Artykuły w czasopismach: „Education (Sectarian)”

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Ali, Madad, Seema Zubair, Aman Ullah, Mahrukh Shakir, Maryam i Sadaf Kalsoom Khattak. "LIVING WITH TERROR NOT LIVING IN TERROR: RELIGIOUS FACTORS AFFECTING PEACE IN PAKISTANI AREAS OF SECTARIAN VIOLENCE". Humanities & Social Sciences Reviews 9, nr 3 (3.05.2021): 129–34. http://dx.doi.org/10.18510/hssr.2021.9314.

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Problem and aim of the study: This study is set out to investigate the impact of misinterpretation of religious education on sectarian violence in District Hangu. Research methods: Primary data regarding religious education and its role in sectarian violence was collected through a semi-structured questionnaire. The sample size of 279 respondents from three selected villages of District Hangu was randomly selected through the proportional allocation method. The level of significant relationship of the study variables was determined through the Chi-Square test at the Bivariate level analysis. At the multivariate level analysis sect and education were used as controlled variables. Results: Results show that religious education has a significant role in generating sectarian violence as the observed value of 27.617 as strongly significant at a 1% level of significance. Moreover, the findings of the study revealed the relationship between madrasas’ education and sectarian violence as significant ( ≤ 0.05) for both groups i.e., literate, and illiterate. Application of the study: This empirical work is useful in policy planning for the institutionalism of religion. Notwithstanding, a policy for formal registration of all religious madrassas is the need of the day. The present study highlights that extremist literature should be banned in madrassas and there should be a proper syllabus for these institutions. The uniformity of religious education including modern education in their syllabus might be beneficial in this regard. Further, it is needed to focus on the development of underdeveloped areas of Pakistan and encourage cross religion and sects’ dialogue. Originality and Novelty of the study: In Pakistan, the phenomena of sectarian violence have received limited attention in the literature. The existing empirical work in this area is primarily concerned with the political and social aspects of sectarian violence. Thus, the present study contributes to the existing body of knowledge by empirically exploring the issue of sectarian violence from a religious perspective. In this study, a novel method has been applied to determine the impact of religious education on sectarian violence by controlling the background variables of sect and education of the study participants. Such an application of the novel method is believed to enhance the validity of this study and vividly expose the role of sects in the sectarian violence in the research site.

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McArthur, Benjamin. "Prejudice, pride, and sectarian schools". Academic Questions 18, nr 3 (wrzesień 2005): 65–72. http://dx.doi.org/10.1007/s12129-005-1019-8.

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Baytiyeh, Hoda. "Has the Educational System in Lebanon Contributed to the Growing Sectarian Divisions?" Education and Urban Society 49, nr 5 (19.04.2016): 546–59. http://dx.doi.org/10.1177/0013124516645163.

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The sectarian structure of the Lebanese political system has contributed to periods of sectarian violence and wars over the past four decades. This article highlights the origin of sectarianism in Lebanon and discusses how public and religious schools in the country have reinforced sectarian divisions in the Lebanese society. This is a conceptual article showing that the existing poor educational policies and approaches have de-emphasized national identity and permitted the establishment of religiously segregated schools leading to the growth of sectarian divisions among the Lebanese communities. Better educational approaches are thus necessary for the creation of responsible and socially aware citizens, as well as a culture of tolerance within the country. The article proposes educational reforms, such as the greater implementation of citizenship education, the diversification of school communities, and the promotion of interaction among students from different religious backgrounds as an effective strategy that can build social cohesion and reduce future sectarian violence in Lebanon. As Lebanon is highly susceptible to regional and internal political crises, a long-term educational strategy must be developed to protect children from future hazards of sectarian hatred and violence.

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Meyer, Agnes E. "The Public School and Sectarian Religion". Educational Forum 60, nr 1 (31.03.1996): 10–13. http://dx.doi.org/10.1080/00131729509335082.

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Ashraf, Muhammad Azeem. "Exploring the Potential of Religious Literacy in Pakistani Education". Religions 10, nr 7 (15.07.2019): 429. http://dx.doi.org/10.3390/rel10070429.

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Religious education is a compulsory subject in Pakistani schools in which students learn basic knowledge about Islam without exploring the sectarian differences between each sect of Islam. The division of Muslims into Sunni and Shia and the further division of Sunni Muslims into different sects has caused massive sectarian violence in Pakistan. This study uses qualitative methods to explore the possibility of engaging with religious literacy and religious education to explain the purpose, contents, and practical application of religious education and to mitigate existing challenges linked to religion in Pakistan. Even though religious education does not support sectarian differences, individual opinions about sectarian differences are still a major component of divisiveness in Pakistani society. Through interviews with 25 teachers from different levels of education (six primary school teachers, five high school teachers, five college teachers, five university teachers, and four religious school teachers), in this article, I argue that teachers of religious education in schools are neither following a common faith in teaching religious education nor are they in full agreement on providing equal rights to all students of different religious beliefs. Rather, most believe in their personal ideology centered on their own particular religious sect that largely rejects the concept of religious literacy. There is a need for evaluation and improvement of the teaching and learning of religion in schools in order to explain misperceptions about its practical application as well as to engage religious education with diversity.

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Markwood, Christopher L. "State Constitutions and State Aid to Sectarian Education". Religion & Education 22, nr 1 (czerwiec 1995): 31–47. http://dx.doi.org/10.1080/15507394.1995.11000795.

