that concrete-representational-abstract (CRA) teaching is an effective practice for students with learning disabilities (LD) and other disabilities. The study aimed to investigate whether the CRA sequence can support students’ understanding of calculating the perimeter of geometric shapes and solving mathematical wordThe teaching sequence is not beginning from concrete to abstract 26 Not involving teaching and learning of mathematics 159 “Manipulatives” does not refer to teaching aids 17 “CPA” is not referring to “Concrete-Pictorial-Abstract” or “CRA” is not referring to “Concrete-Representation-Abstract” 10 Total 235 Data Pre-processing Penelitian ini bertujuan untuk memperoleh gambaran tentang penerapan Pendekatan Concrete-Representational-Abstract (CRA) dalam pembelajaran berhitung pengurangan peserta didik tunarungu kelas V SD Di SLBN A Citeureup Kota Cimahi. Kemampuan berhitung pengurangan yang akan dikembangkan dalam penelitian ini adalah …The Concrete Pictorial Abstract approach is now an essential tool in teaching maths at KS1 and KS2, so here we explain what it is, why its use is so widespread, what misconceptions there may be around using concrete resources throughout a child’s primary maths education, and how best to use the CPA approach yourself in your KS1 …purpose of this study was to investigate the concrete-representational-abstract instructional sequence and the Strategic Instruction Model (CRA-SIM) with regard to mathematics computation performance of students with ASD and DD. Eleven elementary students with ASD and DD participated in four weeks of instruction withLooking at concrete representations of mathematical problems from an isomorphic perspective, this article suggests that every concrete representation of a mathematical concept is understood by reference to an underlying abstract representation in the mind of the comprehender. The complex form of every abstract representation of a problem is created by the gradual development of its elementary ...Concrete Repesetation Abstract (CRA) dilaksanakan melalui tiga tahap yaitu tahap konkret,tahap repesentatif dan tahap abstrak. Penerapan pendekatan Concrete …This may emerge in EEG as a negative N400 ERP component situated at frontal and central electrodes for mental and emotional state abstract verbs in addition to concrete verbs ( Amsel & Cree, 2013 ). Furthermore, mental and emotional state abstract verbs may share sources in the sensorimotor and parietal cortex with concrete verbs ( …Examples of abstract thinking include solving a math problem that only involves numerals and symbols and using a metaphor to refer to an angry person as a “raging bull.” Abstract thinking is thinking beyond concrete objects and simple ideas...Jun 29, 2021 ... The concrete-representational-abstract (CRA) sequence is an explicit methodology for teaching mathematics that has been shown to have positive ...The CRA math model refers to the three levels of support or modes of communicating math ideas to students. You begin with concrete (hands-on & tangible materials), move to representational (drawings & visual models) and finish with the abstract (numbers & equations). When you introduce a new idea to your students, starting with the concrete ...Mathematical manipulatives and the concrete-representational-abstract (CRA) instructional approach are common in elementary classrooms, but their use declines significantly by high school. This paper describes a mixed methods study focused on knowledge retention and perceptions of students in a high school Algebra I inclusion class after a lesson on square roots using a novel algebra ...The Concrete-Representational-Abstract (CRA) model is a multisensory, exploratory approach to teaching mathematical concepts and skills. The CRA model is based on research into child cognitive development by Jerome Bruner. Bruner’s constructivist theory suggests learning is most effective when it progresses through three stages:After the end of the probe sessions, the video prompting presentation of the concrete-representational-abstract teaching strategy with the concrete phase started to be implemented individually. In the treatment of this stage, the participant student and the researcher sat side by side.The teacher explicitly bridges the connection between the concrete, representational, and abstract representations of the mathematics problems. Common Core Standards: All Setting: Whole Class, Small Group or Individual Focus Area: Acquisition, Fluency and Generalization Full Brief LinkFeb 27, 2021 ... Concrete, Representational/Visual/Pictorial, and Abstract/Symbolic Models · 1. Concrete: In this phase, students use three-dimensional ...Apr 8, 2017 ... Concrete-Representational-Abstract. Approach. Concrete (Doing Stage). In the concrete stage, the teacher begins instruction by modeling ...ABSTRACT. In this study, intuition based Concrete-Representational-Abstract (CRA) approach was implemented to investigate students’ mathematical analogy ability. Samples were 66 junior high school students in Kampar Regency-Riau, in which they were divided into intuition based-CRA class or Conventional Learning (CL) class.What is the