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Young children and families’ home literacy and technology practices before and during COVID-19 幼儿和家庭在COVID-19之前和期间的家庭扫盲和技术实践
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-15 DOI: 10.1177/1476718X231164132
Naomi Lin, M. Molgaard, Alison Wishard Guerra, Shana R. Cohen
The home is an important setting for young children’s learning and development. We examined home literacy practices and technology usage among families with children ages 5–6 years old (N = 47) before as compared to during COVID-19 with bivariate analyses. Variations by household income were also investigated. Parents completed surveys on home literacy and technological practices and demographic information in the spring of transitional kindergarten and the following kindergarten year. Results demonstrated an increase in child technology usage for school related educational programs, from pre-COVID-19 to COVID-19 and a decrease in home book reading, storytelling, writing, and playing games during COVID-19 home learning. Transitional kindergarten parents from the upper-income bracket reported significantly lower technology use of educational games compared to those in the lower-income group pre-COVID-19. Kindergarten parents from the upper-income bracket reported significantly higher technology use of educational games and lower technology use in watching TV to fall asleep, compared to those in the lower-income group during COVID-19. Findings suggest that there are few differences in home learning environments across family income groups. By characterizing how parents utilize technology and literacy practices with their children, we can better understand how to support families through COVID-19 and beyond.
家庭是幼儿学习和发展的重要场所。通过双变量分析,我们研究了有5-6岁儿童的家庭(N = 47)在COVID-19之前和期间的家庭扫盲实践和技术使用情况。还调查了家庭收入的差异。家长在过渡幼儿园的春季和接下来的幼儿园学年完成了家庭文化和技术实践以及人口统计信息的调查。结果显示,从2019冠状病毒病前到2019冠状病毒病期间,儿童在学校相关教育项目中的技术使用有所增加,在家学习COVID-19期间,在家阅读、讲故事、写作和玩游戏的情况有所减少。与covid -19前的低收入群体相比,来自高收入阶层的过渡幼儿园家长报告说,他们对教育游戏的技术使用明显减少。与COVID-19期间低收入群体的幼儿园家长相比,高收入群体的幼儿园家长报告说,在教育游戏中使用的科技含量明显更高,在看电视入睡时使用的科技含量则更低。研究结果表明,不同家庭收入群体的家庭学习环境差异不大。通过描述父母如何与孩子一起利用技术和扫盲实践,我们可以更好地了解如何在2019冠状病毒病期间及以后为家庭提供支持。
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引用次数: 0
Parental self-efficacy in relation to family characteristics 父母自我效能感与家庭特征的关系
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-03 DOI: 10.1177/1476718X231164133
Juliane Gessulat, Elisa Oppermann, Franziska Cohen, Yvonne Anders
Parental self-efficacy (PSE) is an essential predictor of parenting practices and child development. The content-specificity of PSE is not well understood: Previous studies are based on either measure of general parental self-efficacy or task-specific parental self-efficacy but not measures of both constructs. Thus, we do not know how both constructs are related. With data from the “AQuaFam” study, we compared four-factor models to investigate the structure of PSE. It was a priority whether (1) task-specific and general PSE could be assessed separately or (2) be mapped in a hierarchical model with task-specific PSE factors and a superordinate factor of general PSE. A Chi-square test shows no significant model improvement, which indicates general and task-specific PSE being separate dimensions. US studies suggest that low-income parents, migrants, or parents with a lower educational status experience lower PSE. To adequately support these parents, we need to know whether differences according to families’ background characteristics occur in task-specific and general PSE beliefs. We tested general PSE and PSE in four parenting tasks for differences according to families’ background characteristics. Parents with a university degree they were self-efficacious in communicating responsible media use than parents without a university degree. Parents with a non-German family language they were self-efficacious in communicating a responsible media use, caring for a sick child, and in their general PSE compared to parents with German as a family language. The results of the group differences are discussed in the context of how to support different parent groups.
