LIBR 260A-10
Programming and Services for Children (Ages 0-8)
Spring 2015 Greensheet

Professor Beth Wrenn-Estes, Lecturer
Cell Phone – 510-410-1959
Office Hours: By Appointment

Greensheet Links
Weekly Outlines
Discussion Threads
Collaborate Sessions
Detailed Assignment Descriptions
Why Group Work?
Crisis or Emergency Situations

Canvas Login and Tutorials
iSchool eBookstore


NOTE: The Instructor uses “I”and "me" throughout the Greensheet.

Canvas Information: Courses will be available beginning January 22nd, 12:01am PST unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open at 12:01am PST on the first day that the class meets.

You will be enrolled into the Canvas site automatically.

I expect each student to check into the CANVAS course site at least once, if not twice, per day to see course updates, resources, announcements, and other relevant information. Students are responsible to know the content on the CANVAS course site as well as information included in the Greensheet/Syllabus. It is also the student’s responsibility to ask questions and express concerns quickly so that the instructor can provide an answer/response or solution immediately.

Course Description

This course examines the importance of programming for children, including parent education programs, story hours, outreach techniques, services with schools, summer reading programs, and program series such as weekly or monthly programs on Manga, knitting, book discussions, or homework help.

Course Requirements

I make every effort to proofread the Greensheet/Syllabus and the CANVAS Course Site but errors still can occur. Please contact me with any errors, conflicts in information or areas that need clarification.

Instructor’s Instructional Philosophy
I want each student in the course to succeed and will do everything to help students do so but it is a partnership. Please make sure that communication and your engagement in class activities stays a top priority for you during the semester.  Ask questions when you have them, seek clarifications when you need them, take responsibility for understanding all expectations, content and assignments for the course.

I am a believer in the value of working in groups in my classes. Every job in youth services will involve working with groups of people some of whom you will know well and others that you won’t know well at all.

How well you work in a group or a team is determined by your understanding of group dynamics compounded by the fact that you are working in a distance education program where staying connected to one another and to me as your instructor is critical to success.

Just as in real life when you work in a group or as I like to think of the experience as “being on a team” you will have weak members of the group/team and you will have strong group members (leaders) of the group/team. I expect each group member work to their fullest capacity on all of the group assignments.

I will ask from time to time throughout the semester how things are going in each group and I will require outlines on group work that show who has been assigned to each part of the project/assignment.  

I expect that as librarians or librarians to be that you have high ethical standards and that you will participate fully in the group work process, including but not limited to, collaborating with your group mates, researching your given part of the assignment and completing evaluations when asked to.

I hold students to high standards of conduct and hope that the group work you do will be of value to you as you go out into the world of youth services.

The Importance of SOTES
Students evaluate the course and instructor at the end of each term.  This evaluation is known as the SOTES. An announcement will go out from the administration letting students/faculty know when the SOTES are available to complete. The importance of SOTES is very easy to describe – they are student voices to the administration and the instructor giving feedback on the positives and negatives of the student’s experience in the class. Completing the SOTES is so very important to improving courses and instruction.

Questions, Comments, Concerns- Discussion Thread
Please post all questions, concerns, and general comments on the discussion thread under Modules on the CANVAS class site. If the question or concern is of a personal nature send directly to the instructor’s email address (

E-mail Subject Lines/Naming of Assignment Files - Mandatory

Format for subject line for all email correspondence: 

Format the file name for all of your assignments:

E-mail Response Time
I answer email on a regular basis throughout the day and evenings however the official policy is: “Instructor will respond to student emails within 24-hours of receipt”. I will inform the class if a longer response time is needed (I’m out of town, illness, etc.). Students are expected to promptly answer emails.

Please call me if a situation prevents you from doing assignments or other class activities. You will receive a zero for any course work missed unless you have received permission from me for an extension. I reserve the right to deduct points (the number of points is determined by the me) for any work not submitted on time or lack of participation in Blackboard Collaborate session, group work or individual assignments and discussion threads.

Course Calendar
Subject to change with fair notice.

Technology Requirements
You will need a high-speed connection (DSL, cable, etc.) to successfully participate in this class. Please see the Technology Requirements and Instructions for Success handout.

