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Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions. 青少年对科学、技术、工程和数学课上同学和老师不公平待遇的评价:预期干预措施。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-10-09 DOI: 10.1111/jora.13030
Kelly Lynn Mulvey, Jacqueline Cerda-Smith, Emily Herry, Angelina Joy, Christina S Marlow, Channing J Mathews, Emine Ozturk

This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi-racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM.

本研究探讨了青少年对科学、技术、工程和数学(STEM)课程中教师和同伴不公平行为的评价。参与者包括来自美国东南部五所公立学校的九年级和十年级学生(人数=577,45.9%为女性,49%为男性,5%为其他/不愿多说/不确定)。学生的种族在其所在社区具有代表性:48%为白人/欧裔美国人,22.7%为黑人/非裔美国人,14%为拉丁裔/a/e/x,15.3%为多种族/其他/不愿多说。调查评估了青少年对不公平待遇假设情景的反应。研究结果表明,青少年认为教师和同伴的不公平行为都是错误的,但因参与者的性别和年级不同而存在细微差别。归因分析显示,不公平待遇的预期原因各不相同。对不公平行为的反应也不尽相同,青少年更倾向于与同学而不是老师对抗。人口因素、学校氛围、歧视、归属感和批判意识等因素导致了判断和反应的差异。这项研究强调了在科学、技术、工程和数学环境中解决不公平待遇问题的重要性,以促进包容性并支持学生坚持学习科学、技术、工程和数学。
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引用次数: 0
The COVID generation: A commentary on how the pandemic altered adolescents' life course. COVID一代:关于大流行病如何改变青少年生活轨迹的评论。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-10-07 DOI: 10.1111/jora.13022
Robyn Fivush

The pandemic lockdowns interrupted critical developmental experiences especially for adolescents and emerging adults engaged in the challenge of constructing identities. This commentary focuses on four review articles that document both negative and positive consequences of the pandemic on family, peer, school, and community interactions. I argue that worldwide experiences of these interruptions led to a shared generational experience of disconnection and isolation, that, paradoxically, creates a shared generational identity. The COVID-19 generation shares a view of the world as unsafe, unpredictable, and unfair; yet, at the same time, they are perhaps more oriented toward social justice. Generational identities formed at pivotal developmental moments continue to reverberate across the life course. How these formative experiences of the pandemic will continue to influence the life course of the COVID-19 generation remains to be seen.

大流行病的封锁打断了关键的发展经历,尤其是对参与构建身份挑战的青少年和新成人而言。这篇评论集中于四篇评论文章,这些文章记录了大流行病对家庭、同伴、学校和社区互动的消极和积极影响。我认为,全球范围内的这些中断经历导致了一代人共同的断裂和孤立经历,而矛盾的是,这种经历创造了一代人共同的身份认同。COVID-19 这一代人都认为世界是不安全、不可预测和不公平的,但与此同时,他们也许更倾向于社会正义。在关键发展时刻形成的代际认同会在整个生命历程中继续产生影响。这些大流行病的成长经历将如何继续影响 COVID-19 这一代人的人生历程,我们拭目以待。
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引用次数: 0
Discrimination, critical consciousness, and mental health in American youth of color. 美国有色人种青年的歧视、批判意识和心理健康。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-10-07 DOI: 10.1111/jora.13026
Ariane Desmarais, N Keita Christophe

To resist and cope with oppression, youth of color may use the process of critical consciousness which involves understanding racial injustices (critical reflection), developing motivation to fight these injustices (critical motivation), and taking action to enact sociopolitical change (critical action). However, little is known about how each dimension of critical consciousness affects mental health in adolescents of color. In a sample of 367 ethnically and racially diverse American adolescents of color (age range = 13-17; 68.9% girls, 28.6% boys, and 2.5% gender minority; 84.4% US-born), we conducted multivariate regressions in Mplus to examine the cross-sectional links between each critical consciousness dimension (reflection, motivation, and action) and mental health outcomes (anxiety, depression, and stress) over and above the impact of everyday discrimination. We also investigated the interaction between critical consciousness and discrimination in predicting mental health outcomes. Controlling for age, gender, nativity, and social class, we found that discrimination and critical action were both positively associated with anxiety, depression, and stress. For our covariates, girls and gender minority adolescents reported worse outcomes. No interactions were significant. Overall, critical action, while necessary to enact societal change, may have a complex relationship with youth's depression, anxiety, and psychological stress symptoms and warrants careful exploration. Future research should focus on understanding the longitudinal mechanisms of critical action and how we can maximize the benefits by protecting youth from those negative effects.