父母自我效能(PSE)是父母行为和儿童发展的重要预测因素。PSE的内容特异性还没有得到很好的理解:以前的研究要么基于一般父母自我效能感的测量,要么基于任务特定父母自我效能,但不是基于这两种结构的测量。因此,我们不知道这两个结构是如何相关的。利用“AQuaFam”研究的数据,我们比较了四个因素模型来研究PSE的结构。优先考虑的是(1)特定任务和一般PSE是否可以单独评估,或者(2)在具有特定任务PSE因素和一般PSE的上级因素的分层模型中进行映射。卡方检验没有显示出显著的模型改进,这表明一般PSE和特定任务PSE是独立的维度。美国的研究表明,低收入父母、移民或教育水平较低的父母经历的PSE较低。为了充分支持这些父母,我们需要知道在特定任务和一般PSE信念中是否存在根据家庭背景特征的差异。根据家庭背景特征,我们在四项育儿任务中测试了一般PSE和PSE的差异。拥有大学学历的父母在沟通负责任的媒体使用方面比没有大学学历的家长更有效。与使用德语作为家庭语言的父母相比,使用非德语家庭语言的家长在沟通负责任的媒体使用、照顾生病的孩子以及一般PSE方面都是自我有效的。在如何支持不同的父母群体的背景下,讨论了群体差异的结果。
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引用次数: 0
Early childhood leadership well-being: A phenomenological examination of workplace stress and supports 幼儿领导福祉:工作场所压力和支持的现象学研究
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-03 DOI: 10.1177/1476718x231164131
Jamlick Peter Ondieki Bosire, Kathleen C. Gallagher, Amanda Leigh Garrett, Wayne A. Babchuk
Early childhood center directors need to effectively function in their workplace so that they can provide leadership that supports quality. Their personal and professional well-being may affect how they support other educators. Few studies have investigated work-related well-being from directors’ perspectives. This qualitative study investigated the directors’ common experiences about well-being. Specifically, interpretative phenomenological design was used to explore the directors’ work-related stress, work-related support, and well-being. Four early childhood center directors serving children from low socio-economic backgrounds in Mid-Western State were interviewed individually to understand how they understood work-related well-being, sources of work-related stress, and work-related support. Five themes emerged from the data: understanding of well-being (physical and mental health, salary, relationships, and self-care practice); sources of work-related stress (compassion fatigue, role, and learning); managing work-related stress (self-discipline, mindfulness); sources of support (leadership, staff, self-support, family, and friends); source of inspiration (opportunity and value). Implications include establishing formal support networks, and policy review and provision of resources to effectively support directors from burnout.
幼儿中心主任需要在他们的工作场所有效地发挥作用,这样他们才能提供支持质量的领导。他们的个人和职业幸福感可能会影响他们如何支持其他教育工作者。很少有研究从董事的角度调查与工作相关的幸福感。本定性研究调查了董事们关于幸福感的共同经历。具体而言,我们采用解释现象学设计来探讨董事的工作压力、工作支持和幸福感。在中西部州,四位服务于低社会经济背景儿童的幼儿中心主任分别接受了采访,以了解他们如何理解与工作有关的福利、与工作有关的压力来源和与工作有关的支持。数据中出现了五个主题:对幸福的理解(身心健康、工资、人际关系和自我保健实践);工作压力的来源(同情疲劳、角色和学习);管理工作压力(自律、正念);支持的来源(领导、员工、自我支持、家人和朋友);灵感的来源(机会和价值)。影响包括建立正式的支持网络,政策审查和提供资源,以有效地支持董事的职业倦怠。
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引用次数: 0
Humour and the stretchy temporality of peer conflict in a group early childhood setting: An analysis of relational power 幽默感与幼儿群体中同伴冲突的弹性时间性:关系权力分析
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.1177/1476718X231159300
Carmen Dalli, A. Strycharz-Banaś, M. Meyerhoff
While research on children’s humour is growing, few investigations have focused on how children use humour in conflict interactions, and specifically in group early childhood settings. Using data extracts from a project that investigated children’s naturally occurring conflict interactions in a multi-ethnic early childhood setting, we use interactional sociolinguistics to analyse how children used humour at unexpected moments during conflict situations. The analysis probes different meanings carried in the children’s use of humour, illustrating how humour intersected with personal and relational power to resolve or defuse conflict, or to coerce compliance with existing peer relational positions. The analysis broadens understandings of the significance of humour in children’s lives in early childhood settings, and particularly in the context of conflict interactions that have a ‘stretchy temporality’ connecting interactive moves to others in the past, and to existing power positions in peer relationships.
