Developmental Writing Professors and Supervisors | ApplySharif

جست‌وجوی استاد و پژوهشگر

استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۱۶-۳۰ از ۱٬۶۰۷ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

ZhaoHong Hanمشاهده پروفایل

استاد

Columbia UniversityUnited States

ZhaoHong Han is a Professor of Language and Education at Teachers College, Columbia University, and Director of the Center for International Foreign Language Teacher Education (CIFLTE). Her research focuses on second language acquisition (SLA), systems thinking, and the integration of AI into language education. She holds a Ph.D. in Applied Linguistics from Birkbeck College, University of London, and has authored over 100 scholarly publications. Key Affiliations: Teachers College, Columbia University Expertise: SLA theory, language teacher education, crosslinguistic influence, and AI applications Research Interests Dr. Han explores foundational SLA concepts like fossilization, ultimate attainment, and the critical period hypothesis through complex dynamic systems theory. She investigates how AI can transform language learning, emphasizing ethical use of generative models like ChatGPT. Her work bridges theory and practice through teacher training and classroom-based research in diverse contexts like Tunisian EFL education. Publications Her recent work addresses AI's role in SLA (2025), social physics in language development (2024), and critical age-attainment relationships (2023). She frequently critiques methodological limitations in SLA research while advocating for interdisciplinary approaches. Center for International Foreign Language Teacher Education As director, she leads global initiatives to improve language teacher training through evidence-based practices and cross-cultural collaboration.

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Ara J. Schmittمشاهده پروفایل

استاد

Duquesne UniversityUnited States

Dr. Ara J. Schmitt is a Professor of School Psychology and Associate Dean for Research and Faculty Advancement at Duquesne University's School of Education. He holds a Ph.D. from Illinois State University (2001) and a B.S. from the University of Illinois at Urbana-Champaign (1996). His research focuses on neuropsychological assessment, evidence-based interventions for learning disabilities, school-based chronic illness management, and bullying dynamics. Dr. Schmitt has authored numerous peer-reviewed articles, book chapters, and textbooks, including Patterns of Learning Disorders (2006) and Theory and Cases in School-Based Consultation (2020). Education: Ph.D., School Psychology, Illinois State University (2001); B.S., Psychology, University of Illinois (1996) Professional Roles: Associate Dean for Research, School Psychology Program Director, Adjunct Faculty Collaborator His research interests emphasize applied interventions in schools, including neurocognitive assessments, concussion management, and bullying prevention. He has pioneered studies on Taped Problems Intervention adaptations for remote learning and explored cognitive predictors of bullying behavior in adolescents. Recent work addresses socially responsive evaluation practices in health psychology and disparities in concussion awareness among athletes and parents. Dr. Schmitt has advised over 20 graduate students and contributed to national initiatives like the CCTC 2020 guidelines for health psychology training. His work bridges clinical practice and education, particularly in supporting students with chronic illnesses and neurodiverse needs.

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George E. Vatesمشاهده پروفایل

