Escolar Documentos
Profissional Documentos
Cultura Documentos
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CATALOG DESCRIPTION
A research and writing course, with emphasis on computer skills. The course surveys historical
developments and current systems of social welfare services, emphasizing changing attitudes of
society. Including in the course are causality theories, funding, and policy developments and
current social problems and the social response to these.
Prerequisites: English 101 and Hums 100: Introduction to Human Services.
HUMAN SERVICES PROGRAM MISSION
A skill based educational program that prepares students for professional employment and
further education in the field of human services
HUMAN SERVICES PROFESSIONAL COMPETENCIES
The following six statements describe the major generic knowledge, skills and attitudes that
appear to be required in all human service work. The training and preparation of the individual
worker within this framework will change as the function of the work setting, the specific client
population served, and the level of organization work change.
1. Understanding the nature of human systems: individual, group, organization, community
and society, and their major interactions. All workers will have a preparation which helps
them to understand human development, group dynamics, organizational structure, how
communities are organized, how national policy is set, and how social systems interact in
producing human problems.
2. Understanding the conditions which promote or limit optimal functioning and classes of
deviations from the desired functioning of the major human systems. Workers will have
an understanding of the major models of causation that are concerned with both the
promotion of healthy functioning and with treatment-rehabilitation. This includes
medically oriented, socially oriented, psychologically-behavioral oriented and
educationally oriented models.
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3. Skill in identifying and selecting interventions which promote growth and goal
attainment. The worker will be able to conduct a competent problem analysis and to
select those strategies, services or interventions that are appropriate to helping clients
attain the desired outcome. Interventions may include assistance, referral, advocacy, or
direct counseling.
4. Skill in planning, implementing and evaluating interventions. The worker will be able to
design a plan of action for an identified problem and implement the plan in a systematic
way. This requires an understanding of problems analysis, decision analysis, and design
of work plans. This generic skill can be used with all social systems and adapted for use
with individual clients or organizations. Skill in evaluating the interventions is essential.
5. Consistent behavior in selecting interventions which are congruent with the values of
one's self, clients, the employing organization and the Human Service profession. This
cluster requires awareness of one's own value orientation, an understanding of
organizational values as expressed in the mandate or goal statement of the organization,
human service ethics and an appreciation for the client's values, lifestyle, and goals.
6. Process skills which are required to plan and implement services. This cluster is based on
the assumption that the worker uses himself as the main tool for responding to service
needs. The worker must be skillful in verbal and oral communication, interpersonal
relationships and other related personal skills, such as self-discipline and time
management. It requires that the worker is interested in and motivated to conduct the role
that he has agreed to fulfill and to apply himself to all aspects of the work that the role
requires.
http://www.nationalhumanservices.org/index.php?
option=com_content&view=article&id=88:what-is-human-services?&catid=19:sitecontent&Itemid=89
COURSE LEARNING OUTCOMES:
Upon completions of the course, the student will be able to:
Use both the internet and library resources to conduct research.
Cite sources in a research project using APA formatting style.
Identify how significant historical events, such as the Progressive Era, Great Depression,
and War on Poverty, were significant in shaping the American social welfare system.
Demonstrate knowledge of welfare, welfare reform, Social Security, Workmans
Compensation, Mental Health, and Intellectual Disabilities programs.
Discuss how changing social welfare trends impacts clients and human services practice.
TEXTBOOKS REQUIRED:
Segal, E. A. (2013). A social welfare policy and social programs: A Values Perspective. (3rd ed.)
Boston Massachusetts: CENGAGE Learning.
American Psychological Association (2010). Publication Manual of the American Psychological
Association, (6th ed.). Washington, D.C.
ADDITIONAL READINGS: The additional reading listed are not in the College bookstore.
Students are able acquire the books through the library. If students want to purchase the books, a
good place to purchase them is through Amazon, Barnes and Nobles or any other bookstore.
Dash, L. (2015). Rosa Lee: (2015). A generational tale of poverty and survival in urban
America. New York: Basic Books.
Motomura, H. (2007). Americans in Waiting: The Lost Story of Immigration and Citizenship in
the United States. New York: Oxford University Press.