虽然对儿童幽默的研究越来越多,但很少有调查关注儿童如何在冲突互动中使用幽默,特别是在儿童早期群体环境中。我们从一个调查儿童在多民族幼儿环境中自然发生的冲突互动的项目中提取数据,使用互动社会语言学来分析儿童在冲突情境中如何在意想不到的时刻使用幽默。分析探讨了儿童使用幽默的不同含义,说明了幽默如何与个人和关系力量相结合,以解决或缓和冲突,或强迫遵守现有的同伴关系立场。该分析拓宽了人们对幽默在儿童早期生活中的重要性的理解,特别是在冲突互动的背景下,这种冲突互动具有“可拉伸的暂时性”,将过去的互动动作与他人联系起来,以及与同伴关系中现有的权力地位联系起来。
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引用次数: 0
‘It has also happened to me’: Children’s peer exclusion experiences in Finnish pre-primary school through children’s narrations “这也发生在我身上”:芬兰学龄前儿童的同伴排斥经历
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.1177/1476718X231159290
Antonina Peltola, Liisa Karlsson, J. Kangas
Being part of a peer group and feeling a sense of belonging increases the well-being of children in early childhood education and care (ECEC). Still, children face exclusion and rejection by peers. This study examined children’s peer exclusion experiences in pre-primary school settings, investigating children’s voices and perspectives through researching children’s narratives. Ten children participated in the interviews in Finnish pre-primary school during spring 2018. Children’s narrations about exclusion took place during free play time in children’s peer groups. Results showed common features but also a variety of children’s experiences and strategies when facing exclusion, and suggests that children with positive experiences with peers can cope with occasional exclusion. Children had a clear understanding of exclusion and they were capable of expressing their experiences verbally. Furthermore, by researching children’s narratives, we can increase our understanding of peer exclusion in early childhood educational settings.
成为同伴群体的一部分,并有归属感,可以提高儿童在幼儿教育和护理(ECEC)中的幸福感。然而,孩子们仍然面临着同龄人的排斥和排斥。本研究考察了学龄前儿童的同伴排斥经历,通过研究儿童的叙述来调查儿童的声音和观点。2018年春季,10名儿童参加了芬兰幼儿园的访谈。孩子们对排斥的叙述发生在孩子们的同伴群体的自由玩耍时间。结果显示了儿童在面对排斥时的共同特征,但也有各种各样的经历和策略,并表明与同伴有积极经历的儿童可以应对偶尔的排斥。孩子们对排斥有一个清晰的理解,他们能够用语言表达他们的经历。此外,通过研究儿童的叙述,我们可以增加我们对早期儿童教育环境中同伴排斥的理解。
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引用次数: 0
Parenting self-efficacy in relation to children’s executive function and externalizing behavior 父母自我效能感与儿童执行功能和外化行为的关系
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.1177/1476718X231159293
M. Yovita, D. Hendrawan
Parenting has a prominent role in predicting children’s externalizing behaviors (EB). Although parenting behavior has been shown by prior research to mediate the relationship between parenting self-efficacy (PSE) as the cognitive aspect of parenting and child EB, the role of children’s cognitive aspects in the relationship is not yet well understood. To improve understanding of the relationship between PSE, children’s EB, and children’s cognitive aspect, the current study aims to investigate the mediating effect of children’s executive function (EF) on the relationship between PSE and children’s EB in early childhood. Questionnaire data on PSE, child EF, and child EB were collected from 217 mothers of typically developed children aged 3 years to 8 years in Indonesia. Hayes PROCESS analysis revealed an indirect effect of maternal PSE on child EB that is mediated by child EF when socioeconomic status is controlled. With this indirect effect accounted for, the direct effect of maternal PSE on child EB disappears, suggesting a full mediation effect. Specifically, the relationship between PSE and child EB is fully mediated by inhibitory control, but only partially mediated by working memory. The discovery indicates that children’s EF deficit may increase child EB, along with a decrease in maternal PSE. These findings imply that in providing EB intervention for children, it is necessary to consider PSE and children’s EF.
