Dissertations / Theses on the topic 'Student support'
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Day, Chantelle. "The YACU Project: Exploring the Educational Experiences and Student Support Needs of Young Adult Carers in Australian Universities." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366970.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.
Full textLesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.
Full textPinkney, Christopher, and Christopher Pinkney. "The Student-Guided Supports Curriculum." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12548.
Full textRahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.
Full textSymonds, Ria. "Evaluating student engagement with mathematics support." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/14435.
Full textNelson, Robert E. 1945. "Homecourt: A Nondirective Student Support Group." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279264/.
Full textFryer, Lizelle. "Student support officers' perceptions of student support provision in Technical and Vocational Education and Training (TVET) colleges." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95992.
Full textENGLISH ABSTRACT: Technical and Vocational Education and Training (TVET) Colleges (Formerly Further Education and Training [FET] Colleges) in South Africa have undergone many changes since 1994. The sector has been reformed with much policy change. There are currently 50 multi-campus sites spread across South Africa. Government has realized the plight of many jobless youth. The lack of trained workers with certain scarce skills has therefore come to light in the world of work. TVET Colleges have the potential to answer this need. In 2007, a new curriculum, National Certificate (Vocational) [NC(V)] was rolled out to replace the National Assembly Training and Education Department or NATED (N1-6) qualifications. This new curriculum was described as an equivalent to Grades 10 to 12, with students generally being between the ages of 16 and 18. Most of the students enrolled for these courses hold bursaries. Of concern for this study is the low throughput rate of roughly 40% of this age group per year, since roll-out in 2007. In this generic qualitative research study framed with a constructivist paradigm, I set out to explore the student support officers’ perceptions of providing support to these NC(V) students that did not pass their courses. I made use of semi-structured individual and telephonic interviews to gather data and the respondents were selected based on their role within the college. I developed thematic networks to organize the data before analyzing it into themes. Bronfenbrenner’s bio-ecological framework served as the theoretical framework underlying my research. Findings showed that the roles of the student supporters were not clearly defined. This lead to many challenges within the performance of their roles. Student supporters thus seemed to be in constant battle to support the students. In addition, working with adolescent students in the TVET College sector also presented unique challenges, since they are a new cohort of students entering the colleges. The student supporters shared recommendations that could be considered for the development of their roles within the college sector.
AFRIKAANSE OPSOMMING: Tegniese- en Beroepsonderwys- en- Opleidingskolleges (TVET Colleges) in Suid-Afrika het vanaf 1994 baie veranderinge ondergaan. Daar is beleide in plek gestel wat hierdie sektor herskep het (tot onlangs bekend as verdere Onderwys en Opleiding). Daar is huidiglik 50 TVET Kolleges regoor Suid-Afrika. Die regering het besef dat daar baie jongmense sonder werk is. Dit het aan die lig gekom dat daar ’n tekort aan opgeleide mense met sekere vaardighede is. Die TVET Kolleges is geïdentifiseer as die plek waar hierdie opleiding aangebied kan word. In 2007 is ’n nuwe kurrikulum by TVET Kolleges bekend gestel. Die doel was dat dit die ou NATED (N1-6) kursusse vervang en dat dit vir jonger studente opgestel is. Hierdie kurrikulum is die NCV (Nasionale beroepsgerigte Sertifikaat) genoem. Die studente is dan tipies besig om hul Graad10-12 by die Kollege te voltooi en is tussen die ouderdomme van 16-18. Die meeste studeer met ’n beurs. As daar nou teruggekyk word na die slaagsyfer van hierdie NVC kurrikulum vanaf 2007, is die gemiddeld 40%. Dit is iets waaroor die media gereeld rapporteer. In hierdie generiese kwalitatiewe navorsingstudie met ’n konstruktivistiese paradigma, het ek besluit om ondersoek in te stel oor die persepsies van die studenteondersteuners oor hul rol as ondersteuners vir hierdie groep jonger NCV studente wat sukkel om te slaag. Ek wou verstaan wat studentondersteuning binne die TVET Kolleges beteken. Ek het gebruik gemaak van semi-gestruktureerde onderhoude met persone binne die rol van studenteondersteuners. Die resultate is volgens temas geanaliseer en georganiseer. Bronfenbrenner se bio-ekologiese raamwerk het gedien as die teoretiese raamwerk wat die navorsing rugsteun. Die resultate het aan die lig gebring dat die studenteondersteuners se rolle nie duidelik omskryf was nie en dat hulle konstant moet baklei om die student te kan ondersteun. Die nuwe adolessente wat nou deel uitmaak van die studentestelsel het ook unieke uitdagings, aangesien hulle ’n nuwe ouderdomsgroep is wat nou ondersteun moet word. Die resultate gee ook aanbevelings weer wat deur die studenteondersteuners gemaak is ten opsigte van die uitvoer van hul rol binne hul spesifieke TVET Kollege konteks.
