NCSM Journal
NCSM JOURNAL OF MATHEMATICS EDUCATION
LEADERSHIP
The following only link to a list of contents
for each Journal, followed by the entire President's Message. NCSM
Journals themselves are NOT available online until one year after
their original publication date.
The following NCSM Journals are available in
their entirety because one year has passed since their original
publication date.
1998 Journals
1997 Journals
CALL FOR
PAPERS
The editors of the NCSM Journal of Mathematics
Education Leadership are interested in manuscripts that address
concerns of leadership in mathematics education rather than those of
content or delivery. Editors are interested in publishing articles
from a broad spectrum of formal and informal leaders who practice at
local, regional, national, and international levels.
Topics in Leadership*
Authors should address concepts, skills, and
applications of good leadership and their importance to professionals
responsible for mathematics education. Authors may discuss
differences between leadership and management, the role each plays,
and the difficulties when these differences are confused or
overlooked.
Case Studies*
Vignettes describing an event in the work of a
leader in mathematics can be helpful in developing discussions about
factors affecting the success or failure of the event or activity.
Case studies should pose questions about next steps, best courses of
action, and ideas for improvement. The editors are also seeking
leaders who will be willing to respond to these questions based on
their experiences and expertise.
Program Summaries*
Articles should provide insight into processes
involved in establishing initiatives in the areas such as, student
achievement, curriculum development, professional development,
program selection, parental involvement, community awareness,
graduate and undergraduate education, and business and industry
partnerships. Authors could discuss the interaction of stake holders
at various levels including local, state, and national policy
makers.
Research Studies*
Articles should summarize research studies that
investigate specific issues and concepts, show intervention
strategies, or report program results in the area of mathematics
education leadership.
Critical issues in mathematics
education*
Articles should reflect a firm position
relative to an issue in mathematics education, e.g., a criticism
which leaders should be aware of or a response to such
criticism.
Problems and Solutions*
Articles should describe problems leaders
encounter as they create, implement, modify, and sustain initiatives
in mathematics education. Authors could describe authentic solutions
to problems that they have encountered or propose solutions to
existing problems.
Announcements of Events, Activities, or
Programs
Agencies, schools, professional associations,
and non-profit organizations may submit announcements of forthcoming
events, activities or programs. Commercial announcements are not
accepted.
*Submissions for these categories will be
subject to the review procedures itemized below.
Submission/Review Procedures
In general, items for publication must be
received at least TWELVE WEEKS PRIOR to the intended publication
dates of October 1, January 1, April 1, and July 1.
For example, in order to be considered for the
January issue, items have to be received by the editorial team no
later than October 1.
Except for "Announcement", submittal of items
for this publication must include three hard copies and a disk copy
in text format. Do not put any author identification information in
the body of the item being submitted, but do include author
information as you would like to see it in the Journal.
Items submitted for publication will be
reviewed by two members of the NCSM review panel and one editor with
comments and suggested revisions being sent back to the author one
month prior to the intended publication date.
Final copy must be agreed to at least three
weeks before the publication date.
Mail submissions to:
Mark Driscoll
55 Chapel St., 2nd Fl.
Newton, MA 02458-1060
email: mdriscoll@edc.org
MISSION
STATEMENT
The NCSM Journal of Mathematics Education
Leadership is the official publication of the National Council of
Supervisors of Mathematics (NCSM), an organization of leaders in
mathematics education. The purpose of the NCSM Journal of Mathematics
Education Leadership is to serve the needs of this diverse, widely
spread membership by:
Communication
Providing NCSM members and their colleagues
with timely information about activities, opportunities, programs,
and events that advance the goals of high standards and equity in
mathematics;
Reasoned Dialog
Providing a forum for members and other
stakeholders to discuss issues, present perspectives and rationale
for their positions on those issues, and to document results of
implementation efforts that center on mathematics education in order
to promote understanding of and improvements in mathematics
education;
Connections
Providing opportunities for NCSM members to
identify and network with others who are similarly engaged for the
purposes of collaboration and problem solving;
and
Problem Solving
Providing ideas, accounts of problem
situations, and leadership tools to assist NCSM members in their
roles as change agents and advocates for mathematics
education.
SPRING 1999 NCSM
JOURNAL OF MATHEMATICS EDUCATION LEADERSHIP
The following lists the contents for this
Journal, followed by the entire President's Message. The Journal
itself is NOT available online.