Hancock, L. (2002). Hands to work: The Stories of Three Families Racing the Welfare Clock.
New York: Morrow & Company.
Epperly, T. (2012). Fractured: Americas Broken Health Care System and What We Must do to
heal it. Sterling and Ross Publishers.
NEWSPAPER: Please note that free copies of the LPN and New York Times newspaper are
available in the lobby of the East Building at HACC and HACC Library located in the Old Main
Building. Students may go to the public library and read the newspaper or purchase the
newspaper at any Turkey Hill, grocery store or pharmacy. Lastly, students may subscribe to any
newspaper below on-line.
Newspaper list: New York Times (New York), New York Post, (New York) LPN (Lancaster,
PA), The York Daily Record (York, PA), The Morning Call (Allentown, PA), The Philadelphia
Inquirer (Philadelphia, PA), The Patriot-News (Harrisburg, PA).
SUPPLEMENTAL RESOURCES AND MATERIALS: Student will enhance their learning
experience through the following:
1. In-class handouts (i.e. journal articles, cartoon strips, quotes, case vignettes).
2. D2L: via Newsfeed posts of news articles and journal articles
3. Library@HACCGuides.edu/home: These guides are helpful web page filled with quality
information and resources that can be used to fulfill the research needs of students.
a. Students will find:
i. Hums 120: Social Welfare Programs and Policies Library Guides on the
HACC Library Portal under Library@hacc/ lib guides /Hums 120 Social
Welfare Programs and Policies Saldana De Jesus Getting Started:
1. Here is a list of what you will find:
a. Librarian's contact information
b. Reference desk contact information
c. Library hours of operation
d. Research Policy Paper Guidelines
e. An explanation of scholarly journal vs popular articles
through a video presentation
f. A list of useful Article databases
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Week 2
Learning Objectives:
Students will be able
to identify significant
historical events and
periods that shaped
social services
Students will be able
to articulate social
Topic
Overview of course schedule
Review of technology utilized
in the course:
Clicker for policy
surveys
Google hangout for
group meetings
D2L: for course
updates, supplemental
material, etc.
PowerPoint programs:
i.e. Prezi, Microsoft
PowerPoint. etc.
Computer programs:
i.e. Microsoft word for
writing policy papers,
letters etc.
Chapter 1: Introduction
What is Social Welfare?
Why Study Social Policy?
Class Exercise
Historical Foundations of
Social Welfare and the Social
Work Profession
Class Exercise
Assignments/Notes
Chapter 1
Read the Newspaper for current
events -write reflection paper:
Dropbox D2L
Choose readings for Book Critique
Choose policy topic: Social Welfare
Policy paper
Chapter 2
Read Newspaper write reflective
paper: Dropbox D2L
Notify instructor of your social
welfare policy topic and selected
readings for a book review.
Conceptual Foundations of
Social Welfare Policy
Week 4
Learning Objectives:
Students will be aware
of the Social Welfare
Services.
Week 5
Learning Objectives:
Students will be aware
of Social Justice and
Civil Rights Barriers
throughout history.
Week 6
Learning Objectives:
Students will become
aware of Models of
social welfare policy
analysis.
Week 7
Class Exercises
Group work
Group work
Social Justice and Civil Rights
Barriers to social justice and
civil rights.
Class Exercise
Group work
BOOK REVIEW DUE
Dropbox D2L
Analyzing Social Welfare
Policies:
Dynamics of social welfare
policy development
Analyzing key policy
components
Analyzing policy
implementation
Social Insurance
Chapters 3
Read Newspaper and write a
reflective paper: Dropbox D2L
Library Field Trip:
Location: Library Computer Lab in
the Old Main Building
Review of library resources:
Research databases,
Review of difference
between Scholarly Journal
Articles and newspaper and
magazine articles;
Review of APA format
Course Lib guides
Review of writing
supportive services
Chapter 4
Read the Newspaper and write
reflective paper: Dropbox D2L
Chapter 5
Read the Newspaper and write
reflective paper: Dropbox D2L
Chapter 6
Read the Newspaper and write
reflection paper: Dropbox D2L
Learning Objectives:
Students will become
aware of Social
Insurance and impact
on individuals, and
families.
