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JANICE SIEGEL

617 East Walnut Street, Bloomington, Illinois 61701 (309) 287-3189

203F Stevenson Hall (Mail Code 4300), Illinois State University, Normal, Illinois 61790

(309) 438-3583 jfsiege@ilstu.edu

EDUCATION

• 1994, Ph.D. Comparative Literature (classical languages and literatures), Rutgers University

Dissertation: "Child-Feast and Revenge: Ovid and the Myth of Procne, Philomela and Tereus"

• 1984  M.A., Comparative Literature (Latin and Greek), Washington University in St. Louis

• 1983  B.A., Comparative Literature (Latin and French), Washington University in St. Louis

RESEARCH

Scholarly Publications

• (forthcoming) "The Poetics of Power in Ovid's Procne" in Classical Philology (~ 13,700 words)

• (forthcoming) "Tennessee Williams’ Suddenly Last Summer and Euripides’ Bacchae" in The International Journal of the Classical Tradition (~ 15,500 words)

• "The Classical Side of Tennessee Williams," Theatron, Spring 2004, 18-20

• "Peter Greenaway's The Cook, The Thief, His Wife and Her Lover: A Cockney Procne" in Classical Culture and Myth in the Cinema, ed. Martin M. Winkler (New York: Oxford University Press, 2001), 233-257. Reviews in BMCR 2001.12.13 and Amphora 2.1 (2001)

Scholarly Articles Under Review

• (at Arethusa) "Elegiac Distortions," an article exploring Ovid's inverted application of elegiac tropes in his Procne

Scholarly Works in Progress

• Monograph entitled Ovid’s Procne (Met.6.424-674): A Case Study in Intertext

Argument: Met. 6.424-674 is a play-within-a-poem, written in accordance with the rules set forth by Horace in his Ars Poetica, and its ironic dramatic model is Euripides’ Bacchae. First, I provide the history of this tale in the Greco-Roman dramatic (both tragic and comic) traditions. I then explain how Ovid exploits the aspects of the tale that make it so suitable to the dramatic form in his unique presentation (one that significantly diverges from its traditional mythographic rendering): the poetic unity of the piece, the five-act structure, the requisite number of speaking characters in each scene, the use of dramatization over narration, the avoidance of the deus ex machina to resolve the conflict, and the absorption of the chorus into the heart of the each act. I then identify Ovid’s Procne as the dramatic link between the Tereus of Accius and the Thyestes of Seneca (often suspected by scholars but now demonstrable).

I then introduce Euripides’ Bacchae as the ironic dramatic model for Ovid’s play-within-a-poem. The two plays have similar plot progression and theme, but by using his signature poetic techniques, Ovid inverts the context (divine becomes human). Straight allusions to Dionysian myth and cult in the Bacchae are thus transformed into ironic reflections of Dionysian myth and cult in his Procne: the nature of the aggressor’s crime, the jail-break, the false maenadization scene, the murder and sparagmos of the child, and a decapitated head standing as evidence of a terrible punishment for a crime of impiety. A large number of linguistic correspondences proves Ovid’s knowledge of the play in Greek (providing evidence that Ovid follows his own advice, for he himself encourages the study of these “linguas…duas” in Ars 2.121-22). In the end, I hope to show how, via his two signature techniques of inverted allusion and contrast, Ovid transforms a hackneyed plot into a cleverly coded commentary about the dangers of unrestricted power in the human realm.

• Article entitled "The Grand Allusion: Virgil's Aeneid IV and Ovid's Procne." Argument: This study uncovers in Ovid’s Procne the many reflections of Virgil’s Aeneid IV, another inverted source that explains many of Ovid’s poetic choices.

• Article entitled “Ovid and the Art of the Intra-textual Allusion.” Argument: In his Procne, Ovid draws on an established verbal and dramatic repertoire of other scenes of rape, Dionysian revenge, and murder in the Metamorphoses. Ovid draws on these familiar tropes in his Procne to contrast this episode with the others. The different details emphasize the lack of supernatural motive, method, and means of the crimes and punishments of Tereus, Procne, and Philomela, thereby grounding it in the realm of the human.

