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Service Learning

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Articles 31 - 60 of 2997

Full-Text Articles in Social and Behavioral Sciences

Imparting The Skills Employers Seek: Community-Engaged Learning As Career Preparation, Elizabeth Otto, Elizabeth Dunens Aug 2024

Imparting The Skills Employers Seek: Community-Engaged Learning As Career Preparation, Elizabeth Otto, Elizabeth Dunens

Journal of Community Engagement and Higher Education

This paper explores the potential for postsecondary community-based educational experiences to impart the skills employers most desire from new college graduates. We gathered one U.S. university’s community-engaged learning (CEL) stakeholders to collect detailed descriptions of the behaviors students practice during CEL. Students, faculty, and community partner participants had at least one semester of service-learning or nonprofit internship experience coordinated by the university’s Center for Community Work and Learning. Qualitative responses generated from 46 participants were coded and then compared to the top skills business executives and hiring managers reported in 2018 as priorities for new college graduates. Data analysis yielded …

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Conversations For Change: The Impact Of Service-Learning Dialogues With Incarcerated Men On Social Work Students, Yvonne Eaton-Stull, Kathleen Kocherzat, Kerry Edwards Aug 2024

Conversations For Change: The Impact Of Service-Learning Dialogues With Incarcerated Men On Social Work Students, Yvonne Eaton-Stull, Kathleen Kocherzat, Kerry Edwards

Journal of Community Engagement and Higher Education

This article explores a course-linked service-learning project that facilitated social-problem focused dialogues between students and men who were incarcerated in a prison. Student reflections were life-changing; listening with both their hearts and minds enhanced student learning, increasing empathy, fueling a sense of advocacy, and fostering a plan for action and change. Conversing with the men challenged old assumptions and invited students to solidify goals and infuse their career paths with civic values and social justice concerns.

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Perceptions And Visions Of Community Engagement: A Pilot Study For Assessment Across The Institution, Sandra Sgoutas-Emch, Kevin Guerrieri, Colton C. Strawser Aug 2024

Perceptions And Visions Of Community Engagement: A Pilot Study For Assessment Across The Institution, Sandra Sgoutas-Emch, Kevin Guerrieri, Colton C. Strawser

Journal of Community Engagement and Higher Education

Universities seek tools that provide a clear vision and expectations for community engagement at the institutional level. This study focused on the development of the Community Engagement Institutional Assessment (CEIA) rubric to evaluate four key criteria and its application in a pilot study of course-based community engagement. The results revealed a significant divergence between faculty perceptions and the vision projected in the rubric, which suggests the need for building a more collective understanding of and development opportunities in community engagement.

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Fusing Global Learning And Community-Based Learning, Kara A. Fulton, Diana Diaz Aug 2024

Fusing Global Learning And Community-Based Learning, Kara A. Fulton, Diana Diaz

Journal of Community Engagement and Higher Education

The University of South Florida, a public research university, and the University Area Community Development Corporation Inc., a nonprofit organization, collaboratively developed a communitybased global learning experience for undergraduate students. We present the results of a study exploring the impact of the experience on students who participated across two semesters. Results suggest that student learning was enhanced across all intended student learning outcomes, though some outcomes were developed more than others.

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Sars 2 Covid-19 Pandemic And Its Effects On Service Learning And Community Engagement, Catherine S. Paterson Aug 2024

Sars 2 Covid-19 Pandemic And Its Effects On Service Learning And Community Engagement, Catherine S. Paterson

Journal of Community Engagement and Higher Education

This article reflects on SARS 2 COVID-19 Pandemic and its effects on service learning and community engagement.

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From Reflection To Resumes: Alumni Perceptions Of A Multi-Term Public Service Program’S Connection To Career, Ryan Nilsen, Alanna Gillis, Bryant Hutson, Lynn Blanchard Aug 2024

From Reflection To Resumes: Alumni Perceptions Of A Multi-Term Public Service Program’S Connection To Career, Ryan Nilsen, Alanna Gillis, Bryant Hutson, Lynn Blanchard

Journal of Community Engagement and Higher Education

This paper explores how alumni of a multi-term public service program understand the connection between the program and their career development. Qualitative data were collected from 393 alumni based on six open-ended survey questions. While career and professional development is not an explicit goal of the program, a thematic analysis suggests that alumni perceived that the program connected to career reflection, boosted their resume, and guided them toward a public service career or specific jobs.

