The Research Probe

Volume 4 Issue 2 December 2024

DOI: https://doi.org/10.53378/trp.1224.143

Lived experiences of senior high school

focal persons in the implementation of
work immersion program
Rommel Erwin Anca

Abstract

Work immersion is one of the hallmarks of the Senior High School (SHS) curriculum aimed to instill
work ethics, relevant skills, and values essential for succeeding in real-world environments. This study
explored the lived experiences of SHS focal persons implementing Work Immersion Program (WIP). It
utilized phenomenological research design. With the help of an interview guide, the researcher gathered
data from the purposively selected participants: six for in-depth interview and six for focus group
discussion. Using the inductive thematic analysis, one category of theme was generated: program
limitations and concerns as characterized by the following experiences: troubled finding industry partners,
stressed due to overlapping schedules, feeling constrained due to inaccessibility of program resources,
and overwhelmed by safety and security issues. The participants shared that they employ proactive actions
as coping mechanism such as: establishing relationships with stakeholders, crafting training matrix and
program continuity plan, organizing a skills training and institutional assessment, and communicating
WIP guidelines and policies. Moreover, the insights drawn from SHS focal persons’ experiences in
implementing WIP recommends paying attention to the program priorities such as including WIP to
school planning, to appreciate the significance of program evaluation and monitoring; adapting best
practices through benchmarking; and valuing the importance of setting up memorandum of agreement.
Revisiting the program can be significant and beneficial to the learners and the implementers for
sustainability and development of this program.
Keywords: senior high school, work immersion program, program evaluation, implementation and
monitoring, thematic analysis, teacher experiences, Region XI Philippines

Article History:
Received: November 17, 2024 Revised: December 8, 2024
Accepted: December 10, 2024 Published online: December 15, 2024

Suggested Citation:
Anca, R. (2024). Lived experiences of senior high school focal persons in the implementation of work
immersion program. The Research Probe, 4(2), 112-129. https://doi.org/10.53378/trp.1224.143

About the authors:

Dr. Rommel Erwin Q. Anca serves as the Research and Development Director and Dean of Hospitality Management
at ACES Polytechnic College, Inc. He is a seasoned college professor, research panelist, editor, and panel reactor. Dr.
Anca also plays a pivotal role as a conference organizer and moderator in the Annual Panuhid Multidisciplinary
Research Congress.

*This paper is presented at the 2nd Panuhid Multidisciplinary Research Congress.

© The author (s). Published by Institute of Industry and Academic Research Incorporated.
This is an open-access article published under the Creative Commons Attribution (CC BY 4.0) license,
which grants anyone to reproduce, redistribute and transform, commercially or non-commercially, with
proper attribution. Read full license details here: https://creativecommons.org/licenses/by/4.0/.
 e-ISSN 2799-0303 | 113