Week 8
Week 9
Learning Objectives:
Students will be able
to define poverty and
impact that policy has
on values and beliefs.
Week 10
Learning Objectives:
Students will be aware
of the impact the
Economy has on social
welfare programs on a
micro, mezzo, macro
levels of social work
practice.
Week 11
Learning Objectives:
Students will have an
increased awareness of
social welfare policies
and impact on children
and families.
Week 12
Learning Objectives:
Students will have an
awareness of
Healthcare policies
and program
Week 13
Learning Objectives:
Students will have an
awareness of the Aging
population and impact
social welfare policies
Class Exercise
Group work
Chapter 10
Group work
Health Care Policy and
Programs
Class Exercises
Chapter 8
Read the Newspaper and write
reflective paper: Dropbox D2L
Chapter 9
Chapter 11
Read the Newspaper and write
reflective paper: Dropbox D2L
Group work
Exam 2
Social Welfare Policy Papers
DUE: Dropbox D2L
Aging and Social Welfare
Policies and Programs
Class Exercises
Chapter 12
Read the Newspaper and write
reflective paper: Dropbox D2L
Chapter 13 and 14
Read the Newspaper and write
reflective paper: Dropbox D2L
Disclaimer: The course syllabus is a guide and a plan for the semester. When changes become
necessary they will be announced both orally and written. The syllabus with then is considered
official.
COURSE EXPECTATIONS
ASSIGNMENTS: All requirements must be completed to pass the course. Late submission of
required assignments: You will lose 10% of the total possible points. Each day the assignment
is late another 10% will be deducted. Any student experiencing circumstances out of their
control, which may result in a delay of submissions, should speak directly to the instructor
before the due date of the assignment. All assignments are due at 11:59 p.m. on designated
dates and should be submitted to the Dropbox in D2L.
Note: Assignments submitted in class will be rejected. Students will be redirected to
submit their assignment in the Dropbox in D2L. Review the course schedule carefully.
MISSED EXAMS: Students will be able to take their missed exam at the Brossman Learning
Center located in the Library in the Main Building. The Test Center provides academic make-up
testing as a walk-in service for students who, with their instructor's permission, need to make up
a test missed in class. For more information, please contact the Test Center staff at
lanctestcenter@hacc.edu or (717) 358-2878. Photo ID required when taking an exam.
Test Center Fall Hours of Operation:
Monday:
9:00a.m.-4:00p.m.
Tues.-Wed.-Thurs.:
9:00a.m.-8:00p.m.
Friday:
9:00a.m.-4:00p.m.
Saturday, and Sunday: Closed
COMPUTER LITERACY: This is a research and writing course, with emphasis on computer
skills. Students will enhance their computer of knowledge through the:
Usage of different library databases to conduct research of their policy topic.
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Usage of different computer programs for research and book critique papers and
presentations such as Microsoft Word, Microsoft PowerPoint, google docs, etc.
Usage of google applications/programs i.e. Google hangout.
Usage of MyHACC website lib guides, course newsfeed, use of Dropbox in D2L,
Calendar in D2L, and email in D2L, etc.
Usage of the internet for different Newspapers see list on pg. 3.
TECHNOLOGY:
HACC D2L: The use of D2L is an online website that will be utilized to enhance your
educational experience. Please note that students are responsible for having adequate computer
capabilities to be able to access information and complete submit assignments. Students are
responsible for viewing D2L Newsfeed announcements as often as possible for course related
changes i.e. revised course schedules due to class cancelation, general course announcements,
assignment reminders, emails, supplemental resources, and materials, etc. Technical assistance
is provided through the HACC IT support center. Should you experience challenges with
technology Please contact the D2L Help Desk and inform your instructor of the problem.
Note: There are computers available for your use in the Main Building on the 3rd floor
and the Library.
IT SUPPORT CENTER INFORMATION
Fall/Spring Hours:
Monday - Thursday 8 a.m. - 8 p.m.
Friday 8 a.m. - 5 p.m.
Saturday 10 a.m. - 2 p.m.