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Richardson:, Norman. "Religious Education as Peace Education: A Perspective from Northern Ireland". ΕλΘΕ/GjRE 5, nr 2 (2022): 31–46. http://dx.doi.org/10.30457/050220223.

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The role of religion in schooling in Northern Ireland has long been contentious and has often been represented as a major factor in the region’s conflicted sectarian history. Religious Education (RE) in schools is predominantly Christian in style and content, often largely instructional in nature and is perceived to be representative of one or other of the dominant cultural communities. Yet, throughout the decades of political conflict and right up to the present, some educators have proposed pedagogies and developed resources towards a conception of RE as a major contributor to peace and community cohesion. This study sets out the background to this situation and outlines the obstacles and challenges to a Religious Education focused on building peace through improving good relations in the local sectarian context as well as in relation to the wider context of race and inter-religious relationships. It draws on a range of research and on-going qualitative studies, based on interviews and questionnaires, focusing on the attitudes and experiences of serving teachers, student teachers, parents and members of minority ethnic-cultural communities. In particular, it highlights attitudes to diverse learning beyond traditional confines and to the levels of pedagogical confidence of educators in dealing with potentially controversial topics in the classroom. Overall findings in Northern Ireland have indicated significant teacher wariness about tackling such topics but also a growing openness to the possibility of moving towards a more inclusive and professional approach to the teaching of RE. These views are analysed and some options for further research and professional development are proposed and discussed.

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Taras, Maddalena. "Assessment for learning: sectarian divisions of terminology and concepts". Journal of Further and Higher Education 32, nr 4 (listopad 2008): 389–97. http://dx.doi.org/10.1080/03098770802395892.

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Feinberg, Miriam, Olivia N. Saracho i Bernard Spodek. "Identifying sectarian content for Jewish Early Childhood educational programs". International Journal of Early Childhood 22, nr 2 (wrzesień 1990): 23–38. http://dx.doi.org/10.1007/bf03174661.

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Imran, Muhammad. "Exploring the Role of Hate Speech in Anti-Religious Discourse in Pakistan". Spry Journal of Literature and Linguistics 1, nr 2 (lipiec 2023): 113–32. http://dx.doi.org/10.62681/sprypublishers.sjll/1/2/4.

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Introduction: Religious extremism poses a significant threat to global communication, with sectarian divisions in Pakistan intensifying during the Muharram holiday. This surge in sectarian hate speech on social media, especially between Shia and Sunni groups, highlightsthe need for understanding its demographic influences. Methodology: This study employs the Uses and Gratification theory to explore the relationship between user demographics and the dissemination of hate speech on social media. A 5-point Likert scale questionnaire was distributed to 200 Facebook users to assess the impact of gender, education level, and socioeconomic status on hate speech directed at particular groups. Results/Findings: The findings indicate that sectarian hate speech is disseminated by individuals from various sects, with a significant correlation between religious affiliation and the spread of hate speech. Higher educational attainment and socioeconomic status were found to influence the likelihood of sharing hostile content, with financially stable and well-educated individuals sharing less. Future Direction: Future research should focus on the role of online discussions in mitigating hate speech and fostering respectful communication. Promoting education, financial stability, and constructive dialogue can contribute to a more positive online environment

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Elmore, John M. "Exclusion, Alienation and the Sectarian Mind: Critical Education versus Dogmatic Training". Power and Education 6, nr 1 (styczeń 2014): 73–83. http://dx.doi.org/10.2304/power.2014.6.1.73.

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Fenin, Scott Ellis, Sharon A. Gibb, E. Vance Randall i Ellen Stucki. "From Sectarian to Secular Control of Education The Case of Newfoundland". Journal of Research on Christian Education 10, nr 2 (wrzesień 2001): 411–30. http://dx.doi.org/10.1080/10656210109484926.

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Johnson, C. D. ""Sectarian Nation": Religious Diversity in Antebellum America". OAH Magazine of History 22, nr 1 (1.01.2008): 14–18. http://dx.doi.org/10.1093/maghis/22.1.14.

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Bruce, Steve, i Tony Glendinning. "Sectarianism in the Scottish Labour Market; what the 2011 Census Shows". Scottish Affairs 26, nr 2 (maj 2017): 163–75. http://dx.doi.org/10.3366/scot.2017.0176.

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As disadvantage can have causes other than discrimination, its presence cannot prove discrimination. However, the absence of patterns of disadvantage in large data sets would be very strong evidence against the presence of sectarian discrimination. In this paper we analyse data on religion, social class, education, gender and region from the 2011 Scottish census. Against those who argue that sectarianism is endemic in the west of Scotland, we find no sectarian association between religion and social class among people at the peak age of their labour market involvement. The class profiles of people in the Other Religion categories are unusual but the profile for Catholics is pretty much the same as for Other Christians. That this analysis involves 487,694 people gives us confidence that the results are robust. Hence we conclude there is no evidence that the Scottish labour market is characterised by sectarian discrimination. We would like to acknowledge the assistance of the staff of the office of the Registrar General for Scotland who kindly provided us with the census data.

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Pace, Judith L. "Preparing teachers in a divided society". Phi Delta Kappan 99, nr 4 (27.11.2017): 26–32. http://dx.doi.org/10.1177/0031721717745552.