استاد

University of RochesterUnited States

George E. Vates, MD, PhD, is a Professor in the Department of Neurosurgery and the Department of Medicine (Endocrine/Metabolism) at the University of Rochester Medical Center. He serves as neurosurgeon co-director of the University of Rochester Multidisciplinary Neuroendocrinology Clinic and is a key member of the University of Rochester Medical Faculty Group (URMFG), which comprises over 900 providers across 19 departments. Dr. Vates specializes in pituitary tumor surgery, cerebrovascular disorders, and skull base procedures, having performed over 120 transsphenoidal pituitary surgeries. Dr. Vates completed his academic training with exceptional distinction: Duke University: Bachelor's degree, summa cum laude (1988, Phi Beta Kappa) Rockefeller University: PhD in Neuroscience Weill Medical College of Cornell University: MD (1997, Alpha Omega Alpha) University of California, San Francisco: Neurosurgery Residency (1998-2003) Brigham and Women's Hospital, Harvard Medical School: Cerebrovascular/Skull Base Fellowship (2003-2004) His research focuses on pituitary tumor biology, neuroendocrinology, and surgical innovation. He established the Multidisciplinary Neuroendocrinology Clinic as a regional referral center for complex pituitary cases, integrating neurosurgical and endocrinological expertise. Current work emphasizes neuroprotective mechanisms in pituitary adenomas, surgical simulation technology, and optimizing outcomes for elderly glioma patients. Analysis of his 15 most recent publications reveals evolving research trajectories: contemporary studies (2019-2022) concentrate on pituitary tumor management, surgical simulation, and neurosurgical education, while earlier work (2002-2009) explored cerebrovascular anomalies, neural pathway mapping, and vascular malformations. Persistent themes include surgical technique refinement, tumor biology, and clinician training. Dr. Vates' scientific contributions have been recognized through: Phi Beta Kappa (1988) and Alpha Omega Alpha (1991) academic honors Neurosurgery Research and Education Foundation Fellowship (2006) Anspach Award for Cerebral Ischemia Research (2007) AANS Leadership Scholarship and Cone Pevehouse Award (2009) Ongoing service as St. Michael's Hospital Animal Care Committee reviewer As an educator, he mentors neurosurgery residents through clinical supervision and curriculum development, notably publishing on palliative care communication training. His research initiatives, including the 3D-printed cervical laminectomy simulator, demonstrate commitment to advancing surgical education. Current grants focus on neuroprotective strategies in pituitary tumors and resident training methodologies. Dr. Vates co-directs the Multidisciplinary Neuroendocrinology Clinic with endocrinologist Dr. Calvi, fostering collaboration between neurosurgery, endocrinology, and oncology. His clinical team manages complex pituitary cases across Rochester and Hornell campuses, while his research group develops surgical innovations and investigates tumor microenvironment interactions to improve patient outcomes.

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Mikail Rubinovمشاهده پروفایل

استادیار

Vanderbilt UniversityUnited States

Mikail Rubinov serves as Assistant Professor of Biomedical Engineering (primary appointment), Computer Science, Psychiatry, and Psychology at Vanderbilt University's School of Engineering. His interdisciplinary work bridges computational neuroscience, network science, and clinical applications. His research focuses on integrative statistical models of large-scale neural data , exploring brain network organization across species and scales. Key interests include evolutionary principles of brain networks, transcriptomic basis of neural individuality, information transfer in neural systems, and neuropsychiatric connectivity phenotypes. The Rubinov Lab develops computational frameworks for analyzing complex neural systems and integrates neuroscientific knowledge with multi-omics data. Recent publications reveal strong trends in network neuroscience methodology development (circular analysis frameworks, unbiased sampling techniques) and translational applications (epilepsy networks, autism spectrum connectomics, gut-brain axis interrogation). His work increasingly incorporates transcriptomic data with neuroimaging at biobank scale. NIH Grant Writing Workshop (June 2022) NIH Workshop Short Talks (April 2023) Rubinov actively mentors graduate and undergraduate students across Biomedical Engineering and Computer Science. His lab maintains collaborations with UCSF, HHMI Janelia Research Campus, Weizmann Institute, and international neuroscience consortia. Current projects include integrative models of large-scale neural data and transcriptomic basis of neural individuality. The Rubinov Lab operates within Vanderbilt's Department of Biomedical Engineering with extensive cross-school collaborations. Technical resources include GitHub repositories for constraint network models (cnm-code), volumetric segmentation (voluseg), and brain connectivity toolboxes.

