Rozprawy doktorskie na temat „Learners”
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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.
Pełny tekst źródłaOrenturk, Burcu. "Learners". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1099464/index.pdf.
Pełny tekst źródłaproject-based learning (PBL) experiences through Computer-Mediated Communication (CMC). The purpose of the study is to explore whether the use of computer-mediated communication tools in a project-based collaborative learning process enhances 5th grade students&rsquo
attitudes toward computer and computer class within an online supported environment, analyze the level of learners&rsquo
satisfaction about the project-based collaborative learning through CMC, and examine students&rsquo
perceptions of their social presence and how effective social presence is as a predictor of overall students&rsquo
satisfaction. The sample of this study is included 36 5th grade students of two private schools in Ankara and Nisde, and convenience and purposeful sampling methods were used. At the beginning of the study, subjects were given the Computer Attitude Scale to measure their attitudes toward computers. At the end of the study, participants were given the CAS again to measure their attitudes toward computers, satisfaction scale and social presence scale. The results indicated that the students&rsquo
attitudes toward computer did not change from the beginning to the end of the study. However, evidence suggests a positive response by students to the use of CMC in the project-based collaborative learning environment. Majority of the students were satisfied with the learning experience they had in the project-based collaborative learning environment through CMC. Moreover, although results on perceived social presence were low, students tried to develop an online community throughout the project. This study also showed that social presence was a strong predictor of satisfaction in a PBCL environment.
Guler, Melek. "Learners". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608025/index.pdf.
Pełny tekst źródłaperceptions about a web based course. Their perceptions about course materials, level of communication, online course support, and satisfaction were discussed in this study. In this case study, Information Technology in Education II (CEIT 112), an undergraduate course at the department of Computer Education and Instructional Technology (CEIT), Middle East Technical University (METU) at 2004/2005 spring semester was taken into investigation. Totally 34 1st year CEIT students attended the course in the term and participated to the study. The course was delivered via web based instruction. The data were collected by using a survey instrument at the end of the term and analyzed using descriptive statistical analyzing methods. Frequency distributions for demographic data about the students and the statements evaluating different aspects of the course were obtained. Results showed that students&rsquo
feelings about course materials, online course support, level of communication and satisfaction were neutral. The study results may be used in evaluation of web-based instruction environment for the instructor and the department. They may give clues in order to create an effective learning environment in the future design of the course.
CLARK, MELODY SELLET. "STUDENT SUPPORT FOR ACADEMIC SUCCESS IN A BLENDED, VIDEO AND WEB-BASED, DISTANCE EDUCATION PROGRAM: THE DISTANCE LEARNER'S PERSPECTIVE". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069775658.
Pełny tekst źródłaMatshotyana, Zanele. "Experiences of parenting learners with regards to learner pregnancy policy". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2060_1307513466.
Pełny tekst źródłaA qualitative research design in the form of a case study was employed. A quantitative method was also utilized in the form of a short questionnaire for demographic purposes in order to provide a general description of the sample. A purposive sample of 10 parenting learners, and two teachers was selected. The study was conducted in a Senior Secondary School that is located in Khayelitsha, a historically disadvantaged community in the Western Cape. Semi structured interviews of approximately ninety minutes each were conducted and audio taped. A thematic analysis was used to analyse the audio taped data from the transcribed interviews. The key findings from this research illustrate that there is a misunderstanding and miscommunication between teachers and learners about learner pregnancy. Pregnant learners hide pregnancy from the teachers to avoid comments and from being expelled from the school and consequently do not get any support from the school. On the other hand, the findings indicate that if the teachers were aware of their pregnancy and trained to deal with learner pregnancy, these learners would be supported by the school. Some of the recommendations were to develop the capacity of the teachers so that the school is able to provide an adolescent-professional-friendly service. A safe non-judgmental environment is required so that the learner is able to disclose her pregnancy status as early as possible to ensure that they receive the necessary support.
Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.
Pełny tekst źródłaÅgren, Louise. "English as a third language. Learner profiles of six L3 learners of English". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30834.
Pełny tekst źródłaHall, Valerie Joyce. "Observations : a vehicle for enabling learner voice and developing expert learners". Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/1943/.
Pełny tekst źródłaRioux, Robyn. "English language learners and the development of the English language learner curriculum". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.
