Proceedings of The Australian Conference on Science and Mathematics Education (2014)

Table of Contents

Keynote Presentations (Abstract)

Building realism into the use of MOOCS and flipped classroom
Liz Burd
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The impact of technology in higher education
Barney Glover
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Enhancing courses for employability: Reimagining assessment at the digital frontier
Beverley Oliver
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Using engagement in lectures as an entree for learning
Manjula Sharma
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Plenary Presentation (Abstract)

The impact of technology in higher education
Roslyn Prinsley
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Abstracts

Academic, industry and student perspectives on the inclusion of “vocational knowledge” in a ‘learning and teaching academic standards statement’ for agriculture
Tina Botwright Acuna, Jo-Anne Kelder, Amanda J Able, Glenn McDonald, Yann Guisard, Bill Bellotti, Paul Wormell, Richard Doyle, Holger Meinke
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The development of self-efficacy in first year biology students
Louise Ainscough, Kay Colthorpe, Eden Foulis, Kirsten Zimbardi
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Just for Me Engagement
Lyn Armstrong, Don Shearman, Carmel Coady, Harkirat Dhindsa, John Nicholls, Jim Pettigrew
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‘Inspiring science’ – supporting secondary school science teachers
Alison Beavis, Kendal McGuffie, Shima Baradaran Vahdat, Anthony Baker
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Promoting student’ self-motivation through exploration of self and profession: A pilot study with first-year students
Dawn Bennet, Lynne Roberts, Christine Creagh
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An appraisal of an online tutorial system for teaching and learning of engineering physics in conjunction with contextual physics and mathematics
Ragbir Bhathal
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Leadership can be taught in an undergraduate science course
Rowan Brookes, Susie Ho, Cristina Varsavsky
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Adaptive assessment for differing maths backgrounds?
Ben Brawn, Ben Carter, Andrew Kepert, Judy-anne H. Osborn, Matthew Skerritt
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Engaging Diverse Students: Utilising a series of simple reactions to "experience" chemistry.
Catherine A. Burgess, Alexandra Yeung, Manjula Sharma
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Making the flip: Integrating flipped learning activities into the mathematics curriculum
Stephen Bush
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Analysis of student behavioural patterns in the use of a virtual laboratory: A comparison of cohorts from two different disciplines
Matthew Cheesman, Mark Williams, Prasad Chunduri, Mary-Louise Manchadi, Peter Tregloan
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An evaluation of the impact of 1:1 laptops on student attainment in senior high school sciences
Simon Crook, Manjula D. Sharma, Rachel Wilson
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Enhancing students' learning through a blended learning cycle for engineering mathematics
Iwona Czaplinski, Pamela Burrage, Steve Psaltis, Dann Mallet
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Assessment and standards in undergraduate mathematics – part 2
H.Kumudini Dharmadasa, Damien Palmer
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Tertiary students’ engagement in a mathematics support program
Harkirat S. Dhindsa, Lyn Armstrong, Carmel Coady, John Nicholls, Jim Pettigrew, Don Shearman
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Designing a learner-friendly mathematics instruction to enhance problem solving performance
Joseph Dhlamini
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A picture is worth a thousand words: developing a common visual literacy amongst first year chemistry students
Hayden Dickson, Chris Thompson, Paddy O'Toole
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An integrated approach to active learning
Michael J. Drinkwater, Deanne Gannaway, Karen Sheppard, Matthew Davis, Margaret J. Wegener, Warwick P. Bowen, Joel F. Corney
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The use of Digi-Explanations as an innovative, alternative assessment technique suited to the demonstration of complex and simple practical skills for biomedical science students
Nina Fotinatos
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Multichoice: Online voting app for engaged teaching
Michael Gladys, Kye Johnson
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Do students need face to face teaching?
Michael Gladys, John Furst, John Holdsworth, Paul Dastoor, Bruce King
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Inquiry based learning in University school outreach program
Tom Gordon, Manjula D. Sharma, Helen Georgiou
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Engaging first year students through a cross-disciplinary forum
Alison Green, Wendy Wright, Jo-ann Larkins
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Investigating factors that support and challenge in implementing authentic research experiences for undergraduates
Matthew A. Green, Gwen Lawrie, Paula Myatt, Rhianna Pedwell, Jack Wang, Pete Worthy, Kirsten Zimbardi, Susan Rowland
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Scientific representational fluency: Defining, diagnosing and developing
Matthew Hill, Manjula D. Sharma, Helen Johnston