Concrete-Representational-Abstract (CRA) instructional approach? CRA is a gradual systematic approach to teaching mathematics. Each stage builds on to the previous stage and therefore must be taught in sequence. This three step approach has been found to be highly effective in teaching math concepts. Concrete Stage:When using to create meaningful connections stage uses representations of the CRA, the teacher should provide among concrete, representational, objects to model problems. In this multiple opportunities for and abstract levels of understand- stage, the teacher transforms the practice and demonstration to ing. CRA is an intervention for concrete ...Concrete-Representational-Abstract (CRA) is an approach to teaching mathematics. Almost all topics in mathematics can be taught using CRA. Students do not have to progress through the concrete to get to the representational and abstract phases. Students often work at the concrete and abstract or representational and abstract phases simultaneously.The study findings demonstrated that the concrete-representational-abstract instruction strategies were effective in the instruction of proper, half and quarter fractions to the students with ...2. Compose the number using concrete manipulatives. Tell students they will use the straws and a place value mat to compose (or “make”) a number. Follow the concrete-representational-abstract (CRA) sequence of instruction, starting with the concrete. Begin by looking at the place value mat and explaining each column: hundreds, tens, and ones.ABSTRACT The concrete-representational-abstract (CRA) method of teaching mathematics content has shown great success in primary education. The specific sequence of tasks required in this method make for a unique learning experience that has shown many benefits for both students and teachers at lower levels, particularly in special education. Aug 17, 2018 · The first meeting involved modeling of the CRA methods at the concrete, representational, and abstract levels. The teacher took the manuals to review the instructional procedures. During the second meeting, the teacher demonstrated instruction at the concrete, representational, and abstract levels. The Concrete - Representational - Abstract (CRA; also known as Concrete - Semiconcrete - Abstract) instructional strategy combines effective components of both behaviourist (direct instruction) and constructivist (discovery-learning) practices (Sealander, Johnson, Lockwood & Medina, 2012; Mercer & Miller, 1992).Azmi, Memen Permata (2015) PENERAPAN PENDEKATAN CONCRETE-REPRESENTATIONAL-ABSTRACT (CRA) BERBASIS INTUISI UNTUK MENINGKATKAN KEMAMPUAN ANALOGI DAN KOMUNIKASI MATEMATIK SISWA SMP. S1 thesis, Universitas Pendidikan Indonesia.The concrete-representational-abstract method is an effective approach to mathematical instruction for all students, including those with learning disabilities. This method of instruction assists students in developing a conceptual understanding of mathematical skills and relationships. This development of conceptual understanding is something ...ABSTRACT The concrete-representational-abstract (CRA) method of teaching mathematics content has shown great success in primary education. The specific sequence of tasks required in this method make for a unique learning experience that has shown many benefits for both students and teachers at lower levels, particularly in special education. The first meeting involved modeling of the CRA methods at the concrete, representational, and abstract levels. The teacher took the manuals to review the instructional procedures. During the second meeting, the teacher demonstrated instruction at the concrete, representational, and abstract levels.Kesimpulan penelitian ini adalah penerapan pendekatan Concrete Representational Abstract (CRA) dapat meningkatkan pembelajaran matematika tentang keliling dan luas …The virtual-representational-abstract (VRA) framework adapts an evidence-based practice, the concrete-representational-abstract (CRA) framework, while trying to meet students and teachers where they are in terms of technology interest and use in education. This article discusses the VRA framework and the advantages of virtual manipulatives, and…Concrete-Representational-Abstract (CRA) is an approach to teaching mathematics. Almost all topics in mathematics can be taught using CRA. Students do not have to progress through the concrete to get to the representational and abstract phases. Students often work at the concrete and abstract or representational and abstract phases …abstract: This presentation will demonstrate instruction of an abstract mathematical concept in a manner which shows how embedded the concept is within concrete computer science applications. The goal of this approach is to stimulate creativity in problem-solving through the continuous connection of theoretical ideas to different forms of ...Concrete Representational Abstract Sequence. The CRA framework is an instructional strategy that stands for concrete, representational, and abstract; it is critical to helping students move through their learning of math concepts. To fully understand the idea behind CRA, or concrete