Grades not rounded up to the next grade level. For example if at semester’s end you have a 90.7%/100 you will get a B (90%) in the class. I do not round up to the next number.

Timeframe for grading papers

Papers are graded within ten days from the date turned in. Turning in assignments late is not allowed except in the case of true extenuating circumstances and with prior approval of the instructor. The instructor requires a note from the student’s doctor to verify sickness that illness prevents assignment deadlines from being met. Extenuating circumstance discussions are facilitated on a one-to-one basis and the instructor will determine whether consideration is granted and a time extension is granted for the assignment. Students should contact instructor as early as possible with potential problems or issues.

The instructor will always inform the student(s) if papers will take longer than 14 days to grade.

Rubric/Individual Assignment Evaluation Forms
Rubrics have been worked into the gradebook in Canvas and I will provide evaluation forms to you when needed for specific assignments.


I will provide instruction and details on every week in the semester. Those Weekly Outlines appear under Modules on the Canvas course website which opens January 22, 2015. These outlines will include the information in the chart below but will also have additional details including Discussion Threads, Lectures to listen to, Readings, Collaborate Session Information, Assignment Due Date Reminders and anything else of importance to that week.


I will post additional details for each assignment along with any resources that will aid you in successfully completing the assignment including examples (when possible) on January 22, 2015 when the Canvas course website opens.



Date Due

Lecture/Guest Speaker


Collaborate Session (synchronous) – February 23rd (Week 6) – 6:30 to 9:00 p.m. Pacific

More details on speakers when the Canvas site opens January 22, 2015.



(Collaborate Presentation –asynchronous)

8 (presentation)

2 (evaluations)

Groups will work together and record a Blackboard Collaborate (asynchronous) Session that the Instructor will view and evaluate – due by March 22nd (Week 9). Worth 8 pts.

All students will be asked to review each of the group presentations and complete an evaluation form (2 pts.). Evaluations are due on March 24th (Week 10).

Students will be asked to choose a group by the instructor using a Google document I have created. Spaces in each group are limited so sign up early/ first-come/first-served basis. Document link provided when Canvas course site opens January 22, 2015.

Sign Up on Google Docs for Groups by February 8th (Week 3)
Names of Group(s)Liaison by February 15th  (Week 4)

Presentation Outlines Due by March 15th (Week 8)

URL’s Due to Instructor by March 22nd (Week 9)

Evaluations Due to Student/Instructor by April 1st (Week 11)

More details and assignment requirements will be provided on the Canvas site in January.

Competencies: D, I
Objectives: 1, 5, 6

Children’s Area Design (Group Assignment)

15 points

I will divide you into groups for this assignment. The assignment has three components:

  1. Research and design a children’s area design. Each group will provide a drawing showing what you’d include in a children’s area of the library. One drawing per group will be turned into me.
  2. As you do your research you will fill in a Google Doc provided by me showing all of the items you included in the children’s area.  Each member of the group must contribute to this document. One huge document will emerge from all the groups' participation. On the form there will be a place to fill in your name and group number.
  3. The last piece is to participate in a group discussion thread explaining your process and what you’ve learned through the experience of thinking about library design and children’s programming and services. I will create threads for each Group to post too. All group members must participate in their own discussion thread.

All 3 pieces due on Sunday, April 12th by 11:59 p.m. PST. 

More details and assignment requirements will be provided on the Canvas site in January.

Competencies: D, M
Objectives: 1, 2, 6

Story Hour (Hour) Performances

(Individual Assignment)

15 points for storyhour performance

5 points for evaluations

This assignment is to allow you to have fun and be creative and at the same time develop a necessary skill for being an effective children’s librarian in the areas of programming and services.

Research, design a story hour snippet and then create a video recording of snippet. The snippet is to be between 10 and 15 minutes long.

You are not required to do an entire story hour because they can last anywhere from 20-40 minutes. This is just a glimpse of what can be done during a story hour. Students may create performances for all three age groups below and include in their 10 to 15 minute time allowance.

  • Baby Lapsit
  • Toddler
  • All Ages (Families with kids usually 0-8 years in age)

Use the template under Modules – Detailed Assignment Descriptions – Story Hour Performances - Resources for Story Hour Assignments to help organize your thoughts. The template is designed for a complete story hour but you can modify for your needs.