• Article entitled "Tennessee Williams’ Disappearing Classical Allusions." Argument: Williams’ classical education and literary interests are revealed by the many classical allusions in his early short stories, poems, and plays but such allusions gradually disappear as he achieves mainstream popular acclaim. I argue that this was a conscious decision by Williams to avoid over-reaching his new-found cinema audience (certainly less classically aware than theater-goers of the 1940’s and ‘50’s).

• Article entitled "The Coens' O Brother Where Art Thou and Homer's Odyssey" (solicited for inclusion in a collection of essays on classics in cinema being considered by Johns Hopkins University Press as an Arethusa monograph). Argument: Despite the Coen brothers’ protestations, Homer’s Odyssey is very much at the core of their screenplay. Uncovering the (sometimes quite subtle) relationship between poem and film is not only enlightening but also delightfully satisfying.

Research Grants

• 2002 New Faculty Initiative Research Grant (ISU) for project entitled “Dispensing With Dionysus in Ovid’s Tale of Procne, Philomela and Tereus” grant application ($2500)

• Applications pending for a Loeb Classical Library Foundation Research Grant and a Franklin Research Grant (American Philosophical Society)

Public Presentations of Research

• 2005 “Tennessee Williams and Classics,” CAMWS, Madison abstract

• 2005 "Ovid's Procne: An Ironic Reflection of Euripides' Bacchae," APA, Boston abstract

• 2004 "Euripides’ Bacchae as an Inverted Model for Ovid’s Procne," CAMWS, St. Louis abstract

• 2003 "The Pentheus Theme in Tennessee Williams' Suddenly Last Summer" at the (UK) Classical Association's Centenary Conference at the University of Warwick, England abstract

• 2003 "Rapists in Ovid: The Penis Mightier than the Sword" at CAMWS, Lexington abstract

• 2003 "Tennessee Williams' Suddenly Last Summer and the Rites of Dionysus," KINHMA panel, APA, New Orleans abstract

• 2003 "Ovid’s Use of Virgil" at the Illinois Classical Conference, University of Chicago abstract

• 2002 "Love and Lust in Ovid," Illinois Classical Conference, Monmouth College program

• 2002 "Beating Horace at His Own Game: Ovid's Metamorphoses as Counterpoint to Horace's Ars Poetica," CAMWS, Austin abstract

• 2002 "Dionysian Irony in Ovid's Tale of Procne, Philomela, and Tereus," Department of Classics, University of Illinois, Champaign-Urbana (Public Lecture Series, by invitation)

• 2002 "Ovid’s Tale of Procne: Violent Images of Sex and Power," Department of Foreign Languages, Illinois State University (Faculty Works in Progress Series)

• 2000 "The Grand Allusion: Virgil's Aeneid IV and Ovid's Procne," APA, Dallas abstract on-line

• 1999 "Peter Greenaway's The Cook, The Thief, His Wife and Her Lover: A Cockney Procne," PAMLA, Portland State University abstract

• 1999 "Ovid's Surprising Homage to Virgil," CAAS, Washington D.C.

• 1997 Respondent, "The New Formalism: A Shift in Ovidian Scholarship," CAAS, Upenn (by invitation)

• 1997 "An Apologia for Procne," APA, Chicago abstract

• 1997 "Procne the Avenging Heroine" (illustrated); Mythology Conference, University of Reading (UK) abstract

• 1996 "Procne and Medea: Sisters of Vengeance or Partners in Crime?," CAAS, Baltimore abstract

Pedagogical Publications:

• Article entitled "Notable Websites: Dr. J's Illustrated Guide to the Classical World" in Amphora 2.2 (Fall 2003), 12-13. Includes discussion of the architecture of the site and provides statistics on site usage.

• Editor/author of the "Survey of Audio-Visual Resources for Teachers of Classics" in Classical World’s "Texts and Technology: Resources for Teachers," Special Survey Issue, Vol. 97.3 (Spring 2004), 285-362; Vol. 95.3 (Spring 2002), 265-343; Vol. 93.4 (March-April 2000), 367-448. Continuing obligation, every two years. Knowledge of such audio-visual materials is considered essential for classroom teachers of all levels.

o In 2000, I conceived, created, and implemented an on-line incarnation of the survey (with hyperlinks that allow easy access to the specific catalog webpage for each distributor of every item). In 2003, I applied for and was awarded a Development Grant (grant application) from CAMWS to convert the website into a relational, searchable on-line database. Now available on-line at The Stoa (A Consortium for Electronic Publication in the Humanities).