Journal Contents
- President's Message: I'm
Excited
- Advancing Problem Solving Behaviors
By Joseph W. Spadano, Ed.D. (Westford Academy,Westford,
Massachusetts) and Regina M. Panasuk (Associate Professor,
Graduate School of Education, UMASS Lowell)
President's Message: "I'm Excited"
by Jerry Cummins
Not yet available.
WINTER 1999 NCSM
JOURNAL OF MATHEMATICS EDUCATION LEADERSHIP
The following lists the contents for this
Journal, followed by the entire President's Message. The Journal
itself is NOT available online.
Journal Contents
- President's Message: Research on the Brain
and Learning
- Developing a New Eye for Mathematics
Classrooms: Classroom Observation and Teacher Supervision
By Barbara Scott Nelson, Annette Sassi, and Mark
Driscoll
- MathLine for Pre-Service Teachers
By Dr. Cynthia L. Ramey, Central Missouri State
University
President's Message: "Research on the Brain
and Learning"
by Bonnie Hanson Walker
Not yet available.
FALL 1998 NCSM JOURNAL
OF MATHEMATICS EDUCATION LEADERSHIP
The following lists the contents for this
Journal, followed by the entire President's Message. The Journal
itself is NOT available online.
Journal Contents
- President's Message: Thinking About
Algebraic Thinking
- Notice to All NCSM Members
- Changing Our Name
- Becoming a Teacher Leader in Mathematics
Education
By Nancy Nesbitt Vacc, University of North Carolina at
Greensboro
President's Message: "Thinking About Algebraic
Thinking"
by Bonnie Hanson Walker
I am privileged to serve on the Advisory
Committee for PBS MATHLINE's Algebraic Thinking Mathematics Project.
This work combined with the current efforts to define "algebraic
thinking" and determine how it looks in the elementary grades
prompted me to do a search through my several year collection of NCTM
journals. In particular I went through the past copies of TEACHING
CHILDREN MATHEMATICS. I rediscovered the February, 1997 issue which
was a focus issue on what else? "Algebraic thinking!!!" It has been
interesting and stimulating to review the articles in the journal in
light of the issues we are still facing today.
In an article entitled, "Doing Algebra in
Grades K-4" Dr. Zalman Usiskin reminisces about the movement to
incorporate geometry into the elementary grades. He points out that
the effort began in the early 1960's and at that time the idea of
teaching children the kind of geometry teachers remembered from their
own high school geometry experiences was met with "incredulity."
Eventually we all came to realize that the geometry that was
appropriate and needed for the elementary grades "fit in with the
arithmetic that is the backbone of the curriculum" and also with
other subject areas and our everyday life. Dr. Usiskin goes on to
point out that today geometry begins in preschool for many
children.
The article moves to a discussion of the
reaction to the idea of including algebra in the elementary grades
and draws parallels to the geometry movement. Again what has happened
is we tend to think in terms of the secondary course in algebra we
experienced and we envision "word problems, complicated equations and
expressions, and what may have seemed to be meaningless manipulation
of meaningless symbols on a page." Teachers were concerned on two
accounts, one, a lack of self confidence in teaching algebra
concepts, and two, a fear that "introducing algebra in the primary
grades was the epitome of working with mathematical concepts too
early, before students were ready." It seems to me that this is where
we still are.
I finished reading the article which contains
terms with explanations and examples and interesting curriculum from
the Soviet Union. Dr. Usiskin states that "much of the difference
between arithmetic and algebra is in the ways questions are couched."
The entire article and this statement in particular stimulated me to
continue reading other articles looking for additional ideas and
perspectives about algebraic thinking.
Another article, "Preparing Students to Enter
the Gate," by Michael Chappell states that the "content of algebraic
thinking involves explicit links to students' knowledge of pre-number
and arithmetic ideas." She says "students develop mathematical
reasoning within an algebraic frame of mind by 'building meaning for
the symbols and operations of algebra in terms of their knowledge of
arithmetic' (Kieran and Chalouh 1993)." Michael believes that
"allowing students in the elementary grades to have varied
opportunities to represent patterns, make generalizations, and
explore their conjectures could be instrumental in preventing the
formulation of certain myths or dispelling them early on." She also
believes that opening the gate to algebraic thinking in elementary
school may be a way to close the gaps in achievement between males
and females and different racial and ethnic groups. I find this
interesting and worthy of continuing thought.