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In a divisive age, how do we support beginning teachers in taking up the challenge of teaching controversial topics and creating classroom environments that promote civil discourse? For insights, the author looked to the work of teacher educators in Northern Ireland, a region that is still affected by many generations of intense sectarian conflict. Their practices, she argues, offer timely lessons to educators in the U.S.

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Rud, Anthony G. "Moral Consideration Regarding the Arizona Tax Credit Law". education policy analysis archives 8 (1.08.2000): 39. http://dx.doi.org/10.14507/epaa.v8n39.2000.

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I begin by commenting on the language used, both by the Arizona tax credit law, and by our commentators, and then turn to a discussion of a factor I believe fuels the impetus for sectarian education. I end with a consideration of questions related to the social, cognitive, and moral costs of such privatization, in contrast to a democratic commitment to education.

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Abdulagatov, Zaid. "THE INFLUENCE OF FOREIGN ISLAMIC EDUCATION ON THE RELIGIOUS CONSCIOUSNESS OF MOSLEMS OF DAGHESTAN (ENDING. OPENING IN № 3 (309), 2020)". Russia and the moslem world, nr 4 (2020): 26–42. http://dx.doi.org/10.31249/rmw/2020.04.02.

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Author based on historical facts showed that foreign Islamic education Caucasians was a problem for the Russian government in the early XX century. According to historical data, assessments and data of a small opinion poll in the article concluded that the current foreign Islamic education contributes to changes in the religious identity of Moslems of Daghestan in the direction of their consciousness salafisation. Thus, the foreign Islamic education enhances sectarian tensions in the country.

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Belkhiri, Salima Mouhammed. "The Extent of Confronting Sectarian Intolerance in the Philosophy Course from the Perspective of Second Year High School Pupils in Tebessa, Algeria". Journal of Social Studies 25, nr 2 (29.08.2019): 25–49. http://dx.doi.org/10.20428/jss.v25i2.1539.

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The purpose of this study was to find out whether the philosophical texts of the Philosophy Curriculum for the second year of high school pupils in Tebessa, Algeria were written in a manner that makes pupils able to overcome sectarian intolerance. It also aimed to find out the role of the evaluation process in terms of tools and methods adopted in the course to achieve the set objectives of the curriculum. To achieve the study objectives, the descriptive exploratory method was followed, and a questionnaire for data collection, developed by the researcher, was used after checking its validity and reliability. The study sample consisted of (190) male and female pupils, who were selected by the complete census method. The findings of the study revealed that the content of the curriculum relatively supports the ability to overcome sectarian intolerance, and that the process of evaluation contributes to the achievement of the intended objectives. The study concluded the need to pay more attention to the philosophy texts that strengthen the ability to overcome sectarian intolerance among pupils. The study also stressed the need to increase the number of times for evaluating the philosophy course. Keywords: philosophical thought, philosophy curriculum, religious intolerance, evaluation, high school education.

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Vera, Kliueva. "From the Enemy to the Deluded: Soviet Representations of Images of Evangelical Believers." TECHNOLOGOS, nr 1 (2023): 81–92. http://dx.doi.org/10.15593/perm.kipf/2023.1.06.

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The article is devoted to the formation of the image of a sectarian (which means evangelical believers), carried out within the framework of anti-religious propaganda in the Soviet Union. The concept of "sectarian" in the state-public discourse was initially loaded with a negative meaning. The analysis of texts focused on criticism of Evangelical-Baptist believers and Pentecostals allows us to identify ideas about the religious life in the Soviet Union and the mentality of the society and the principles of interaction of various social groups. The image of a dissident believer who did not fall within the framework of recognized religiosity was constructed and supported by the efforts of state ideology through the education system and the media. The research question of the article is devoted to identifying the evolution of the image of evangelical believers in the public space and the dynamics of changes in the components of the image of believers throughout the Soviet period. Antireligious and atheistic publications played a special role in creating a certain perception system. Soviet propaganda replicated a stable set of qualities attributed to the so-called "sectarians". This set included the following qualities: ideological alienation, anti-Soviet views, espionage, religious extremism, pacifism, raising children within the anti-Soviet ideology. In the 1970s and 80s, the concept of "religious extremism" was added accusing those who ignored legitimation (refusing to register or not complying with it). Some religion researchers have tried to change the attitude both to the evangelical believers themselves and to the concept of "sectarians" used. The shift of emphasis in the interpretation of the image of a believer became possible in the 1960s, when the concept of "sects" was introduced into the space of science as neutral. Despite repeated attempts to present believers as part of Soviet reality, negative connotations regarding evangelical believers have become firmly entrenched in the Soviet public consciousness. The sources for the article were a variety of textbooks for propagandists and agitators; atheistic reference and scientific publications devoted to the history of religion and atheism, as well as regional (West Siberian) newspapers, reports of local branches of the Union of Militant Atheists, operational notes of the NKVD/KGB were used to illustrate certain provisions.

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Lang, Daniel W. "Canadian Higher Education and the Carnegie Foundation for the Advancement of Teaching Pension Plan". Canadian Journal of Higher Education 52, nr 2 (1.07.2022): 31–51. http://dx.doi.org/10.47678/cjhe.v52i2.189217.