Summer Hours:
Monday - Thursday 8 a.m. - 5 p.m.
Friday 8 a.m. - 4:30 p.m.
Please note that the above hours are offered only when classes are in session. When classes are
not in session, the IT Support Center will be open Monday Friday from 8 a.m. 5 p.m.
Need help? Get help by phone or email:
IT Support Center: 717-780-2570
On Campus: x214357 (21HELP)
Email: supportcenter@hacc.edu
Get help in person at your campus IT Office:
Gettysburg Campus: Gettysburg 201
Harrisburg Campus: Building - Stabler 107
Lebanon Campus: Lebanon 307
Lancaster Campus: Building - Main 314
York Campus: Building - CSS 114
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STUDENT Wi-Fi
HACC provides wireless internet connectivity free of charge to our students and our campus
community. You can access this network by connecting to the Wireless ID: haccopenwireless.
There is no password or special keys needed to access this network, except for students at the
Lebanon Campus. Students at the Lebanon Campus will be provided additional information
when they attend New Student Orientation at the Lebanon Campus or they can stop by the
campus IT department in room D303.
If for any reason you are unable to access HACCs wireless network, please feel free to stop by
any local campus IT department located at:
Gettysburg: G201
Harrisburg: Stabler Hall 107
Lancaster: Main Building 314
Lebanon: 303
York: YS114
IT ADDITIONAL HELP WITH THE FOLLOWING:
Password Management
Microsoft DreamSpark
iTunesU
e2Campus Alerts
All students will be required to adhere to the Gmail Program Policies as explained on your
Create an Account screen. If a student is found to be in violation of Google or college policies at
any time, Google may suspend or terminate your account, and the College may pursue
disciplinary action. Furthermore. Students must adhere to college policies regarding email use
located in HACC Handbook and MyHacc.edu.
Link for frequently asked questions: http://www.hacc.edu/HAWKmail/
Link for Technical Support: supportcenter@hacc.edu See also section on IT support in the
syllabus.
COURSE REQUIREMENTS
METHODS OF INSTRUCTION: This course uses a combination of lecture/discussion, small
group activities, and technology: PowerPoint as a lecture guide, integrate YouTube videos to
provide audio and visual of relevant social welfare policy periods i.e. great depression and the
war on poverty, and clickers to conduct a survey on specific social welfare policies policy.
ATTENDANCE AND PARTICIPATION: 150 points
Attendance and class participation are an essential expectation of students in this course. Due to
the interactive nature of this course, attendance and participation are considered to be absolutely
critical to the successful learning of this course. Both will be observed and recorded by the
instructor. Should a students grade be marginal, attendance and class participation records may
influence the final outcome.
Current events: Student will come to class prepared to discuss current events read in the
Newspaper.
o Students will write a one page single spaced reflective paper.
Group work process:
o Students will engage in classroom group work exercises during case study review
and analysis.
o Students will engage in group work for assignments. Students will be assigned a
group the first day of class for the following assignments:
Social Welfare Policy Analysis paper and class presentations: See Policy
Paper section of the syllabus pg. 11.
Book critique and class presentations: See Book Critique section of the
syllabus pg. 11.
See Additional Reading for book selection pg. 3.
Juvenile Justice
LGBT and Gender Issues
Poverty
Schools
Veterans/Military
Voting Right/Civil Rights
Intellectual and Developmental Disabilities
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Group presentations: Students will be placed in groups to develop the group social welfare
policy paper. Students will use the above outline as a basis for discussion. Students will conduct
their group meetings through Google Hangout using outlook. Please see https://my.hacc.edu/
for detailed instructions.
Students will prepare a presentation on their selected policy choice. Students can use their
creativity to present the material learning i.e. PowerPoint, games, group discussion and/or
YouTube clips. Students will submit an outline of their presentation to the instructor. Please see
the course schedule for presentation dates.
Keep copies of your work.