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Engaging students in explaining and representing pharmacology by creating blended media
Garry Hoban, Christopher Hyland, Wendy Nielsen
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Trialling criterion-referenced marking in an undergraduate statistics unit
Karen Hogeboom, Dianne Atkinson
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Outcomes of altered teaching strategy in first year physics instruction
John Holdsworth, John Furst, Michael Gladys, Bruce King
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FARLabs: Enhancing student engagement via remote laboratories
David Hoxley, Guido Catennazi, Callum Anderson, Philip Pawlowski, Andrew McDonald, Cathal O'Connell, Paraschos Atsikidis, Paul Pilgram, Brian Abbey
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Identifying troublesome knowledge to strengthen mathematics support
Deborah Cheryl Jackson
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Enhancing student engagement in science and information technology: A collaborative approach
Kanchana Jayasuriya, Sandra McKechnie, Grace Tan
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Factors influencing student decision on senior secondary school mathematics subjects and subsequent effect on university studies
Michael Jennings, Merrilyn Goos, Peter Adams
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The science threshold learning outcomes: a ‘student-friendly’ version
Susan M. Jones, Niall Doran, Alastair Richardson, Brian F. Yates
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Assessments: an open and closed case
R. Nazim Khan
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Applying the cognitive theory of multimedia learning to the design of pharmacology learning resources
Chau Khuong, Elizabeth Davis, Wayne Hodgson
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The link between mathematics engagement and personality
Lisa Kim, Carolyn MacCann
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Communication in Undergraduate Science - What are we doing?
Louise J. Kuchel, Sarah K. Stevens, Lucy Mercer-Mapstone, Bianca Zou
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How students perceive their attitudes towards the environment
Udan Kusmawan
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Adaptive self-assessment modules used as a diagnostic tool for threshold concepts
Brian F. Landrigan, Linda Agnew, Lily Pereg
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Review and reflection – engaging first year mathematics students as self-reflective learners
Jo-ann M. Larkins
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Laying out a learning smörgåsbord in chemistry: tempting students into finding their own recipe for success.
Gwen A. Lawrie, Aaron Micallef, Chantal Bailey, Md Abdullah Al Mamun, Anthony Wright, Madeleine Schultz, Tim Dargaville, Roy Tasker, Mark Williams, Simon Bedford, Gelnnys O'Brien, Hayden Dickson, Christopher Thompson
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A model of investigative project work to teach research skills to students studying advanced human physiology and lead them into a culture of professional practice
Louise A. Lexis, Brianna L. Julien
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Developing independence in pre-transition students through hybrid learning environments
Danny Y.T. Liu, Charlotte E. Taylor
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Evaluating undergraduate, laboratory-based learning experience in pharmacology
Hilary Lloyd, Tina Hinton, Alexandra Yeung
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Testing a model for identifying nursing and paramedic students’ risk in level 1 human bioscience
Patricia A. Logan, Jennifer L. Cox, Sharon Nielsen
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How much high school maths do students need to succeed at university physics?
Andrew D. Mackinnon, Judith Pollard
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How using criteria sheets in a first year mathematics course has led to an improvement in the students’ ability to communicate mathematics
Margaret F. Marshman
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Do science students graduate knowing what they know and don’t know: The case of quantitative skills
Kelly E. Matthews, Peter Adams, Merrilyn Goos
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Running virtual reactions: A reaction predictor app for teaching organic chemistry
Peter F. N. Monaghan, Simon B Bedford
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Bridging the gap: Face-to-face or online?
Peter F. N. Monaghan, Joshua D. Santos, Simon B. Bedford
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Engaging teachers of the future through ‘opening real science: Authentic mathematics and science education for Australia’
Joanne Mulligan, John Hedberg, Quentin Parker, Katherine Stewart, Ming Ming Diao, Carmel Coady
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Creating a motivating and engaging curriculum by sharing the cognitive load
Glennys A O'Brien, Simon B. Bedford
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Concrete thinking in chemistry for engineering students
Glennys A O'Brien, Simon B. Bedford
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Self-regulated learning of undergraduate biomedical science students
Jen Ogiji, Kay Colthorpe, Louise Ainscough, Kirsten Zimbardi, Stephen Anderson
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Effect of assessment media on student performance in histology identification tasks
Suzanne Ollerenshaw, Diana J. Oakes, Helen E. Ritchie