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When the Carnegie Foundation was established in 1905, universities in Canada and Newfoundland were eligible for grants, on strict conditions that were seen by some as “colonial,” “continentalist,” or “imperial” intrusions on autonomy; for example, a Carnegie plan to create a federation of Maritime universities. This is a study of how Canadian universities found ways to comply with the requirement, of the compromises they had to make, or chose not to make, in governance, and of an ultimateshift in balance from sectarian to secular, and independent to publicly supported.

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Myntti, Cynthia. "Civic Engagement in a Challenging Political Context". Journal of General Education 62, nr 4 (1.12.2013): 238–46. http://dx.doi.org/10.5325/jgeneeduc.62.4.238.

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Abstract This essay uses the experience of one community engagement program at the American University of Beirut (AUB), a prominent private university in Lebanon, to reflect on the value and challenges of civic engagement in a non-Western context. It describes the Lebanese sectarian political system, provides an overview of the AUB Neighborhood Initiative, and comments on the unique role universities can play in the making of citizens in such a context. Contributing to practical problem-solving outside the walls of the university is the first important step in this process.

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Kurnialoh, Nasri. "Pendidikan Agama Islam Berwawasan Inklusif-Pluralis". INSANIA : Jurnal Pemikiran Alternatif Kependidikan 18, nr 3 (15.12.2013): 389–404. http://dx.doi.org/10.24090/insania.v18i3.1468.

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Abstract: In countries with multi-ethnic consists of religion, and race such as Indonesia, the role of Islamic religious education is very important and strategic. See sectarian conflict based on culture, ethnicity, race and religion going on in our society, it seems the paradigm of inclusive vision of Islamic education which emphasizes the concept of pluralism in sosial life need to be developed. Furthermore, Islam is an inclusive religious education should provide a comprehensive understanding of religion through teaching with respect religious differences without losing identity as followers of a particular religion. Keywords : Islamic Education, Inclusive, Pluralist.

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Arnold, Gordon B. "Symbolic Politics and Institutional Boundaries in Curriculum Reform: The Case of National Sectarian University". Journal of Higher Education 75, nr 5 (wrzesień 2004): 572–93. http://dx.doi.org/10.1080/00221546.2004.11772338.

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Arnold, Gordon B. "Symbolic Politics and Institutional Boundaries in Curriculum Reform: The Case of National Sectarian University". Journal of Higher Education 75, nr 5 (2004): 572–93. http://dx.doi.org/10.1353/jhe.2004.0027.

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Preville, Joseph Richard. "Catholic Colleges, the Courts, and the Constitution: A Tale of Two Cases". Church History 58, nr 2 (czerwiec 1989): 197–210. http://dx.doi.org/10.2307/3168724.

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Of the forces that have shaped contemporary American Catholic higher education, few have been more generative or influential than the proceedings of two court cases which tested the constitutionality of direct government aid to sectarian and church-related colleges and universities. These two court cases were Horace Mann League v. Board of Public Works (1966) and Tilton v. Richardson (1971). The impact of these judicial rulings over the radical transformation and substantive reform of American Catholic higher education during the past quarter of a century is the subject of this article.

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Frolov, Dmitriy I. "On the issue of legal status of spiritual Christians Molokans in the Russian Empire". Tambov University Review. Series: Humanities, nr 184 (2020): 129–35. http://dx.doi.org/10.20310/1810-0201-2020-25-184-129-135.

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The purpose of this work is to give a brief analysis of the legal status of spiritual Christians Molokans in the Russian Empire, following the dynamics of state legal regulation. The problem of the individual sectarian groups status remains little studied in both domestic and foreign literature, which determines its relevance. We use the following research methods: chronological, problem and analytical. We analyze the norms of administrative and criminal law in force in the 19th - early 20th centuries in the Russian Empire, which regulate the rights and obligations of subjects assigned to the Molokan sect. The analysis showed that the legal impact of the state on the Molokans was repressive and causal throughout most of the studied period. Only the reign of Alexander I was marked by a loyal attitude towards sectarians. After the revolutionary events of 1905, a number of civil and religious freedoms were granted to the Molokans, however, one cannot speak of the religious equality of all subjects during this period. After 1905, specialized acts were passed regulating the procedure for registering communities, holding conventions, organizing religious education, and other areas of public relations.

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Poe, Harry Lee. "Issues related to spirituality and the search for truth in sectarian institutions of higher education". New Directions for Teaching and Learning 2005, nr 104 (2005): 59–66. http://dx.doi.org/10.1002/tl.214.

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Collier, Trent. "Revenue Bonds and Religious Education: The Constitutionality of Conduit Financing Involving Pervasively Sectarian Institutions". Michigan Law Review 100, nr 5 (marzec 2002): 1108. http://dx.doi.org/10.2307/1290504.

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Klevtsova, O. V. "The main directions of the fight against schismatic movements in the second half of the 19th century in the Russian Empire at the state and church levels". History: facts and symbols, nr 4 (20.12.2023): 108–18. http://dx.doi.org/10.24888/2410-4205-2023-37-4-108-118.