Goans, Christian R. R. "Racial/Ethnic Differences in Social Support." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799548/.
Full textMunguia, Marina. "The Impact of Parental Support on Social Work Students' Well-Being." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/843.
Full textRattananuntapat, Malinee. "Student financial support in Thai higher education." Master's thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/3376.
Full textEste estudo procura analisar as percepções dos administradores de acção social em relação às políticas de apoio financeiro aos alunos, nomeadamente: “Government Scholarship Schemes, Student Loan Fund Schema (SLF) e Income Contingent Loan Scheme (ICL)”. Estes sistemas são providenciados aos alunos de formação inicial através das instituições de ensino superior. Foi elaborado e administrado um questionário a todos os administradores cujos dados foram submetidos a análise quantitativa e qualitativa. Dos 141 questionários distribuídos 73 foram devolvidos o que representa uma taxa de resposta de 52%. Os dados revelam a existência de um forte consenso nos administradores relativamente aos assuntos em análise. Em geral, os administradores reconhecem a importância das políticas e os seus efeitos na sociedade, no sistema e nas instituições. A análise revela a existência de percepções positivas em relação aos resultados das políticas e desejos para melhorar a concepção administrativa. Os sistemas de apoio aos alunos foram percepcionados como possuindo papéis e características distintas. Entre estes, o SLF é percepcionado como o mais adequado para o sistema de ensino superior Tailandês, enquanto o ICL corresponde ao que tem níveis menos satisfatórios para estes administradores. As percepções dos administradores foram reveladas tanto com base em questões fechadas como abertas tratadas com base em análise quantitativa e qualitativa. ABSTRACT: This study explores the perceptions of student affair administrators concerning the role of three student financial support policies consisting of: Government Scholarship schemes, Student Loan Fund scheme (SLF), and Income Contingent Loan scheme (ICL) which Thai government provided for undergraduate students and their implementation in the higher education institutions. A survey instrument was developed and administered for quantitative and qualitative analysis. 73 of the possible 141 surveys distributed were returned for an overall response rate of 52%. The findings in this study revealed that a general consensus exists among the student affair administrators. In general, the administrators realized the importance of the policies and their effect on the society, the higher education system and its institutions. The analyses showed positive perceptions on the outcomes of the policies and desired for improvement on the policies administration. Each student support policy had its own distinctive roles and characteristics. Among these, the SLF was chosen to be the most suitable policy for the Thai higher education system. While most administrators revealed that they were not quite satisfied with the ICL policy. Their similar perceptions were shown in both numerical responses (rating) and findings from open questions.
Kerr, Sharon. "White Questions—Black Answers: Effective Inclusion of Indigenous Students with a Disability into Higher Education in Australia." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27386.
Full textZickar, Justin Michael. "The Effect of Veteran Student Support Services on Veteran Students' Academic Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7102.
Full textZhang, Minxuan. "Concepts of equity and policies for university student financial support Chinese reforms in an international context /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295946.
Full textWilliams, Glenda Guenther. "A Comparison of At-Risk Students Receiving an Academic Support Program with At-Risk Students Receiving no Academic Support Program." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278636/.