父母教养对儿童外化行为有显著的预测作用。虽然已有研究表明父母行为在父母自我效能感(PSE)作为父母认知方面与儿童EB之间的关系中起中介作用,但儿童认知方面在这种关系中的作用尚未得到很好的理解。为了更好地理解PSE、儿童EB与儿童认知方面的关系,本研究旨在探讨儿童执行功能(EF)在儿童早期PSE与儿童EB之间的中介作用。本文收集了印度尼西亚217名3 ~ 8岁典型发育儿童母亲的PSE、儿童EF和儿童EB问卷数据。Hayes PROCESS分析显示,在社会经济地位受控的情况下,母亲PSE对儿童EB的间接影响是由儿童EF介导的。考虑到这种间接影响,母体PSE对儿童EB的直接影响消失,表明存在充分的中介作用。具体而言,PSE与儿童EB之间的关系完全由抑制控制介导,而工作记忆仅部分介导。该发现表明,儿童EF不足可能增加儿童EB,同时降低母亲PSE。这些发现提示,在为儿童提供EB干预时,有必要考虑PSE和儿童EF。
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引用次数: 0
Educational efficacy for preschool parents in the time of COVID-19 新冠肺炎疫情下学前家长教育效果分析
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.1177/1476718X231159302
Angela M. Kurth, Audra K. Nuru
According to the National Center for Educational Statistics, more than 85% of U.S. children under the age of five attend pre-Kindergarten programs. When COVID-19 quickly caused much of the nation to close preschool programs with very little notice, the structure of education changed dramatically. The purpose of the present study was to explore two specific aims: First, the study examines the role of self-efficacy in educational involvement during COVID-19; and second, the study examines the impact of perceived resources on parental efficacy and involvement during COVID-19. Parents of pre-K students reported on their perception of the educational program’s resources and their own involvement and feelings of self-efficacy toward their child’s education. Results indicate that resources, self-efficacy, and involvement were challenged by the pandemic. Taken together, these results strengthen existing research on educational efficacy, parental engagement, and perceptions of resources during times of adversity.