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Paulo Todescan Lessa Mattosمشاهده پروفایل

پژوهشگر ارشد

King’s College LondonUnited Kingdom

Paulo Todescan Lessa Mattos is a Visiting Research Fellow at the Transnational Law Institute, part of The Dickson Poon School of Law at King’s College London. He also serves as a Permanent Member of the Brazilian Centre for Analysis and Planning (CEBRAP). His academic career includes a former role as a part-time professor at the Getulio Vargas Foundation (FGV) in São Paulo and Rio de Janeiro, where he taught law and economics and led the applied research and publications department. He holds a PhD in Law from the University of São Paulo, with additional training through Fulbright-funded research at Yale Law School. His research focuses on the intersections of law, economics, and development, including regulatory frameworks, ESG standards, financial markets, and industrial policy. He has authored books and articles on regulatory reform, institutional barriers, and sustainable investment strategies. Mattos is also a venture capitalist, co-founding IG4 Capital and participating in AKHA Ventures and Capital Lab Ventures, focusing on deep technology and sustainable investments. Previously, he held leadership roles at GP Investments and the Brazilian Development Bank (BNDES). Education: L.L.B. in Law, University of São Paulo Ph.D. in Law, University of São Paulo Research Training Program, CEBRAP (Brazil) Visiting Scholar, Yale Law School (2003) Awards/Scholarships: CAPES Scholarship (Brazilian Ministry of Education) FAPESP Scholarship (State of São Paulo) Fulbright Scholarship Research Themes: His work addresses regulatory reforms, ESG transnational regulation, financial market governance, and the role of the state in fostering innovation and economic development. He critically examines how legal frameworks interact with economic structures and public policy, particularly in emerging markets. Recent writings focus on sustainability challenges, such as biodiversity valuation and the Amazon deforestation crisis. Professional Ventures: Beyond academia, Mattos has led major institutional projects, including co-founding IG4 Capital (private equity in emerging markets) and contributing to venture capital platforms. His roles at BNDES and GP Investments highlight his expertise in infrastructure finance and development banking. He actively participates in global debates on law, economics, and public policy.

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Pamela Beachمشاهده پروفایل

دانشیار

Queen's University at KingstonCanada

Pamela Beach is the Associate Dean, Research and Associate Professor of Language and Literacy at Queen’s University’s Faculty of Education. She holds an MA and PhD in Child Study/Developmental Psychology from the University of Toronto. With nearly a decade of elementary teaching experience, her research focuses on leveraging online and multimedia resources to enhance teacher education and professional development. Key projects include SSHRC-funded studies on teachers’ self-directed online learning, analysis of web analytics for literacy PD platforms, and cross-cultural studies of literacy practices in Montessori and Reggio Emilia schools. Her expertise spans early literacy development, critical literacy integration, and the use of technologies like eye-tracking and virtual classrooms in teacher training. She leads the Literacy Education Research Team, collaborating on projects such as integrating music into literacy education and evaluating virtual classroom tools for teacher candidates. Beach is also the author of Promoting Language and Early Literacy Development (2024), a practical guide for educators and caregivers. Current roles include supervising graduate students in the Language and Literacy program and overseeing research initiatives as Associate Dean. Her work bridges research, practice, and policy to improve literacy instruction and teacher learning in diverse educational contexts.

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Jerry Burgerمشاهده پروفایل

استاد

Santa Clara UniversityUnited States

**Jerry Burger** is a Professor of Psychology at Santa Clara University’s College of Arts and Sciences. His research focuses on obedience, compliance, social norms, and personality. Notably, he replicated Stanley Milgram’s obedience studies in 2006, demonstrating persistent obedience rates despite ethical safeguards. His work on compliance techniques (e.g., the low-ball procedure) and social norms has advanced understanding of behavioral persuasion and decision-making. Burger authored the textbook Personality (10th ed., 2019) and Returns Home , exploring nostalgia and childhood revisits. He has published over 100 articles and book chapters in journals like American Psychologist and Journal of Social Issues . Media features include ABC’s *Primetime* and the *New York Times*. His contributions span academic research, textbook writing, and creative fiction. Education: Ph.D. in Social Psychology from University of Missouri Key Research Areas: Obedience to authority, compliance strategies, descriptive norms, personality theories Notable Works: Milgram replication study (2009), Personality textbook, Returns Home nonfiction book, short stories in literary journals Burger’s interdisciplinary approach bridges empirical research and public engagement, with recent projects investigating everyday health behaviors and the psychological impact of revisiting childhood homes. His work emphasizes the enduring relevance of foundational social psychology concepts in contemporary contexts.