Full textKennebeck, Melanie Marie. "Peer Support and Academic Resiliency for Recently Relocated High School Student." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7680.
Full textAmy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
Full textThis qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Bostwick, Richard. "University Student Support Systems, Help-Seeking Behaviour And The Management Of Student Psychological Distress." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1458.
Full textMiao, Angelina Yinzi. "How do student entrepreneurs use the business support? : A study of student entrepreneurs and Drivhuset at Linnaeus University, Växjö." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35638.
Full textBailey, Lynn Russell. "Teacher perceptions of student support team and response to intervention." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
Full textBannister, Stephanie J. "The experiences of non-traditional students utilizing student support services : a qualitative study." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1332.
Full textVan, Heerden Maria Susanna. "Providing and managing student development and support in higher education in a developing country." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07212009-144105.
Full textLee, Walter Curtis. "Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51680.
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Pollastro, Brittany. "NCAA injured student athletes' perception of social support." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/855.
Full textHobbs, Amanda Frazier. "Student support teams in the public high school /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/hobbsa/amandahobbs.pdf.
Full textSutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.
Full textDroege, Kelly Marie. "Nontraditional students' perceptions of student support services at the University of Wisconsin-Stout." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007droegek.pdf.
Full textMartin, Romana. "M-learning and student engagement: Factors that support students' engagement in m-learning." Thesis, Martin, Romana (2011) M-learning and student engagement: Factors that support students' engagement in m-learning. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/9347/.
Full textMonzalve, Manuel. "EXAMINING THE RELATION BETWEEN CONTEXTUAL FIT AND IMPLEMENTATION FIDELITY ON BEHAVIOR SUPPORT PLANS AND STUDENT OUTCOMES." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20684.
Full textTheodorakakis, Maria D. "Teachers’ Perceptions of Support in a Comprehensive Student Support Intervention: A Mixed-Methods Analysis." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107713.
Full textThe out-of-school factors that low-income children face can impact their wellbeing and ability to learn (Rothstein, 2010), leading to low academic performance, and, in turn, high levels of stress among their teachers. One of the numerous potential strategies that exist to address this problem is the implementation of systemic student support interventions, which are hypothesized to support teachers in addition to students (Ball & Anderson-Butcher, 2014). Using the City Connects intervention as an example of a comprehensive, systemic student support intervention that has demonstrated positive effects for students, this dissertation study examines the impact of this same intervention on teachers. The study used data obtained from annual surveys administered to all teachers in public schools (across several districts) where the City Connects intervention was implemented. The sample consisted of 656 responses from teachers in Boston Public Schools that were participating in the City Connects intervention during three designated school years (2012-13, 2013-14, and 2015-16). The study implemented a mixed-methods approach that allowed for an in-depth analysis of teachers’ perceptions of support from the City Connects intervention through both quantitative and qualitative data sources. Following exploratory and confirmatory factor analyses of the survey instrument itself, survey data was analyzed using the Validating Quantitative Data Model (Creswell & Plano Clark, 2007), in which quantitative findings were confirmed and expanded upon through analysis of data from a small number of open-ended survey questions. The results of this dissertation study support the continued use of systemic student support interventions in schools, as data confirm that teachers in schools with City Connects report being supported by the intervention. These results hold for veteran teachers who have been teaching for over sixteen years and have participated in the City Connects intervention for over ten years. Ultimately, the findings of this dissertation study suggest that, in addition to leading to positive changes in students’ developmental trajectories, student support interventions can improve the experiences of other members of the school community
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Milks, Andrew E. "Social Support Factors Affecting Engineering Technology Student Intent to Persist." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542408042160873.
Full textAlston, Allyson. "Are community colleges going the distance? : an assessment of student support services for Texas community or technical colleges /." View online, 2006. http://ecommons.txstate.edu/arp/103.
Full textCoetzee, E. "Student mentors: supporting learning and living at tut." Tshwane University of Technology, 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001660.