o Rob Latousek announced the new database in his “Random Access” column in CO 81.1 [Fall 2003], pp. 33-35. Also featured on hundreds of on-line Classics Resource pages. Scholars have also begun citing my on-line resource as an indispensable tool for classics pedagogy. For example, Maria Wyke cites my on-line Survey as one of the “academic databases that are now burgeoning on-line” and threaten to supersede such “catalogues and surveys of classical world films…now available in book form” (Maria Wyke, “Are You Not Entertained?: Classics and Cinema,” IJCT (Winter 2003), 430-445, citation on p. 437).

TEACHING/PROGRAM ADMINISTRATION: University level

Rutgers University (1987-1992, graduate instructor)

Courses Taught:

o Latin Grammar and Syntax I (Classics)

o Elementary Latin II (Classics)

o Medical Terminology (Classics)

o Introduction to Mythology, TA with teaching duties (Comparative Literature)

o Introduction to Short Fiction (Comparative Literature)

o Introduction to World Literature (Comparative Literature)

o Expository Writing (English Department)

o Level III Writing Workshop (English Department): a remedial writing lab coordinated with certain Expository Writing classes at Livingston College, Rutgers University

o Research Paper Techniques (Educational Opportunity Fund): In partnership with New Jersey colleges and universities, the Fund provides access to higher education and support for highly motivated students who exhibit the potential for success, but who come from families/communities disadvantaged by low income and the lack of access to the quality educational preparation necessary to attend college.

Items of Note:

o 1990 Nominated for the Rutgers University FAS Award for Distinguished Contributions to Undergraduate Education

o 1989 Named as a "favorite teacher" in “The Collective Majority: A Progressive Newsletter for Women of Color,” Douglass College

Temple University (1996-2001, Visiting Assistant Professor)

Courses Taught:

o Intellectual Heritage 51 Intellectual Heritage Program (30 times)

o Intellectual Heritage 91 (Honors) Intellectual Heritage Program (7 times)

o Religious Foundations of Greek Institutions Honors Seminar, Classics

o Latin 061: Intermediate Prose, Classics

o English 40: Remedial Writing, English Department (preliminary to IH 51)

Items of Note:

• Faculty Mentor in The Ronald McNair Post-Baccalaureate Achievement Program: The program is designed to increase the number of students in doctoral degree programs who are low-income and first generation undergraduates or from groups traditionally underrepresented in graduate education, particularly African Americans, Latino Americans, and Native Americans/Alaska Natives.

• 2001 and 2000 Nominated by honors students for Honors Professor of the Year (TU)

• 2000 Nominated by the Associate Dean for College of Liberal Arts Distinguished Teaching Award, Temple University

• 1999 Awarded Violet B. Ketels Award for Excellence in Teaching in and Extraordinary Service to the Intellectual Heritage Program at Temple University. Reported in Temple University’s Faculty Herald.

• 1999-01 Appointed webmaster of The IH Program website | site map. Credits: all editing, designing, compiling, and web-posting of information.

• 1999-01 Appointed webmaster of the Intellectual Heritage Program Faculty Website (same credits as above)

• Summer 2000 Appointed to the IH Task Force (reorganization of program)

• 2000-01 Won university-wide faculty election to the IH Policy Committee

• 2000-01 Chair, IH Web Subcommittee, advisory panel reporting to the Director

• 2000-01 Appointed Internet Coordinator for the Intellectual Heritage Program: served as list-owner of several faculty discussion/announcement lists

• 1999-00 Appointed to the Steering Committee for the Intellectual Heritage Program

Illinois State University (Assistant Professor of Classics, 2001-present)

Faculty profile published in the ISU Report

Courses Taught:

o Latin 111: 1st Year Latin Part I (each fall semester 2001-2004)

o Latin 112  1st Year Latin Part II (each spring semester 2002-2005)

o Latin 115  2nd Year Latin Part I (each fall semester 2001-2004)

o Latin 116  2nd Year Latin Part II (each spring semester 2002-2005)

o Latin 221  Survey of Latin Literature I: Prose (each fall semester 2001-2003)

o Latin 222  Survey of Latin Literature II: Poetry (each spring semester 2002-2005)

o Independent Study in Attic Greek (Spring 2002) (3 students)

o Independent Study in Chaucer/Ovid (Fall 2004) (3 students)

o Myth and Meaning (summer 2003; spring 2004 and 2005)

o Supervised in-class honors students exploring a variety of topics (the Orpheus myth through the ages, advanced readings in Virgil’s Georgics, classical themes in the comics, etc.)

