CHAPTER ONE
INTRODUCTION
All over the world, people are aspiring
to excel in science and technology.
These quests are because of the recognition of the role of science and
technology in the development of any nation.
The above quests have brought some changes in the educational system of
many nations. Here in Nigeria interest
in education system has shifted from Arts to Sciences. This is evidenced in current admission policy
of 60% for Science and 40% for Arts student in tertiary institution in the country
(Federal Republic of Nigeria 2004).
Science has to
do with the nature; it is derived from the latin word “scientia” which means
knowledge. Science is a systematic enterprise that builds and organizes
knowledge in the form of testable explanation and predictions about the
universe. It can equally be defined as the field of study which tries to
describe and understand the nature of the universe in whole or part. According
to Hyacinth (2004) science in its broadest scene refers to all human activities
involving organized knowledge of natural phenomena. It also refers to a system
of acquiring knowledge, here system uses observation and experimentation to
describe and explain natural phenomena. According to Hornby (2002) science is
the knowledge about the structure and behavior of natural and physical world
based on facts that can be proved. Science is the study of natural phenomena
and is distinguished from other fields because it relies on the hypothetical,
deductive and experimental approach. Webster’s New collegiate Dictionary
defined science as the knowledge attained through study or practice, in order
word it is a knowledge covering general truths of the operation of general
laws, especially as obtained and tested through scientific method and concerned
with the physical world. Mbajorgu (2003), Ali (2000) perceived that science is
concerned with regards to developing, acquiring and controlling knowledge,
skills, capacity and attitude about natural factors of the environment.
Chemistry on the other hand is a branch of physical science that studies the composition, structure, properties and
changes which matter undergo. Etesike and Nnamani, (2006) quoting
Ukungwu (2003) defined Chemistry as a branch of physical Science that studies the composition, structure, properties and
changes which matter undergo. Chemistry is chiefly concerned with atoms and molecules and their interactions and transformations, for example,
the properties of the chemical bonds formed between atoms to create chemical compounds. As such, chemistry studies the involvement of electrons and various forms of energy in photochemical
reactions, oxidation-reduction
reactions, changes in phases of matter, and separation of
mixtures.
Preparation and properties of complex substances, such as alloys, polymers, biological molecules, and pharmaceutical agents are considered in specialized fields of chemistry.
What
is Education?
Education was defined by Ukeje (1976)
as a process by which people are acclimatized to the culture into which they
are born in order that they may advance it. Philosopher from Socrates, Plato
and Aristotle to John Dewey recognized education as a powerful instrument
devised by man for his improvement. Nwagwu (1981) sees education as the process
by which every society attempts to preserve and upgrade the accumulated
knowledge skills and attitudes in its cultural setting and heritage in order to
foster continuously the well being of mankind and guarantee its survival
against the unpredictable, at times hostile and destructive elements and forces
of man and nature.
CHAPTER TWO
CHEMISTRY EDUCATION AND CHEMISTRY TEACHER
Chemistry Education is a comprehensive term that refers to the study of the teaching and learning of chemistry in all schools, colleges and universities. Topics in
chemistry education might include understanding how students learn chemistry,
how best to teach chemistry, and how to improve learning outcomes by changing
teaching methods and appropriate training of chemistry instructors, within many
modes, including classroom lecture, demonstrations, and laboratory activities.
There is a constant need to update the skills of teachers engaged in teaching
chemistry, and so chemistry education speaks to this need.
The Nigerian senior secondary school
Chemistry curriculum is prepared and organized to favour the acquisition of
appropriate skills, abilities and competencies as equipment for an individual
to live and contribute to the development of his country (Federal Ministry of
Education, FME, 1983).
It
is to this regards that the Chemistry curriculum attempts to integrate the
concept of science into five goal statements for science education as follows.
·
Education
in science (chemistry) should develop the student’s natural curiosity about his
environment.
·
Science
education should broaden the child’s thinking and operational skills for
investigating the environment, solving problems and making decisions.
·
Science
education should develop the student’s knowledge base.
·
Science
education should develop child’s understanding of the nature of science and
technology.
·
Science
education should increase the child’s understanding of the limits and
possibilities of science and technology in exploring the natural environment
and solving problems.
