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FACULTY SENATE AGENDA FACULTY SENATE MEETING ROOM
Rancho-BEB Building-Room 204 Chino, Success Center-CHMB 143 (teleconference x 6759)
Fontana, Fontana Library-FNAC-100 (videoconference) January 29, 2019
I. P.E (12:30 P.M.)
II. CALL TO ORDER (12:38 P.M.)
III. PUBLIC COMMENTS
IV. APPROVAL OF AGENDA
V. APPROVAL OF MINUTES
a. January 22, 2019
VI. CONSENT AGENDAa. Faculty representatives that have been requested to serve:
1. Programmer Analyst, Administrative Services, David Nimri, CIS, BAT
2. Health & Safety Committee, Brett McMurran, Economics, SBS
3. 16-Week Task Force, Jo Alvarez, Communication Studies, LA
4. 16-Week Task Force, Mellanie Reeve, Reference Librarian
5. Dual Enrollment Committee, Jon Ausubel, English, LA
6. Dual Enrollment Committee, Erik Jacobson, Theatre Arts, VPA
VII. GUEST(S)/PRESENTATION(S) - None.
VIII. REPORTSa. Presidentb. Vice President
1. Health Science Senator
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c. Secretary-Treasurerd. Curriculume. Coordinatorsf. Committees
IX. OLD BUSINESSa. Brown Act Training - Schedule Updateb. Open Educational Resource Liaison - ASCCC
1. Carol Hutte, Librarian2. Angela Cardinale, English, LA
c. AP/BP 3900 Speech: Time, Place, and Manner
X. NEW BUSINESSa. Faculty Hiring Committees (Faculty representatives have requested to serve as follows)
Instructional Specialist, Math Success Center Selection CommitteeRose Ann Osmanian, Instructional Specialist, Rancho LSCManar Hijaz, Instructional Specialist, ChinoMary Jane Ross, Instructional Specialist, FontanaDoug Yegge, Math, M&SCindy Walker, Instructional Specialist, Rancho
Instructor, Biology-Anatomy Selection CommitteeNicole DeRose, Biology, M&SErik Kolb, Biology, M&SSarah Cotton, Biology, M&SRobin Ikeda, Biology, M&S
Librarian, Rancho Selection CommitteeShelley Marcus, Reference Librarian, FontanaSelene Pineda, LibrarianMellanie Reeve, Reference LibrarianGarrett Kenehan, Music, VPA
Instructor, Criminal Justice Selection CommitteeMonica Carter, Political Science, SBSBaron Brown, Administration of Justice, BATBrian Khairullah, Industrial Electrical Technology, BAT
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James Sloan, Fire Technology, BAT
Certified Nursing Assistant, Rancho/Chino Selection Committee Cathy Zmudka, CNA, HS Jayne Clark-Frize, Vocational Nursing, HS Jordan Hung, Vocational Nursing, HS
Counselor, Fontana/Rancho Selection Committee Fabiola Espitia, Counselor, Counseling Cherlou Opulencia, Counseling Ricardo Diaz, Counselor, Counseling Charles Pratella, Counselor, Counseling
Instructor, Fashion Merchandising, Chino Selection Committee Stacy Scibelli, Fashion Design, HFIC Kathleen Galipeau, Interior Design,HFIC Tara Johnson, Business Administration, BAT William Araiza, Librarian Brian Khairullah, IET
Instructor, Child Development, Fontana/Rancho Selection Committee Maryline Chemama, Chemistry, Child Development and Education, SBS Linda Marcotte, Child Development and Education, SBS Christina McPeck, Child Development and Education, SBS Monica Alexander, Child Development and Education, SBS Silvia Valverde Jaimes, AAII, SBS
Instructor, Economic Development, Industrial Maintenance, Industrial Electrical (Fontana) Selection Committee Sherm Taylor, Automotive Technology, BAT Brian Khairullah, Industrial Electrical Technology, BAT William O’Neil, Industrial Electrical Technology, BAT Kelly Ford, Theatre Arts, VPA Stu Egli, Drafting & Engineering Technology, BAT Susan Bishop, Administrative Assistant II, Economic Development Sandra Sisco, Director, Economic Development
Instructor, Culinary Arts/Baking, Chino, Selection Committee HOTFS Selection Committee?? Daniel Bentum, Hospitality Management, HOTFS Mark Forde, Culinary Arts Jasmeet Singh, Chemistry, M&S Elizabeth Cannis, Math, M&S Eric Jacobson, Cinema, VPA