为了抵制和应对压迫,有色人种青少年可能会使用批判意识,其中包括理解种族不公(批判性反思)、培养与这些不公作斗争的动机(批判性动机),以及采取行动进行社会政治变革(批判性行动)。然而,人们对批判意识的各个维度如何影响有色人种青少年的心理健康知之甚少。我们以 367 名不同民族和种族的美国有色人种青少年(年龄范围 = 13-17 岁;68.9% 为女孩,28.6% 为男孩,2.5% 为性别少数;84.4% 在美国出生)为样本,在 Mplus 中进行了多元回归,以研究每个批判意识维度(反思、动机和行动)与心理健康结果(焦虑、抑郁和压力)之间的横截面联系,以及日常歧视的影响。我们还研究了批判意识和歧视在预测心理健康结果方面的相互作用。在控制年龄、性别、出生地和社会阶层的情况下,我们发现歧视和批判行动都与焦虑、抑郁和压力呈正相关。就我们的协变量而言,女孩和性别上属于少数群体的青少年的结果更差。交互作用不显著。总之,批判性行动虽然是实现社会变革的必要条件,但可能与青少年的抑郁、焦虑和心理压力症状有着复杂的关系,值得仔细研究。未来的研究应侧重于了解批判性行动的纵向机制,以及我们如何通过保护青少年免受这些负面影响来最大化其益处。
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引用次数: 0
Celebrating the legacy and work of John Schulenberg: Answering the question "Does adolescence matter?" 纪念约翰-舒伦伯格的遗产和工作:回答 "青春期重要吗?
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-10-07 DOI: 10.1111/jora.13019
Justin Jager, Megan E Patrick

Dr. John Schulenberg (1957-2023) was a brilliant and internationally recognized developmental scientist. In equal measure, he was an outstanding, dedicated, and generous mentor. Through his scholarship and mentorship, his impact on the fields of adolescent and substance use research will be deep and enduring. The overriding theme of his research was illuminating the importance of adolescence in the life course, which he referred to as "Taking the Long View" on adolescence. John's longstanding motivation for this was to answer the question: "Does adolescence matter?" This special issue, which (in addition to this introduction) includes 14 papers and 2 invited commentaries, is designed to honor his scholarship and impact. For this introduction to the special issue, we divide what it means to "Take the Long View" on adolescence into four major themes: (1) Turning points; (2) Developmental disturbances; (3) Continuity and long-term developmental connections; and (4) Heterogeneity in the age curve. We describe these four themes, consider how they connect with the overarching question "Does adolescence matter?," and discuss how the research papers included in this special issue are excellent examples of research inspired by these themes.

约翰-舒伦堡博士(1957-2023 年)是一位杰出的、国际公认的发育科学家。同样,他也是一位杰出、敬业和慷慨的导师。通过他的学术研究和指导,他对青少年和药物使用研究领域的影响将是深远而持久的。他研究的首要主题是阐明青春期在生命历程中的重要性,他称之为 "从长计议 "青春期。约翰长期以来的研究动机就是要回答这样一个问题:"青春期重要吗?"青春期重要吗?本特刊(除本导言外)包括 14 篇论文和 2 篇特邀评论,旨在纪念他的学术成就和影响。在本特刊的导言中,我们将 "从长远角度看 "青春期的意义分为四大主题:(1) 转折点;(2) 发展障碍;(3) 连续性和长期发展联系;(4) 年龄曲线的异质性。我们将描述这四个主题,思考它们与 "青春期重要吗?"这个首要问题之间的联系,并讨论本特刊所收录的研究论文是如何从这些主题中获得研究灵感的优秀范例。
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引用次数: 0
Identifying the role of siblings in adolescent decision-making: A developmental processes approach. 确定兄弟姐妹在青少年决策中的作用:发展过程方法。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-10-06 DOI: 10.1111/jora.13027
Christy R Rogers, Derek D Morgan

Adolescence represents a period of opportunity in decision-making as developmental motivations and processes shift, particularly in social contexts. Sibling relationships may be especially influential in adolescent decision-making, as siblings spend a disproportionate amount of time with one another and can affect how adolescents think, feel, and behave. However, the ways in which siblings may shape adolescent decision-making through psychological, behavioral, and neurological processes, particularly their interactions, are less well known. This review introduces the developmental processes approach to understanding adolescent decision-making in the sibling context by reviewing patterns in the literature as to how each developmental process in sibling contexts may contribute to adolescent decision-making. Interdisciplinary collaborations across theories and methods (i.e., surveys, observations, and neuroimaging) can contribute to a more holistic understanding of how siblings may shape adolescent decision-making, for better and for worse. Further, this approach can inform practice through sibling-focused prevention programs and other sibling-focused programming (e.g., government, nonprofit) in promoting adaptive adolescent decision-making.