In yet another article, "A Foundation for
Algebraic Reasoning in the Early Grades," Erna Yackel quotes John
Smith III and Patrick Thompson, "We believe it is possible to prepare
children for different views of algebra - algebra as modeling, as
pattern finding, or as the study of structure - by having them build
ways of knowing and reasoning which make those mathematical practices
appear as different aspects of a central and fundamental way of
thinking." The emphasis then is on the thinking and reasoning of the
students rather than on whether the activity qualifies as being
algebraic. Erna says this position is appropriate at the elementary
level because it eliminates the need to focus on the "content" that
would have to be included and emphasizes instead the nature of the
children's thinking.
I could go on for a long time quoting from
articles in this journal. They are thought-provoking and challenging
and offer a variety of views on algebraic thinking and how it looks
at the elementary grades. All of the articles contain explanations
and illustrations of the author's perspective. Even though they were
written in 1997 they are still valuable resources filled with what
today we are calling "rich" mathematics.
If you have access to this journal I encourage
you to reread the articles. You will get many excellent ideas and who
knows, maybe like me you will get a better handle on what algebraic
thinking is and how it looks!
Notice to All NCSM Members
by Bonnie Hanson Walker
As President of NCSM it is my responsibility to
keep you informed of actions of the Board that directly affect you.
This notice is to inform you that the Board is discussing and
seriously considering an increase in dues and conference
registration. If these increases are passed by the Board they will go
into effect immediately.
The current dues and conference registration
have not been sufficient to keep up with the spiraling costs that
NCSM is experiencing. As we have increased member services and
expanded conference offerings the associated costs have stretched our
budget to the limit. We are closely and seriously examining ways to
cut expenses but we must also search for ways to increase
revenue.
Changing Our Name
by Bonnie Hanson Walker
For the last year the NCSM Board has been
soliciting your input regarding changing the name of our
organization. We offered feedback forms in the newsletter to which we
have received only one or two responses. We have also taken your
input at regional meetings and at the Leadership
Academies.
At the annual conference in Washington, DC we
requested your input once again, this time through a feedback form
during one of the meal functions. Here is the input that was
received: of the approximately 1300 attendees at the conference, 575
completed the feedback form. 407 voted yes for a name change. While
this represents approximately 31% of those attending the conference
it is about 14% of the current NCSM membership of 2859.
The Board entered into a lively discussion on
this topic during the fall meeting held in early October. Input from
our constituents, our own opinions and the feedback from the annual
conference were all considered. Two main points surfaced: first, NCSM
has name recognition nationally with other organizations including
the US Department of Education, and second, the logo was redesigned
in recent years to include the words "Leadership in Mathematics
Education" in order to convey that the organization is not reserved
for those in supervisory roles only, but seeks to include those in
leadership roles at every level.
In light of the fact that the feedback
represented only a small percentage of the membership and in view of
the two main points that surfaced during the discussion the Board
voted NO to changing the name at this time.
Please continue to give us direction and help
us make decisions that meet the needs and suit the purposes of the
entire NCSM membership.
JULY 1998 NCSM JOURNAL OF
MATHEMATICS EDUCATION LEADERSHIP
The following lists the contents for this
Journal, followed by the entire President's Message. The Journal
itself is NOT available online.
Journal Contents
- President's Message: One of the Challenges
We Face: Providing Effective Professional Development
- Coaching from a Content Perspective
By Anna O. Graeber, University of Maryland-College Park, and Susan
Boyer, Maryland Collaborative for Teacher Preparation
- Supporting Secondary Standards in Missouri
Mathematics (S^3M^2)--A Project to Help Inform Mathematics
Teachers in High School and College About Emerging 9-12
Curricula
By Robert E. Reys, University of Missouri
President's Message: One of the Challenges We
Face: Providing Effective Professional Development
by Bonnie Hanson Walker
The Eisenhower National Clearinghouse for
Mathematics and Science Education has published a document entitled,
''Ideas that Work Mathematics professional Development."