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Instructor, Associate Degree Nursing, Selection Committee Rachel Arciniega, ADN, HS Lisa Doget, ADN, HS Jeffrey Laguna, Gerontology, HS Emily Avila-Teeguarden, Biology, M&S
Counselor, DPS Selection Committee Julie Law, Counselor, Counseling Gregory Creel, Instructional Specialist, LSC Brent McLaren, Counseling & Matriculation Celeste Mor, Counselor, Counseling Jacob Peck, Counseling
Instructor, English, Chino Selection Committee Melissa Utsler, English, LA Robert Nazar, English, LA Kimberly George, English, LA Deckard Hodge, English, LA Vicki Tulacro, English, LA Manar Hijaz, Instructional Specialist, Chino
b. Position/Task Checklist & AP 7120 Recruitment and Selectionc. Student Resources for Syllabid. The Chronicle of Higher Education: It Matters a Lot Who Teaches Introductory Courses.
Here’s Why.
XI. ANNOUNCEMENTSa. ASCCC Upcoming Events/Meetings:● ASCCC: 2019 Part-Time Faculty Institute, February 21-23, 2019● ASCCC: Faculty Diversification Meeting - Norco College, February 28, 2019
XII. FLOOR ITEMS
XIII. ADJOURNMENT (1:50 P.M.)
The next Faculty Senate meeting is scheduled for Tuesday, February 5, 2019BEB-207
1.29.18 |Faculty Senate Packet
Faculty Senate Board Report | January 2019
Representing Chaffey College Faculty In All Academic and Professional Matters
January 24, 2019
ACADEMIC HIGHLIGHTS
New Faculty Orientation (NFO) 2018Cindy Walker, Robin Witt, Dionne Henderson, and Misty Burruel facilitated the Fall 2018 New Faculty Orientation (NFO).
NFO aims to provide new faculty with support in their first semester at Chaffey, insight into Chaffey’s culture, values, history, and processes, a cohort of
colleagues and friends that will continue throughout their career at Chaffey, learning of best practices for teaching and learning, strategies for creating culturally responsive and inclusive instructional environments, networking and resources at Chaffey, practical information needed to succeed at Chaffey, and engaging conversations and activities that promote a successful learning environment.
Each NFO faculty member is matched with a coach (a tenured faculty member) to support them through their first year. Coaches can help new faculty navigate the complex culture and processes of a community college, overcome the various stresses most faculty encounter in their first year of teaching full-time, and get feedback and insight regarding their interactions with students and other pedagogical issues. Likewise, new faculty members often inspire and energize their coaches with their fresh ideas, enthusiasm, and desire to grow, creating a mutually beneficial relationship.
OFFICERSMisty Burruel, PresidentRobin Witt, Vice PresidentNicole DeRose, Secretary-TreasurerMarie Boyd, Curriculum Chair
SENATORSWilliam AraizaPatrick ArandaRachel ArciniegaDaniel BentumJackie BoboyeNicole DeRoseFabiola EspitiaKelly Ford KaminskyKimberly GeorgeMark GutierrezDionne HendersonDavid KarpDaniel KernShelley MarcusRose Ann OsmanianSue PaplanusCharmaine PhippsMary Jane RossAngela Sadowski
SENATORS-AT-LARGEDoug DunoGarrett KenehanRobin Witt
ADJUNCT SENATORS-AT-LARGEGail Keith-GibsonLuke Gunderson
ALTERNATE SENATORSJonathan AusubelBaron BrownKenyon CallahanDonna ColondresDiana CosandShelly EckvahlStan HunterWilliam O’NeilPak Tang
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Faculty Senate Board Report | January 2019
Women in STEMProfessor of Biology, Sandra Collins, organized a very successful Women in STEM event last semester. This was a two night event that included a showing of a documentary about Jane Goodall, and a panel discussion featuring several women at different stages of their careers in STEM. Panelists included: Krissy Dominguez, Ph.D. student, Department of Biology, UC Riverside; Christine Dorgan, Senior Manager - Corporate Citizenship, Environment and Conservation
Assessments, Walt Disney Company; Dr. Stacey Finley, Assistant Professor of Biology Biomedical Engineering, USC; and Joy Haerens, Dean, Business and Applied Technology.