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Improving student learning and engagement in stem disciplines using team-based learning
Maria B. Parappilly, Samantha De Ritter, Lisa Schmidt
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Impact of student approaches to ALURE: 'Swimming lessons' in the undergraduate laboratory
Rhianna Pedwell, Matthew Green, Gwendolyn Lawrie, Paula Myatt, Jack Wang, Peter Worthy, Kirsten Zimbardi, Susan Rowland
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Designing interactive tools that engage mathematical learners
Jim Pettigrew, Donald Shearman
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Supporting botanical literacy in the undergraduate science curriculum and beyond with a 71 bespoke campus app
Lachlan Pettit, Matthew Pye, Xiaolong Wang, Rosanne Quinnell
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Inspiring mathematics and science in teacher education: project update
Leon Poladian
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Students’ knowledge of the nature of science, epistemological beliefs, approaches to studying, and academic performance
Steve Provost, Frances Martin
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Comparing the effectiveness of teaching methods with different types of experiments in the chemistry laboratory
Reyne Pullen
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Impact of student approaches to learning on both their experience and their performance in problem solving workshop classes: a pilot study
Simon M. Pyke, Chantelle Porter-Dabrowski, Natalie M. Williamson
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Approaches to study and conceptions of biology: Differential outcomes for generalist and vocational degree students
Rosanne Quinnell, Elizabeth L. May, Mary Peat, Yvonne C. Davila
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Educational adaptation and evolution: A case study in microbiology
Gerry M. Rayner
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Scientists and mathematicians in schools
Camille Rogers
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Certainty, creativity and chaos: key ingredients in complex curriculum design in the sciences
Pauline Ross, Susan Howitt, Philip Poronnik
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Supporting engagement or engaging support?
Leanne J. Rylands, Don Shearman
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Pre-laboratory videos enhance student preparation and confidence
Nirma A. Samarawickrema, Janet O. Macauley, Mark Prescott
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The workplace: What does employability mean for science and mathematics graduates?
Lisa Schmidt, Dawn Bennett, Philip MacKinnon, Marian Thakur, Hamish Coates, Sarah Richardson, Charlotte Brack, Philip Poronnik
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How does team-based guided inquiry learning improve student engagement?
Puspha Sinnayah, Daniel Loton, Joseph Rathner, Peter Hartley
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Taking it to the students: The efectiveness of embedding chemistry drills into residential college study sessions
Erica J. Smith, Janelle Wilkes
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Research-led education and research careers: the role for social engagement
Lillian Smyth, Frederico Davila, Thomas Sloan
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Computer-mediated communication as a vehicle for learning: Engaging with students online
Daniel Southam, Cassandra Paxman, Lise Fouche
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Just-in-time information and support for first year biomedical students
Donnalee B Taylor, Glenn J Harrison
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Comparison of effectiveness of several peer learning programs to support 1st year chemistry
Kim Taylor, Tamsin Kelly
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Making lab 'pre-work' work
Holly E. Trowland, John O'Byrne, Helen Johnston
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Investigating first-year chemistry students perception of the relevance of practicals at the University of the South Pacific, Fiji
Lara Wakeling, Mani Naiker, Romila D. Gopalan, Tevita Voro
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Supporting student engagement and transition through undergraduate research experiences in microbiology
Jack T.H. Wang, Rhianna Pedwell, Hanisah Hasan, Jayee Patil, Susan L. Rowland
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Mathematics background and early performance of a sample of first year chemistry students
Dianne J. Watters, Wendy A. Loughlin, Christopher L. Brown, Peter R. Johnston
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Integrated, concise, mobile and interactive: adapting e-learning modules to different disciplines and contexts
Margaret J. Wegener, Timothy J. McIntyre, Catherine Holmes, Dominic McGrath, Gwen Lawrie
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Quantitative skills in the first year science curriculum: Reflections on a collaborative journey
Janelle Wilkes, Jackie Reid
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A tool for helping educators evaluate the level of inquiry in laboratory activities
Alexandra Yeung, Manjula D. Sharma, Scott H. Kable, Louise Sutherland
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Are students reading my feedback? Using a feedback analytics capture system to understand how large cohorts of biomedical science students use feedback
Kirsten Zimbardi, Andrew Dekker, Andrea Bugarcic, Kay Colthorpe, Prasad Chunduri, Judit Kibedi, Lesley Lluka, Craig Engstrom, Peter Worthy, Phil Long
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Non-refereed Papers