The document contains four major sections as
follows:
- Section 1 Effective professional
Development for Teachers of mathematics
- Section 2 Summaries of 15 Strategies for
professional Development
- Section 3 Successful Programs
- Section 4 Technical Assistance providers
and Additional Programs
In the first section, which was written by
Susan Loucks-Horsley, reference is made to The Third International
Mathematics and Science Study (TIMSS) which compared the mathematics
and science achievement of a half-million students from 41 countries
at the fourth, eighth, and twelfth grades. In mathematics, U.S.
fourth graders performed above the international average, U.S. eighth
graders performed slightly below the international average, and U.S.
twelfth graders performed significantly below the international
average.
One reason for this pattern of decline is that
the content of U.S. curriculum is less demanding beginning around
fourth grade and continuing through high school. The point here is
that there is a serious need for more challenging mathematics content
for students. The subsequent point then, is that teachers will also
have to learn more challenging mathematics and how to teach
it.
This is where we come in as leaders in
mathematics education. It falls our lot, our responsibility, our
privilege to provide the means by which the teachers with whom we
work can learn the content and the strategies. The purpose of this
publication is to suggest new ways of designing and implementing
effective professional development to reach these goals. The design
of the publication is for those who have some responsibility for
designing or conducting professional development programs or
initiatives. It is of major importance to know that the publication
is for anyone interested in what is new and what works rather than
with traditional approaches and plans for professional development.
It also offers guidance about the kinds of programs that have the
greatest likelihood of success.
Section 2, provides summaries of 15 strategies
for professional development, including elements for design and
implementation. Section 3 features descriptions of existing programs
that effectively combine several of the strategies. Section 4
provides brief descriptive and contact information of organizations
and projects that are working to offer educators training and
information.
This publication is free from the ENC and may
be acquired by calling (800) USA-LEARN. We have acquired enough
copies for all NCSM members and will be sending them to you in the
fall. We will continue with support in this area of professional
development at our 1999 conference in San Francisco. We have invited
Susan Loucks-Horsley to be one of the keynote speakers and anticipate
an opportunity for continued growth during the conference.
Susan has written a book entitled,
"Designing Professional Development for Teachers of Science and
Mathematics." The idea behind the book evolved as experienced
professional developers examined their practice. Rather than offering
a few models to adopt or adapt, instead guidance is provided in the
form of a design framework. Drawing on research, the literature, and
the "wisdom" of experienced professional developers, what is offered
are multiple "best practices" to assist professional developers in
designing and strengthening their programs. The primary audience for
this book is those who design, conduct, and support professional
development for practicing teachers of mathematics and science. These
professional developers are found in schools (as teacher leaders,
advisors, mentors, administrators, and members of leadership teams);
school district offices (as curriculum supervisors, coordinators, and
staff developers), and the list goes on. All should find this book
useful because it depicts best practice and how critical issues can
be dealt with in different contexts.
This challenge of providing effective
professional development programs is an immediate and important task.
Just as with teaching we cannot continue doing the same type of
professional development in the same ways and expect improved
results. It is up to us to seek and implement what works. This is one
resource and it is an excellent one. The book is published by Corwin
Press, Inc. and costs $29.99 plus appropriate tax. Order information
includes: call 805-499-9774, fax 805-499-0871, e-mail
<order@corwinpress.com>,
<http://www.corwinpress.com>.
APRIL 1998 NCSM JOURNAL
OF MATHEMATICS EDUCATION LEADERSHIP
The following lists the contents for this
Journal, followed by the entire President's Message. The Journal
itself is NOT available online.
Journal Contents
- President's Message
- Helping Teachers Implement Algebra for All
in Milwaukee Public Schools
By Mark Driscoll, John (Jack) Moyer, and Judith S.
Zawojewski
- Recurring Themes in Real Life
Mathematics
By Charles Mitchell and Elisabeth Riggs
President's Message
By Bonnie Hanson Walker
Dear Colleagues,
I hope you enjoyed the 30th annual conference
as much as I did. My congratulations to Jerry Cummins and the Program
Committee for a useful, informative and enjoyable opportunity for
professional growth. During my years as a member of NCSM I have
enjoyed many excellent programs but I believe this one was the best.
Isn't it a source of pride that we keep on improving even if it is
expected!
To those of you who attended the conference
please accept my thanks for the warm and friendly reception given to
my parents. They participated in every meeting in which I was
involved listening and asking many questions afterward. They thanked
me and you for having learned so much. I understand they caught their
pastor in the grocery store and told him all about their experience.