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Michael C. Rodriguezمشاهده پروفایل

استاد

University of Minnesota Twin CitiesUnited States

Michael C. Rodriguez is the Dean of the College of Education and Human Development (CEHD) at the University of Minnesota and holds the Campbell Leadership Chair in Education and Human Development. He has been a professor of measurement at CEHD since 1999. Education: PhD in Measurement & Quantitative Methods (Michigan State University), MA in Public Affairs (University of Minnesota Twin Cities), BA in Psychology (University of Minnesota Morris) His research focuses on test development , measurement accessibility , social-emotional learning assessment , and psychometric meta-analysis . He pioneered the use of item response models to evaluate equity in testing for students with disabilities and English language learners. Recent publications emphasize fairness in assessment , longitudinal SEL measurement , and foundational competencies in educational measurement . His work bridges psychometrics with socio-cultural youth development contexts. Scientific Awards: All My Relations Equity in Action Award (2022), C. Eugene Allen Award (2019), Robert H. Beck Teaching Award (2008) He chairs the Technical Advisory Group of the National Board of Professional Teaching Standards and contributes to the revision of the Standards for Educational and Psychological Testing . As founding director of the Minnesota Youth Development Research Group, he explores measurement frameworks for educational equity and youth wellbeing.

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Yuan Heمشاهده پروفایل

استادیار

Stephen F. Austin State UniversityUnited States

Dr. Yuan He is an Assistant Professor at the James I. Perkins College of Education, Stephen F. Austin State University, specializing in Early Childhood Education and Comparative International Education . Her work bridges curriculum design, teacher education, and cross-cultural analysis. Doctorate from University of Maryland Eastern Shore (Education Leadership) Doctorate and Master of Science from Nanjing Normal University (Early Childhood Education) Research focuses on: Curriculum and instruction in early childhood education Teacher education frameworks Body image representation in children's media Comparative analysis of international educational practices Recent publications (2021-2025) emphasize: Body weight representation in picturebooks Positive body image strategies Cross-cultural teacher training curricula Child development in Chinese kindergarten contexts Her work integrates theoretical foundations (e.g., Montessori, hermeneutics) with practical applications, particularly in bilingual and culturally responsive education.

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Nina Bandeljمشاهده پروفایل

استاد

University of California, IrvineUnited States

Nina Bandelj serves as a Professor in the Department of Sociology at the University of California, Irvine, where she is an active affiliate of the Center for Organizational Research (COR). Her research bridges economic sociology and family studies, examining how money, debt, and market logics permeate intimate social relations. She frequently participates in COR initiatives like the Academic Speed-Dating events held in Social Sciences Plaza B, fostering interdisciplinary collaboration among scholars. Bandelj's research centers on three interconnected domains: (1) the economization of family life , analyzing how parenting transforms into human capital investment through debt-financed childcare and education; (2) cross-national inequality , investigating ethnic marginalization in Eastern Europe and gender pay gaps within workplaces; and (3) money's social meaning , exploring emotional economies of modern parenting and the valuation of 'priceless' social domains. Her work consistently challenges the 'hostile worlds' thesis by demonstrating how economic and intimate spheres co-constitute each other. Recent publications reveal intensifying focus on debt-driven middle-class parenting (e.g., mortgage debt tied to childrearing) and commodified childhood (e.g., pricing early education), while maintaining strong comparative analysis of postsocialist economies. This trajectory reflects broader shifts in economic sociology toward studying financialization's penetration into familial spheres. Bandelj actively cultivates scholarly communities through COR events and writing initiatives like 'U See I Write,' emphasizing collaborative knowledge production. Her work demonstrates how micro-level family economies scaffold macro-level policy failures, particularly regarding America's family-hostile welfare state.