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Social Theories And Service Learning: Towards Building An Integrated Service-Learning Sociological Framework, Mark Anthony D. Abenir, Carol Ma Hok Ka Aug 2024

Social Theories And Service Learning: Towards Building An Integrated Service-Learning Sociological Framework, Mark Anthony D. Abenir, Carol Ma Hok Ka

Journal of Community Engagement and Higher Education

This theoretical paper anchors service learning (S-L) in three broad sociological theories. From there, discussions on the actual implementation of S-L based on these theories are explained to build an integrated S-L sociological framework. Four S-L modalities of community engagement are identified—namely transactional, transitional, transformational, and transcendental—with their corresponding respective levels of community participation—namely consultative tokenism, placation, partnerships, and citizen control. The application of such a coherent framework is discussed in the context of contemporary service-learning practices and community impact.

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Student Professional Competencies As Perceived By Community Service-Learning Partners, Maureen Snow Andrade, Jonathan H. Westover Aug 2024

Student Professional Competencies As Perceived By Community Service-Learning Partners, Maureen Snow Andrade, Jonathan H. Westover

Journal of Community Engagement and Higher Education

Service learning is a high-impact practice that helps students develop professional competencies such as teamwork, communication, critical thinking, and problem solving. This study investigated community partners’ perceptions of students’ professional competencies and their impact. Findings indicate that professional competencies had a significant impact on partner perceptions of project quality and value, while the overall predictability of the model to examine partners’ perceived likelihood to work on future projects with students was low.

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Unfurling Your Community-Engaged Work Into Multiple Scholarly Products, Diane M. Doberneck, Christine Carmichael Aug 2024

Unfurling Your Community-Engaged Work Into Multiple Scholarly Products, Diane M. Doberneck, Christine Carmichael

Journal of Community Engagement and Higher Education

Navigating academic publishing challenges community-engaged scholars and practitioners, many of whom have mastered disciplinary writing but are unsure of how to write about community engagement experiences. The Unfurling Tool helps authors co-envision products with community partners, identify scholarly products for both academic and public audiences, and consider how to disseminate multiple products from a single community-engaged project. By unfurling a project, authors may communicate the rich complexity of their community engagement experiences to multiple audiences.

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Hungry Heartland: A Multidisciplinary, Multimedia, Service-Learning Class Project Han Yu, Tom Hallaq, And Shreepad Joglekar Kansas State University, Han Yu, Tom Hallaq, Shreepad Joglekar Aug 2024

Hungry Heartland: A Multidisciplinary, Multimedia, Service-Learning Class Project Han Yu, Tom Hallaq, And Shreepad Joglekar Kansas State University, Han Yu, Tom Hallaq, Shreepad Joglekar

Journal of Community Engagement and Higher Education

The Hungry Heartland project integrates service learning, media literacy, and multidisciplinary collaboration. It engages students from three disciplines to produce multimedia communication and raise public awareness about the lack of healthy food access in Kansas. Interviews and surveys were used to gather student feedback. Overall, students found the project a challenging learning experience, gained a sense of social responsibility, but remained conflicted about multidisciplinary collaboration. Lessons were drawn to inform future iterations of the project.

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Building Social Capital Through Community-Based Service-Learning In Teacher Education, Alan Tinkler, Barri Tinkler Aug 2024

Building Social Capital Through Community-Based Service-Learning In Teacher Education, Alan Tinkler, Barri Tinkler

Journal of Community Engagement and Higher Education

preservice teachers, community partnerships, participatory process, reciprocal learning, pedagogical practices

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A Comparative Case Study Of Alumni Of Two Multi-Term Civic Learning Programs, Ryan Nilsen, Bryant Hutson, Lynn Blanchard, Monica Siems Aug 2024

A Comparative Case Study Of Alumni Of Two Multi-Term Civic Learning Programs, Ryan Nilsen, Bryant Hutson, Lynn Blanchard, Monica Siems

Journal of Community Engagement and Higher Education

This paper presents a comparative case study of the alumni of two multi-term civic learning programs that combine academic service-learning with a series of other student experiences such as the creation of online portfolios and capstone experiences over at least four semesters of an undergraduate education. Findings of this study suggest that alumni perceive substantial impact on their civic and professional experiences after graduation because of their participation in such programs while undergraduates.