Word is probably out that Lou and David have a story to tell. Thank
you all so much for your kind attention.
I want to thank Joanne Lobato and Randy Charles
for the Future Basics monograph. How exciting and helpful to have
this valuable document made available to us. I hope you will let
Randy and Joanne know how valuable the monograph is to
you.
As I think back to the 30th anniversary events
I want to again thank Dr. Mary Ann Norton for updating and completely
reformatting the commemorative booklet. You did a super job, as I
knew you would, and I appreciate it very much. I also want to thank
Mo Nelson for the "best ever" printed program and for registration
and pre-registration and for taking care of a myriad of details. Mo,
you are NCSM's secret weapon!
Thank you to the NCSM board for your work at
the conference and all year. NCSM members, do you know who unpacks,
stuffs and prepares those bags for you? Your board does! Get to know
your board, so you can inform them and they can serve you. Hold us
all responsible for serving you and supporting you in your work so
that we all ultimately improve education for students. It is our
desire to do our best for you. Please help us do so by letting us
know what you need.
Let me close by giving you some important dates
to keep in mind:
Standards 2000 Project Schedule
- July 1997, Writing groups meet
- 1997-98, Discussion, input, ongoing
work
- Summer 1998, Draft prepared
- Fall 1998, Draft released in print and
electronic formats
- 1998-1999, Year of Dialogue
- Summer 1999, Writing groups meet for final
revisions
- Spring 2000, Standards 2000
released
JANUARY 1998 NCSM JOURNAL
OF MATHEMATICS EDUCATION LEADERSHIP
The following lists the contents for this
Journal, followed by the entire President's Message. The Journal
itself is NOT available online.
Journal Contents
- President's Message: The National Education
Goals and Professional Development
- Fulfilling the Call for Mathematics
Education Reform
By Laura R. VanZoest and Beth E. Ritsema
- Enhancing the Field Experience Component in
a Mathematics Teacher Preparation Program
By Regina M. Panasuk, Joyce Cutler, and Mary M.
Sullivan
President's Message: The National Education
Goals and Professional Development
By Bonnie Hanson Walker
Like many of you I have just received a copy of
the 1997 National Education Goals Report. This report is the seventh
in a series designed to measure the amount of progress made by the
nation and the states toward the eight National Education goals. We
have included the National goals in this newsletter to help us keep
them in the forefront of our minds. I will quote from the summary in
this article, The National Education Goals Panel (NEGP), is a unique
body of federal and state officials created in 1990 to assess and
report state and national progress toward achieving the goals. In
1994 the Goals Panel became a fully independent federal agency
charged with monitoring and speeding progress toward the eight goals.
The Panel is charged with a variety of responsibilities to support
system-wide reform, including:
- Reporting on national and state progress
toward the Goals over a 10-year period;
- Working to establish a system of high
academic standards and assessments;
- Identifying actions for federal, state, and
local governments to take; and
- Building a nationwide, bipartisan consensus
to achieve the Goals.
The report is available on-line
<http://www.negp.gov>. Copies of the report are available at no
charge from:
National Education Goals Panel
1255 22nd Street, NW, Suite 502
Washington, DC 20037
Phone: (202) 724-0015
Fax: (202) 632-0957
According to the Goals Report Summary we can
draw three important conclusions from the recent TIMSS
findings:
1. While our performance in 4th grade
science shows that the Goals of being first in the world in
mathematics and science is attainable, other areas show that we
are far from being a world leader.
2. We will not reach the Goal if we do not
expect more from our students.
3. We will not reach the Goal if we do not
create the conditions that will enable our teachers to teach
well.
The NEGP suggests that policy makers,
educators, business leaders, parents and the public must work
together to do three things if we want to raise mathematics and
science achievement to world-class levels.
1. Set tougher standards for students
in mathematics and science that are comparable to the best in the
world.
2. Align other components of the education
system with the standards, including curricula, instruction,
textbooks, assessments, and school policies.
3. Strengthen teachers' subject-matter
knowledge and teaching skills in mathematics and science, and move
state teacher policies more in line with instructional goals
embedded in state standards.