Objectives of NCE Chemistry Curriculum
The intrinsic values as well as the
utility values of chemistry in all spheres of human activity have necessitated
its inclusion in the school curriculum. The teaching and learning of chemistry
at the Nigeria Certificate in Education (NCE) level should be such as to
produce competent, effective and efficient teachers, who having acquired the
requisite skills should be able to impact same to their pupils. Therefore, the
objectives of chemistry programmes at the NCE level are to produce highly
qualified middle level manpower knowledge in the processes of chemistry and
capable of inculcating these in the students. Students should have competencies
in chemistry teaching including ability to:
a.
develop
functional knowledge of chemistry concepts and principles
b.
observe and explore the chemical environment
c.
apply
the skills and knowledge gained through the study of chemistry to solve day to
day problems
d.
explain
simple natural phenomena
e.
Develop
scientific attitudes such as curiosity etc.
f.
manipulate
simple apparatus for purpose of
demonstration and use;
g.
Improvise
simple equipment from available junk in the chemistry environment
WHO IS A CHEMISTRY TEACHER
A
chemistry teacher is a type of science teacher
that specializes
in the scientific discipline of chemistry. The teacher is responsible for
teaching many aspects of chemistry, which mainly involve the various chemical
properties of substances, as well as the processes that they undergo under a
wide variety of circumstances. The chemistry teacher will discuss the many uses
of chemicals, their dangerous properties, how to properly use and dispose of
them, and other related topics.
The
term chemistry teacher generally refers to those who teach at the middle and
high school levels, since in college they are referred to as professors or
lecturers. Elementary teachers typically teach more general types of science
that include basic chemistry experiments, but will usually not teach chemistry
as a topic for the entire year. Elementary-aged students are often not taught
true chemistry because experiments can involve high heat or toxic chemicals,
which involve a high degree of safety when executed.
Chemistry
teachers must incorporate lab experiments as central to their curriculum. These
experiments should relate directly to the current lecture topics, and also
should be tested ahead of time, especially during the first few times they are
taught. Testing will help the teacher verify the difficulty and safety levels,
as well as the relevance of that experiment. While most experiments have
already been well-tested and utilized in the classroom, a teacher may always
choose to try something unique, or an experiment that relates somehow to
current news and events.
CHAPTER THREE
SCIENCE
EDUCATION AND ITS CONTRIBUTIONS TO THE DEVELOPMENT OF NIGERIA
Science education deals with sharing of
science content and process with individuals who are not considered
traditionally to be member of the scientific community; the individuals could
be students, farmers, market women or a whole community. Science education in
Nigeria concentrates on the teaching of science concepts, method of teaching
and addressing misconceptions held by learners regarding science concepts.
Science education is very important to
the development of any nation that is why every nation must take
it very serious in all institutions of learning. Many of the developed worlds
were able to achieve so much in science and technology because of science
education. Launching of sputnik by the Russian government in October, 4 1957
would not have been possible if not for the position they placed physics in
science education. Science education comprises three subjects namely
biology, chemistry and physics which are combined with education and over the
year there has been low enrolment of these courses in our institutions as
identified by causes of this low enrolment include society disdain, mockery of
teacher and low prestige of teachers .
Science
education is very important to the development of any nation in many areas. A
graduate of physics education can be self employed as opined by Many of the
physics graduates have some knowledge of electronics that is enough for them to
be able to have a little period of training as apprentices and then stand alone
as electronic technician. For instant, Semiconductor is very important in the
modern technology that if properly learnt it is enough for one to stand upon
for a living; semiconductor physics is part of what any graduate in physics
will learn and should learn. In semiconductor, is very important in a growing
economy like ours in Nigeria; it is useful in ceramic industry and a well
trained physics education graduate can be well established in ceramic industry.
Without
science education Information and Communication Technology would be impossible.
Science and technology will not be possible without science education; for
instance engineering, medicine, architecture etc will not be possible if there
is no one to teach the students the core subjects needed for these courses.
Biology
education is very important to any growing economy like Nigeria. Many graduates
of biology education are self employed and employers of labour; many owned
schools for themselves where people works and earn their living while some are
in to fish business.
There
are colleges of education where students of chemistry department are taught how
to make dye and chalk; graduates of these departments can establish their own
chalk business as soon as they graduate. If supported with fund many schools do
not need to buy chalk outside anymore and they can equally produce for other
schools.