根据美国国家教育统计中心的数据,超过85%的美国五岁以下儿童参加幼儿园前的课程。当新冠肺炎迅速导致全国大部分地区在几乎没有通知的情况下关闭学前教育项目时,教育结构发生了巨大变化。本研究的目的是探讨两个具体目标:首先,研究考察自我效能在新冠肺炎期间教育参与中的作用;其次,该研究考察了新冠肺炎期间感知资源对父母效能和参与的影响。学前教育学生的家长报告了他们对教育项目资源的感知,以及他们自己对孩子教育的参与和自我效能感。结果表明,资源、自我效能和参与受到疫情的挑战。总之,这些结果加强了现有的关于教育效能、父母参与度和逆境时期对资源的感知的研究。
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引用次数: 0
Parent perspectives on young children's changing digital practices: Insights from Covid-19. 家长对幼儿不断变化的数字实践的看法:来自Covid-19的见解
IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-01 Epub Date: 2022-12-28 DOI: 10.1177/1476718X221145486
Kate L Lewis, Steven J Howard, Irina Verenikina, Lisa K Kervin

Young children's use of digital technologies has presented challenges for parents, particularly in response to an increased reliance on digital resources during the Covid-19 pandemic. This mixed-methods study explored young children's digital practices within the context of their families and homes. Although this study was originally planned, the timing of data collection meant that it was uniquely positioned to capture parent perspectives as the pandemic and first lockdown was unfolding in Australia. Data was collected through questionnaire (N = 101) and semistructured interview (n = 20) about status and change in children's digital practices, and parents' rules and flexibility in governing these experiences. Quantitative findings suggested children's frequency and duration of digital device use trended upwards during lockdown, and parents were more flexible in their rules about the amount of screen time, as well as when and where children could use digital devices. Qualitative results suggested that, more than a temporary and situational change, for many parents, exposure to new ways of engaging with digital technologies facilitated a shift in their perceptions, leading to greater consideration of quality in their choices for their children. This study highlights the influential role of parents in shaping children's digital experiences. Understanding their perceptions, as well as children's current and shifting digital practices in the home, is important for informing efforts and guidance for supporting young children's safe and effective use of digital technologies.

幼儿对数字技术的使用给父母带来了挑战,特别是在2019冠状病毒病大流行期间对数字资源的依赖增加的情况下。这项混合方法的研究探讨了幼儿在家庭和家庭背景下的数字实践。虽然这项研究最初是计划好的,但数据收集的时机意味着,随着澳大利亚大流行和第一次封锁的展开,它具有独特的优势,可以捕捉家长的观点。通过问卷调查(N = 101)和半结构化访谈(N = 20)收集数据,了解儿童数字实践的现状和变化,以及家长在管理这些体验方面的规则和灵活性。定量调查结果表明,在封锁期间,儿童使用数字设备的频率和持续时间呈上升趋势,父母在屏幕时间长短以及孩子何时何地使用数字设备的规定上更加灵活。定性结果表明,对于许多父母来说,接触数字技术的新方式促进了他们观念的转变,而不仅仅是暂时的和情境的变化,从而导致他们在为孩子选择时更多地考虑质量。这项研究强调了父母在塑造儿童数字体验方面的重要作用。了解他们的看法,以及儿童在家庭中当前和不断变化的数字做法,对于为支持幼儿安全有效地使用数字技术提供信息和指导非常重要。
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引用次数: 0
Changes in demands and resources faced by the early childhood education workforce due to COVID-19. COVID-19导致幼儿教育工作人员面临的需求和资源变化
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-01 Epub Date: 2022-11-15 DOI: 10.1177/1476718X221136463
Charlotte V Farewell, Jennie Quinlan, Lisa Gonzales, Jini Puma

The primary purpose of this study was to investigate the impacts of the COVID-19 pandemic on demands, resources, and job satisfaction among a convenience sample of early childhood education (ECE) staff employed in Head Start preschools in a large metro area of Colorado. A survey was administered to a sample of Head Start staff at two timepoints: Time 1 (pre-COVID-19 pandemic) in October of 2019 (n = 137) and Time 2 (during the COVID-19 pandemic) in November of 2020 (n = 86). The survey consisted of a combination of validated measures to assess personal and external demands and resources and work satisfaction. Workload is a perceived external demand that significantly improved from pre- to mid-pandemic in this sample (z = -3.3, p < 0.01). Many personal and external resources changed pre- to mid-pandemic, though none were statistically significant. Overall job satisfaction in this sample increased, though it was not statistically significant (z = -1.04, p = 0.3). Mitigating demands, such as minimizing workload, and increasing job-related resources, such as bolstering management supports, may lead to improved job satisfaction of the ECE workforce employed in Head Start settings. Although the COVID-19 pandemic has amplified poor mental health and numerous job demands, some of the pandemic-related regulations may have also decreased the workload for some subgroups of the ECE workforce, potentially translating to improved job satisfaction. However, significant disparities remain with respect to personal and external demands among this sample of the ECE workforce compared to the national workforce suggesting multi-level resources and supports are critical to further buffer these stressors.