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Voices Of Partnerships Within The Critical Service-Learning Framework, Kiesha Warren-Gordon, Ken Hudson, Frank Scott Aug 2024

Voices Of Partnerships Within The Critical Service-Learning Framework, Kiesha Warren-Gordon, Ken Hudson, Frank Scott

Journal of Community Engagement and Higher Education

Over the course of the past three decades, service learning has become a major component in higher education. Heretofore, however, there has been limited published research that focuses on the community partner or that assesses the role of the community partner within the community-servicelearning (CSL) model. This paper fills that gap by focusing on the community partner relationship as delineated by Mitchell (2008), the community partner’s position in CSL, and the authentic relationships between the community partner, class, and instructor. Specifically, we address the following question: How do community partners articulate their voices within the CSL framework? This paper argues …

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Cultivating A Civic Mindset: Assessing Public Relations Student Perceptions Of Service Learning And Community Involvement Beyond The Course, Christopher J. Mccollough Aug 2024

Cultivating A Civic Mindset: Assessing Public Relations Student Perceptions Of Service Learning And Community Involvement Beyond The Course, Christopher J. Mccollough

Journal of Community Engagement and Higher Education

Literature in service learning offers examples of professional, social, and civic value to students, faculty, and community. The literature has not fully examined the impact of student participation on their levels of civic involvement among graduates several years removed from the coursework. This study is a case analysis of seven years of graduates with public relations course experience to examine graduates’ perceptions of the value of service-learning projects, and how this translates to community engagement.

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Educating For Social Justice Through Activist-Oriented Sites, Colleen Rost-Banik Aug 2024

Educating For Social Justice Through Activist-Oriented Sites, Colleen Rost-Banik

Journal of Community Engagement and Higher Education

This study combines critical service learning (Mitchell, 2008) and antioppressive pedagogies (Kumashiro, 2002) to highlight the importance of using community sites aimed toward transformational social change. How sites are structured and how students are positioned influence what students learn from the experience. Using ethnographic methods, I analyze experiences of college service learners working with a labor union to illustrate how activist-oriented organizations are fundamental to providing critical spaces of learning and social change.

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Minding The Gap: Negotiating Social Distance Across Service-Learning Experiences, Kendra R. Brewster, Melanie A. Fricchione, Melanie A. Fricchione, Phoebee Jean Aug 2024

Minding The Gap: Negotiating Social Distance Across Service-Learning Experiences, Kendra R. Brewster, Melanie A. Fricchione, Melanie A. Fricchione, Phoebee Jean

Journal of Community Engagement and Higher Education

The qualitative analysis of the experiences of a small study of 23 service learners indicated that individuals negotiate social distance as they: (1) ascribe agency in action and affect to themselves and others; (2) consider whether they belong on-site and connect with others; and, (3) grapple with the structural inequalities that shape social life. In discussing the multiple dimensions of social distance, this analysis ends with questions that critical service learning practices and pedagogies can address.

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Civic Identity Development In A Critical Service-Learning Context: A Critique Of The Civic-Minded Graduate Rubric 2.0, Audrey Hudgins Aug 2024

Civic Identity Development In A Critical Service-Learning Context: A Critique Of The Civic-Minded Graduate Rubric 2.0, Audrey Hudgins

Journal of Community Engagement and Higher Education

Critical service-learning (CSL) enhances community-engaged service-learning and civic identity development, but are CSL principles congruent with assessments guided by the Civic- Minded Graduate Rubric 2.0? Using a CSL lens, I critique the rubric, noting areas of progress and recommendations to enhance its treatment of identity, power, and privilege. I suggest extending this work to foundational and emerging service-learning theories, pedagogies, and evaluation methodologies to fulfill the promise of social-justice-oriented civic learning.

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Finding Common (Moral) Ground In Critical Service Learning: Promoting Balance And Civil Discourse Through Moral Foundations Theory, James Morgan Lewing Aug 2024

Finding Common (Moral) Ground In Critical Service Learning: Promoting Balance And Civil Discourse Through Moral Foundations Theory, James Morgan Lewing

Journal of Community Engagement and Higher Education

Critical approaches to service learning courses may not innately maximize student engagement, civil discourse, and the confrontation of stereotypes. The purpose of this article is to propose the utilization of Moral Foundations Theory as a complimentary framework for service learning courses seeking to critically analyze systems and policies. Recommendations for practice and future research are included.

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Civic Engagement Through Asian American And Pacific Islander Studies: Cultivating Capacity For Social Justice Through Critical Service Learning, Jennifer A. Yee Aug 2024

Civic Engagement Through Asian American And Pacific Islander Studies: Cultivating Capacity For Social Justice Through Critical Service Learning, Jennifer A. Yee

Journal of Community Engagement and Higher Education

This autoethnographic case study analyzes how “ASAM 230 – Civic Engagement Through Asian American and Pacific Islander (AAPI) Studies,” an ethnic studies course created at a public, comprehensive university in partnership with a community-based organization, cultivates capacity for social justice through critical service learning. ASAM 230 purposefully manifests social justice principles, conscious equitable distribution of individual and structural power, and a focus on authentic, sustainable relationships, with conceptual, practical implications for social change agents and educators.