Students packed WH-142 for both events, and they received comments from several students about how interesting, important, and meaningful the movie and discussion were to them. One particularly cute anecdote was that one student brought her six year old son with her to the documentary, and the next day he told his teacher that he was going to be just like Jane when he grew up.
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Faculty Senate Board Report | January 2019
CREATIVE WORKS AND PROFESSIONAL ACCOMPLISHMENTS
ROBIN IKEDAFull-Time Faculty, BiologyMath and Science
Biology professor Robin Ikeda attended the 2019 SABER West Conference at UC Irvine from 19 January-20 January. SABER is the Society for the Advancement of Biology Education Research. Biology education is undergoing a transformation, which is continuously tested and informed by research. Biology educators are thus increasingly called to engage in educational research. SABER exists to bring folks together who do, and aspire to do, such research. The conference was an
formative opportunity to share and absorb ideas, and to develop methodological skills. The conference was preceded by an optional, all-day workshop, entitled “R for Novice Education Researchers,” which Ikeda also attended. R is a statistical programing language and platform which is freely available. R is increasingly used by professional scientists, and widely used by biology education researchers. Ikeda’s participation in the workshop and conference were supported by the Title III STEM Grant.
MARC R. MEYER, PhDFull-Time Faculty, AnthropologySocial and Behavioral Sciences
Dr. Marc Meyer, Associate Professor Anthropology, published a new article in the journal Paleoanthropology. This research article was conducted on fossils from South Africa, and has already received much media attention. Professor Meyer’s work on the fossil was part of a collaboration with a team of international researchers, and is featured in a special edition of the journal. Earlier work on the fossils by the team has been cited as possibly being one of the most important fossil discoveries of our time.
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Faculty Senate Board Report | January 2019
PROFESSIONAL ACCOMPLISHMENTSThe following faculty shared that they are pursuing a degree or taking courses that will enhance their professional service and growth as educators.
BARON BROWNFull-Time Faculty, Criminal JusticeBusiness & Applied Technology
Baron Brown has returned to school in pursuit of his Ed.D. He is attending Liberty University, specializing in Educational Leadership. He returned to school simply for “self-actualization,” and to develop more of the leadership skills that he has always tried to keep sharply honed. Baron has been a faculty member at Chaffey College for 13.5 years.
MISTY BURRUELFull-Time Faculty, ArtVisual and Performing Arts
Misty Burruel is in her second semester at the University of Redlands where she is pursuing her Doctorate in Leadership for Educational Justice. Courses she has taken include Foundations of Social Justice Leadership, Quantitative Research Methods, and Research to Practice Seminar with a focus on social justice, ethical, and legal issues in leadership.
CARLOS M. MARTINEZ, J.D., D.B.A. (Candidate)Part-Time Faculty, Real EstateBusiness and Applied Technology
Carlos Martinez is retired at 71 years old. In order to expand his teaching opportunities, Carlos has enrolled in a Doctor of Business Administration (DBA) program with a concentration in management and entrepreneurship. Carlos went back to school two years ago and earned a Masters in a Philosophical related field.
CINDY WALKERFull-Time Faculty, Faculty Success Center Facilitator
Cindy Walker has been attending Azusa Pacific University since June 2018 where she is pursuing her doctoral studies in Higher Education Leadership, Ed.D. program. Classes that she has taken so far include Critical Issues in Higher Education, Campus Ecology, Nature of Inquiry, and Guided Inquiry Project.