本研究的主要目的是调查COVID-19大流行对科罗拉多州一个大城市地区学前教育(ECE)工作人员的需求、资源和工作满意度的影响。在两个时间点对启智计划的工作人员样本进行了调查:2019年10月的时间1 (COVID-19大流行前)(n = 137)和2020年11月的时间2 (COVID-19大流行期间)(n = 86)。该调查包括一系列有效的措施,以评估个人和外部需求、资源和工作满意度。工作量是感知到的外部需求,在该样本中,从大流行前到中期显著改善(z = - 3.3, p < 0.01)。许多个人和外部资源在大流行前到中期发生了变化,尽管没有统计学意义。总体而言,该样本的工作满意度增加了,尽管没有统计学意义(z = - 1.04, p = 0.3)。减轻需求,如尽量减少工作量,增加与工作有关的资源,如加强管理支持,可能会提高欧洲经委会工作人员在“启智计划”环境下的工作满意度。尽管COVID-19大流行加剧了心理健康状况不佳和许多工作需求,但一些与大流行相关的法规也可能减少了欧洲经委会工作人员某些小组的工作量,从而可能转化为工作满意度的提高。然而,与国家劳动力相比,欧洲经委会工作人员样本在个人和外部需求方面仍然存在重大差异,这表明多层次的资源和支持对于进一步缓冲这些压力源至关重要。
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引用次数: 0
Listening to mothers’ voices of children’s play challenges and changes during social distancing 倾听母亲对保持社交距离期间儿童游戏挑战和变化的声音
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-11 DOI: 10.1177/1476718X231153079
C. Dewhirst, Erin C. Casey
This study explores how mothers in the US described challenges to their children’s (ages birth to eight) play experiences at home during social distancing due to the COVID-19 virus. Understanding their lived experiences is valuable because it will add insight into the effects of this unique time period on the critical role parent-child interactions play in children’s physical, social, and emotional well-being. Using a phenomenological design, interviews with 14 mothers revealed a common experience in which play efforts were altered at times due to challenges related to social distancing and COVID-19. Four themes described these challenges: Lack of Parent Resources and Support, Work and Child Care Balance, Children’s Struggles with Social Isolation, and Children’s Uncertainty Regarding COVID-19. Mothers believed it was their responsibility to keep their children engaged in play as part of their childcare duties. They struggled to balance work and childcare, did not always enjoy playing with their children, and desired alone time to recover during this challenging time. They sought to best meet their children’s needs but had to make allowances to their parenting practices and play attitudes. The authors discuss how more intensive parenting philosophies could be difficult to sustain when society does not operate as usual.
本研究探讨了美国母亲如何描述由于COVID-19病毒在社交距离期间对其孩子(出生至8岁)在家玩耍经历的挑战。了解他们的生活经历是很有价值的,因为它将使我们更深入地了解这一独特时期对亲子互动在孩子的身体、社会和情感健康中所起的关键作用的影响。使用现象学设计,对14位母亲的采访揭示了一种共同的经历,即由于与社交距离和COVID-19相关的挑战,玩耍的努力有时会改变。四个主题描述了这些挑战:缺乏父母资源和支持、工作和儿童保育平衡、儿童与社会孤立的斗争以及儿童对COVID-19的不确定性。母亲们认为,让孩子们参与游戏是她们照顾孩子的责任之一。他们努力平衡工作和照顾孩子,并不总是喜欢和孩子一起玩,希望在这段充满挑战的时间里独处。他们尽力满足孩子们的需求,但也要考虑到孩子们的育儿方式和玩耍态度。作者讨论了当社会不像往常一样运作时,更密集的育儿哲学是如何难以维持的。
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引用次数: 0
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Journal of Early Childhood Research
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