青春期是决策的机遇期,因为成长的动机和过程会发生变化,尤其是在社会环境中。兄弟姐妹关系对青少年决策的影响尤为明显,因为兄弟姐妹之间相处的时间过长,会影响青少年的思维、感觉和行为。然而,兄弟姐妹如何通过心理、行为和神经过程,尤其是他们之间的互动来影响青少年的决策,却鲜为人知。本综述通过回顾文献中关于兄弟姐妹的每个发展过程可能如何促进青少年决策的模式,介绍了在兄弟姐妹背景下理解青少年决策的发展过程方法。跨学科的理论和方法(即调查、观察和神经影像学)合作有助于更全面地了解兄弟姐妹如何影响青少年的决策,无论决策的好坏。此外,这种方法还可以通过以兄弟姐妹为重点的预防计划和其他以兄弟姐妹为重点的计划(如政府、非营利组织),为促进青少年适应性决策提供实践依据。
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引用次数: 0
Seizing the moments and lessons learned from the global response to COVID-19 pandemic: Creating a platform to shape the scientific and public discourse of research on adolescence. 抓住时机,从全球应对 COVID-19 大流行中汲取经验教训:创建一个平台,形成关于青春期研究的科学和公共讨论。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-10-01 DOI: 10.1111/jora.13020
Velma McBride Murry

COVID-19 response offers a model to guide research and preventive interventions targeting adolescents, their families, and communities. My 2022 SRA Presidential Address posed: What if the COVID-19 Response Served as a Guidepost for Future Research on Adolescence? Solution versus Problem-Focused Agenda. Several "pandemics" were already underway, emerging from historic and contemporary events that threaten the safety and survival of human lives. The Multi-Transgenerational Life Course Theoretical model was selected to demonstrate pathways through which the transmission of generational exposure to crisis and trauma impact adolescents' developmental trajectories. Recommendations to inform and guide an adolescent research rapid response agenda are proposed minds to advance equity and social justice can become realities.

COVID-19 的应对措施为指导针对青少年、其家庭和社区的研究和预防干预措施提供了一个模式。我在2022年的SRA主席演讲中提出了这样一个问题:如果将 COVID-19 反应作为未来青春期研究的路标会怎样?解决方案与以问题为重点的议程。从威胁人类生命安全和生存的历史和当代事件中产生的几种 "大流行病 "已经开始流行。我们选择了 "多代人生命历程 "理论模型,以展示世代相传的危机和创伤影响青少年成长轨迹的途径。建议为青少年研究快速反应议程提供信息和指导,以促进公平和社会正义成为现实。
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引用次数: 0
Is there a mental health wake following the COVID-19 pandemic on adolescents in a male juvenile prison? 在 COVID-19 大流行之后,一所男性少年监狱中的青少年是否出现了心理健康问题?
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-09-30 DOI: 10.1111/jora.13015
Rebecca L Fix, Kelli R Thompson, Brandon Doan

Lingering effects of the COVID-19 pandemic loom large in the United States but are particularly of concern in prison settings. In the current study, we examine the ongoing mental health consequences of the pandemic among young people incarcerated in a male juvenile prison. Sequential mixed methods data were obtained-78 young people assigned male at birth completed surveys and 19 completed individual interviews. Seven staff were also interviewed about youth experiences during and following the pandemic. Youth survey results indicated racial and ethnic identity exploration, feeling less safe at night, and experiencing staff harassment were significantly associated with some negative mental health concerns, yet lingering COVID-19 policies were not. Triangulation with interviews underscored these findings by highlighting more specific concerns related to COVID-19, such as social isolation, loneliness, and concerns about the indirect effects the pandemic might have on court outcomes and educational goals. Overall, results of the current analysis provide evidence that incarceration continues to be traumatizing and harmful to youth mental health even following the pandemic. To a lesser extent, these results also imply that lingering effects of the pandemic and concurrent cultural and racial tensions have delayed impacts on the mental health of incarcerated youth during this tumultuous time. Taken together, study findings suggests juvenile prisons must implement readiness plans to mitigate these and other harmful effects of juvenile incarceration in the future.