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Open Educational Resources (OER) Liaisons
At the Academic Senate for California Community Colleges (ASCCC) Fall 2018 Plenary Session, a resolution (17.02) was adopted that called on the ASCCC to “…urge local academic senates to identify a local OER point-person to act as a liaison to facilitate OER-related communication between the college and the Academic Senate for California Community Colleges.” The introduction and identification of local OER Liaisons is intended to be an integral component of the ASCCC OER Initiative (OERI) that will formally launch in spring 2019. As explained in the ASCCC proposal that secured five years of funding for the OERI, the goal is to support local college OER efforts by creating a network of OER Liaisons that serve to connect local colleges to the OERI and centrally-hosted OER-related support systems, ensuring an effective means of communication between the OERI, available resources, and the system’s 114 colleges.
While some colleges may opt to merely identify a local OER contact, it is hoped that most will choose to identify a senate-appointed faculty member who will serve as the OER Liaison. It is the OERI’s goal to support OER Liaisons so that they may serve as advocates by taking an active role in increasing local OER awareness, adoption, and support. An OER Liaison will be eligible for a yearly stipend of $1,000. As the OERI will be launched in the second half of the current academic year (2018-2019), OER Liaisons who complete the specified activities will receive $500 at the completion of the spring term. In subsequent years of the Initiative, OER liaisons will be eligible to receive the entire stipend.
OER Liaison Expectations – Spring 2019
1. Sign up for the ASCCC OER listserv by selecting “ASCCC OER Initiative” athttps://www.asccc.org/signup-newsletters.
2. Forward ASCCC OERI messages to appropriate faculty.3. Attend an OER Liaison Orientation. Orientations will be delivered via the Zoom
videoconferencing system. Liaison availability will inform the scheduling ofOrientations and attending an archived session will be an option.
4. In addition to the Orientation, attend three additional OERI meetings during thespring term. These meetings may be selected from the monthly OER Liaisonmeetings (TBD) and the weekly OER webinars (Fridays at 9:30, beginning2/1/19).
5. Communicate with the local senate and campus faculty regarding ASCCC’s OERongoing efforts.
6. Meet at least twice (via phone or Zoom) with an OERI representative to sharelocal needs and issues.
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Establish Local Open Educational Resources Liaisons
Fall 2018 Resolution Number: 17.02
Whereas, The ASCCC will be initiating a five-year open educational resources (OER) initiative in spring 2019 that will provide OER-related support and resources to the colleges and gather data from the colleges related to OER use and challenges;
Whereas, Research has shown that access to and use of textbooks and ancillary materials are correlated with successful course completion by students, and students postpone or fail to purchase textbooks due to escalating textbook prices and other educational costs, which could impact their success and course completion;
Whereas, Various college-level OER funding opportunities have required the establishment of a local point-person to coordinate such efforts, and the Academic Senate for California Community Colleges has urged local senates to be involved in the process for appointing individuals to such positions (Resolution 19.10 S16); and
Whereas, The OER initiative plan developed by the ASCCC proposes to further OER use by providing centralized support for local OER efforts, and that support must be informed by local needs and effectively disseminated at the colleges;
Resolved, That the ASCCC urge local academic senates to identify a local OER point-person to act as a liaison to facilitate OER-related communication between the college and the Academic Senate for California Community Colleges.
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SPRING 2018
POSITION
TASK DONE DIVERSITY NAME
Pink Form ☐
Job Announcement ☐
Dean sends out an announcement to
department asking who would like to
serve on the committee.
☐
Dean confirms with the chosen
faculty member first before listing
her/him on this document.