representational abstract, think about a small child learning ... concrete-representational-abstract (CRA) teaching sequence. There were 169 secondary students who participated in this study. Of the 169 participants, 79 were male and 90 were female, they ranged in age from 11 to 19, and 61 had mild disabilities (i.e., learning disabilities and emotional disturbances). Students in the treatment group ...Though much abstract art had been moving in this direction since the 1910s, it was the Concrete Artists who brought to full realization the idea that a painting could represent, say, an algebraic formula rather than a person or an object. Like its ancestral movements Constructivism and De Stijl, Concrete Art transcended medium boundaries.The concrete-representational-abstract method is an effective approach to mathematical instruction for all students, including those with learning disabilities. This method of instruction assists students in developing a conceptual understanding of mathematical skills and relationships. This development of conceptual understanding is something ...concrete-representational-abstract (CRA) teaching sequence. There were 169 secondary students who participated in this study. Of the 169 participants, 79 were male and 90 were female, they ranged in age from 11 to 19, and 61 had mild disabilities (i.e., learning disabilities and emotional disturbances). Students in the treatment group ...The concrete-representational-abstract (CRA) instructional sequence of instruction provides a way for teachers to help students gain meaning from numbers and …Students' experiences with physical objects form the basis for learning at the abstract level (Skemp, 1987). According to cognitive psychologist Jerome Bruner, there are three stages of representation through which students demonstrate their understanding: enactive (use of concrete objects), iconic, and symbolic (1960, 1986).Abstract concepts include freedom, good and evil, love, feminism, success, morality, and chauvinism. Abstract concepts are those for which there is no physical referent; concepts with physical referents are known as concrete concepts.So, this was designed to encourage you to look at the activities and see if there’s a way that you could use the CRA (Concrete, Representational, and Abstract), to build a more cohesive understanding about fractions for your students. Alright, I hope that this video helped you build your math mind so you can go build the math minds of your ...Using the concrete-representational-abstract sequence and the strategic instruction model to teach computation to students with autism spectrum disorders and developmental disabilities. Educating and Training in Developmental Disabilities , 49, 547–554.The Concrete-Representational-Abstract (CRA) approach is a three-stage strategy that promotes overall conceptual understanding using sensory teaching techniques that introduce new concepts. Each stage is based on previously taught concepts. This approach is an effective one used in mathematics courses and for teaching in many …3) Hasil belajar kognitif siswa setelah menggunakan Pendekatan Concrete Representational Abstract (CRA) pada setiap siklus. Penelitian ini didasarkan pada pemikiran bahwa hasil belajar siswa dipengaruhi oleh banyak faktor, salah satunya penggunaan pendekatan pembelajaran yang tepat, diantaranya Pendekatan Concrete …This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract (CRA) multiplication and division instruction on students' mastery of unknown facts and on their conceptual understanding.The single most effective strategy that I have used to teach mathematics is the Concrete Representational Abstract (CRA) approach. During the concrete step, students use physical materials (real ...1.1 Abstract and concrete representations. Abstract representations in this study referred to using symbols to represent mathematical concepts and ideas. Such representations eliminate detailed perceptual properties and are often arbitrarily linked to referents (McNeil & Fyfe, 2012).The notion of abstractness is relative in the sense that …Abstract Background/aims/methods: Yet, no research explores the use of the CRA approach to teach functional-based mathematics for this population and limited research explores the CRA approach for students who have a disability different from a learning disability, such as an intellectual disability.Research has demonstrated that concrete-representational-abstract (CRA) teaching is an effective practice for students with learning disabilities (LD) and other disabilities. The study aimed to ...Dec 6, 2022 · The acronym CRA stands for Concrete, Representational, Abstract and is an instructional framework for teaching math. The CRA method provides the best opportunity for students to master content as they progress through the three stages. CRA focuses on developing a deep understanding of a concept and allowing students to see patterns and ... Symbolic, or learning through abstract symbols The CRA instructional sequence/ approach provides a graduated, conceptually supported line of work to create meaningful connections among concrete, representational, and