在美国,COVID-19 大流行病的遗留影响非常严重,但在监狱环境中尤其令人担忧。在本研究中,我们研究了这一流行病对一所男性少年监狱中被监禁的年轻人造成的持续心理健康影响。我们采用顺序混合方法获得了数据--78 名出生时即被分配为男性的青少年完成了问卷调查,19 名青少年完成了个人访谈。此外,还就青少年在大流行期间和之后的经历采访了七名工作人员。青少年调查结果显示,种族和民族身份探索、夜间不安全感以及遭遇工作人员骚扰与一些消极的心理健康问题密切相关,但与挥之不去的 COVID-19 政策无关。与访谈的三角分析强调了与 COVID-19 相关的更多具体问题,如社会隔离、孤独感以及对大流行病可能对法庭结果和教育目标产生的间接影响的担忧,从而强调了这些发现。总体而言,当前的分析结果证明,即使在大流行病之后,监禁仍然会对青少年的心理健康造成创伤和伤害。在一定程度上,这些结果还意味着,在这一动荡时期,大流行病的残余影响以及同时存在的文化和种族紧张关系对被监禁青少年的心理健康产生了延迟影响。总之,研究结果表明,少年监狱必须实施准备计划,以减轻这些影响以及未来青少年监禁的其他有害影响。
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引用次数: 0
The association between experiences of unfair treatment in school and adolescent adjustment over 5 years. 学校中不公平待遇的经历与青少年五年内适应能力之间的关系。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-09-30 DOI: 10.1111/jora.13023
Eva Grew, Gülseli Baysu, Rhiannon N Turner

This study investigates how high-school experiences of unfair treatment connect to adolescents' higher education enrollment and life satisfaction 5 years later. We utilized four waves of data at ages 14 years (T1), 16 (T2), 18 (T3) and 19 (T4) in the UK (N = 13,065; 51% Male, 49% Female, 70% White, 11% Black, 19% South-Asian). Perceived teacher unfairness at T1 predicted lower university aspirations (T2) and subsequently lower enrollment in higher education (at T3 and T4) and life satisfaction (T4). Experiences with T1 teacher ethnic discrimination also predicted lower life satisfaction. The effects were similar across historically minoritized and majority-background pupils, but historically minoritized adolescents experienced more ethnic discrimination in school. Our findings highlight the importance of fair treatment for all pupils.

本研究调查了高中时期遭受不公平待遇的经历与青少年高等教育入学率和 5 年后生活满意度之间的关系。我们利用了英国 14 岁(T1)、16 岁(T2)、18 岁(T3)和 19 岁(T4)的四波数据(N = 13,065; 51% 男性,49% 女性,70% 白人,11% 黑人,19% 南亚人)。在 T1 阶段感受到的教师不公平预示着较低的大学期望值(T2),以及随后较低的高等教育入学率(T3 和 T4)和生活满意度(T4)。第一学年教师的民族歧视经历也预示着较低的生活满意度。对历史上属于少数族裔和多数族裔背景的学生的影响相似,但历史上属于少数族裔的青少年在学校中受到的族裔歧视更多。我们的研究结果凸显了公平对待所有学生的重要性。
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引用次数: 0
Adolescence in the life course spotlight. 聚焦生命历程中的青春期。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-09-25 DOI: 10.1111/jora.13021
Robert Crosnoe

The articles in this special issue were inspired by the late John Schulenberg's long view of adolescence, a perspective that emphasizes the integral role that the teens and twenties play in the life course. Using multiple longitudinal data sources to explore myriad developmental topics, the authors delve into the ways that adolescence connects, disrupts, and stands out from childhood and adulthood as a means of integrating rather than isolating these developmentally dense years. In this commentary, I highlight what this collection of studies does to drive home some basic tenets of the long view of adolescence and point out some other tenets that should garner more attention moving forward. Specifically, I discuss the need to connect multiple periods of life before and after adolescence, voice some caution about not letting the long view of adolescence keep us from continuing our in-depth exploration of adolescence itself, and encourage more macro-level conceptualizations of context to go with more common micro- and meso-level connections in order to better interrogate inequality. John's career has taught us a great deal about how to think about adolescent development, and just because he left us too soon does not mean that we will stop learning.