Performances must be videotaped. Please load videos using YouTube, Vimeo or BlipTV. Audio only performances are not allowed. We will watch student videos and evaluate using the forms I will provide to each of you.

  • Students must provide an introduction to their performances as a part of the video

(Required). You must include what the audience will see you perform (song, followed by book X, then finger play, then another song for example – you would be way more specific but still brief) and what is the audience (see three categories above) you are performing for?

  • You may perform for no audience or find a daycare, school or public library that may allow you to videotape yourself in front of a live audience. Performing for friends and their children is allowed. Live audiences are much better but they are not mandatory.

URL's due to instructor by Sunday, April 19th 11:59 p.m. PST

More details and assignment requirements will be provided on the Canvas site in January.

All students will evaluate peers. Instructor will provide students with 5 classmate’s names to evaluate. The evaluation is part of the assignment and if not completed students will receive a point loss on the overall assignment. Evaluations are worth 5 points.

Evaluations are due student performer and to the instructor by 11:59 p.m. PST Tuesday, April 21st.

Competencies: D, M
Objectives:  1,2,3

Story Hour (Hour) Plan

(Individual Assignment)


  • Plan out a 1-month Story Hour program with a monthly theme. Design weekly themes that compliment the monthly theme (for example the month theme could be Winter - one week of Story Hour themes could be stories about snow, another week focuses on animals that live in the snow).
  • Design (write) 8 Story Hours. - 4 weeks, 2 Story Hours per week. Students must include baby lapsit, toddlers, and family - all ages (0-8 focus). You will pick out all materials to be used including any props.
  • You must use the template provided by the instructor for the actual Story Hour plan. You must complete each area indicated on the template for each of you Story Hours. You will end up creating 8 of these templates for inclusion in your paper and/or blog/wiki.
  • Students need to include at least two from each of the three age/type/categories. You are not allowed to do all the Story Hours for the same age group.
  • Students will research the necessary elements of each type of Story Hour and will review all course materials posted on the CANVAS site under Content – Resources for Story Hour Assignment.

In addition to the templates you must include the following in the narrative part of your paper/blog:

  • Demographics for the library community as far as families and ethnicity (imaginary or from real place)
  • Schedule for Story Hours including time frame for each program – think marketing blurb about Story Hours that you have seen for your web site discussion thread assignment.
  • Include information on how the various activities enhance developmental activities for the intended age group.
  • Conclusion – this should be a descriptive section that ties your whole program together and shows a synthesis from start to finish.
  • Reference Page
  • Create an appendix for examples of any handouts (sample of a coloring page or other activity) that would be included in the Story Hour (see CANVAS Course Site under Content – Resources for Story Hour Assignment for examples). You may include one example say a coloring page you are planning to hand out in your appendix and then include additional links to other handouts.

Paper or Blog Format (If you chose blog please consult with the Instructor as to how you have to design to facilitate including all of the criteria necessary for paper format in your blog.)

Due April 24th (Week 14) 

More details and assignment requirements will be provided on the Canvas site in January.

Competencies:D, M
Objectives: 1, 2, 3

12 Month Programming Plan (Group Assignment)


Presentations (Groups of 3-5)– each group will create a 12-Month Programming plan and present an overview of your plan to class during a Collaborate performance on May 4th (Week 16).

In addition each group will provide an electronic version (Word preferred) of their plan. The presentation should be highlights from the plan not the entire plan. Groups will only have about 20 minutes to present during the Collaborate session.

Brief Details

Develop a 12-month programming plan for a children’s area (department), including activities for all ages, and early literacy training/programming for parents. Design an overall theme for the year, and/or themes for each month and displays that coordinate with them. Include information on how the various activities enhance developmental activities at various ages.

Groups must go way beyond the individual’s Story Hour planning assignment into other areas of programming and services but you may include any materials you created for your Story Hour Plan as part of this assignment if you need to. You must look at this programming plan through the eyes of the person who will manage the programming.

Make plan as realistic and detailed as possible even though this may be an imaginary children’s department. Include best guesses for costs of what an activity or professional program might cost. I strongly suggest spending time consulting with an actual public or school librarian to get ideas and make plans as realistic as possible.

More details and assignment requirements will be provided on the Canvas site in January.