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Lisa Kervinمشاهده پروفایل

استاد

University of WollongongAustralia

Professor Lisa Kervin is a leading academic in early childhood education at the University of Wollongong (UOW), serving as Director of Early Start Research and holding a Professorial appointment in the School of Education. Her research focuses on young children’s literate practices, play-based learning, and digital technology integration in education. She leads the ARC Centre of Excellence for the Digital Child and has secured significant funding, including a 2025 ARC Future Fellowship exploring intergenerational play. Kervin was honored as a Member of the Order of Australia (AM) in 2024 for contributions to early childhood digital literacy research. She has supervised over 35 research students, many now in academic and leadership roles, and currently oversees seven doctoral candidates. Her work bridges theory and practice through collaborations with educators and industry partners, emphasizing interdisciplinary approaches to child development and policy influence globally. Education: PhD in Language and Literacy from UOW (2001–2004). Professional roles include Principal Fellow of the Australian Literacy Educators’ Association and Director qualifications from the Australian Institute of Company Directors. Her research spans digital childhood ethics, play pedagogy, and literacy curriculum design, with outputs impacting government policies and international educational frameworks. Ongoing projects include the ‘DigIQ’ program promoting digital literacy and ‘Playgroups for All Ages’ fostering intergenerational engagement. Grants and collaborations involve partnerships across six universities and 33 global organizations. Her teaching innovations include the Early Childhood Elevate Mentoring Program to support educators’ academic progression. Kervin’s work addresses critical issues like screen time impacts, STEAM education, and culturally responsive pedagogies, positioning her as a key voice in 21st-century early childhood education.

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Shawn Millerمشاهده پروفایل

مدرس

University of California, DavisUnited States

Shawn Miller is a Lecturer in Philosophy at the University of California, Davis, where he also earned his PhD. His work focuses on philosophy of biology, science studies, and ethical inquiries. He maintains a prominent resource at philbio.net , curating a comprehensive reading list for philosophy of biology graduate programs. His research interests include functional analysis in biology, evolutionary theory critiques, and scientific methodology. He has contributed to debates around adaptationism, gene-environment interaction, and feminist approaches in science. Miller's published works appear in Anarchist Review of Books , The Montréal Review , and Crack the Spine . His 2016 article ' There is No Future Tree ' explores temporal ontology, while recent publications reflect interdisciplinary engagement with anarchist thought and cultural critique. He has maintained active involvement in journalism, writing for outlets like Sacramento News & Review and The Pacific Sun , often blending philosophical perspectives with social commentary. His creative writing includes poetic reflections on existence and ethical decision-making.

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Thomas Schandingمشاهده پروفایل

دانشیار

University of British ColumbiaCanada

Thomas Schanding serves as Associate Professor and Department Head in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia's Faculty of Education. He concurrently directs the Psychological Services and Counselling Training Centre. Previously, he held significant roles including core faculty in Special Education and Associate Director of Outreach and Leadership for the decade-long LoneStar LEND program at the University of Texas Health Science Center at Houston, alongside clinical supervision positions at Baylor College of Medicine/Texas Children’s Hospital. His educational foundation includes doctoral coursework at the University of Southern Mississippi (APA-accredited) and doctoral internship with Cypress-Fairbanks Independent School District (APA-accredited). Doctoral Coursework: University of Southern Mississippi Doctoral Internship: Cypress-Fairbanks Independent School District Dr. Schanding's research centers on social-emotional learning (SEL) and behavioral/mental health (B/MH) through three interconnected pillars: (1) assessment methodologies for SEL/B/MH, (2) evidence-based interventions to enhance youth well-being, and (3) cultural-linguistic considerations in school-community contexts. His clinical expertise spans Autism Spectrum Disorders and 2SLGBTQIA+ youth experiences, operating within Cognitive-Behavioral and Ecological theoretical frameworks. The SMART Lab ( https://blogs.ubc.ca/smartlab ) drives his applied research agenda focusing on inclusive practices and mental health promotion. Analysis of his recent publications reveals consistent emphasis on SEL assessment tools, helicopter parenting dynamics, and diversity-inclusive frameworks in school psychology. Key trends include validation studies of early literacy screeners, exploration of LGBTQ+ mental health predictors, and critical examinations of equity in educational literature, reflecting his commitment to evidence-based social justice. His scholarly contributions have been recognized through: President’s Distinguished Faculty Research Award, University of Houston – Clear Lake (2020) Group Teaching Excellence Award, University of Houston (2011) Early Career Scholar, Society for the Study of School Psychology (2009) As an educator, Dr. Schanding has supervised numerous practicum and intern students across settings including school districts and hospital systems. His leadership extends to directing the Psychological Services and Counselling Training Centre at UBC and previously leading outreach initiatives for neurodevelopmental disabilities through the LEND program. His teaching portfolio includes EPSE 506 (Applied Psychopathology), EPSE 555 (Academic & Social-Emotional Assessment), and specialized courses on Autism Spectrum Disorders. The SMART Lab (Social, Mental health, and Academic Research Team) operates as his primary research vehicle, conducting community-engaged projects on SEL implementation, mental health screening, and culturally responsive interventions for diverse youth populations, with particular attention to inclusive practices for 2SLGBTQIA+ students.