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Introduction. In the modern world, there are different directions of faiths. Christianity, Islam and Buddhism are the main religions, but there are separate groups of people who, under the influence of odious leaders, form independent currents that differ from traditional faiths. One of the oldest sects – Jehovah's Witnesses today includes from 8 to 9 million people. Efforts are being made at the State level to preserve the unity of the Russian Orthodox Church and strengthen the basic spiritual values. With the adoption of the decree of November 9, 2022 "On the approval of the Foundations of State Policy for the preservation and strengthening of traditional Russian spiritual and moral values", the main moral guidelines underlying the all-Russian civic identity were fixed at the legislative level. In this regard, the problem of studying the history of the emergence of sectarian and schismatic movements, analyzing the degree of harmful influence on the development of society, the state and the position of the Church remains relevant. This article is devoted to the analysis of state and Church policy in relation to sectarian and heretical movements in Russia. The author studies legislative policy, church literature, analyzes the results of research by pre-revolutionary authors on this issue. Materials and methods. The main sources of the work are the "Code of Criminal and Correctional Punishments", legislative acts, the results of the First All-Russian Population Census for 1897, as well as the study of the ethnographerfiction writer Pavel Melnikov "Letters about the split". The analysis of sources made it possible to study the process of tightening the fight against heresy and determine the principles of its division according to the degree of harmfulness. Results. The author comes to the conclusion that the reasons for the beginning of heretical movements lie in attempts to reform the system of statechurch relations, as well as in the active penetration of foreign culture and religion into Russian soil. The attempts made to violently combat heresy did not give the expected results. Sectarians skillfully disguised themselves as ordinary parishioners and even visited temples. Only through the joint efforts of the Church and the state was it possible to restrain the mass withdrawal from the bosom of Orthodox culture. Conclusion. A new wave of large-scale reform of state-confessional relations contributed to the weakening of control and legalization of sectarian activities, including in the field of education. The temporary truce of the authorities and religious organizations from 1905 to 1917 allowed the creation of an entire Old Believer educational system. At the same time, the Old Believers had absolute freedom and only some communities received legal status.

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Walker, Graham. "The Orange Order in Scotland Between the Wars". International Review of Social History 37, nr 2 (sierpień 1992): 177–206. http://dx.doi.org/10.1017/s0020859000111125.

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SummaryThis paper focuses on the theme of religious conflict within the working class in inter-war Scotland. It pays particular attention to the Protestant working class of the industrial lowlands and to the role of the exclusively Protestant secret society of Irish origin, the Orange Order. It attempts to explain why the inter-war period saw an upsurge in membership of sectarian organisations like the Orange Order and their activities; and at the same time was notable for a broadening of Labour Party support among the working class which transcended religious divisions. It argues that sectarian and class loyalties often went together and in some ways reinforced each other. The Orange Order leadership's Conservative politics is stressed but it is contended that the Order's appeal to the working class was to a large extent based on issues such as education and mixed marriages and perceived Irish Catholic immigration, issues which did not break down neatly into party political terms. It is argued that the Orange Order's social role was of great significance in this period of economic austerity and mass unemployment.

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Lopez-Humphreys, Mayra, i Beverly Araujo Dawson. "From Education to Action: The Immediate and Long-Term Results of Intergroup Dialogue on BSW Students' Social Justice Activity". Journal of Baccalaureate Social Work 19, nr 1 (1.01.2014): 31–43. http://dx.doi.org/10.18084/basw.19.1.5g7l07512351xm50.

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This article examines the effect of intergroup dialogue (IGD) on BSW students’ levels of social justice activity a year after completing the course. Twenty- seven undergraduate social work students on two campuses of a sectarian college completed surveys that ranked their levels of activity along the McClintock Action Continuum immediately after and a year after participating in an IGD program. Students self- reported a significant increase in social justice actions a year after IGD participation. Implications for research and social work education are discussed.

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Abid Ali Abid, Savera Shami i Dr. Ayesha Ashfaq. "Facebook and Hate speech: Analyzing Relationship between Consumers' Attributes and Islamic Sectarian Content on Social Media in Pakistan". Journal of Islamic Thought and Civilization 11, nr 1 (29.06.2021): 453–62. http://dx.doi.org/10.32350/jitc.111.2.

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Religious extremism has been one of the major areas of concern for communication scholars throughout the world. In Pakistan, the form of sectarian division on the ideological occasion of Muharram has always been observed. As a result, a lot of hate speech has been used on social media by the followers of Shia and Sunni sects. This study not only aims to determine a relationship between the demographics of the users who post the hateful materials on the social media regarding any sect, it also aspires to investigate whether the socio-economic background, education or gender plays any role in determining the level of hate speech against any sect. For this purpose, while drawing upon the theory of Uses and Gratification, a sample of 100 users of Facebook were surveyed through a questionnaire developed on 5- point Likert scale. It was found that the people from different sects like to post and share the sectarian hate speech. The study found that there was a strong relationship in the level of religiosity and posting of hate speech, however, the more the tilt towards religious practices, the more users post hateful speech on Facebook pages, Furthermore, it was also found that the education level and socio- economic status also play important role in this arena; the better they live (more household income and more study), the lesser they post such hateful material.

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Batugal, Maria Leodevina C. "Organizational Culture, Commitment and Job Satisfaction of Faculty in Private-Sectarian Higher Education Institutions (HEIs)". World Journal of Education 9, nr 2 (25.04.2019): 123. http://dx.doi.org/10.5430/wje.v9n2p123.