Competencies: A, M
Objectives:  2, 3, 6

Discussion Forums/Auxiliary Assignments


See Discussion Threads Schedule for topics and points

Competencies: D, M
Objectives: 1, 2, 6





    • Week 6
      February 23rd 
      Lecture/Guest Speaker
      6:30-9:00 p.m. Pacific
    • Week 16
      May 4th
      Group Pres/12-Month Programming Plans
      6:30 - 9:00 p.m. PST

Competencies: D, M
Objectives: 1,6,


GROUPS: Depending on the number of students that register I may divide the discussion into groups. Groups will be formed starting with Discussion 2 if the class is large.

See each thread for number of posts and submission dates/times that are required. Additional posts are always welcomed and more posts create a much richer exchange of ideas and insights between classmates.

WEEK 1 - Discussion #1 (January 22 – January 25th)

Introduce yourself to the class. This is your opportunity to tell us a few things about you. One of the things I’d like to know if where each of you is in the iSchool program and what are you doing in your professional life right now. Feel free to tell us other things about you but only if you are comfortable doing so - post pictures - we love to see and hear about dogs, cats, children, hobbies. (1 point/1 post)

Post/Deadlines: 1 post by 5 p.m. Pacific, Sunday, January 25th (11:59 p.m. Pacific)..

WEEK 4 - Discussion #2 (February 9 – February 15th)

Child Development

Thread will focus on insights and observations on the readings about children’s development (brain, emotional and physical). (4 points/4 posts)

Post/Deadlines: You must post two substantial posts and two responses to others. POSTS: One substantial post on Tuesday, February 10th 11:59 p.m. Pacific, one substantial post on Thursday, February 12th 11:59 p.m. Pacific and two responses to classmates by Sunday at 5 p.m. February 15th (5:00 p.m. Pacific).

WEEK 7 - Discussion #3 (March 2nd – March 8th)

Evaluation of Children’s Library Websites

You should have reviewed all of the links that instructor provided (as well as reached beyond the resources given to ones you found on your own). This thread is focused on looking at children’s library web pages and critically evaluating them as to how easy it is to find services and programming that the library is offering for children/parents. What were some of the best and worst websites that you found? Include links in posts if possible. Be specific and include explanations supporting opinions. (4 points/4 posts)

Post/Deadlines: You must post two substantial posts and two responses to others.  One substantial post on Tuesday, March 3rd by 11:59 p.m. Pacific, one substantial post on Thursday, March 5th by 11:59 p.m. Pacific and two responses to classmates by Sunday, March 8th at 5 p.m. Pacific.

WEEK 11 - Discussion #4 (March 30 – April 5th)


We’ve read a lot about management in children’s programming and services and whether you are coming from the manager of the children’s department or someone who is in charge of managing programs you need to think about management on several levels. Please describe your overall feelings on the readings; what skills and abilities do you think creative and effective managers have (be specific). Also discuss what obstacles/challenges face those charged with management in today’s libraries and non-libraries - be specific and include your insights into solutions to obstacles/challenges. (4 points/4 posts)

Post/Deadlines: Ceasar Chavez Day is a school holiday so the posting schedule has been shifted for this week only. You must post two substantial posts and two responses to others. POSTS: One substantial post on WEDNESDAY, April 1st by 11:59 p.m. Pacific; one substantial post on FRIDAY, April 3rd by 11:59 p.m. Pacific and two responses to classmates by Sunday at 5 p.m. Pacific, April 5th.

WEEK 15 - Discussion #5  (April 27th – May 3rd)


Write about what you’ve learned in the class this semester – what insights you’ve gained, opinion’s that were changed or were confirmed, etc.

Posts: one substantial post by Thursday, April 30th 11:59 p.m. Pacific and one post to a classmate by Sunday, May 3rd 5:00 p.m. Pacific. (2 points/2 posts)

Discussion Threads

Competencies: D, M

Objectives: 1, 2, 6

I may not read your entire paper/blog for spelling and grammar mistakes; if, in my opinion, if your work contains too many spelling and grammar errors I will reduce your points substantially stop grading your paper for spelling and mechanics and go on for content and other elements that are required in the assignment.