abstract levels of understanding.To prepare students for success in the mathematics classroom, the concrete-representational-abstract (CRA) sequence of instruction pro- vides the framework for meeting the goals outlined by the National Mathematics Advisory Council and the requirements of the Pennsylvania Academic Standards. What is CRA?The concrete-representational-abstract (CRA) approach is a method to teach students mathematical concepts. The CRA involves instruction with manipulatives, representations, and numbers only in different lessons (i.e., concrete lessons include manipulatives but not pictures or numbers only). Researchers are exploring integrating the phases of ...Again, the class discusses the relationship among Aisha’s concrete representation on the rekenrek, her semi-concrete representation of the part-whole bar model, and her abstract representation of the number sentence. Mr. Dominguez uses Jaxon and Aisha’s thinking to write the equation 4 + 3 = 6 + 1 on the board. students who struggle, the concrete–representational– abstract (CRA) sequence is an effective method of teaching using multiple representations. The current study included this sequence, so a review and explanation of CRA’s con-nection to recommendations with regard to multiple repre-sentations follows.This study was designed to investigate the effectiveness of concrete-representational-abstract (CRA) sequence of instruction in probability among grade eight students. A quasi-experimental method ...concrete level, the teacher provides explicit instruction using concrete objects, such as base ten blocks, to solve abstract problems. Next, at the representational level, students use pictures or drawings to solve abstract problems, becoming less dependent on concrete objects. Students develop conceptual understanding during theThe concrete-representational-abstract (CRA) sequence is an evidenced based practice that is proven effective in increasing students’ mathematical skills. The development of a modified version of the CRA sequence, the concrete-representation-abstract-integration sequence (CRA-I), wasInquiry learning with Concrete-Representational-Abstract approach (ITCRA) and students who have received conventional learning, in terms of overall and math skills categories KAM (high, middle, low). This research is a quasi experiment with non-equivalent control group design. The population is grade VIII SMPN 1 Padang Panjang Lesson Year 2014/ ...Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this …Fractions are an important mathematical concept for elementary students. However, students with mathematics learning disabilities (MLD) struggle with learning fractions. Research has demonstrated that concrete-representational-abstract (CRA) instruction is an effective practice for students with learning and developmental disabilities. Here we investigated whether CRA instruction can support ...AbstrakTujuan penelitian ini yaitu: (1) mendeskripsikan langkah-langkah penerapan pendekatan Concrete Representational Abstract (CRA), (2) meningkatkan …Concrete, Pictorial, Abstract (CPA) is an effective method for teaching that offers a sustainable and deep understanding of maths to the students. Often marked as the concrete, representational, abstract framework, CPA was first proposed by the American psychologist Jerome Bruner. CPA approach is a crucial strategy to teach maths for …The CRA instructional sequence consists of three stages: concrete, representation, and abstract: • Concrete. In the concrete stage, the teacher begins instruction by modeling each mathematical concept with concrete materials (e.g., red and yellow chips, cubes, base-ten blocks, pattern blocks, fraction bars, and geometric figures).2. Compose the number using concrete manipulatives. Tell students they will use the straws and a place value mat to compose (or “make”) a number. Follow the concrete-representational-abstract (CRA) sequence of instruction, starting with the concrete. Begin by looking at the place value mat and explaining each column: hundreds, tens, and ones.The concrete-representational-abstract sequence (CRA) is an instructional method that provides instructional scaffolding in which students to complete operations using manipulative objects (concrete), using drawings (representational), and finally using numbers and symbols and procedural knowledge (abstract).With a virtual representation, students move the image with a mouse or with their hands. 