CHAPTER FOUR
PROBLEMS FACING SCIENCE EDUCATION IN NIGERIA
In the light of the above review it is obvious that science
education is very important to national development but Nigeria is faced with
some challenges inhibiting the development of science education. Such problems
incudes:
Inadequate facilities
Purchases of science equipment to schools are no longer done
transparently since it is either the chief executive of the school or any of
his or her relation who do the supply. In this case they neither supply the
required specification nor the required quantity; in most cases they don’t even
supply anything. Most of the science laboratories are empty building or
buildings filled with fake or obsolete science equipment which are useful for
nothing but mere demonstration.
Inadequate staff training
Money meant for staff training are diverted to personal account
while selections of those who benefit in staff training is based on whom you
know syndrome. All these bounced back on the quality of science education the
nation produces.
Political Instability
Nigeria has not been having a stable political system of
government since her independence in 1960. Stable political system of
government is very essential to educational development of any nation. Military
ruled for 34 years in Nigeria out of 53 years of existence as a sovereign
nation; these years can be regarded as an era of colossus waste in both human
and natural resources for Nigerians. These leaders have no regard for education
but concentrate on establishing their government for long years. The few years of
civilian rule has been years of lack of focus; government educational program
changed according to the taste of the political party in power. Many science
equipment and infrastructures are lying in waste in our schools because of
instability in political government.
Insecurity
Security issue in Nigeria has been worrisome for more than two
years now because of insurgence of Niger Delta and Boko Haram. Stretching the
averment further, the former is politically motivated while the latter is
religiously motivated; the reason for the insurgence is trivial to this paper
but the effects on science education development is very germane.
People in Nigeria lives in fear of uncertainty of death from bomb
explosion: of gunshot from terrorist or armed robber and many a time from
kidnappers. The lives of nationals living in Nigeria are in perpetual danger of
abduction or kidnapping. Lecturers and students don’t know their fate every day
until they retired to bed at night; even while sleeping they cannot sleep and
close their two eyes because of armed robbers.
The recent attacked on a northern university where students and
lecturers were cold bloodedly murdered including a professor of chemistry still
remains an insomnia in academic arena. Science infrastructures built with huge
amount of money for schools had been destroyed while gas and oil installations
vandalised; the resultant effects of these is on education.
Many parents have lost their job and the effect is on the
children; these children could not complete their education and eventually drop
out of schools. According to Madueweisi (2006) these dropouts are used by
politician as thugs, for assassinations and robbers robbing banks, poison the
societies and make everybody feel unsafe. Majority of these dropout students
are very brilliant who could have become renowned science educators the country
would be proud of.
Schools were closed down in many parts of the country;
universities, polytechnics, colleges of education, secondary and primary
schools where learning environment are no longer safe for learning remain in
long compulsory holiday for months A cultist who graduated in school through
examination malpractices in many time end up in classroom as a teacher since
teacher is the easiest job anyone could get in Nigeria because of lack of
professionalism. The question that should come to mind is that, what can such
teacher teach when he / she got the certificate by fraudulent means? These are
many of the teachers we have in most of our schools; they got there through
their godfathers who are politicians.
Corruption
Corruption has eating deep into Nigeria system and it is
manifesting in every sectors including education. In Nigeria today it is not
what you know but whom you know, that is why it is said that recruitment to job is tied down to criteria such
as political favouritism, geographical area or quota system. Many of the
teacher training institutions and universities cannot boast of the best academic
staff because the best probably do not have godfather who can help them.
Appointment is no longer based on merit but on whom you know and the amount you
can offer for such job. Admission into higher institutions of learning is not
on merit but on whom you know also.
Over dependence on petroleum
Nigeria is blessed with many natural resources on which her
economy rest upon; however over dependent on petroleum has seriously affected
the economy. The effect is on science education since science equipment and
apparatus are inadequate in the country and the cost of importing these
materials is high because of exchange rate.
Teachers method of teaching
Science teachers should use different strategies as there is no
single universal approach for specific class. Many science teachers still hold
to chalk and talk method which is not appropriate for science teaching in this
age. Lack of good strategies in the teaching of science is affecting student
performance and at long run affects student enrolment.
CHAPTER FIVE
THE
ROLE OF CHEMISTRY TEACHER IN PROMOTING SCIENCE EDUCATION IN NIGERIA
Chemistry is the beauty of science. It is the science about
substances, their composition, structure, properties, and interactions.