Students will produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is critical to proofread your work before turning it in. Graduate level writing standards do not tolerate spelling or grammatical errors of any kind. Students are encouraged to refer to a writing handbook - Strunk and White’s Elements of Style for example. APA is mandated for citations included within the text of the paper and reference/bib page(s). 

Paper Composition/Blog Banner and General formatting

  1. Prepare all assignments in MS Word 2003/Word 2007, either single or double-spaced. Blogs do not have this requirement.
  2. May not exceed the number of pages specified by the instructor.
  3. Must have a title page with the following information:  Title of paper, Class number and title, Name of Student, Name of Instructor, University and Date of Assignment. Same content applies to banner/homepages on blogs.
  4. Papers must be doubled spaced – this does not apply to the Blog formatted assignments.
  5. Reference page must be included and meet APA guidelines. Check with me if you are doing a blog.
  6. Citations within the paper itself must be done according to APA guidelines
  7. Page numbers and the name of the assignment must appear on all pages except the title page. Does not apply to blogs.
  8. All papers are to be written in formal style unless otherwise noted on the assignment description.
  9. Students and faculty are bound by the U.S. copyright regulations and need to cite the sources of the intellectual property of others, including information, images, or ideas that do not belong to us. Follow the regulations located in the Fair Use of Copyrighted Materials policy at;
  10. Because this is an online class, students must pay particular attention to the Distance Learning (iSchool/SJSU), Copyright, and Fair Use, and Plagiarism Guidelines at Students need to pay special attention to the third bullet item at the website: Fair Use Guidelines for Educational Multimedia;
  11. If you submit work with words, images, or ideas that are not their original ideas, words, or images, you must cite the sources of those words, images, or ideas. It is important for students in library science courses to develop a respect for the work of others and to be responsible users of the work of others. Although the work of students does have some fair-use protection, you are never safe in using words, images, or ideas of others in a course in which we share our work with one another. Not only will you need to remember this when you are posting to the discussion forums, you must also practice responsible use of resources in your projects that you will be sharing with your colleagues.

Tips on how to create effective PowerPoint presentations are included under Content.

I have a zero tolerance policy in regards to plagiarism and will inform the University of any incidences of plagiarism for disciplinary action. All assignment documents are run through Turnitin through the Canvas site.

Course Workload Expectations

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Course Prerequisites

LIBR 200

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Describe the current reading, viewing, and listening habits of children, and use this knowledge in program planning.
  2. Apply information on children's developmental and psychological needs and tasks to plan age-appropriate programming and services.
  3. Demonstrate storytelling, reading aloud, finger plays, songs, and rhymes; explain why these activities are developmentally appropriate for the preschool child and how they fit into library services for this age group.
  4. Design and run a summer reading program or game; explain the importance of encouraging parents to read aloud to their children to prepare them for learning to read, and the importance of maintaining reading skills of school-age children by encouraging them to read over the summer.
  5. Demonstrate familiarity with a wide variety of computer software for use in children's library programming.
  6. Design a children's area based on the developmental, recreational, and informational needs of this age group, and create and implement an annual programming and display plan.

Core Competencies (Program Learning Outcomes)

LIBR 260A supports the following core competencies:

  1. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  2. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  3. M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.
  4. N Evaluate programs and services based on measurable criteria.


Required Textbooks:

  • Fasick, A.M., & Holt, L.E. (2013). Managing children's services in libraries (4th ed.). Libraries Unlimited. Available through Amazon: 1610691008arrow gif indicating link outside sjsu domain
  • Peck, P. (2014). Crash course in children's services (2nd ed.). Libraries Unlimited. Available through Amazon: 1610697812arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Fasick, A.M. (2011). From boardbook to Facebook: Children's services in an interactive age . Libraries Unlimited. Available through Amazon: 1598844687 arrow gif indicating link outside sjsu domain

Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

97 to 100 A
94 to 96 A minus
91 to 93 B plus
88 to 90 B
85 to 87 B minus
82 to 84 C plus
79 to 81 C
76 to 78 C minus
73 to 75 D plus
70 to 72 D
67 to 69 D minus
Below 67 F


In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

  • C represents Adequate work; a grade of "C" counts for credit for the course;
  • B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
    For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation.  You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  • A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at More detailed information on a variety of related topics is available in the SJSU catalog at In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

  • "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
    • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
    • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
  • "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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