本特刊中的文章受到了已故约翰-舒伦伯格(John Schulenberg)对青春期的长远观点的启发,这一观点强调了十几岁和二十几岁在人生历程中所扮演的不可或缺的角色。作者们利用多种纵向数据来源探讨了无数的发展话题,深入研究了青春期与童年和成年期的联系、干扰和区别,以此来整合而不是孤立这些发展密集期。在这篇评论中,我将重点介绍这组研究报告在推动青少年长远发展的一些基本原则方面所做的工作,并指出其他一些应该引起更多关注的原则。具体来说,我讨论了将青春期前后的多个生活阶段联系起来的必要性,提醒我们不要让青春期的长远观点阻碍我们继续深入探讨青春期本身,并鼓励我们将更多宏观层面的背景概念与更常见的微观和中观层面的联系结合起来,以便更好地审视不平等问题。约翰的职业生涯教会了我们很多思考青少年发展的方法,他的过早离去并不意味着我们将停止学习。
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引用次数: 0
Disentangling the directionality among cultural stressors and psychosocial outcomes in recently immigrated Hispanic families: A random intercept cross-lagged panel model approach. 在新近移民的西班牙裔家庭中,厘清文化压力因素与社会心理结果之间的方向性:随机截距交叉滞后面板模型方法。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-09-08 DOI: 10.1111/jora.13017
Beyhan Ertanir, Alan Meca, Cory Cobb, Ingrid Zeledon, Jennifer B Unger, Elma Lorenzo-Blanco, Pablo Montero-Zamora, Byron L Zamboanga, Lourdes Baezconde-Garbanati, Daniel W Soto, Dilan Aksoy, Wassilis Kassis, Maria Duque, Aigerim Alpysbekova, Seth J Schwartz

Research shows the impact of cultural stressors (e.g. perceived discrimination, bicultural stressors, negative context of reception) on adolescents' psychosocial outcomes. Given the presence of multiple cultural stressors in many Hispanic adolescents' lives, it is essential to examine the (a) developmental sequencing of cultural stressors among recent immigrant youth and (b) predictive effects of cultural stressors on adolescents' psychosocial outcomes. We employed a random intercept cross-lagged panel model to examine the longitudinal interplay among cultural stressors and their effects on youth outcomes using longitudinal data with six waves among 302 recently immigrated Hispanic adolescents (47% girls, Mage = 14.51, SD = .88). We observed bidirectional within-person relations and between-person associations among cultural stressors. At the within-person level, bidirectional cross-lagged effects emerged between perceived discrimination and bicultural stress, between perceived discrimination and negative context of reception, and between negative context of reception and bicultural stress. At the between-person level, bidirectional cross-lagged effects emerged only between perceived discrimination and bicultural stressors. Our findings indicate that cultural stressors explain heterogeneity in psychosocial outcomes: self-esteem was inversely predicted by all cultural stressors, whereas depressive symptoms were predicted only by perceived discrimination. In addition, optimism was predicted only by bicultural stressors, and externalizing behavior was predicted by both bicultural stressors and perceived discrimination. These results suggest that the longitudinal relationships among cultural stressors are (partly) bidirectional. Additionally, cultural stressors demonstrated differential predictive effects on psychosocial outcomes, indicating the added value of considering multiple cultural stressors and their longitudinal effects on adolescents' psychosocial outcomes.

研究表明,文化压力源(如感知到的歧视、双文化压力源、消极的接受环境)对青少年的社会心理结果有影响。鉴于许多西班牙裔青少年的生活中存在多种文化压力,因此有必要研究(a)新移民青少年文化压力的发展顺序,以及(b)文化压力对青少年社会心理结果的预测作用。我们采用随机截距交叉滞后面板模型,利用 302 名新近移民的西班牙裔青少年(47% 为女孩,Mage = 14.51,SD = .88)的六波纵向数据,研究了文化压力因素之间的纵向相互作用及其对青少年结果的影响。我们观察到了文化压力源之间的双向人内关系和人际关系。在人内层面,感知到的歧视与双文化压力之间、感知到的歧视与消极的接受环境之间以及消极的接受环境与双文化压力之间出现了双向交叉滞后效应。在人与人之间,只有在感知到的歧视和双文化压力源之间出现了双向交叉滞后效应。我们的研究结果表明,文化压力因素可以解释社会心理结果的异质性:自尊与所有文化压力因素成反比,而抑郁症状仅与感知到的歧视成反比。此外,只有双文化压力因素能预测乐观情绪,而双文化压力因素和感知到的歧视都能预测外化行为。这些结果表明,文化压力源之间的纵向关系(部分)是双向的。此外,文化压力因素对社会心理结果的预测效果也不尽相同,这表明考虑多种文化压力因素及其对青少年社会心理结果的纵向影响具有附加价值。
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引用次数: 0
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Journal of Research on Adolescence
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