Chemistry helps explain the physical world and its workings, and plays an
important role in our lives. Chemists have contributed a great deal to technical
advances of society and have made many important contributions to modern life.
Everything is made from one or more chemical elements that occur in nature.
Chemists use different kinds of chemical processes to make the elements more
useful, and they create countless products that make our lives healthier,
easier, and more enjoyable. Chemistry is a powerful springboard to launch you
into a fascinating career. Chemistry courses combine general education with
preparation for immediate employment. A person with a bachelor's level
education in chemistry is prepared to assume a wide variety of positions in
industry, government, and academia. The more obvious positions for which a
background in chemistry is important are those in the chemical industry or in chemical
education. Those with a significant knowledge of chemistry are also employed in
a wide variety of related professions such as molecular biology and
biotechnology, material science, forensic science, hazardous waste management,
textile science, and information management. There are as many specialties as
there are areas of application of chemical principles. An undergraduate
chemistry degree may be combined with advanced studies in other fields and lead
to work in areas such as law or higher management. Chemists are challenged,
excited, and satisfied with their profession.
Some
of the Ways Chemistry Teachers Can Help Boost Science Education in Nigeria Are:
Practical Work and Use of Instruction
Materials:
There should be much emphasis for the
use of instructional materials in teaching and learning process in our science
education. Even most of the science curriculums are practically oriented. The
fact remains that our students cannot be creative without learning chemistry
practically.
Jegede and Abdullahi (1982) have
stressed on the impact of practical work using adequate material resources.
They have argued that practical work help the students and they are seen to be
more active in learning processes in which they are continually inquiring, testing, speculating and building
their own personal construction of knowledge. In science, students need to be
actively constructing their own personal awareness and meaning.
According to Odo (2011:136), noted
that instruction materials make teaching easy and more vivid than words alone.
The learner learns faster and retains more and longer when taught with relevant
instructional materials. Actual objects have an appeal for the young students.
The students must provide with things to sees, touch and handle. There should
be an adequate provision of concrete materials in the classrooms, without which
the teaching of some concepts and terms in chemistry becomes abstract. This
statement goes to support the old Chinese proverb which says that:
I hear I forget
I see I remember
I do and I understand
In
fact the depth of learning depends upon the totality of experience upon the
students. These experiences are result of direct contact with some objects.
Attama (1997) in Adonu
(2011:172) noted that practical are carried out to prove the workability of a
particular scientific theory and where there is absence of laboratory
facilities, it implies there will be no practical demonstration of needed
practical skills. In order that science may catapult Nigeria to a height where
she will achieve her vision, there should be provision for modern and well
equipped laboratory facilities for frequent practical work in science.
Also, Ogbonnna (2013:212) noted that
the lack of adequate infrastructures in our higher education has posed serious
setback in the achievement of higher education goals. In institution where
there are no adequate classroom, resource rooms, staff rooms, lack of
laboratory facilities, computers and the like, proper teaching and learning
cannot be effective and efficient in the system. Salisu (2001) in Ogbonna
(2013) observed that there is significant difference in the academic
performance of students in institutions with adequate facilities and those with
inadequate facilities.
Babalola (2004; 114) in Ugwuoke P.U
(2013;66) noted that “instructional
materials are designed to promote and encourage effective teaching and learning
experiences”. Instructional materials are ways and means of making the teaching
and learning process easy, more meaningful and understandable. He noted that as
ingredient is to soup, so also is resources materials to chemistry curriculum
implementation. These instructional materials are lacking in Nigeria secondary
schools, as a consequence, teachers take to teacher chalk and talk as they have
no visual or audio-visual materials which the students can see, touch, smell
and hear in the process of teaching and learning. Onyeachu (2006) in Ugwuoke
(2013;68) observed that when instructional materials are not available learners
cannot do well. This means that when learners are not doing well, the set
objectives of education cannot be achieved
Proper planning and execution of lessons:
A
chemistry teacher must make the lesson plans for the year that will be relevant
to the necessary curriculum. He is also responsible for designing, executing,
and supervising laboratory experiments that are relevant to the lessons. In
addition, general teacher responsibilities of a chemistry teacher involve
evaluating students, communicating with their parents, and maintaining
classroom records. They must also stay up-to-date on current events and
teaching trends among other chemistry teachers worldwide, while staying
involved with their peers by attending school events.