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Ping Maمشاهده پروفایل

دانشیار

Texas A&M UniversityUnited States

Health Disparities
Social Determinants of Health
Maternal and Child Health/Women's Health
+۸ مورد دیگر

Ping Ma, PhD, is an Associate Professor in the Department of Health Behavior at Texas A&M University School of Public Health. She specializes in social and environmental determinants of health, focusing on underserved populations including maternal women, adolescents, racial/ethnic minorities, and older Asian populations. Her methodological expertise spans survey development, mixed methods, and multi-level analysis. Liaoning University, BA in Social Welfare/Social Work (2003) Liaoning University, MA in Population Studies/Demography (2006) Linköping University & EHESS, MA in Dynamics of Health and Society (2008) Tulane University, PhD in Public Health (2013) UT Southwest Medical Center, Postdoctoral Training Certificate (2015) Dr. Ma's research examines health disparities, social determinants of health, maternal and child health, mental health service access, and health behavior interventions. She utilizes community-based participatory research and integrated care models to address disparities in mental health, chronic diseases, and substance use among vulnerable groups. Her recent publications focus on air pollution impacts, cancer prevention strategies, mental health trends during the pandemic, illicit drug use patterns, and culturally adapted interventions. Key themes include environmental health equity, digital health technologies, and multi-level analysis of health outcomes. Early Career Faculty Research Excellence Award (2022) Health Disparities Research Scholar (2022) NCFDD Faculty Success Fellow (2021) Robert Woods Johnson Foundation Interdisciplinary Research Leader (2020) Dr. Ma teaches courses in Grant Writing, Public Health Intervention, and Public Health Evaluation. She collaborates with clinical providers, community organizations, and health workers, with funding from NIH, HRSA, CPRIT, Gulf grants, and the Robert Wood Johnson Foundation.

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Tricia Skolerمشاهده پروفایل

استاد

City University of New YorkUnited States

Tricia Skoler is a Professor of Developmental Psychology at the School of Arts and Sciences, Hunter College (CUNY). Her research focuses on developmental trajectories, neuroscience, autism, and infant social cognition. She holds a PhD from Emory University and leads a lab emphasizing interdisciplinary approaches, requiring prospective students to read Doing Developmental Research (Guilford Press). She is currently accepting students for Spring 2025 courses (201 and 395). Her work spans neuroscience, architectural design, biophilia, and health psychology, integrating methodologies like EEG and statistical physics to study gaze processing, joint attention, and social-cognitive development in infants and children with ASD. Key contributions include understanding neural correlates of eye gaze in early infancy and contextual influences on social skills. Publications highlight themes such as gaze-following deficits in autism, the role of social cues in learning, and developmental neuroscience. Her research bridges basic science and applied contexts, including biophilic design and nutrition education. Lab inquiries must follow guidelines in Chapter 1 of her book. No explicit awards are listed, but her extensive publication record reflects recognition in developmental and cognitive neuroscience.

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