Pełny tekst źródłaWienand, Merna Adeliade. "Empowering teachers to render learner support to learners who experience reading barriers". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1353.
Pełny tekst źródłaMachika, Nonhlahla Mildred. "The effect of learner discipline on academic achievement of grade 12 learners". Thesis, University of Limpopo (Turfloop Campus), 2007. http://hdl.handle.net/10386/763.
Pełny tekst źródłaThe purpose of this study is to investigate and highlight the effects of learner discipline on academic achievement. Respondents in this research were requested to make their perceptions and attitudes known on the following issues: • Can discipline improve academic achievement? • How can discipline be used as a means to manage academic achievement? • How does discipline influence academic achievement? • Which strategies promote sound management of academic achievement? • Why should discipline be employed for academic achievement especially of grade 12 learners? • What hinders sound management of discipline for academic achievement? Chapter one deals with historical background, significance of the study, problem statement, main research question, aims and objectives, delimitation of the study, definition of concepts and research programme. Chapter two consists of literature review whereby primitive views on discipline are investigated. Contemporary views on discipline, accepted disciplinary strategies, obstacles that hinder learner discipline for academic achievement and hindrances to sound management will also be investigated. Chapter three consists of Research Methodology and it includes introduction, research design, population, sampling procedures, research instruments, data collection, confidentiality, reliability, validity and conclusion. Chapter four focuses on data analysis and interpretation. Chapter five presents a summary, suggestions, recommendations and conclusion.
Keith, Karin. "Creating a Community of Learners: Connecting Learners in the Classroom". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1029.
Pełny tekst źródłaOytun, Erden. "Learners&". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/1063569/index.pdf.
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perceptions about level of communication, online course support, satisfaction in a web enhanced course and students&
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feelings about computers and the web. Addition to them gender differences in students&
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perceptions were studied. The data were collected by using survey at the end of the term and analyzed by using descriptive statistical analyzing methods. Results showed that students&
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feelings about computers and the web were slightly positive. Students&
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perceptions about online course support were slightly positive. Students&
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perceptions were neutral about level of communication and satisfaction results. No difference has found in students&
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computer and the web feelings, level of communication, online course support and satisfaction results in terms of gender.
Dougherty, Ellen. "Adolescent expert learners". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82701.
Pełny tekst źródłaMynard, Joanne. "Synchronous computer-mediated communication and learner autonomy in female Emirati learners of English". Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288249.
Pełny tekst źródłaKnöös, Johanna, i Siri Amanda Rääf. "Sentiment Analysis of MOOC learner reviews : What motivates learners to complete a course?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105919.
Pełny tekst źródłaIqbal, Zafar. "Aspects of the learner's dictionary with special reference to advanced Pakistani learners of English". Thesis, Aston University, 1987. http://publications.aston.ac.uk/10282/.
Pełny tekst źródłaGhalichi, Arezoo. "LingoBee and Detached Learners". Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-27223.
Pełny tekst źródłaJohnson, Matthew David. "Learners' self-assessment and metacognition when using an open learner model with drill down". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8590/.
Pełny tekst źródłaHakala, M. (Mari). "Investigating the relationship of EFL learners’ willingness to communicate and learner Identity:a case study". Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905031587.
Pełny tekst źródłaDe, Villiers Tania. "Violence among nurse learners : a descriptive study examining nurse learners' experiences of violence". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2944.
Pełny tekst źródłaCarballo, Miriam. "Teacher Attitude and Self-Efficacy Differences Regarding English Language Learners and Disabled Learners". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7484.
Pełny tekst źródłaConnerty, Mary C. "Variation in academic writing among Generation 1.5 learners, native English-speaking learners and ESL learners : the discoursal self of G1.5 student writers". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/274/.
Pełny tekst źródłaPayant, Caroline A. "Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/23.
Pełny tekst źródłaDrouilhet, Louise Marie Rhodes Dent. "Teachers as adult learners using adult learner characteristics to design in-service programs for teachers /". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514769.
Pełny tekst źródłaTitle from title page screen, viewed June 7, 2005. Dissertation Committee: Dent Rhodes (chair), John Heissler, Frank Lewis, William Piland, Robert Rumery. Includes bibliographical references (leaves 205-230, 261-263) and abstract. Also available in print.