Items of Note:

• 2002 Awarded an Instructional Technology Development Grant to purchase a digital camera to develop instructional on-line materials grant application

• 2001 Named State Farm Distance Education Training Fellow application

• 2002-03 Served on the LILT (Laboratory for Integrated Learning and Technology) Faculty Advisory Committee

• Re-wrote the Program Description in the Departmental Brochure

• Re-designed the Latin curriculum (introduced a new textbook)

• Designed a new Classical Studies Minor, approved by the College in Fall 2004

• Designed a new Mythology course focused on multi-media presentation in a large lecture hall; teaching emphasis on classical sources and influence of classical myth on modern art, literature and film (first implemented Spring 2004).

• Supervised several student assistants for a variety of projects (editing the Survey of Audio-Visual Resources, creating web galleries of images, and on-line researching for my grant-funded SOTL project)

• 2002 Interviewed for “Valentine’s Day History Unclear” in the Valentines’ Day Supplement of The Daily Vidette, February 12, 2002 (author Mike Riopell’s freshman brother Stephen just completed his first semester of Latin, Fall 2004).

• 2001-present Faculty Advisor to the Classics Club: Among other events, arranged and implemented student trip to view the Cleopatra Exhibit at the Field Museum, Chicago (over two hours away)

Guest Teaching Appearances:

• 1999 "Socrates and the Apology" in Professor Jeremy McInerney's course AncH 026: Ancient Greek Civilization (University of Pennsylvania, Fall 1999) lecture on-line

• 1999 “An Illustrated Lecture on Hera” for Stephen Brunet’s Mythology Class (University of New Hampshire)

• 2002 “Cocteau’s Orphée and its Classical Model” in Barry Blinderman’s graduate Art History Seminar (ART 495) entitled “Acting Like An Artist” (ISU)

• 2003 “O Brother, Where Art Thou?” presentation/discussion in Constance Groh’s Mythology class (Heartland Community College)

• 2005 “The Perfect System of Verbs” at Carthage College, Kenosha, Wisconsin

PEDAGOGICAL PROJECTS, PRESENTATIONS, AND PROGRAMS

I. Experience as a participant in programs as a high school teacher:

• 1996 Summer Scholars Program, Center for Hellenic Studies

• 1995 Summer Session II at the American School for Classical Studies at Athens (Fulbright and winner of CAAS’ Adelaide E. Hahn Scholarship – report given at CAAS banquet)

• 1994 NEH Summer Seminar for School Teachers Grant, Ovid’s Metamorphoses: Myth in its Physical and Poetic Landscapes. Location: Spetses, Greece – was invited to address other NEH grant recipients at the Geraldine R. Dodge Foundation (report), which provided travel funds (also compiled and edited our Creative Anthology, distributed to members only). Published article entitled “Fresh Winds Over Earliest Foundations: Metamorphosis in Greece” in The Wardlaw-Hartridge Magazine (Autumn 1994, pp 16-18); reprinted in The Faculty Forum: The Newsletter of the Professional Development Committee, New Jersey Association of Independent Schools (Spring 1995, pp 10 and 20).

II. Experience as a contributor to teacher workshops as a university professor:

• 2002 Internet Resources Presenter/Webmaster for "Teaching Romans in Germany: the Antonine Period" with the Internet" as part of a Teacher Workshop on "Romans in Germany" at Temple University, Ambler Campus. Teachers of both German and Latin attended the workshop with hopes of returning to their schools with plans for interdisciplinary collaboration. Follow-up workshops included Teacher Workshop on "Romans in Gaul" and Teacher Workshop on "Romans in Germany II

• 2001 Presented “Bridging the Gender Gap in Greek Religion," as part of a workshop for K-16 teachers on "Issues of Race, Gender, and Ethnicity in Teaching Classical Mythology," University of Maryland

• 2000 Panel Chair, "Curricular Innovation in the Classical Studies Classroom" (CAAS)