Full textParrent, Condoa M. Newsom Ron. "Resiliency and the successful first-generation community college student identifying effective student support services /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3630.
Full textBarkas, Linda Anne. "Widening participation and student literacy : the complex and contested role of student support centres." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020582/.
Full textParrent, Condoa M. "Resiliency and the successful first-generation community college student: Identifying effective student support services." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3630/.
Full textMichel, Evan Burton. "Connecting the Dots: Enhancing Outcomes for Students with Emotional Disturbance through Integrated Student Support." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109085.
Full textOut-of-school factors including poverty, mobility, and violence contribute to student learning and development where need often influences negative outcome gaps over time (Coalition for Community Schools, 2018; Mattison & Aber, 2007; Moore, 2014; Moore & Emig, 2014). A subset of students face these and additional challenges with emotional disturbance (ED). The ED designation is a strong predictor of poorer outcomes even with special education practice in place (de Voursney & Huang, 2016; IDEA, 2004; Lewis et al., 2017; Moore et al., 2017; Olivier et al., 2018). These findings heighten calls to reform support systems around students, especially those students facing the most need. Integrated Student Supports (ISS) emerged as a systemic approach to comprehensively service in and out-of-school needs (Moore, 2014; Moore & Emig, 2014; Lee-St. John et al., 2018; Moore et al., 2017). However, limited research exists on the impact of tandem ISS services on special education accommodation for students with ED. This study focused on an approach to ISS, City Connects, on academic and behavior outcomes for students with ED impairment. City Connects offers tailored support for the whole child and implementation has resulted in positive outcomes (City Connects, 2010, 2012, 2016, 2018, 2020; Walsh et al., 2014). The study had two aims. First, to determine if students with ED designation (N=4,427) scored lower on academic and thriving outcomes than students never in special education (N=14,475). The second was to assess if ever participating in City Connects (N=5,067) moderated the relationship between ED impairment and outcomes. School-fixed effects regressions assessed these aims. Results revealed that students with ED scored significantly lower across all outcomes. Analyses for the second study aim were variable. Math scores were significantly higher for City Connects students than children without these supports. Writing and MCAS-ELA scores did not significantly differ between the two groups. Reading and behavior marks were significantly lower for City Connects students. The predicted moderation of City Connects only met significance for reading scores. Findings partially support hypotheses and promote greater attention to investigations of subsets of students and the mechanisms behind the response to City Connects and ISS more broadly
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Slaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
Full textThis qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Clements, Andrew James. "Commitment in students training for caring professions : a focus on student nurses' experience of support." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/233630.
Full textChan, Sau-chuen Jenny, and 陳秀川. "Wireless technology use in schools to support student learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741655.
Full textOberoi, Sharad. "Towards a Framework to Support Engineering Design Student Projects." Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/444.
Full textMorgavi, Anna Claudia. "Student support in higher education : an organisational case study." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434951.
Full textFallon, Elizabeth B. "Academic Motivation and Student Use of Academic Support Interventions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811.
Full textRuth, David A. Haslam Elizabeth L. "An investigation into the need for co-curricular student services for distance education students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/499.
Full text張民選 and Minxuan Zhang. "Concepts of equity and policies for university student financial support: Chinese reforms in an internationalcontext." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242674.
Full textNewell, Emily Marie. "The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977855.
Full textFazel, Maryam, Mohammad Fazel, Nora Bedrossian, Fernando Picazo, and Merri Pendergrass. "A student-implemented elective to improve medical student confidence in providing diabetes self-management support." DOVE MEDICAL PRESS LTD, 2016. http://hdl.handle.net/10150/621998.
Full textFischer-Kinney, Julie A. "Biracial/Multiracial Student Perceptions of Student Academic Support Services at a Predominantly White Public Institution." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352935721.
Full textGrogg, Kathryn Rogers. "Preservice Teacher Perspectives on Prereferral Intervention and Student Support Teams." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/33.
Full textDuncan, Lucila Diaz. "Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4803.
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