Lee, Jooyoung. "EFL textbooks for young learners from the perspectives of teachers, parents and young learners". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602358.
Pełny tekst źródłaKim, Bokyoung. "A study on Korean monolingual learners' dictionaries for foreign learners focusing on grammatical information". Thesis, SOAS, University of London, 2013. http://eprints.soas.ac.uk/18559/.
Pełny tekst źródłaGorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.
Pełny tekst źródłaKurec, Dianne Quinn. "Lifelong Learners Study in Virginia". VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1526.
Pełny tekst źródłaClarke, Theresa. "Registered nurses as adult learners". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ55495.pdf.
Pełny tekst źródłaBlock, David Martin. "Exploring learners' worlds : two studies". Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296681.
Pełny tekst źródłaPalmer, Nicholas James. "Pattern classification via unsupervised learners". Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2373/.
Pełny tekst źródłaMurrell-Abery, Geraldine Vadna. "Learning from the learners' perspective". Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425758.
Pełny tekst źródłaChon, Jieun. "Interactive Visualization for Novice Learners". Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/101684.
Pełny tekst źródłaMaster of Science
Alsabaan, Majed Soliman K. "Pronunciation support for Arabic learners". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/pronunciation-support-for-arabic-learners(3db28816-90ed-4e8b-b64c-4bbd35f98be7).html.
Pełny tekst źródłaSharp, L. Kathryn, i Jason Johnson. "Supporting Literacy for All Learners". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4282.
Pełny tekst źródłaWright, Lester. "Identifying Successful Online Adult Learners". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1430.
Pełny tekst źródłaMason, Russell D. "Improving outcomes for adult learners". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95505/1/Russell_Mason_Thesis.pdf.
Pełny tekst źródłaWelff, Joy Judith. "Factors shaping learners' engagement with science texts in grade 8 : a study of learners' perspectives". Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/6962.
Pełny tekst źródłaThis investigation provides a learner perspective of the factors that affected the way in which they made meaning of science texts in Grade Eight where the medium of instruction was English. The investigation outlines the origins and objectives of the new curriculum within which the learner is located as this informs the extent to which learners have to engage independently with texts. It also describes the role of the textbook in society and education, the readability of texts and reading as factors that affect and therefore have an impact on the way learners make meaning from texts. While the aim of study was to gain a learner perspective of the factors shaping learners' engagement with texts, it also includes responses from teachers and textbook writers as these two groups have a direct influence on the way learners make meaning. The study highlights the contextual realities of where learners are at and provides strong evidence to suggest that learners' engagement with texts are affected by their low reading levels and the choices made by teachers and textbook writers in their selection and writing of texts, and points conclusively to the role of the teacher in mediating between learner and text.
Onat-Stelma, Zeynep. "Moving from teaching older learners to young learners : cases of English language teachers in Turkey". Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/11273/.
Pełny tekst źródłaKim-yoon, Hyeonokh. "Learner beliefs about language learning, motivation and their relationship : a study of EFL learners in Korea /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaKamau, Judith Wanene. "The effectiveness of learner support services to distance learners in a primary education diploma : a case study in Botswana". Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24076.
Pełny tekst źródłaThesis (PhD)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
Isiah, Rosa I. "Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners". Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/471.
Pełny tekst źródłaBesich, Marilyn Ann. "Learning tactics of successful online learners". Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/besich/BesichM0505.pdf.
Pełny tekst źródłaKocak, Ayfer. "A Study On Learners&". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217728/index.pdf.
