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FIELD STUDY 1
LEARNING
EPISODE
Focus on Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion,

3 Socio-economic Status, Difficult Circumstances, and

Indigenous Peoples

SPARK Your Interest

Episode 3 provides an opportunity to observe how differences in gender, racial, cultural and religious
backgrounds, including coming from indigenous groups influence learner behavior, interaction, and performance in
school. One will also analyze and reflect on practices that teachers use in leveraging diversity in the classroom. It also
provides an opportunity to observe how differences in abilities affect interaction in school and learn about strategies
that teachers use in addressing the learners’ needs toward effective teaching and learning.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 describe the characteristics and needs of learners from diverse backgrounds;
 identify the needs of students with different levels of abilities in the classroom;
 identify best practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST
3.1.1); and
 demonstrate openness, understanding, and acceptance of the learners’ diverse needs and backgrounds

REVISIT the Learning Essentials

Here are the principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at uneven rates across different
areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve at a level just above their
current level of mastery, and also when they have many opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the learning content, activities and
assessment to the different characteristics, abilities, interests, and needs of the learners.

2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation, chronic illness, displacement due
to armed conflict, urban resettlement or disasters, child abuse, and child labor.

Effective teachers are knowledgeable about how issues related to the factors mentioned affect earners. The teachers
develop in them sensitivity and empathy. They remember that the learners respond and perform at different levels. The
teachers assure the students that their gender identity, culture and religion are respected, their strengths are recognized,
and their needs will be met. These teachers declare to all that everyone has the chance to learn and succeed. They create a
learning community where everyone can work together and contribute regardless of their abilities, capacities and
circumstances.

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 Teachers who celebrate and leverage student diversity in the classroom:
 use strategies to build a caring community in the classroom

 model respect and acceptance of different cultures and religions

 bring each of the student’s home culture and language into the shared culture of the school

 provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen awareness of one’s own identity,
including one’s beliefs and cultural practices. Through serious reflection one may realize that the self is a product of
all the influences of key people in one’s life and the community, real and virtual. Similarly, learners from indigenous
groups carry with them their beliefs, views and cultural practices. One’s attitude needs to be that of openness and
respect. Come in not with the view that one’s own culture is superior. We approach with the sincere willingness and
deep interest to know and understand the indigenous peoples’ culture. We aim to make teaching-learning facilitative
rather than imposing.
a. From your professional education subjects/courses, most likely you have discussed indigenous peoples in the
Philippines. You learned that our country has about 110 ethnolinguistic groups, majority of which is in
Mindanao, some in Northern Luzon and fewer in the Visayas. (UNDP Philippines, 2010). They represent about
10-20% of our total population. There are two big indigenous peoples groups which have several smaller ethnic
groups within them, the non-muslim groups called the Lumads in Mindanao, and the Igorots in Northern Luzon.
Among others, we have the Badjaos, Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and protects the rights of indigenous
cultural communities (ICC) and indigenous peoples (IP). Our country was admired by other nations for enacting
this law. However, years later, so much still has to be done to improve the lives of millions of people from
indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, Adopting the Indigenous Peoples Education (IPED)
Curriculum Framework. Most useful for you as a future teacher to remember are the 5 Key Elements of an
Indigenous Peoples Education Curriculum (DO 32, 8.2015 enclosure, pp. 15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national curriculum with Indigenous
Knowledge Systems and Practices (IKSPs) and Indigenous Learning systems (ILS) the design of a culturally
appropriate and responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s world view, and its indigenous
cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous languages.
e. Emphasizes competencies that are needed to support the ' development and protection of the ancestral
domain, the vitality of their culture, and, the advancement of indigenous peoples’ rights and welfare.
f. Supports the community’s efforts to discern new concepts that will contribute to the community’s cultural
integrity while enabling meaningful relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate ‘and responsive curriculum employs
teaching methodologies and strategies that strengthen, enrich, and complement the community’s indigenous
teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and. responsive curriculum recognizes that the
ancestral domain where IKSPs are experienced, lived, and learned is the primary learning environment and
learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources shall be developed and utilized in
line with the described curriculum content and teaching learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the standards, competencies,
skills, and concepts being covered. Their design and use shall address the needs and concerns of the community
and shall be developed with their participation.

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OBSERVE, ANALYZE, REFLECT
Activity 3.1 Observing differences among learners’ gender, needs, strengths, interests, and
experiences; and differences among learners’ linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.

Resource Teacher: _______________________ Teacher’s Signature: ____________ School: _______________________

Grade/Year Level: _______________________ Subject Area: __________________ Date: _________________________

The learners’ differences and the type of interaction they bring surely affect the quality of teaching and learning. This
activity is about observing and gathering data to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (beginning of the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in dealing with diversity in the
classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions. The observation form is provided for me to
document my observations.