GRADING SCALE:
800 -700:
A
699 - 600:
B
599 - 500:
C
499 - 400:
D
399 - 0:
F
INSTRUCTORS ATTENDANCE POLICY
It is the policy of the Instructor that students are expected to attend all scheduled classes
Situations and emergencies do and will happen; therefore, students are expected to use
professional judgments when the need arises to be absent from class. Students are permitted
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excused absences for situations that they cannot control (e.g. illness/family illness, death in the
students immediate family, work obligations that arise as an emergency). Unexcused absences
will be counted against your final grade. Examples of this are: vacation, no call/no show in class.
The student is expected to contact the Instructor ASAP when they will be absent. Students will
be warned via email when they reach 10% absence from class and a plan will be submitted to
correct the issue and ensure the students continued success in the course.
Students will drop a letter grade after they exceed 7 hours or 15% of missed class time. The
formula is as follows:
*Missed 7-8 hours=Grade of B
*Missed 8-9 hours=Grade of C
*Missed 9-10 hours=Grade of D/F
*Total hours missed is calculated with absences and lateness/leaving early.
Students may be dropped from the class when absences exceed 15% or 7 hours of class time.
When the student is dropped from the course for missing 7 hours or 15% of the class, the student
will NOT be permitted to continue in the course and will need to retake the course in the future.
See HACCs general policy on attendance (AP 661).
INSTRUCTORS ACADEMIC DISHONESTY POLICY
A. Cheating giving or receiving answers on assigned material; using materials or aids
forbidden the instructor, unauthorized possession of examination
B. Plagiarism offering someone elses work, words, or ideas as ones own or using
material from another source without acknowledgment.
C. Interference interfering without permission with the work of another student either
by obtaining, changing, or destroying the work of another student
D. Buying or selling of term papers, homework, examinations, laboratory assignments,
computer programs, etc.
E. Falsifying of ones own or anothers records
F. Knowingly assisting someone who engages in A E above.
Any evidence of the above behavior will result in an automatic F for the course and a referral to
the Academic Dishonesty Committee. Incomplete Grade Policy
A grade of Incomplete may be assigned when a student is not able to complete the course
requirements due to extenuating circumstances. The Incomplete grade will be assigned only after
a conference with the instructor and after a serious need is determined. The I becomes an F
if the work is not completed before 8 weeks into the following semester. You will be required to
sign a contract with the instructor that outlines the exact work to be completed and the due dates
for all assignments. Missed dates will result in an automatic F for the course.
INSTRUCTOR CANCELLATION OF CLASS:
If the instructor has canceled class, you will be notified via the email address was given at the
beginning of the semester as well as a post on D2L and email via D2L. Notification will be done
as soon as possible. A notice will also be posted on the door of the classroom.
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COLLEGE POLICY
MEDICAL EMERGENCIES
Should a medical emergency occur as a result of an accident or illness, contact the Safety and
Security Department immediately and call 911 if it is a severe emergency. The Safety and
Security Department will respond immediately. Officers are trained in first aid, CPR and AED.
The Safety and Security Department will coordinate the arrival of outside medical assistance
WITHDRAWAL
A student may drop a course at any time during the regularly scheduled classes up to the schools
official last day to drop a class by completing a Drop/Add/Withdrawal form. After the refund
period ends, the instructors signature is required and the student may receive a W or F grade
depending upon the instructors assessment of the students performance. No credit is granted
with a W grade. The last class date prior to exam week is the deadline for dropping a class.
**A Grade of F is entered if the student does not contact the instructor to formally withdraw
from the class and the instructor is the one who submits the paperwork (usually based upon lack
of attendance). A Grade of W is entered if the student has contacted the instructor and requires a
signature to withdraw from the class**
Link for Drop/Add/Withdrawals:
http://www.hacc.edu/NewStudents/RegisterOnlineGuide/Add-Drop-Deadlines.cfm
PENNSYLVANIA FAIR EDUCATIONAL OPPORTUNITIES ACT
STUDENTS IN NEED OF ACCOMMODATIONS:
Students with disabilities who are in need of accommodations should contact the campus
disability coordinator listed below. Coordinators for each campus are listed here:
http://www.hacc.edu/Students/DisabilityServices/Contact-Disability-Services.cfm
EEOC POLICY 005:
It is the policy of Harrisburg Area Community College, in full accordance with the law, not to
discriminate in employment, student admissions, and student services on the basis of race, color,
religion, age, political affiliation or belief, gender, national origin, ancestry, disability, place of
birth, General Education Development Certification (GED), marital status, sexual orientation,
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gender identity or expression, veteran status, genetic history/information, or any legally protected
classification. HACC recognizes its responsibility to promote the principles of equal opportunity
for employment, student admissions, and student services taking active steps to recruit minorities
and women.