• 1997 Presented "The Illustrated Mythic Hero" (for 3 different groups) at The National Gallery of Art’s 1997 Teacher Institute on Mythology Lecture

• 1997 "Classics in a University Core Curriculum"; New Jersey Classical Association Spring Meeting, Montclair State University

III. Public Lectures on Greece:

• 2001 "In the Footsteps of Orestes: the Intersection of Myth, Literature and Archaeology in Greece" (illustrated), Illinois Wesleyan University

• 2001 "How We Know What We Know About the Ancient Greeks (illustrated)," Classical Humanities Society of South Jersey 2000-2001 Public Lecture Series

• 2000 "The Greek Myth Mystique (illustrated)," Temple University Public Lecture Series

• 2000 "The Wondrous Legacy of the Ancient Greeks (illustrated)," kick-off lecture in the Camden County College (Blackwood Campus) free, public, illustrated lecture series sponsored by the New Jersey Council for the Humanities. Reported in both The Camden County College Newsletter and in the newspaper The Hellenic News of America, November 2000, p 30-31 in an article by Gilda Morigi entitled “The Glory of Greece.”

IV. Pedagogical Presentations in University Faculty Seminars:

2003 “Classics and Comparative Literature: Virtual Cousins” at the Celebration of the 50th Anniversary of Rutgers University’s Graduate School, New Brunswick, New Jersey program

• (Fall 1997, 1998, 1999 and 2000) "What's So Special about the Greeks?" in a Temple University Faculty Seminar designed to instruct non-classicist faculty how to present classical material to core curriculum students

• 2000 "How to Teach Plato’s Apology in a Gen-Ed Class," IH Faculty Seminar, Temple University

1997 "The Oresteia: Bringing Structure and Unity to the College Core Course," ACTC, Philadelphia lecture on-line

V. Presentations on How to Use Instructional Technology to Teach Latin and/or Classical Humanities (also see entry named “Tela Latina” below):

2000 Presented “Intellectual Heritage on the Web” at a Faculty Technology workshop in June and August (Temple University) as part of program orientation

2000 Presented "Using Digital Cameras and Scanned Photographs in the Classroom," at Temple University's Instructional Technology Users Group faculty event

• Presented "Teaching Classics With Technology" at the Conference on Teaching with Technology, Illinois State University, March 27, 2002 abstract | conference agenda | on-line outline

VI. Contributions to On-line Classics Pedagogy:

• Dr. J's Illustrated Guide to the Classical World website (index page). 6,000 page website includes illustrated lectures on Classical Humanities, materials for general education courses including classical literature, illustrated lectures on classical texts, Latin pedagogy pages (listed on the Official Wheelock’s Latin Series Website), galleries of classical collections in museums around the world, webliographies on “Romans in Gaul” and “Romans in Germany,” and on-site tours of archaeological sites central to the study of classical history and literature.

o developed with the help of a 1999 Public Programs Development Grant from CAAS

o 2001 Scholarship of Teaching and Learning (SOTL) mini-grant for project entitled “Dr. J's Illustrated Guide To The Classical World Website As Teaching/Learning Tool And Its Effect On Teachers And Learners” grant application | announcement on CAT website | survey | final results. Award reported in The CATalyst Newsletter (Center for Advancement of Teaching at Illinois State University).

o Website is listed as a useful site for teachers of classical antiquity in Rob Latousek’s “Random Access” column in CO 80.1 [Fall 2002], pp. 24-26. Also featured on hundreds of on-line Classics Resource pages.

o Featured in a book chapter entitled “Ambassadors with Portfolios: Electronic Portfolios and the Improvement of Teaching” by Daniel P. Tompkins, pp 91-134 in Cambridge, B. L., Kahn, S., Tompkins, D. P., and Yancey, K. B. (Eds.), Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning (Washington D.C.: American Association for Higher Education), 2001.

o Kathleen L. Komar, in her book Reclaiming Klytemnestra (University of Illinois Press, 2003) adds a comment to a photo of mine that she reproduced: "Siegel's entire website is a remarkable resource for her students and colleagues. It couples scholarship with a sense of humor" (170, n.9).