☐
Selection Team inclusion of:
Faculty Members (4-6):
Criteria to be considered for
the selection team
(Indicate who fills this roll)
Please check the
box if the
candidate has self-
identified as a
diverse/multicultural
candidate
Sr. Faculty ☐
Jr. Faculty ☐
1 from outside school ☐
Discipline Specialist ☐
Range of Curriculum ☐
Gender ☐
Diversity/Multicultural ☐
Classified Member (1): ☐
Outside Manager (1): ☐
2nd level Interviews:
Superintendent/President
Associate Superintendent of Instruction
Dean
Chair of the committee
☐
Revised: February 15, 2018
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Administrative Procedures Chapter 7, Human Resources
AP 7120 Recruitment and Selection Faculty Selection
Chaffey Community College District
x Timeline
It is the intent of the District that identification of vacancies and the initiation of the recruitment processes are scheduled early enough in the academic year to allow for all procedures to be undertaken in a thorough and thoughtful manner, and ensuring completion well in advance of employment. The length of the advertising period should allow for adequate distribution and response, as communicated by the school, to provide a diverse, high quality pool of applicants.
Screening and Interview Committee
x Composition of the Committee
The committee membership (four [4] to six [6] faculty) is determined by recommendations submitted by the first-level manager in consultation with the coordinator and/or program faculty. Faculty members from the same or a related discipline, and at least one individual from the faculty-at-large are approved by the Faculty Senate and are confirmed by the Superintendent/President.
In addition to the faculty, the first-level manager acts as an observer and resource during the first-level interview. A non-voting equal employment opportunity representative shall be named by the Chief Human Resources Officer.
When appropriate, the first-level manager in consultation with the coordinator and/or program faculty may appoint no more than two (2) additional committee members from the following categories: classified staff, administration, community representative, and/or faculty emeritus. The first-level manager may also appoint a student to serve in an advisory capacity.
Whenever possible, screening committees shall include a diverse membership which will bring a variety of perspectives to the assessment of applicant qualifications.
x Role of the Committee Chairperson
The committee chairperson’s duties will include: o Providing leadership to ensure that confidentiality regarding all aspects of
the selection process is maintained.
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SUBSCRIBELOG IN
SUBSCRIBE TODAY FOR � PREMIUM ACCESS
NEWS OPINION ADVICE STORE JOBS
FEATURED: SECTIONS UNC Chancellor's Exit The Truth About Student Success The Shutdown's Toll on Higher Ed
Joshua Lott for The Chronicle
The first professor whom students encounter in a discipline
is likely to play a big role in whether they continue in it.
I
TEACHING
It Matters a Lot Who TeachesIntroductory Courses. Here’s Why.By Beckie Supiano APRIL 15, 2018
ntroductory courses can open doors for
students, helping them not only
discover a love for a subject area that
can blossom into their major but also feel
more connected to their campus.
But on many campuses, teaching
introductory courses typically falls to less-
experienced instructors. Sometimes the task
is assigned to instructors whose very
connection to the college is tenuous. A
growing body of evidence suggests that this
tension could have negative consequences for
students.
Two papers presented at the American Educational Research Association’s annual meeting
in New York on Sunday support this idea.
The first finds that community-college students who take a remedial or introductory course
with an adjunct instructor are less likely to take the next course in the sequence.
The second finds negative associations between the proportion of a four-year college’s
faculty members who are part-time or off the tenure track and outcomes for STEM majors.
The community-college paper, “Role of Adjunct Faculty in Realizing the Postsecondary
Dreams of Historically Marginalized Student Populations,” is not the first to examine the
link between part-time instructors and student outcomes, said Florence Xiaotao Ran, its
lead author. Several previous papers have found a negative relationship between contingent
faculty members and student outcomes.
At least one study has found the opposite effect, although that research was conducted at
Northwestern University, which, as its authors noted, is typical in neither its student
population nor its working conditions for adjuncts.
Because Ran’s new paper combines administrative data from six community colleges with a
detailed faculty survey, it is able to shed light on why students who take early courses with
adjuncts (a term it uses interchangeably with part-time faculty) fare worse, said Ran, a
senior research assistant in the Community College Research Center at Teachers College of
Columbia University.
Search
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“We do find that in both remedial and college-level gatekeeper English and math, students
who take those with part-time faculty are less likely to proceed to the next level of study,”
she said. That’s a better outcome to measure than students’ grades, she added, in part
because there is some evidence that adjuncts grade more leniently. It’s also an important
outcome, she said, because reaching the next course may be a required step on the path to a
degree.