Adequate Chemistry Teachers Qualification
According
to Oxford Advanced Learner’s Dictionary, 7th edition qualification
is the fact of passing an exam, completing a course of training or reaching the
standard necessary to do a job or take part in a competition or a skill or type
of experience that you need for a particular job or activity. Owie, (2000) in Ugwu (2014) complained that the
professional qualification of those who impart the knowledge of Chemistry is
far from standard. He urged professional Association to take responsibilities
to setting standards for prospective and practicing teachers for all levels and
determination of who will become a member the teaching profession. He further
advised the professional to do away with misfits who view their profession
practices as a stumbling block.
Emphasizing on why they should
be eliminated from the teaching profession, he maintained that those people
lack dedication, respect for the values and objectives pedagogy and hence
constitute a dog in the channeling of ideas for authentic professional
development.
Adequate
Supply of Chemistry Equipment
Madueweisi
(2013) defined Chemistry laboratory as a place where theoretical knowledge of
Chemistry is being synthesized into visible facts. Ede (2013) from his research titled Investigation on the
extent of supply of chemistry laboratory
facilities in Nigeria secondary schools reviewed that most secondary schools in
Nigeria lack standard laboratory, facilities such as microscopes, hand lens,
weighing, thermometer, , test tubes, bell jar, beaker, Bunsen burner, measuring
cylinder, iodine solution, millions reagent, Sudan III solution, conical flask,
, dissecting set, , spring balance filter funnels, filter papers, pipette,
microscope slides and cover slips, dissecting boards, retort standards, wash
bottles, specimen jar, test tubes should be present.
According
to Tabour (2012) the difficulties students experience in learning the content
matter of Chemistry is borne out of shortcoming of facilities to bring to
reality the concept of chemistry. Oforkansi (2013) stated that a learner learns
science (chemistry) easier if he is given an opportunity to practice what he is
being taught by manipulating apparatus, classifying data, designing
experiments, hypothesizing to make inference and verifying results through
effective validation process.
Chemistry
teachers’ personal Qualities
Teacher’s
personalities cause a lot of havoc in effective teaching of Chemistry.
According to Okon (2012) one of his definitions of personality follows that
“personality is the unique qualities of the individual and the integration of
physical, mental emotional and social qualities as manifested by the individual
to other people”. Ofokansi (2013) see
personality as the sum total of the generally characteristics which distinguish
an individual from other persons. Also Onwuka (2012), described personality as
that term which consists of set of valuables and descriptive variable which are
used in describing an individual. From the about it seems that the emotional
state of a teacher can affects his/her teaching adversely.
The
efficiency of the need of good characters demonstrated by Galen (1999) in
Oforkansi (2013) shared that “sanguine individuals are always cheerful,
heartily, outgoing, fearless and very interested in physical pleasure” if a
Chemistry teacher possesses this type of character there is no doubt that the
teacher will achieve the aim of his lesson with the students he is teaching. As
it is said that good teachers are born and not made. This statement is true to
some extent and hinge on the personality of the teacher.
Ede
(2013) showed in his research report that the following are identified as
qualities needed by a teacher:
1. Cooperative and democratic
attitude
2. Kindness and consideration
for the individuals’ patience.
3. Wide interest
4. Personal appearance
5. Good disposition consistent
behaviour
6. Flexibility
7. Use of recognition and praise
8. Interest in students problem
and
9. Unusually proficiency in
teaching particular subject.
According
to Onwuka (2012), “it is they who only determine what actually is to be learned
but also largely control the learning experience that go on in the classroom”.
For this reason teachers who have the personality to teach Chemistry to
students cannot function with a blank background. They need to have adequate
knowledge about the subject itself. If a Chemistry teacher combines good
personality traits with good teaching methods, students’ interest achievement
will be high.
