.
Please note, this Bi-Monthly Newsletter is circulated through many departmental listservs. Most other CEILS correspondence, including special event announcements and reminders, are sent to CEILS mailing list recipients only. Thanks!
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