The survey reveals that “the biggest difference between part-time and full-time faculty is
that part-time faculty have less access to information about how to advise students,” Ran
said. That suggests that the issue may well be adjuncts’ ability to help students navigate a
particular college, and not their teaching ability, she said.
The study is part of a larger, continuing project that is exploring ways to include adjunct
faculty members in the student-success efforts of the six community colleges. One college,
for instance, is creating teaching collaborations in which full-time and part-time professors
observe one another’s classes and share ideas, Ran said. The research center at Teachers
College will evaluate the impact of this and other efforts.
The second paper uses national data from three sources to investigate the association
between the characteristics of four-year colleges’ professoriates and the outcomes of
students who initially majored in STEM fields. Titled “Early College Exposure to Non-Tenure
Track and Part-Time Faculty — Examining Effects on Socialization and Student Success in
Science, Technology, Engineering, and Mathematics,” it, too, is part of a larger project, this
one focused on the socialization of students in STEM.
It finds that for every 1-percent increase in the share of faculty members who work full time
and off the tenure track, students’ chances of graduation drop 1.75 percent. If a college’s
professors predominantly work off the tenure track, students are 1.5 percent more likely to
change out of a STEM major.
The findings are not causal but suggest that “who’s teaching matters, and tenure seems to
matter as well,” says Ray Franke, an assistant professor of higher education at the University
of Massachusetts at Boston and the paper’s lead author.
In STEM fields, especially, students benefit from interacting with professors who can
provide career mentorship, perhaps supervising their undergraduate research, the study
says. Such roles are often harder for part-time or non-tenure-track professors to fill.
Like Ran, Franke suspects that these findings have more to do with institutional conditions
than with individuals’ teaching ability. Professors off the tenure track tend to have higher
teaching loads and fewer resources, he said. “Often non-tenure-track or adjunct faculty
don’t even have an office.”
The new papers suggest that providing better support for nontraditional faculty members
could make a difference for students — the very hypothesis Ran’s future work will test.
Impressions for Life
Structural aspects of adjuncts’ working conditions could play a role, too, said Daniel F.
Chambliss, a professor of sociology at Hamilton College and co-author of the book How
College Works (Harvard University Press, 2014).
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“The crucial thing is thatstudents are the mostopen to new stu! whenthey walk into college.”
“One problem with using adjuncts in, say, intro,” he said, “is they may not be there next
semester.” If a student has a bad experience with that adjunct, the student has a bad
experience. If the student has a good experience, that professor is not on hand to teach the
next course, or to suggest a colleague the student might want to take it with.
That connection between introductory courses and what comes next matters a lot, he said.
“The crucial thing is that students are the most open to new stuff when they walk into
college.”
To a student who has never encountered a discipline before, the professor teaching the
introductory course is the discipline, Chambliss said. “If the physics professor is cool, then
physics is cool.” If the professor is dull, the student will think the same of the discipline. If
the professor is so dull that the student never takes another physics course, well, that
impression could hold for the rest of her life.
That’s one reason Chambliss advocates that
colleges put their very best professors in
front of as many students as possible, as
early as possible. That doesn’t mean every
senior professor needs to teach
introductory courses, he said — it’s a matter
of departments moving a few people
around, and rewarding them for their
efforts.
Professors and administrators often see a major as a coherent whole, he said. But to
students, what matters is the particular course they’re taking this term. If they have a bad
first experience, they’re unlikely to stick around for a second one.
The English department at the University of Kentucky followed a similar logic to increase
enrollment in its courses. “The most crucial thing — and perhaps the hardest change to
effect — is to have the department’s best and most experienced professors teach
introductory and general-education courses on a regular basis,” wrote Peter J. Kalliney, the
associate chair, in a recent essay in The Chronicle. “Gen-ed courses are where humanities
departments fight for majors and should be used as recruiting opportunities.”
Beckie Supiano writes about teaching, learning, and the human interactions that shape
them. Follow her on Twitter @becksup, or drop her a line at [email protected].
A version of this article appeared in the April 29, 2018 issue.
© 2019 The Chronicle of Higher Education
1255 23 Street, N.W. Washington, D.C. 20037
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