The Pennsylvania Human Relations Act (PHRAct) prohibits discrimination against prospective
and current students because of race, color, sex, religious creed, ancestry, national origin,
handicap or disability, record of a handicap or disability, perceived handicap or disability,
relationship or association with an individual with a handicap or disability, use of a guide or
support animal, and/or handling or training of support or guide animals.
The Pennsylvania Fair Educational Opportunities Act (PFEOAct) prohibits discrimination
against prospective and current students because of race, religion, color, ancestry, national origin,
sex, handicap or disability, record of a handicap or disability, perceived handicap or disability,
and a relationship or association with an individual with a handicap or disability.
Information about these laws may be obtained by visiting the Pennsylvania Human Relations
Commission website at www.phrc.state.pa.us.
HACCGettysburg Campus
Peggy Violette, Coordinator Disability Services
101 J
Phone: 717-339-3518
Fax: 717-337-3015
Email: mlviolet@hacc.edu
HACCHarrisburg Campus
Carole Kerper, Director, Disability Services
Cooper 230
Phone: 717-780-2614
Fax: 717-780-2335
Email: clkerper@hacc.edu
HACCLancaster Campus
Vicki Van Hise, Coordinator, Disability Services
Main 221D
Phone: 717-358-2972 X 312972
Fax: 717-358-2260
Email: vlvanhis@hacc.edu
HACCYork Campus
Lori Shoemaker, Coordinator, Disability Services
Leader 102J
Phone: 717-801-3276
Fax: 717- 718-7252
Email: rshoemak@hacc.edu
HACCLebanon Campus/Virtual Learning
Deborah Bybee, Coordinator, Disability Services
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104R
Phone: 717-270-6333
Email: dabybee@hacc.edu
TESTING ACCOMMODATIONS FORMS AND LINKS:
http://www.hacc.edu/Students/DisabilityServices/Forms-and-Links.cfm
Canceled
7:50-8:55 a.m.
10-10:35 a.m.
9-9:55 a.m.
10:45-11:20 a.m.
10-10:55 a.m.
11-11:55 a.m.
12:15-12:50 p.m.
Noon-12:55 p.m.
1-1:35 p.m.
1-1:55 p.m.
1:45-2:20 p.m.
2-2:55 p.m.
2:30-3:05 p.m.
3-3:55 p.m.
3:15-3:50 p.m.
Note: Classes such as labs or studios that completely span multiple time blocks will also span
multiple time blocks in the compressed schedule. For example:
A lab that usually runs from 8-10:05 a.m. will meet from 10 a.m.-12:05 p.m. under the
delayed opening schedule.
A lab that usually runs from 8 a.m.-11:15 a.m. will also meet from 10 a.m.-12:05 p.m.
since the normal ending time does not span the entire 11-11:55 a.m. time block.
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Bibliography
Blau, J. (2014) Dynamics of social welfare policy. 4th ed. Oxford University Press.
Carney, T. (2006). Social security law and policy. Annandale: The Federation Press.
Crosson Tower, Cynthia. (1999). Understanding Child abuse and neglect. 4th ed. Allyn &
Boston: Bacon.
DiNitto, D. M. & Johnson, David H. (2012). Essentials of Social Welfare: Politics and public
Policy. Pearson Education Inc.
Karger, H.J. & Stoesz, D. (2013). American social welfare policy: A pluralist approach (Brief
ed.) Boston: Allyn & Bacon.
Jansson, B. S. (2012). The Reluctant Welfare State: A history of American Social Welfare
Policies, 7th ed. Belmont, CA: Wadsworth Press.
Jansson, B.S. (2016). Social Welfare Policy and Advocacy. 16 ed. Sage Publications, Inc.
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