This third suggestion is the one I will dwell
on in the rest of my article. It is of special interest to me at this
time in light of our professional development initiative. According
to the Summary one of the most extensive analyses of data on teachers
found that differences in expertise accounted for nearly 40% of the
differences in student test scores. This was found to have a greater
impact than any other factor including parent education, family
income, and other socioeconomic characteristics. We know that unless
we also strengthen the preparation and continuing professional
development of our teachers all other efforts will still fail to
raise our students' achievement to world-class levels. Research
consistently shows that teacher expertise is the most important
factor in raising student achievement. Research also consistently
shows that the quality of teacher training matters enormously. It
comes as no surprise that teachers who are trained in both their
subject area and in teacher skills and who are fully certified are
rated more highly and are more successful at raising student
achievement than teachers with inadequate preparation.
The National Commission on Teaching and
America's Future has proposed five recommendations to improve and
professionalize teaching:
1. Get serious about standards, for
both students and teachers.
2. Reinvent teacher preparation and
professional development.
3. Fix teacher recruitment and put qualified
teachers in every classroom.
4. Encourage and reward teacher knowledge
and skill.
5. Create schools that are organized for
student and teacher success.
Some states have already implemented these
kinds of education reforms as part of their efforts to raise student
achievement. Connecticut and North Carolina have developed some of
the most comprehensive approaches. Connecticut raised minimum
salaries for beginning teachers, set tougher standards for teacher
licensing, created new performance-based examinations, implemented a
mentoring program for beginning teachers, invested in training for
the mentor teachers, and required teachers to earn a master's degree
in education to obtain a continuing license. Connecticut also
provided grants to universities to redesign teacher education
programs and eliminated permanent teacher licenses, requiring instead
that teachers continue to earn credits for course work or other forms
of professional development for relicensure.
North Carolina's approach included raising
minimum salaries, requiring all schools of education to be
accredited, implementing a mentoring program for beginning teachers,
recruiting prospective teachers to enter teacher preparation programs
by offering financial support for their training, creating
professional development academies, and offering veteran teachers an
array of incentives to encourage them to seek advanced certification
from the National Board for Professional Teaching
Standards.
Did these investments yield tangible results?
The evidence suggests that they did. There are more teachers in North
Carolina who are Board-certified than in any other state. And North
Carolina students have made some of the largest gains in the nation
in reading and mathematics since teacher reforms were implemented.
Connecticut students also made substantial gains and continue to
score among the top states in the U.S. in reading and mathematics,
despite an increase in poverty in the state. And Connecticut now has
teacher surpluses instead of teacher shortages.
As leaders in mathematics education it is our
responsibility to support and carry forward the effort to improve and
professionalize teaching. Recommendation 2 is in part about
reinventing teacher professional development. I have had the
opportunity to work with the Texas Statewide Systemic Initiative on a
professional development initiative for the last year. I have read a
great deal of literature on effective professional development and
would like to share some of it with you. One of the most interesting
articles I read was the May, 1996 National Institute for Science
Education (NISE) Brief. The article was written by Susan
Loucks-Horsley, Katherine Stiles, and Peter Hewson and describes the
findings when the Professional Development Project of the NISE
explored whether science, mathematics, and professional development
communities share a common understanding of what effective
professional learning experiences look like, and how teacher
development should be nurtured. They found that there is a shared
vision and according to the shared vision, the best professional
development experiences include the following seven
principles:
1. They are driven by a clear,
well-define image of effective classroom learning and
teaching.
2. They provide teachers with opportunities
to develop knowledge and skills and broaden their teaching
approaches, so they can create better learning opportunities for
students.
3. They use instructional methods to promote
learning for adults which mirror the methods to be used with
students.
4. They build or strengthen the learning
community of science and mathematics teachers.
5. They prepare and support teachers to
serve in leadership roles if they are inclined to do so. As
teachers master the skills of their profession, they need to be
encouraged to step beyond their classrooms and play roles in the
development of the whole school and beyond.
6. They consciously provide links to other
parts of the educational system.
7. They include continuous
assessment.
The article expands on each of the principles
offering specific examples that give the reader a clear, useful
understanding of the information. This article and other works by
Susan Loucks-Horsley and colleagues support the information I found
as I studied the literature on effective professional development. I
am in the process of seeking funding to provide NCSM members with
useful information and training on designing and implementing
effective professional development experiences for teachers of
mathematics. Stay tuned and watch your mailbox.
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