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This study explored the organizational culture, organizational commitment and job satisfaction of the faculty membersof the St. Paul University System (SPUS). This study employed a descriptive and correlational research design. Thedata gathered were analyzed and interpreted using frequency and percentage distribution to confirm statisticalassumptions and to describe the participants' profile in terms of the identified variables. The weighted mean was usedto interpret the responses obtained from the use of the Likert's scale. The regression analysis was used to determine thebest predictors of job satisfaction and organizational commitment while Pearson and Chi-Square were used todetermine the degree of relationship between the variables. The results of this study indicate that there is a significantpositive relationship between job satisfaction and organizational culture. It was also found out that job satisfactionpredicts organizational commitment. The results of this study will be a basis for the SPUS to strengthen theorganizational commitment and explore various ways to raise the level of job satisfaction of the faculty members of therespondent-institutions.

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Manion, Maureen. "The Impact of State Aid on Sectarian Higher Education: The Case of New York State". Review of Politics 48, nr 2 (1986): 264–88. http://dx.doi.org/10.1017/s0034670500038547.

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New York State provides institutional aid to nonpublic institutions of higher learning within the context of its constitutional prohibitions against aid to denominational institutions. To qualify for state aid, New York's private colleges and universities must prove they are constitutionally eligible, a process which has prompted extensive self-evaiuation and frequently some changes by many of those institutions with traditional religious affiliation. State aid administrators have chosen to restrict their constitutional approach to state standards and ignore the United States Supreme Court's tripartite standards articulated inLemonv.Kurtzman, as modified by theTilton-Hunt-Roemerdecisions. The state law has been cautiously and diplomatically administered, but the possibility of future state “entanglement” with church-related institutions remains.

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Astillero, Marlon Rael, Tri Febrianti Valentina i Nico Irawan. "Competencies and Service Quality of a Private Non-Sectarian University In Cebu City, Philippines". JBMP (Jurnal Bisnis, Manajemen dan Perbankan) 6, nr 2 (21.09.2020): 14–18. http://dx.doi.org/10.21070/jbmp.v6i2.822.

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This study was to determine the competencies and service quality of government employees teaching part-time at the university. The study collected data on the assessment of the teachers about skills and students regarding the service quality of their teachers in a private non-sectarian university in Cebu City, Philippines. The part-time teachers in the university have extremely high competencies in methodology, motivation, material utilization, instructional process, teaching evaluation, and interaction process. As these college teachers gain experience both in school as teachers and as government employees, they are also enriching their ability and commitment to teaching and for the goal of quality education. The quality of their services is learned through their readings research and self-learning activities as part of their continuing education. The level of competencies among the part-time teachers in the university is not significantly associated with their service quality delivery.

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Johansson, Noreen, i Terry Lally. "Effectiveness of a Death-Education Program in Reducing Death Anxiety of Nursing Students". OMEGA - Journal of Death and Dying 22, nr 1 (luty 1991): 25–33. http://dx.doi.org/10.2190/l5ek-rcg3-kdxd-w8uy.

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This study evaluated the effectiveness of a death education program in reducing death anxiety experienced by nursing students. Twenty-two junior and thirty-two senior baccalaureate nursing students in a private sectarian liberal arts college were randomly assigned to experimental and control groups. All participants were pre- and posttested with the State Form of the State-Trait Anxiety Inventory following the viewing of a film depicting a death experience. Posttest analysis indicated that the death education program was effective in decreasing the death anxiety of some of the seniors, but it had an opposite effect on some of the juniors. This discrepancy in findings could result from the fact that seniors had prior supervised clinical experience with dying patients, and juniors did not have this experience.

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NELSON, MATTHEW J. "‘Dealing with Difference: Religious Education and the Challenge of Democracy in Pakistan’". Modern Asian Studies 43, nr 3 (maj 2009): 591–618. http://dx.doi.org/10.1017/s0026749x07003423.

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AbstractWhen is a modern religious education also a modern democratic education? Drawing on research conducted in the Islamic Republic of Pakistan (2003–2005), this question is addressed with reference to the views of those who draw upon the resources of local maktabs and madrasas to provide their children with religious and, more specifically, Islamic instruction. Within this group—a group that, I argue, constitutes a clear majority in Pakistan—concerns about religious and sectarian diversity are given special attention. Most parents, stressing the importance of religious unity, conformity, and consensus, believe it's better to ignore these differences ‘for the sake of the nation.’ For those with an interest in combining the terms of Islam, Islamic education, and democracy, however, I argue that these differences cannot be ignored; instead, they must be acknowledged and engaged.

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Merrilees, Christine E., Laura K. Taylor, Marcie C. Goeke-Morey, Peter Shirlow, E. Mark Cummings i Ed Cairns. "The Protective Role of Group Identity: Sectarian Antisocial Behavior and Adolescent Emotion Problems". Child Development 85, nr 2 (17.05.2013): 412–20. http://dx.doi.org/10.1111/cdev.12125.

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Elmedni, Bakry. "The Leadership Challenge in Sudan: The Dynamics of Sustainable Failure". Journal of Public Administration and Governance 6, nr 2 (10.06.2016): 138. http://dx.doi.org/10.5296/jpag.v6i2.9579.

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This is a theoretical contribution to the historic transformation from traditional type of leadership to modern leadership. In traditional forms of leadership, tribal and sectarian politics are the means through which one can rise to leadership position. In modern leadership forms, knowledge, expertise and education create authority and people can become leaders because of competence and knowledge. The paper is an attempt to partially explain why the latter form of leadership failed and continue to fail in Sudan as well as in other developing nations.