3. Abstract/Symbolic: During this phase, students are expected to solve problems through the use of numbers and symbols rather than with the use of concrete objects or visual representations. Students are often expected to memorize facts and algorithms as ...Sep 15, 2018 · The concrete-representational-abstract (CRA) instructional sequence of instruction has been shown to be an effective means of teaching conceptual understanding of fractional numbers. Math can be challenging, BUT if you utilize the CRA model, it can be both easy and fun! Most math objectives can be and should be introduced using ...Concrete-Representational-Abstract-Approach or CRA for short "can enhance the mathematics performance of students with learning disabilities. It is a three-part instructional strategy, with each part building on the previous instruction to promote student learning and retention and to address conceptual knowledge." (The Access Center, 2004Examples of abstract thinking include solving a math problem that only involves numerals and symbols and using a metaphor to refer to an angry person as a “raging bull.” Abstract thinking is thinking beyond concrete objects and simple ideas...Symbolic, or learning through abstract symbols The CRA instructional sequence/ approach provides a graduated, conceptually supported line of work to create meaningful connections among concrete, representational, and abstract levels of understanding.Concrete-Representational-AbstractInstruction 2010 Region 3 Education Service Center / Texas A&M University. Objectives At the end of this training you will be able to • describe the components of concrete-representational-abstract (CRA) instruction • create a lesson supported by the CRA sequence • relate the benefits of CRA 2010 …The Concrete, Representational (Pictorial), Abstract (CRA) model is based on Jerome Brunner’s theory of cognitive development: enactive (action-based), iconic (image-based) and symbolic (language-based). Typically, a child will start by experiencing a new …Ashlie Hassall C2: Supporting primary students and students with learning difficulties using the concrete, representational, abstract approach Di Liddell C3: Exploring the anticipate phase of the launch, explore, summarise instructional model Em O’Halloran and Nick Devereux C4: SHOOT and SCORE: Engaging students through sport and STEMSep 7, 2021 · Fractions are an important mathematical concept for elementary students. However, students with mathematics learning disabilities (MLD) struggle with learning fractions. Research has demonstrated that concrete-representational-abstract (CRA) instruction is an effective practice for students with learning and developmental disabilities. Here we investigated whether CRA instruction can support ... Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research & Practice, 31(1), 34 – 44 .Concrete Level with a different strand or kind of problem when the student is at least 90% accurate at the Abstract Level 3 days in a row and is at benchmark on the M-COMP or M-CAP. Concrete-Representational-Abstract Intervention Integrity Check Summary:_____ of _____ applicable components are observed. Notes:the Concrete Representational Abstract (CRA) approach. This study aims to analyze the increase in representation ability and mathematical problem solving of students and to examine the interaction between student learning and the ability of representation and mathematical problem solving of students. This research isSo, this was designed to encourage you to look at the activities and see if there’s a way that you could use the CRA (Concrete, Representational, and Abstract), to build a more cohesive understanding about fractions for your students. Alright, I hope that this video helped you build your math mind so you can go build the math minds of your ...Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research & Practice, 31(1), 34 – 44 .pengaruh pendekatan concrete pictorial abstract (cpa) berbantuan multimedia interaktif dalam pembelajaran daring untuk meningkatkan kemampuan koneksi matematis siswa sekolah dasar universitas pendidikan indonesia│repository.upi.edu│perpustakaan.upi.edu pengaruh pendekatan concrete pictorial abstract (cpa) berbantuan multimedia interaktif …Mathematical manipulatives and the concrete-representational-abstract (CRA) instructional approach are common in elementary classrooms, but their use declines significantly by high school. This paper describes a mixed methods study focused on knowledge retention and perceptions of students in a high school Algebra I inclusion class after a lesson on square roots using a novel algebra ...However, the effective application of nonlinear concrete material models within numerical simulations often becomes problematic because material models often contain parameters whose values are difficult to obtain. Modern computers are advanced enough to solve this problem through the inverse identification of the used material model's parameters.Concrete-Representational-Abstract-Approach or CRA for short “can enhance the mathematics performance of students with learning disabilities. It is a three …The Concrete Representational Abstract we approach systematically and explicitly teaches students through three stages of learning: 1) concrete, 2) representation and 3) abstract. Teaching with ...Mathematical manipulatives and the concrete–representational–abstract (CRA) instructional approach are common in elementary classrooms, but their use declines significantly by high school.The Concrete - Representational - Abstract (CRA; also known as Concrete - Semiconcrete - Abstract) instructional strategy combines effective components of both behaviourist (direct instruction) and constructivist (discovery-learning) practices (Sealander, Johnson, Lockwood & Medina, 2012; Mercer & Miller, 1992).The concrete-representational-abstract method is an effective approach to mathematical instruction for all students, including those with learning disabilities. This method of instruction assists students in developing a conceptual understanding of mathematical skills and relationships. This development of conceptual understanding is something ...