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Institutional Type, Organizational Pathways, And Student Engagement: Deepening Student Engagement And The Benefit-Use Paradox In Formal Engagement Space, Prabhdeep Singh Kehal, Cadence Willse Aug 2024

Institutional Type, Organizational Pathways, And Student Engagement: Deepening Student Engagement And The Benefit-Use Paradox In Formal Engagement Space, Prabhdeep Singh Kehal, Cadence Willse

Journal of Community Engagement and Higher Education

We explore how institutional types relate to individual students’ depth and breadth of engagement, and the degree to which organizational pathways can increase the presence of marginalized students in formal engagement structures. Institutional type and organizational pathways increase student engagement, particularly for marginalized students; however, students who participate at high levels are majority white and middle class. This illuminates how institutional type and organizational pathways operate jointly, and not as substitutes.

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When “Doing With” Can Be Without: Employing Critical Service-Learning Strategies In Creating The “New Orleans Black Worker Organizing History” Digital Timeline, Sarah Fouts Aug 2024

When “Doing With” Can Be Without: Employing Critical Service-Learning Strategies In Creating The “New Orleans Black Worker Organizing History” Digital Timeline, Sarah Fouts

Journal of Community Engagement and Higher Education

Analyzing the development of the “New Orleans Black Worker Organizing History” digital humanities timeline, this case study addresses the inevitability of transient partnerships between students and community members, while pushing back on the notion of “authentic relationships” in service learning. Embracing the ephemerality of service-learning projects, I focus more on intentional strategies that can lead to transformative learning experiences and help to create a more even playing field in knowledge production. I link critical service learning with feminist pedagogy to offer collaborative strategies that better leverage resources to bridge campus and community.

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Spatializing Community-Based Learning: How A Critical Geography Framework Can Foster Understandings Of Structural Inequality And Egalitarian Relationships, Roseann Liu, Sarah Fischmann, Ashley Hong, Kathleen Melville Aug 2024

Spatializing Community-Based Learning: How A Critical Geography Framework Can Foster Understandings Of Structural Inequality And Egalitarian Relationships, Roseann Liu, Sarah Fischmann, Ashley Hong, Kathleen Melville

Journal of Community Engagement and Higher Education

Critical service learning is an approach that works toward social transformation and egalitarian partnerships. However, the ways in which space facilitates or undermines this approach has been largely unexplored. Drawing on a case study from an urban education course, we argue that a critical geography framework can develop students’ understandings of structural inequalities and nurture egalitarian relationships between partners.

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From Critical Community Service To Critical Service Learning And The Futures We Must (Still) Imagine, Tania D. Mitchell, Mark Latta Aug 2024

From Critical Community Service To Critical Service Learning And The Futures We Must (Still) Imagine, Tania D. Mitchell, Mark Latta

Journal of Community Engagement and Higher Education

This reflection offers an introduction of a survey of the theories, practices, and critiques of critical service learning. In doing so, the authors connect the historical lineage of community engagement to current and future practices of critical service learning as well as the need to continually imagine new and as yet unthought possibilities.

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Focused Engagement: Lessons Learned From A Study Assessing Campus Climates For Political Learning And Engagement In Democracy, Jodi Benenson, Barbara Pickering, Andrea M. Weare, Anthony M. Starke Aug 2024

Focused Engagement: Lessons Learned From A Study Assessing Campus Climates For Political Learning And Engagement In Democracy, Jodi Benenson, Barbara Pickering, Andrea M. Weare, Anthony M. Starke

Journal of Community Engagement and Higher Education

With the anticipated implementation of the Affirmatively Furthering Fair Housing (AFFH) ruling, the California Department of Housing and Community Development (HCD) initiated a civic- university partnership between themselves; the University of California, Davis Center for Regional Change; and the University of Kentucky Community Innovation Lab, to design a training program that would provide organizational leadership with the skills and knowledge necessary to implement the AFFH ruling. This case study examines the dynamic civicuniversity collaboration and provides lessons learned from the experience.