OBSERVE

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the space provided
on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact with one another and with the
teacher. Are there groups that interact more with the teacher than others?

2. Observe the learners seated at the back and the front part of the room. Do they behave and interact differently?

3. Describe the relationship among the learners. Do the learners cooperate with o, compete against each other?

4. Who among the students participate actively? Who among them ask for most help?

5. When a student is called and cannot answer the teacher’s question, do the classmates try to help him? Or do they raise
their hands, so that the teacher will call them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? by gender? by racial or ethnic groups?
By their interests? Or are the students in mixed social groupings? If so, describe the groupings.

2. Notice students who are alone and those who are not interacting. Describe their behavior.

Interview the teachers and ask about their experience about learners in difficult circumstances. Request them to
describe these circumstances and how it has affected the learners. Ask about the strategies they use to help these
learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
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 Socio-economic status:
 OBSERVATION REPORT

Name of the School Observed _______________________________________________________________________

School Address ___________________________________________________________________________________
Date of Visit _____________________________________________________________________________________

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 ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the classrooms. What roles do they
play? Is there somebody who appears to be the leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?

What makes the learners assume these roles? What factors affect their behavior?

2. Is there anyone you observed who appear left out? Are students who appear “different”? why do they appear
different? Are they accepted or rejected by the others? How is this shown?

What does the teacher do to address issues like this?

3. How does the teacher influence the class interaction considering the individual differences of the students?

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does the teacher
leverage diversity?

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 REFLECT
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1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and between
the teacher and the learner?

What I felt in that classroom is something more not just a sense of oneness or unity between a student and
teacher, it was a whole new world pertaining to the attitude and chracter of one’s student I don’t know if it was a gen z
thing but the student were lacking of respect for the teacher.

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Activity 3.2 Observing the differences among learners with disabilities, giftedness, and
talents

Resource Teacher: _______________________ Teacher’s Signature: ____________ School: _______________________

Grade/Year Level: _______________________ Subject Area: __________________ Date: _________________________

To realize the Intended Learning Outcome, work your way through these steps:
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report.
5. Analyze your observation data.
6. Reflect on your experience.

OBSERVE
Use the observation guide provided for you to document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the space provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observations by asking the teacher about the background and needs of the learners.
4. Observe the behavior of both regular students and those with special needs. Note their dispositions, pace in
accomplishing ‘tasks, interaction with teacher, and interaction with others
5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her class.

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 OBSERVATION REPORT

Name of the School Observed _______________________________________________________________________

School Address ___________________________________________________________________________________
Date of Visit _____________________________________________________________________________________

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 ANALYZE
1. Did your observation match the information given by the teacher?

2. Describe the differences in ability levels of the students in the class. What practices or strategies are done or should
be done to differentiate instruction to meet the needs of the learners.

3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the students
respond to the teacher? Did the teacher use differentiated instruction? If yes, describe how.

REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low achievers in your class. How
did your teacher deal with differences in abilities? Was your teacher effective?

2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?

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OBSERVE, ANALYZE, REFLECT
Activity 3.3 Observing the school experiences of learners who belong to indigenous groups

Resource Teacher: _______________________ Teacher’s Signature: ____________ School: _______________________

Grade/Year Level: _______________________ Subject Area: __________________ Date: _________________________

To realize the Intended Learning Outcomes, work your way through these steps:
1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga, Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain permission from these schools before
you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media. And if still not feasible
consider a “virtual” field study through watching Indigenous Peoples in the Philippines videos. There are
several available at YouTube. You can start with this video by Dep Ed:
DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013. Retrieve
from: https://www.youtube.com/watch?v=FsMjgQNz2Y

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

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 OBSERVE

Use the observation guide provided for you to document your observations.

An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation report on the space provided.

If you are watching videos you searched, instead of actually visiting a school, have these question in mind as you are
watching the videos. You can try to get in touch with the creator of the videos and interview them too.

1. Before you observe, read about the specific IP group in the school you will visit, know their norms and customary
greetings. This will help you blend in the school community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How are learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activities they have and the teaching
strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the teachers, and in the school
in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You can use the questions
found on the Analysis part of this activity.

OBSERVATION REPORT

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Write your observation report here.

OBSERVATION REPORT

Name of the School Observed _______________________________________________________________________

School Address ___________________________________________________________________________________
Date of Visit _____________________________________________________________________________________

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 OBSERVATION REPORT

(You may include photos here.)