The concrete-representational-abstract (CRA) instructional sequence of instruction provides a way for teachers to help students gain meaning from numbers and the mathematical concepts those numbers represent. This study addresses evidence-based practices and applies CRA methods to instruction address concepts such as rounding, …. Ochai abaji
2. Compose the number using concrete manipulatives. Tell students they will use the straws and a place value mat to compose (or “make”) a number. Follow the concrete-representational-abstract (CRA) sequence of instruction, starting with the concrete. Begin by looking at the place value mat and explaining each column: hundreds, tens, and ones.The Concrete Representational Abstract we approach systematically and explicitly teaches students through three stages of learning: 1) concrete, 2) representation and 3) abstract. Teaching with ...Discovery Learning with learning strategies the CRA (concrete representational abstract) to support Discovery Learning activities through concrete objects, images and representations of symbol as one of the alternatives in overcoming the low representation of mathematical ability of students. The subject of this research are …The CRA math model refers to the three levels of support or modes of communicating math ideas to students. You begin with concrete (hands-on & tangible materials), move to representational (drawings & visual models) and finish with the abstract (numbers & equations). When you introduce a new idea to your students, starting with the concrete ... Concrete-Representational-Abstract: Instructional Sequence for Mathematics. including students who receive special education services, should conceptually understand, as well as develop, accurate execution of standard algorithms to solve computational problems in mathe- matics (National Mathematics Advisory Panel, 2008). Concrete-Representational-Abstract (CRA) is a sequential instructional approach during which students move from working with concrete materials to creating ...Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this …Mean level pada kondisi baseline 1 (23,35) lebih rendah jika dibandingkan dengan kondisi intervensi ( 79,15) dan baseline 2 (98,325). Hasil data yang diolah menunjukkan bahwa menggunakan pendekatan Concrete Representational Abstract (CRA) efektif sebagai intervensi pembelajaran pemahaman konsep penjumlahan bilangan cacah pada siswa …Jan 26, 2023 · Earlier in the week, I wrote about the importance of following the concrete, representational, abstract (CRA) sequence for math instruction. One thing I failed to mention is that the types of learning should overlap. It's not all concrete, then all representational, and finally all abstract. You have to connect the abstract to the concrete or Dec 6, 2022 · The acronym CRA stands for Concrete, Representational, Abstract and is an instructional framework for teaching math. The CRA method provides the best opportunity for students to master content as they progress through the three stages. CRA focuses on developing a deep understanding of a concept and allowing students to see patterns and ... The teaching sequence is not beginning from concrete to abstract 26 Not involving teaching and learning of mathematics 159 “Manipulatives” does not refer to teaching aids 17 “CPA” is not referring to “Concrete-Pictorial-Abstract” or “CRA” is not referring to “Concrete-Representation-Abstract” 10 Total 235 Data Pre-processing Though much abstract art had been moving in this direction since the 1910s, it was the Concrete Artists who brought to full realization the idea that a painting could represent, say, an algebraic formula rather than a person or an object. Like its ancestral movements Constructivism and De Stijl, Concrete Art transcended medium boundaries.Concrete-Representational-Abstract (CRA) With CRA, students work with hands-on materials that represent mathematics problems (concrete), pictorial representations of mathematics problems (representational), and mathematics problems with numbers and symbols (abstract). The teacher explicitly bridges the connection between the concrete ...Looking at concrete representations of mathematical problems from an isomorphic perspective, this article suggests that every concrete representation of a mathematical concept is understood by reference to an underlying abstract representation in the mind of the comprehender. The complex form of every abstract representation of …This study was designed to investigate the effectiveness of concrete-representational-abstract (CRA) sequence of instruction in probability among grade eight students. A quasi-experimental method ...Mar 3, 2011 ... What is this CRA everyone is talking about? The Concrete-Representation-Abstract Approach or more commonly known as “CRA” because it is such ....
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