Pełny tekst źródła#8217
READINESS FOR AUTONOMOUS LEARNING OF ENGLISH AS A FOREIGN LANGUAGE KOÇ
AK, Ayfer MSc, Department of Educational Sciences Supervisor: Prof. Dr. Fersun Paykoç
September 2003, 115 pages The purpose of this study is to investigate whether, or not, students attending English Language Preparatory School at BaSkent University are ready to be involved in autonomous language learning. This study also argues that before any interventions aiming at fostering autonomy are implemented, it is necessary to explore learners&
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readiness for autonomous learning in four different areas. These areas are as follows: (a) Learners&
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motivation level in learning English, (b) Learners&
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use of metacognitive strategies in learning English, (c) Learners&
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responsibility perception of their own and their teachers&
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in learning English and (d) Learners&
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practice of English in the outside class activities. The questionnaire used in the study was administered to 186 students attending Preparatory School of BaSkent University. The data analysis was carried out through quantitative (frequencies, means, standard deviations, t-test and one-way ANOVA) analysis techniques. The results of the study indicated that majority of the students had high motivation. Another result revealed that the students tended to use some metacognitive strategies like self-monitoring and self-evaluation. The third result showed that the learners considered the teacher as more responsible for most of the tasks during their own learning process. Fourthly, majority of the students tended to be spending quite little time for out-of-class activities to improve their English. The fifth result displayed that females and elementary learners had higher motivation in learning English, but a significant difference was not in the motivation level concerning the learners&
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major field. The sixth result pointed out that females used more metacognitive strategies in learning English
however, proficiency level and major field of the learners were not found to be significant factors in the use of metacognitive strategies. The seventh result revealed that responsibility perceptions did not show a significant difference regarding the respondents&
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gender, proficiency level and major field. Finally, the present study indicated that intermediate level language learners tended to do more out-of-class activities in learning English. On the other hand, the frequency of respondents&
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conducting out-of-class activities in learning English did not show a significant difference concerning the subjects&
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gender and major field. Key words: Learner Autonomy, Learner Responsibility, Self-regulated learner.
Uzum, Baburhan. "Analysis Of Turkish Learners'". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608571/index.pdf.
Pełny tekst źródłaattitudes towards English language and English speaking societies. The study also explored the historical and sociopolitical factors that might have influenced learners&rsquo
attitudes. In order to collect data, a language attitude questionnaire was designed adapting several questionnaires which were prepared with the goal of collecting information about learners&rsquo
attitudinal predispositions towards language and language learning in various countries around the world. The study sampled 219 students studying at the preparatory schools of two state and three private universities in Ankara. In addition to the quantitative data obtained from the questionnaire, qualitative data were obtained from the open ended items in the questionnaire and the interview sessions. Interview sessions were conducted at the sampled universities, and 10 students (5 male 5 female) were asked their opinions about their reasons to learn English, their opinions regarding the current status of English in Turkey and their feelings towards English and towards their native language. After the data collection procedure, inferences were made according to the data obtained from the questionnaire and interviews so as to make quantitative and qualitative analysis. While the quantitative findings of the data were analyzed using descriptive and inferential statistics via SPSS 11.0 (Statistical Package of Social Sciences), qualitative data were analyzed through the content analysis. According to the factor analysis of the responses in the pilot and the actual study, the parallel statements were categorized into a factor. Consequently, five factors which ultimately formed five &lsquo
themes&rsquo
were obtained. The research findings were interpreted with reference to these five themes-native language loyalty, instrumental orientation, cultural interest, appreciation of intercultural contact and attitudes towards British and American people respectively. According to the research findings, Turkish learners of English at sampled universities have favorable attitudes towards the English language due to their interest in the cultural products of the English speaking societies and the instrumental value of English as a global language. On the other hand, they have developed ambivalent attitudes towards the target societies due to the intercultural contact with these societies throughout Turkish history, current sociopolitical concerns regarding the British and American state policies and finally their perceptions regarding their native language and culture. Alternative solutions at individual and institutional levels have been proposed in order to change negative attitudes into favorable ones, and prevent the generalization of stereotypes and attitudes into individual levels. In order to achieve the acquisition of favorable attitudes at individual level, intercultural contact should be promoted so that learners will have personal experiences and personal contacts rather than relying on indirect sources such as press and cultural products which might generate biased assumptions.
Liu, Diane M. "Learners' conceptions of cross-cultural orientation". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28420.
Pełny tekst źródłaEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Carter, Joshua James. "Technology Integration and English Language Learners". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748305.
Pełny tekst źródłaThe purpose of this study was to examine teachers’ levels of mobile device implementation and any measured differences in English Language Learners’ (ELLs’) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers’ reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students’ overall performance.
Damann, Melissa M. Mora-Marín David F. "ESL learners' perceptions of American dialects". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,440.
Pełny tekst źródłaTitle from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Linguistics." Discipline: Linguistics; Department/School: Linguistics. Includes 8 supplemental sound files.
Li, Tai-chiu Peter, i 李帝昭. "Job satisfaction among psychiatric nurse learners". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959003.
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