Chemistry
teachers’ teaching method;
Chemistry teachers should adopt
different strategies for teaching chemistry. Especially some modern teaching
methods like concept mapping, computer display e.t.c. Ezekannagha (2008) in his research
carried out in Aguata Education Zone of Anambra State on the topic, “chemistry
teachers’ competence on the use of concept mapping: A tool for teaching
difficult concepts in chemistry”. The instrument for data collection was
questionnaire. Mean and standard deviations were used to answer the research
question while T-test statistics was used to analyze the hypothesis. This
research view that chemistry teachers lack competence on the use of concept
mapping. The constraints that militate against teacher’s level of competence in
the use of concept mapping include; teachers’ poor knowledge and lack of grant
to attend in-service training or sponsored for workshop, seminar and
conferences. They also noted that most
teachers are not specialists in chemistry education, they are forced by
circumstance to take up chemistry teaching hence always on the look out for
better job and ready to leave the profession.
Baja (1993)
in his book, “teaching chemistry creativity” emphasized on effective method of
teaching chemistry i.e. demonstration, and lack of exposure of chemistry
teachers to the modern way of teaching. He also comments on the need for
teacher to be well educated especially the teachers of chemistry subject.
School administrations should put every senior and well experienced and trained
graduates in classes in which chemistry courses is taught. This is because an
empty bag cannot stand up right. Inexperienced teacher or lecturer end up
confusing students by imparting passive knowledge to them without involving
them in some activities that will make the knowledge lively and survive.
Moreover, it is not
uncommon to see an individual with NCE holder teaching in many higher
institution of learning because he has someone in authority. This makes
teaching and learning ineffective especially in sciences particularly in
chemistry which is a volatile subject that needs a specialist. However, it is
good to know if such exist in Government Colleges of education in Enugu State.
CONCLUSION
There
is no problem without solution, therefore what is happening presently in
Nigeria as it affects the development of science education have solution if
Nigerians are ready to pay the price. Nigerians must be ready to wage total war
against corruption; it should be a war that everybody must take part in. There
should be laws made specifically for corruption and this law must be enforced
no matter whom the corrupt person may be. The law should touch every aspects of
life; it should not be limited to money alone as it is presently.Any government
official who favoured anybody in admission, employment and promotion based on
ethnicity or religion should be seriously sanctioned as someone who stole
government money. Various professional bodies in tertiary institutions should
rise up to the present challenge and ensure they curtail the excesses of their
members in schools. There should be no sales of handout in universities,
polytechnics and colleges of education. Violation of this law should be
dismissal from the service and any book to be sold should be properly screen to
know it’s worth in content and money.
Nigerians
should change their orientation; worshipping wealth and position is not the
best for us because it encourages corruption. Someone who went to jail for
stealing public money should not come out and become hero or king he should be
seen as a bad person who has lost his respect and dignity.
Finally
on corruption, the ongoing constitution review must be taking serious and it
should stipulate a life imprisonment for any corrupt person; might it be in
government establishment or private establishment, corruption is corruption
once it is established the individual should be sent to life imprisonment.
Government
should provide employment for young graduates; Nigeria is blessed with abundant
resources that if properly harness unemployment will reduce drastically in the
nation. Government should invent on agriculture since the nation is blessed
with fertile lands.
Recommendations
1.
School guidance and counselor should be
made to organize regular career guidance to students and this in turn will make
students know the need or importance of science in their trade, or furthering
their education. The counselor could help give motivational talks that can
improve the perception of learners towards the study of science.
2.
Government or private administrators
have legal responsibility of paying teachers salary at the end of every month
regularly, for this will eliminate the irregularity to classes as a result of
sit-down-strike.
3.
Parent and guardians should monitor
their little ones interest and ability before enrolling into institution of
higher learning.
4.
Only qualified teachers should be
employed to teach science in secondary school were the foundation of science is
laid.
5.
Science laboratories should be well
equipped. This will help the science teachers make their teaching real to
students rather than quoting abstract phenomenon.
6.
Science education inspector in both
state and federal government should pay regular visits to the schools. This
will help both the teachers and their students to work harder.
7.
Seminars and workshops should be
organized occasionally for both science teachers and their students and this
will help the teachers upgrade their knowledge of science.
8.
Science teachers should give positive
reinforcement to students who make efforts in science work. This will make
other students put more efforts in learning science
9.
Finally is the introduction, approval,
sponsoring and effective engagement on field trip, excursion, and industrial
attainment programme in Colleges of Education will as well promote self skills,
self reliance, and self employment after school.
10.
Job opportunities in science subject
should be created so as to avoid schools or community employing incompetent
teachers who will not give the required knowledge to the students.
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