A study of faculty development programs in India to improve student engagement
Chhavi Rana, Sanjay K. Jain
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Refereed Papers

The role of model-based inquiry in supporting students’ conceptual understanding
Romklao Artdej, Pannida Meela, Sunate Sriboonlert
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Teachability: It's harder to teach a young dog new tricks
David J. Low, Kate F. Wilson
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Teach to learn: using new technologies to support agriculture undergraduates in biology
Melissa Martin, Brian Jones, Matthew Pye, Rosanne Quinnell
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Demand evidence and think critically: Building research excellence in tomorrow’s scientists
Suzanne Munns, Lisa Chilton
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Achieving greater productivity with a peer writing group
Paula Myatt, Ashley Edwards, Fiona Bird
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Maths is a strong predictor of stem attainment in first year university
Yoshitaka Nakakoji, Rachel Wilson
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Undergraduate creators of video, animations and blended media: The students' perspective
Karma L. Pearce
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Putting the professional into practice-based learning
Jurgen Schulte, Neela Griffiths
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The student perspective in developing graduate attributes through problem-based learning in first year agricultural science
Daniel K. Y. Tan, Antony Koppi, Damien J. Field
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Ideas Exchange

Work Integrated Learning – A stocktake of practice in Australian universities
Daniel Edwards
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Practical examinations in science laboratory classes: Fossils from the past or assessment tools of the future?
Stefan G. Huth
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Communication in undergraduate science - how can we better engage students?
Louise Kuchel, Lucy Mercer-Mapstone
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Motivating students and improving engagement in biology units using online QS modules
Leon Poladian, Cenk Suphioglu, Vilma Simbag, Shaun Belward, Yvonne Hodgson, Prasad Chunduri, Lesley Lluka, Jenny Di Trapani, Dianne Watters, Carmel Coady, Jo-Anne Chuck, Juiie Markham
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Articulating your own pedagogical content knowledge
Madeleine Schultz, Gwen Lawrie
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Enhancing student understanding of mathematical concepts through the development of estimation skills with the QAMA calculator
Stephen Sugden, Iwona Czaplinksi
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Engaging students in the nature and process of science: Embedding TLO 1 'understanding science' in your subject
Robyn Yucel
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