1. Introduction
Work immersion is one of the hallmarks of the Senior High School (SHS) curriculum,
as outlined in DepEd Order No. 30, s. 2017. It aims to instill work ethics, relevant skills, and
values essential for succeeding in real-world environments. As a course requirement for
graduating, its implementation requires addressing challenges for program implementers, such
as making students and teachers have relevant competencies, acquiring fund bases, and safety
considerations, among others. Moreover, educational leaders are primarily responsible for
solving some issues to ensure this goal is achieved. In addition, according to Galias (2021), the
implementation of work immersion is essential for Grade 12 students to acquire real-world
skills and opportunities to become accustomed to the workplace through workshops,
laboratories, real-life experience, or immersion. Nevertheless, the commitment, skills, and
innovativeness of TVL teachers are the existing problems of the work immersion program.
They are more highlighted during the uncertain health crisis. According to the International
Labor Organization (2021), between 95 percent and 100 percent of institutions of Technical
and Vocational Education and Training (TVET) worldwide shut down training partners during
the COVID-19 pandemic. As a result, the closing of the business impeded the adoption of
work-based learning because the implementation of workplace and skill-based training is
crucial, difficult to reproduce, and challenging to give via remote modalities. The activities
were either discontinued or scaled back significantly.
In the Philippines, the K-12 curriculum and its program experienced overwhelming
issues and must undergo a series of revisions and inspections. Also, to its curriculum hallmark,
the implementation of the work immersion program faced vast challenges due to the need for
necessary program resources. Moreover, the implementers of work immersion programs must
focus more on hiring skilled educators and essential infrastructures intended for workshop
rooms and laboratories to accommodate institutional assessment and real-life learning to
provide the skills demanded by various industries. Additionally, businesses do not support
public school students' on-the-job training and are reluctant to hire high school graduates
(Cogal et al., 2019).
According to Tabora (2014), the plan for K-12 SHS curriculum is facing a severe
problem, and the "core curriculum" requirement and its hallmark work immersion program are
extensive. The educational leaders believed that students would need more time to develop the
real-life skills that the industry requires within the confines of the senior high school period.
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Despite the plan for work-related training and pre-work drills or simulations, developing the
multiskilled pupils required by industry is impossible due to its limited program resources,
especially in the Technical Vocational Track. In addition, the need for a curriculum
contextualization as patent to the resources available in each location and a "Mindanao
perspective" to meet the requirements and talents of students in the Mindanao region.
With the empirical evidence on the status of the senior high school curriculum and its
key features, the work immersion program, it is necessary to examine the lived experiences of
senior high school focal persons regarding implementing a work immersion program in Region
Eleven schools more closely according to Brillantes et al. (2019), as confronted with various
challenges in implementing multiple senior high school curriculum programs. The limited
program inputs test SHS focal persons' management capability. The focal persons are at
the forefront of implementing work immersion. So, understanding their perspectives may give
insights into how they can navigate administrative demands, interface with industry partners,
and facilitate students. This knowledge could empower implementers with better tools and
training. As a result, delving more into the challenges experienced by SHS focal persons in
managing the work immersion program in their respective communities motivates me to
conduct this study.

2. Literature Review
Work immersion helps students develop collaboration, communication, punctuality,
productivity, decision-making, reliability, and professional competence while strengthening
work-related skills and creating employment prospects (Acut et al., 2021). According to Putri
(2021), the Department of Education requires work immersion for SHS students as a
graduation prerequisite, providing real-world experience and bridging education to
employment or entrepreneurship. Mandated by DepEd No. 30, s. 2017, work immersion aligns
education with national development goals. Panganiban and Olido (2018) highlight its role in
workplace familiarity and employment simulation, while Schreiber (2012) emphasizes the
importance of service components in strengthening immersion programs. Petil (2016) stresses
its role in building competencies, work ethics, and values for further education and workforce
entry.
According to Villaverde and Gabotero (2019), work immersion broadens students'
horizons, helping students explore career options and mature through real-world challenges.
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With 80 required hours of practical learning, work immersion exposes Grade 12 students to
actual work settings, enhancing their field-specific competencies (The Asia Foundation, 2018).
Moreover, Bevins and Price (2015) emphasize the role of STEM education and innovation as
key drivers of economic growth, identifying STEM-trained individuals as significant
contributors to innovation and economic output. While promising, further efforts are necessary
to ensure its long-term success and impact. Similarly, Montemayor (2018) noted criticisms of
the Senior High School (SHS) Program, such as skills-job mismatches, but highlighted the
Department of Education's primary goal of improving the nation’s educational standards rather
than immediate employment outcomes.
K-12 education, globally recognized as the standard for primary education, is in its
early adoption stages in the Philippines. Hence, Robles (2018) emphasized the importance of
profiling Grade 10 students and their families to prepare universities for the first SHS batch.
Additionally, Aldevera et al. (2019) explored challenges faced by SHS teachers, such as
disruptive behavior, resource limitations, and accountability policies, which underscored the
complexities of implementing the SHS curriculum. Combalicer (2016) found that instructors
developed best practices in three of five key areas during the initial implementation of the
K+12 Curriculum. However, no best practices were identified in learning resources,
instructional methodologies, or procedures. The study, conducted during the 2014-2015 school
year, provided critical insights into best practices to adopt and challenges to address for the
benefit of learners. Using descriptive-correlation research, it highlighted teachers' most
pressing issues during the early deployment of K+12.
Weldon (2020) highlighted job training programs in Houston aimed at empowering
low-income adults and high school seniors by enhancing economic self-sufficiency and
educational progress. Apprenticeships in Asia have shown positive outcomes in soft skill
development and employability compared to school-based training, boosting motivation and
confidence in young workers (Swiss Foundation for Technical Cooperation, 2019). Internship
programs bridge classroom learning with practical applications, enhancing students’
educational experiences by linking theoretical and applied knowledge (Fitchburg State
University, 2019). Similarly, Indiana University of Pennsylvania (2018) emphasized on-the-
job training as crucial for building industry competencies and improving job market readiness,
particularly in hospitality and tourism.
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The work immersion program familiarizes students with job-relevant environments