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 ANALYZE
Curriculum Design, Answer each question based on your observation and interview data.
Competencies, and Content
1. Does the school foster a sense
of belonging to one’s
ancestral domain, a deep
understanding of the
community's beliefs and
practices? Cite examples.
2. Does the school show respect
of the community's expression
of Spirituality? How?
3. Does the school foster in the
indigenous learners a deep
appreciation of their identity?
How?
4. Does the curriculum teach
skills and competencies in the
indigenous learners that will
help them develop and protect
their ancestral domain and
culture?
5. Does the curriculum link new
concepts and competencies to
the life experience of the
community?
6. Do the teaching strategies help
strengthen, enrich, and
complement the community's
indigenous teaching-process?
7. Does the curriculum maximize
the use of the ancestral
domain and activities of the
community as relevant
settings for learning in
combination with classroom-
based sessions? Cite
examples.
8. Is cultural sensitivity to
uphold culture, beliefs and
practices, observed and
applied in the development
and use of instructional
materials and learning
resources? How? (For
example, Culture bearers of
the Indigenous Peoples are
consulted.)
9. Do assessment practices
consider community values
and culture? How?
10. Do assessment processes
include application of higher
order thinking skills?

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 What do you think can still be done to promote and uphold the indigenous peoples knowledge systems and practices
and rights in schools?

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 REFLECT
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?

2. What did you appreciate most from your experience in visiting the school with indigenous learners? Why?

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by ____________________________________________________

3.2 Uphold and celebrate their culture, beliefs and practices by __________________________________________

3.3 Advocate for indigenous peoples education by ____________________________________________________

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 SHOW Your Learning Artifacts
With the principle of individual differences in mind, what methods and strategies will you remember in the future to
ensure that you will be able to meet the needs of both the high and low achievers in your class? Make a collection of
strategies on how to address the students’ ability levels.

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 LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.

2. Which student thinking/behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their commonalities.

3. What is a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different student groups.

4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT _______.
A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s world view, and its indigenous cultural
institutions

5. All are best practices in using learning resources for indigenous learners, EXCEPT _______.
A. Culturally generated learning resources only include indigenous group’s artifacts, stories, dances, songs, and
musical instruments.
B. The language used in instructional materials, especially in primary years, which highlight mother tongue, is
consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of instructional materials
D. The indigenous community’s property rights are upheld in publishing learning resources.

6. All are best practices for assessment in the Indigenous Peoples Education Framework, EXCEPT
A. Including the practice of competencies in actual community and family situations
B. Applying higher order thinking skills and integrative understanding across subject areas
C. Using international context in the assessment standards and content faithfully without modification
D. Including community-generated assessment processes that are part of indigenous learning system

7. Read the following comments by the teacher. Which of these comments will most likely make a child try harder,
rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para lubos mong maunawaan
ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with the same topic but assigns a
different task appropriate for each group to accomplish.
B. The teacher divides the class into three heterogeneous groups and assigns the same activity for each group to work
on.
C. The teacher groups the learners by their ability level and assigns different content topics for the groups to work
on.

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 D. The teacher groups the learners by ability levels and assigns each group a different task on the same topic, and
then requests three different teachers, each to assess one of the groups.
9. Which teaching practice gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where they feel most comfortable
except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for the slow learners.
D. Applying two sets of different standards.

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 3 – Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture,
Religion, Socio-economic Status, Difficult Circumstances, and Indigenous Peoples
Learning Outcomes: Describe the characteristics and needs of learners from diverse backgrounds *identify the needs of students with different levels
of abilities in the classroom *identify best practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST 3.1.1)
*demonstrate openness, understanding, and acceptance of the learners’ diverse needs and backgrounds

Name of FS Student: __________________________________________________________ Date Submitted: _______________________________

Year and Section: ____________________________________________________________ Course: ______________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/ tasks questions/tasks observation questions/ tasks
completely answered/ not answered/ not answered/ not answered/accomplished.
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depth and answers are clearly answers are not clearly not answered; 1 answers
are thoroughly grounded connected to theories; connected to theories; one not connected to theories;
on theories; grammar and grammar and spelling are (1) to three (3) more than four (4)
spelling are free from error. free from errors. grammatical/spelling grammatical/ spelling
errors. errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and what were observed and were observed and analyzed.
analyzed. analyzed.

Learning Artifacts Portfolio is reflected Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected on
on in the context of the the context of the learning on in the context of the in the; context of the
learning outcomes; outcomes. Complete; well learning outcomes.. learning outcomes; not
Complete, well- organized, very relevant to Complete; not organized. complete; not organized,
organized, highly the learning outcome. Relevant to the learning not relevant.
relevant to the learning outcome.
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

____________________________________ ________________
Signature of FS Teacher above Printed Name Date

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