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Civic-University Synergy: Addressing Fair Housing Through Engaged Community Programming, Michael Rios, Bryan J. Hains, Kristina D. Hains, Carolyn Abrams Aug 2024

Civic-University Synergy: Addressing Fair Housing Through Engaged Community Programming, Michael Rios, Bryan J. Hains, Kristina D. Hains, Carolyn Abrams

Journal of Community Engagement and Higher Education

With the anticipated implementation of the Affirmatively Furthering Fair Housing (AFFH) ruling, the California Department of Housing and Community Development (HCD) initiated a civic- university partnership between themselves; the University of California, Davis Center for Regional Change; and the University of Kentucky Community Innovation Lab, to design a training program that would provide organizational leadership with the skills and knowledge necessary to implement the AFFH ruling. This case study examines the dynamic civicuniversity collaboration and provides lessons learned from the experience.

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Service Learning In Physical Therapy Professional Education: Student Reflections Of The Special Olympics Funfitness Program, Stasia Tapley, Howell Tapley, Tiffany Idlewine, John Kiesel Aug 2024

Service Learning In Physical Therapy Professional Education: Student Reflections Of The Special Olympics Funfitness Program, Stasia Tapley, Howell Tapley, Tiffany Idlewine, John Kiesel

Journal of Community Engagement and Higher Education

The Special Olympics (SO) FUNfitness Program involves a comprehensive screening for flexibility, strength, balance, and aerobic fitness for individuals with intellectual disability (ID). Doctor of Physical Therapy students at Indiana State University administer the program yearly as part of the Indiana SO Summer Games. Thematic analysis of student reflections revealed increased awareness of individuals with ID, both beneficial and challenging aspects of the experience, and increased likelihood of working with underserved populations in the future.

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Leadership Opportunities In Service-Learning: A Pilot Study In A Homeland Security Classroom, Jess Bonnan-White, Emily Lanaras Aug 2024

Leadership Opportunities In Service-Learning: A Pilot Study In A Homeland Security Classroom, Jess Bonnan-White, Emily Lanaras

Journal of Community Engagement and Higher Education

Service-learning opportunities provide students with valuable professional experience beyond training and practical skills. In a pilot study of Criminal Justice students enrolled in an undergraduate Homeland Security class, student volunteers report opportunities for practicing leadership at an after-school program. Responses were also compared to a leadership curriculum prepared by the Federal Emergency Management Agency. Student volunteers collectively focus on providing mentorship, tutoring assistance, and behavioral regulation. Results add to literature documenting service-learning impact on professional development.

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Service-Learning And Civic Attitudes: A Mixed Methods Approach To Civic Engagement In The First Year Of College, Amber Manning-Ouellette, Kevin M. Hemer Aug 2024

Service-Learning And Civic Attitudes: A Mixed Methods Approach To Civic Engagement In The First Year Of College, Amber Manning-Ouellette, Kevin M. Hemer

Journal of Community Engagement and Higher Education

Service-learning contributes to a variety of learning outcomes. This study aims to examine the student learning outcomes associated with service-learning in a first-year leadership course. With this broad focus, we hope to shed light on the benefits of students participating in civic engagement in their first semester of college. Findings suggest student learning outcomes include interpersonal skills, leadership capacity, and social justice perspectives. We conclude by offering considerations for designing future courses.

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Creating Pathways To Success: Lessons Learned From A Multi-Tiered Partnership Grant, Brant Burkey, Hatha Parrish, Mikle Mcbride Aug 2024

Creating Pathways To Success: Lessons Learned From A Multi-Tiered Partnership Grant, Brant Burkey, Hatha Parrish, Mikle Mcbride

Journal of Community Engagement and Higher Education

This case study of a California Career Pathways Trust grant, the South Bay Digital Media Arts Consortium, which established key linkages between an urban high school district’s pathway academies to local post-secondary institutions and community industry partners, provides learning lessons for other schools/organizations interested in establishing similar multi-tiered partnership grants. Conclusions are offered for those seeking to engage vulnerable youth in research.

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Graduate And Undergraduate Student Development As A Result Of Participation In A Grief Education Service Learning Course, Laura S. Wheat, Arden Szepe, Nathan B. West, Melinda M. Gibbons Aug 2024

Graduate And Undergraduate Student Development As A Result Of Participation In A Grief Education Service Learning Course, Laura S. Wheat, Arden Szepe, Nathan B. West, Melinda M. Gibbons

Journal of Community Engagement and Higher Education

Limited research exists on the role service learning can play in helping students understand loss and grief. Through semi-structured interviews with students and instructors, online surveys, and course feedback, this qualitative case study examined the experiences of 15 university students in an outreach course working with grieving K-12 students. Students self-reported gaining greater intra- and interpersonal understanding and grief processing self-efficacy. Instructors emphasized intentionality and the intertwined nature of course experiences influencing meaning making.

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