under the guidance of industry experts, enhancing technical, communication, and interpersonal
skills while instilling positive work habits (Malipot, 2020). Victory Christian International
School (2016) emphasized that work immersion transforms school-taught concepts into lasting
real-world experiences. To address pandemic disruptions, DepEd launched Oplan TAWID
with Microsoft and CloudSwyft, leveraging technology to ensure skill development and
employability for Grade 12 students (Microsoft Philippines Communications Team, 2022).
Sandoval (2017) highlighted guidelines for students under 15, limiting work immersion to four
hours daily with parental consent, ensuring it does not replace workers’ benefits. Part of the
SHS curriculum, work immersion requires 80 hours of hands-on experience, exposing students
to real-world job contexts to enhance school-based skills without constituting employment
(Department of Labor and Employment, 2017).
The Department Order 030, series of 2017, provides guidelines for implementing work
immersion in Senior High Schools (SHS), promoting collaboration with various institutions to
enhance students' skills (Department of Education, 2017). The Department Memorandum CI-
00085, series of 2020, highlights strategies for continuing work immersion during crises, such
as the pandemic, using remote learning and contextualized tasks to assess students' skills
(Department of Education, 2020). On the other hand, Republic Act No. 10533 established the
Senior High School program to strengthen students' skills for higher education or employment,
with work immersion designed to prepare them for real-world work challenges (Bustamante,
2019). Carlos (2018) notes that work immersion allows students to work up to 240 hours per
term, with restrictions for those under 15. According to the Division Memorandum No. 262,
series of 2017, students must complete work immersion in a relevant business, monitored by
industry personnel, teachers, and SHS focal persons, with evaluation through industry ratings
and portfolio assessments. Additionally, the Department of Education's Department Order 032,
series of 2020, outlines guidelines for engaging Learning Support Aides to support continuity
during the COVID-19 pandemic.

3. Methodology
This qualitative study employed a phenomenological research design to explore and
understand the lived experiences of Senior High School focal persons concerning the work
immersion program in Region XI in the Philippines. Creswell (2014) asserted that to
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comprehend the meanings individuals attribute to their social contexts comprehensively; the
qualitative research design is fit to use. In addition, Rovai et al. (2014) proposed that this
methodology promotes a nuanced, subjective understanding attuned to personality, culture,
and social justice.
The study design conformed to Creswell's (2013) guidelines for phenomenological
research, including purposive sampling for relevance and representation, and incorporated in-
depth interviews and focus group discussions with 12 participants. Participants were chosen
equitably in conformance with Patton's (2015) criteria for purposive sampling. Moreover, the
researchers afforded transparent and equitable conditions to the participants' selection during
the study process per the following criteria: a public senior high school focal person and
worked immersion program coordinators from any school in Region XI who had implemented
work immersion programs for at least three years.
Creswell (2013) emphasized that qualitative researchers are involved in various data
collection tasks. In this study, the researcher prepared the data gathering methods, which
included collection, analysis, organization, and interpretation. To establish credibility,
dependability, transferability, and confirmability, the criteria were followed (Elo et al.
2014). Techniques like member checks, technique triangulation, and an audit trail helped in
increasing the dependability, transparency, and objectivity of the findings.
The researcher seeks approval from the Department of Education Regional Office XI
and a letter to division superintendents, school principals, and SHS focal persons. The
researcher discussed the thorough overview of the study's aims and methods to the participants.
Additionally, the participants of the study were informed of their right to withdraw at any time,
and informed consent was given and obtained before the interview. Guiding questions were
formulated and checked, and interviews were arranged based on participant preferences.
Interviews were recorded using an audio recorder.
Furthermore, the data obtained was transcribed, evaluated, and distributed to
participants for verification. Virtual consultations were conducted to discuss the findings and
conclusions. All data were stored securely in password-protected files, while hard copies of
transcripts and signed consent forms were kept in a locked cabinet. After that, the physical
copies were destroyed using a shredding machine in compliance with the Data Privacy Act of
2012.
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4. Results and Discussion