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Fayaz, Sadia. "The Culture of Violent Extremism in Universities of Khyber Pakhtunkhwa: Causes and Remedies". Global Strategic & Securities Studies Review VI, nr II (30.06.2021): 12–22. http://dx.doi.org/10.31703/gsssr.2021(vi-ii).02.

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Violent Extremism and Radicalization is on the rise in the Universities of Khyber Pakhtunkhwa (KP). In the last decade, the crisis of students discipline has increased on campuses. Many incidents of violence and intolerance on campus are alarming for the higher education of Khyber Pakhtunkhwa. The education curriculum is insufficient to develop a mature and critical mind instead of making sectarian activists and extremists. To counter extremism, many laws and bills have been passed to control this social problem in our societies. The existence of such issues in the universities and education sector is very alarming because the youth is part of this sector. The education sector should be freed from such problems for the social, political and economic progress and development of the society. Thus this article highlights the issue and provides necessary recommendations to solve the problem.

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Cubillan, Zillah Carmel G., Joshua J. Dalupe, Jennica P. Linterna i John Harry S. Caballo. "Beliefs About Language Learning among College of Teacher Education Students". Journal of Tertiary Education and Learning 2, nr 1 (5.03.2024): 27–32. http://dx.doi.org/10.54536/jtel.v2i1.2462.

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The English language serves as the primary medium of instruction in our country’s education system, emphasizing the importance of understanding student beliefs in language learning. This study investigates the beliefs on language learning among College of Teacher Education (CTE) students within a non-sectarian institution in Davao City. The research encompasses an exploration of respondents’ demographic profiles and perceived levels of beliefs in language learning, focusing on experiences, behavior, confidence, strategies, and nature. Additionally, the study aims to identify any significant differences in the beliefs about language learning (BLL) levels among CTE students based on their profiles. Utilizing purposive sampling, the researchers employed a non-experimental quantitative research design, applying the comparative method to analyze the data. The results indicate a moderate level of belief about language learning among CTE students. Furthermore, the findings suggest that there is no significant difference in the students’ beliefs based on their year level. However, a notable difference is observed when considering their program affiliation.

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Leaney, Enda. "Missionaries of science: provincial lectures in nineteenth-century Ireland". Irish Historical Studies 34, nr 135 (maj 2005): 266–88. http://dx.doi.org/10.1017/s0021121400004478.

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For social reformers in nineteenth-century Ireland, science had an important role to play in national development. Non-denominational or secular education was targeted by the government as a possible panacea for the Irish problem, submerging sectarian and political differences. In order to promote this secular ethos, the government established agencies such as the Board of National Education (B.N.E.) in 1831 and the Queen’s Colleges of Belfast, Cork and Galway in 1845. Science seemed to be an area of discourse particularly appropriate to the promotion of economic prosperity and social harmony through the common cause of education. The rhetoric of cultural transcendence was long associated with the advancement of science — from the Royal Society of London (1660) to the British Association for the Advancement of Science (1831) — and took root in nineteenth-century Ireland.

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Boufoy-Bastick, Béatrice. "Using Language Policies to Highlight and Contrast the Values that Shape Multicultural Societies: Examples from Singapore and Australia". Australian Journal of Education 41, nr 1 (kwiecień 1997): 59–76. http://dx.doi.org/10.1177/000494419704100105.

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THIS paper introduces the idea of using the foreign language teaching policies of multiracial societies as a means of highlighting the self-identified values that shape those societies and comparing these societal moulding values between countries. A country's foreign language policies relate to, and protect, the country's preferred indigenous social values from the foreign values of racial groups within and external to the country. This paper compares how Singapore and Australia differ in their methodological approaches and educational ideologies for implementing second and foreign language teaching. A sectarian comparison of the two societies shows how their different lifestyles, economic conditions, and educational policies emanate from the contrasting values they place on the person as an individual. The first part of this paper compares Singaporean bilingual policies and goals. The second part outlines the Singaporean foreign language program. The third part discusses the impact of educational policies on shaping both societies.

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Jovini, Jovini, Julia Surya i Sri Utami. "Buddhist Higher Learning Horizon and Its Relation to Global Trends : The Trajectory of Global Buddhist Pedagogy". Jurnal Paedagogy 11, nr 2 (22.04.2024): 276. http://dx.doi.org/10.33394/jp.v11i2.10887.

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This study aims to dissect the challenges, identify the unique characteristics, and propose viable strategies for the seamless integration of local and global dimensions in higher Buddhist education. This study used the systematic literature review method with a qualitative approach. The research hinged on an extensive review of scholarly articles, primary texts, and reports on Buddhist education in Indonesia and internationally and then analyzed using thematic analysis. Results highlight that Indonesian Buddhist education possesses unique characteristics and mirrors global patterns, albeit with localized interpretations. The study underscored the importance of recognizing and integrating the Buddhayana spirit amidst global Buddhist sectarian diversities. The contribution of this review was twofold: first, it enriches the understanding of the specificities of Indonesian Buddhist higher education and its relation to global trends; second, it advocates for a harmonious blend of local and global in shaping the trajectory of global Buddhist pedagogy.

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Cooey, Paula M. "Fiddling While Rome Burns: The Place of Academic Theology in the Study of Religion". Harvard Theological Review 93, nr 1 (styczeń 2000): 35–49. http://dx.doi.org/10.1017/s0017816000016655.