• Publication of my photographs in scholarly and pedagogical outlets:

o "Mt. Mytikas" in Maija-Leena Kallela and Erkki Palmén's Clavis Latina, a Finnish-Latin textbook with grammatical exercises (Helsinki 2004), p. 88.

o "Hotel Klitemnistra" Rooms with Bath," in Kathleen L. Komar’s Reclaiming Klytemnestra: Revenge or Reconciliation (Chicago 2003), p. 168.

o "Lauƒbahn im Gymnasium in Delphi," in Hans-Peter Mederer's "Die Schauplätze der Wettkämpfe und Siegesfeiern in Pindars Epinikien," Antike Welt 4:34 (2003), p. 438.

o "Temple of Apollo at Delphi," Temple University: Intellectual Heritage 51 Key Readings (Pearson Custom Publishing), 2001, cover photo (plate 1 inside, as well).

o "Second National Bank of the United States, Philadelphia" in Temple University: Intellectual Heritage 52 Key Readings (Pearson Custom Publishing), 2001, plate 2.

o "Royal Stoa, Athenian Agora" in C.C.W. Taylor's A Very Short Introduction to Socrates (Oxford), 2001, p. 13.

o "Theater of Dionysus, Athens" in A.H. Sommerstein's Theatron: Teatro greco, tr. F. De Martino (Bari), 2000, fig. 1, p. 215.

VII. Co-director (with Barbara McManus) of Tela Latina, a collaborative project designed to coordinate peer-review evaluation of Latin pedagogical websites:

• Presented "Tela Latina: Teaching Latin on the Web in the 21st Century," at two international conferences: Ancient Studies -- New Technology II: The World Wide Web and Scholarly Research, Communication, and Publication in Ancient, Byzantine, and Medieval Studies, Rutgers University in New Brunswick, NJ, December 2002 (on-line program | abstract | on-line presentation) and The (UK) Classical Association's Centenary Conference 2003 (April) at the University of Warwick, England.

• Wrote, designed, and implemented an on-line survey taken by over 100 Latin teachers at all levels (advertised by both the APA and the ACL). Designed a database to store responses for when project is ready to move to the next stage in the process, implementation.

VIII. Evidence of success in nurturing young classics students/teachers:

• Kathleen Lewis (Rutgers, BA in English) took courses with me at Rutgers in Latin and world literature. She then earned an MA in Classics at Tulane. She joined our faculty at the Westfield-Plainfield Latin Project at my invitation. She is currently the head Latin teacher at Princeton High School, Princeton, New Jersey.

• Anthony Lee Pacchia transferred to The Wardlaw-Hartridge School, Edison, New Jersey in tenth grade and needed extensive tutoring to prepare for third year Latin. Over the summer of 1996, while I was at The Center for Hellenic Studies in Washington, D.C., I tutored Lee in Latin via fax. I continued to be his tutor (in the flesh) until he finished high school (Lee was one of the 16 students who went to Greece with me in 1996). He matriculated at Wesleyan University in Connecticut where he majored in Classics. I was invited to be an outside reader/advisor for his Senior Honors thesis, "A Reconsideration of Libertine Gnosticism" (Thesis Director: Andrew Szegedy-Maszak) for which he also won a departmental award (May 2002).

• Jessica Miskell and Thomas Gallagher, teacher ed students from different disciplines, both earned an endorsement from ISU certifying them to teach Latin in grades 6-12. Mary Krones, an English major/Latin minor, has been accepted to the University of Chicago Master’s program in English.

• Since my arrival at ISU, minors in Latin have increased from 2 to 9; the number of students enrolled in beginning Latin classes has doubled (from 15 to 31); 15 students have chosen to take Latin with me after taking Mythology (or vice-versa).

SERVICE TO ASSOCIATIONS, TO INSTITUTIONS, AND TO CLASSICS

• 2002-06 Resolutions Committee member (CAMWS)

• 2002-04 College Curriculum Committee member; secretary, 2003-04 (ISU)

• 2003 Content Advisory Committee member “to assist in the development and review” of the new Illinois Latin Teacher Certification Test

• 2001-02 Recruitment Committee member, Department of Foreign Languages (ISU)

• 2000 Fall Meeting Programming Committee member (CAAS)

• 1998-00 Regional Representative (Southern Jersey); member of Executive Board (CAAS)

• Regular participant in letter-writing campaigns to save threatened Latin programs

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