Participant responses revealed the theme, "program limitations and concerns," which
reflected challenging experiences on the part of focal persons. These included finding industry
partners, schedule conflicts, limited resources and safety concerns.
4.1. Challenges of Senior High School Focal Persons in the Implementation of Work
Immersion Program

Program limitations and concerns. The senior high school work immersion
coordinators faced program challenges. As per Department standards, senior high school focal
persons must administer the work immersion program for SHS students to fulfill its goal.
However, throughout program implementation, participants faced tremendous challenges that
prohibited them from executing the program well. Implementers face variable and laborious
challenges that test their strategies. They also believe that the above challenges must be
examined because they will guide specific decisions, especially during implementation.

Troubled in finding industry partners. The Department of Education requires partner

institutions and work immersion sites for senior high school work immersion to be thoroughly
investigated, screened, and planned to guarantee a secure, safe, and adequate learning
environment. Due to the neighborhood's few businesses, these restrictions were regularly
ignored. Forbes and Balajo (2019) found not exclusively partner colleges for programs. Job
immersion has hampered field exposure for some because they were not exposed to the final
year high school course. Some schools need help identifying work immersion partners since
potential partners don't know the SHS curriculum (Brillantes et al., 2019). In addition, Ramos
(2020) claimed that adopting the TVL track in senior high school curricula could be improved
by difficulties with instructional delivery, work immersion, partnership issues, and a need for
more educated instructors.

Stressed due to the overlapping of schedules. The objectives of the work immersion
program are obstructed by redundant roles, activities, and lessons, constraining students'
capacity to concentrate on experiential learning. The Department requires 80 hours of work
immersion, hence increasing the obligations of senior high coordinators. Collaboration with
the Joint Voucher Delivery Program and NC II examinations imposes additional pressure on
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the curriculum, resulting in schedule conflicts that could undermine work immersion goals.
Cabansag (2021) indicated that students and educators encounter temporal limitations and
schedule difficulties, resulting in insufficient time for concentrated, practical engagement.
According to Cogal et al. (2019), the K-12 curriculum is undergoing a series of evaluations to
establish its systemic usefulness. Immersion in the workplace is the unusual reality of the
senior high curriculum. It was revealed that students are overwhelmed with school activities,
remaining topics, and work immersion, leaving little time for hands-on learning activities.

Constrained due to inaccessibility of program resources. A key challenge for senior

high school program coordinators in implementing work immersion programs is the lack of
access to essential resources. While the program is well-planned, its execution is hindered by
insufficient learning materials, training tools, equipment, and funding for transportation and
coordination. Public schools often lack the facilities necessary for hands-on training before
deployment. Aldevera et al. (2019) highlighted that teachers struggled to apply immersion
skills to specialized subjects due to inadequate resources. Similarly, Gamboa et al. (2020)
noted that DepEd policies face challenges from insufficient teaching materials. Improving
school facilities, hiring specialists, fostering industry partnerships, and training teachers in
modern methods are recommended to enhance program effectiveness.