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Theology, defined specifically as academic theology, belongs as a legitimate area of expertise in the study of religion. Academic theologians, like historians, comparatists, philosophers, and social scientists of religion, should hold a rightful and honorable place as teachers and scholars in the discipline. Like other scholars of religion, academic theologians advance knowledge of religion. As intentional critics and makers of religious symbol systems and as critics of the wider cultures within which such systems flourish, academic theologians make a distinctive, valuable contribution to teaching and to scholarship—in non-sectarian liberal education environments, as well as in seminaries and divinity schools. In this essay I seek to represent the contribution of academic theology to private undergraduate institutions of liberal education in particular.

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AL-SALIMI, ABDULRAHMAN. "The Transformation of Religious Learning in Oman: Tradition and Modernity". Journal of the Royal Asiatic Society of Great Britain & Ireland 21, nr 2 (kwiecień 2011): 147–57. http://dx.doi.org/10.1017/s1356186310000696.

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AbstractThe last fifty years mark a period of great change in the role of religious leadership and education in the Sultanate of Oman. The country moved from bifurcated leadership between an Imam and a Sultan to a single political authority. These decades also witnessed the modernisation of the state. These factors combined to reshape the place of religion and religious education in society. Whereas previously religious leaders had relative autonomy and more direct political influence, now they were brought under the auspices of the government with their focus circumscribed to religious matters. The structures and foci of religious education were then reshaped so that tradition provided a platform for progress and the more zealous ideologies emerging in the region could be held at bay. This has permitted Oman to modernise and engage with a global society in an amicable, non-sectarian, manner.

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Marcinkowski, Christoph. "Nicholas Pelham, A New Muslim Order: The Shia and the Middle East Sectarian Crisis". ICR Journal 2, nr 3 (15.04.2011): 574–77. http://dx.doi.org/10.52282/icr.v2i3.639.

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Nicholas Pelham’s A New Muslim Order, written by a senior journalist of international standing, tries to make sense of the current phenomenon of a multi-faceted Shi’ite ‘revival’ in the Arab world, a phenomenon which has been termed by others - wrongly, to the mind of this reviewer - as the emergence of a ‘Shi’ite Crescent’ (apparently in analogy to the ‘Fertile Crescent’ of Antiquity, spanning from Mesopotamia/Iraq over Syria to what is now Lebanon).

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Aeschliman, M. D. "Why Shakespeare Was Not a Relativist and Why it Matters Now". Journal of Education 180, nr 3 (październik 1998): 51–66. http://dx.doi.org/10.1177/002205749818000305.

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The extremes of sectarian fanaticism and Machiavellian relativism were both prominent in Shakespeare's day. It was an era of religious strife, incipient nationalism, growing monarchical absolutism, and also of “liberated” Machiavellian cynicism and “will to power”—no “golden age” of moral certainty and equanimity. Somehow, the literary genius of Shakespeare not only avoided these extremes or heresies but implicitly or explicitly critiqued them all, providing a permanent legacy of vivid moral commentary, exhortation, and illustration. This legacy has had an incalculably great ethical influence on the thought, sensibility, and education of English-speaking peoples across four centuries and several continents. Particularly in its nondenominational critique of relativism, it is a precious educational resource that eloquently affirms the fundamental reality of ethics for the person who would be truly human. Ordered liberty is always imperilled by its counterfeit and competitor—licentious libertinism. Shakespeare loved the former and hated the latter, with enduring effect.

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Carl, Jim. "Free Marketeers, Policy Wonks, and Yankee Democracy: School Vouchers in New Hampshire, 1973–1976". Harvard Educational Review 78, nr 4 (1.12.2008): 589–614. http://dx.doi.org/10.17763/haer.78.4.945312181g48285l.

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In this article, Jim Carl uses archival sources and interviews to chronicle the effort to bring school vouchers to New Hampshire. In 1973, the New Hampshire Department of Education initiated a plan, funded by the U.S. Office of Economic Opportunity,to institute vouchers in a handful of school districts. Though the initiative had the support of prominent economists, scholars, and political leaders at federal and state levels, the state's urban districts declined to participate, and in the few rural districts that agreed to the planning phase, voters rejected vouchers in 1976. Although advocates chalked up the reversal of support to voter apathy and opposition from the teachers union, Carl identifies deeper reasons for the rejection of the vouchers, including the exclusion of sectarian schools, concerns about federal interference, and the logistical challenges of implementing vouchers in rural areas. The obstacles in New Hampshire yielded lessons for policymakers seeking to build popular and political support for subsequent voucher plans.

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ERGİNBAŞ TOK, Esin, i Rukiye TINAS. "Construction of Acceptable Citizenship Through Primary School Textbooks in Iran". Eskişehir Osmangazi Üniversitesi İktisadi ve İdari Bilimler Dergisi 18, nr 2 (1.08.2023): 526–48. http://dx.doi.org/10.17153/oguiibf.1249713.

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This article aims to shed light on the Islamic Republic of Iran’s conception of citizenship that emerged from the 1979 Revolution by analyzing primary school textbooks. Those are 14 books of common courses: Persian, Teaching the Qur’an, Heaven’s Gifts: Islamic Education and Training and Social Studies. At the end of this analysis, it was revealed that the conception of citizenship, which creates the ideal society of the Iranian state consisting of acceptable citizens, is fed by the idea of the ummah and based on both sectarian and ethnic identities in accordance with the Shiite-Muslim and Shiite-Iranian elements of the state.

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