Overwhelmed by safety and security issues. Safety and security are critical concerns
for high school coordinators in work immersion programs. Coordinators emphasized that
without a secure learning environment, students may struggle to focus on skill acquisition, and
their well-being could be at risk. During deployment, concerns from stakeholders about student
safety overwhelmed coordinators. To mitigate risks, parents were required to sign releases
prior to deployment. Galias (2021) noted that teachers and school officials are liable for
accidents, injuries, and other issues like harassment or abuse during activities, including work
immersion. Additionally, toxic workplace cultures encountered during on-the-job training
(OJT) can negatively impact students, as reprimands or ridicule may hinder growth. According
to the pupils, traveling may sometimes be challenging and demanding (Garrido & Gahera,
2018). If there are uncertainties, it is a danger to children's safety for the school, parents, and
corporations that are accountable.
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4.2. Coping Mechanisms of Senior High School Focal Persons in the

Implementation of Work Immersion Program
To manage with the challenging part of implementing work immersion program,
proactive strategies were then employed, such as: building stakeholder relationships through
developing training matrices and their continuity plans, organizing their skills training, and
discussing WIP guidelines and policies.

Proactive actions. According to the participants, the execution of the work immersion
program may be met with good coordination and administration. This method decreases
disagreements, errors, and other organizational problems such as misunderstanding, delays,
and disinterest. Proactive actions of implementers ensure the effective running of the
organization. Thus, cooperation expedites the achievement of an organization's objectives.
Therefore, instructors, students, and other stakeholders may participate in determining the
program's requirements and be aware of its implementation guidelines and procedures.

Establish relationships with industry partners. Developing strong relationships with

industry partners is a key strategy for overcoming challenges in implementing work immersion
programs. This approach addresses the limited number of industry partners and enhances
program sustainability. Coordinators employ strategic methods to connect with firms within
and beyond their areas to create cost-effective programs. By using innovative and competitive
tactics, they aim to attract both corporate and government institutions to establish partnerships,
ensuring the program's successful execution. Garcia and Yazon (2020) suggest that schools
must constantly be encouraged to work with partner industries to help suit and enhance the
skills of the students to be productively immersed and prepared for future jobs. Delos Santos
(2019) said that it is also critical to build collaborations with other offices or agencies to work
as partners on the execution of the work immersion program to achieve program success.

Craft a dynamic training matrix and program continuity plans. A critical strategy for
overcoming barriers in the work immersion program. By establishing preemptive training
schedules, activities, and standardized procedures, coordinators provide a structured guide for
teachers, students, and stakeholders. This approach supports effective management, allowing
them to address uncertainties proactively and adapt to challenges throughout implementation.
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Quimson and Matabang (2019) recommended a comprehensive training plan with detailed
activities to help immersion instructors manage and lead the program efficiently. In addition,
as the senior high school's focal point for the work immersion program, it is a tedious
responsibility to adhere to the Department of Education's norms and procedures before
deployment. Before creating a deployment schedule for the students, the work immersion focal
people must acquire work immersion needs, including a plan of action to handle the expected
issue, legalities, and commitments of both sides (Budomo, 2020).

Organize a skills training and institutional assessment. To enhance students'

readiness for real-world work immersion there is a need for pre-deployment training, seminars,
and evaluations to equip students with essential competencies and support career growth. The
Department of Education and TESDA's Joint Working Group (JWG) ensures standardized
training and addresses technical-vocational challenges through skill-building activities,
fostering better preparation for real-world job exposure (Department of Education, 2019). On
the other hand, the partner businesses might indeed continue to show their strong support by
providing institution-based training prior to the learners' actual employment, preferably before
they graduate from the Senior High Program, to properly equip them for the educational vents
of their choosing (Garcia & Yazon, 2020).

Communicate work immersion guidelines and policies. Proper coordination and

orientation enable stakeholders to comprehend the program's methods and reasons.
Additionally, it explains and answers the uncertainty that existed before and throughout course
implementation. It will also make the hallmark of program implementation simpler to
accomplish and apply. Work Immersion Program orientation is essential for senior high school
students to obtain full knowledge of the relevance of work immersion and for parents, as
significant stakeholders, to comprehend the value of the subject matter corresponding to the
two extra years in high school (Figueras & Mendoza, 2020). In addition, Data and Pareja
(2022) suggested that instructors of the students participating in work immersion programs
should present an orientation outlining the program's methodology and expectations to parents
and students.
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4.3. Insights Drawn from the Experience on the Implementation of the Work
Immersion Program
A senior high school focal person's implementation strategy is critical in accomplishing
the program objectives. According to the participants, implementers need to bear in mind the
program priorities and sustainable actions to improve the student's learning environment and
overall academic progress. The SHS focal person share their insights to better implementation
the work immersion program:

Include work immersion program to school planning. A key theme from senior high
school focal persons is the need to include work immersion programs in school planning. As a
cyclical process, planning is essential for achieving its goals. Including work immersion in the
annual implementation and school improvement plans allows for proactive problem-solving
and ensures that feedback from previous programs informs future strategies. This approach
helps address the challenges faced during implementation and supports sustainable, deliberate
improvements. Planning and scheduling are essential for creating a baseline standard of
productivity and success of a school program. Implementers would only know if they were
meeting objectives if a specific plan is put in place with a specific desired outcome determined
by the completion date. Planning must include deadlines that allow for the proper identification
and resolution of problems (Leonard, 2019). Moreover, according to Lynch (2020), proactive
education leaders are the ones who approach inconvenient situations with enthusiasm. They
plan to be able to identify and isolate potential issues before they become significant issues.
This allows the school to avoid major crises and operate with the fewest disruptions possible.
Also, they can devise a solution to the potential problem of a program before it becomes widely
known.

Appreciate the significance of program evaluation and monitoring. The second

insight drawn from the senior high school focal persons’ experiences in implementing the
Work Immersion Program is program monitoring and evaluation. It helps track and analyze
data throughout the program’s lifecycle, providing evidence to support decisions and actions.
This proactive approach allows for addressing issues during implementation and contributes
to developing sustainable policies that align with the goals of the senior high school
curriculum. According to Vecino and Doroma (2020), there have been emerging issues in the
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insufficiency of documents to establish the extent of the work immersion program

implementation. Hence, there should be enough supervision and monitoring to address the
most encountered challenges in the immersion implementation. Acar (2019) discovered that to
successfully implement the work immersion program, and there must be scheduled monitoring
and feedback of the students throughout the implementation process to address and find the
weak points of the immersion program.

Adapt best practices through benchmarking. The third insight drawn from the
experiences of work immersion program implementers is to adapt the best practices of their
fellow program implementers through benchmarking. They noted that while the program
presents recurring challenges, benchmarking with other schools helps address uncertainties
and improve performance. By evaluating successful practices, focal persons can develop
effective policies and guidelines to enhance student competency and ensure continuous
improvement. According to Corpuz (2018), benchmarking gives a program coordinator or
implementer a better, if not the best, quality experience in facilitating a deeper understanding
of effective school and program management. Thus, the information and the best practices
discovered can be used as a backbone or foundation for a proactive implementation strategy.
Batugal et al. (2019) discovered that the work immersion program implementation process
produced Best Practices, which will serve as a benchmark for other schools in the division and
a guide for sustainable future implementation.

Value the importance of setting up a memorandum of agreement. An important

insight from senior high school focal persons is the need to establish a Memorandum of
Agreement (MOA) with partner industries to secure long-term partnerships and address
industry reluctance to participate in work immersion programs. The MOA, as outlined in
Department Order No. 30 Series of 2017, ensures clear policies, guidelines, and arrangements
for both parties. It fosters collaboration, facilitates flexible work immersion options for
students, and ensures the provision of mutual benefits for stakeholders and industries involved
(Castro et al., 2019).
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5. Conclusion
The successful implementation of the work immersion program in senior high schools
requires strategic planning, proactive execution, and strong partnerships to overcome
challenges such as finding industry partners, scheduling conflicts, limited resources, and safety
concerns. By integrating the program into school planning, conducting regular evaluations, and
benchmarking best practices, the program’s effectiveness can be significantly enhanced.
Establishing MOA ensures long-term collaboration and clear guidelines between schools and
industry partners, fostering a mutually beneficial relationship. Moreover, effective resource
management and communication, alongside ongoing program monitoring, are key to
addressing challenges and ensuring continuous improvement. Ultimately, the program’s
success hinges on the collaborative efforts of schools, industries, and government agencies to
create a sustainable and impactful learning experience for students. Moreover, Revisiting the
program can be significant and beneficial to the learners and the implementers for
sustainability and development of this program.

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