Www.tomcaiazzo.com



East Georgia State College

A Unit of the University System of Georgia

131 College Circle

Swainsboro, Georgia 30401-2699

912- 623-2415

Spring 2018

POLS 2201- State and Local Government

Section: #20079

(online, web-based)

I. Instructor: Dr. Tom Caiazzo

II. Office Information:

Office Hours

830a – 9a; and, 11a – 12p, M, W, F; GSU campus, EDU Building, Room 1129*

9a – 230p, Thursday, EGSC – Statesboro campus, H-143

- Other times via appointment

*subject to change. Check your CATMAIL of any such changes.

Office Phone: 912-623-2415 E-mail: tcaiazzo@ega.edu

III. Course Description: A three (3) hour survey course providing students with an introduction to state and local governments. The course examines political actors, institutions, formal rules and informal processes associated with federal system of intergovernmental relations. Particular emphasis is placed on policymaking at the state and local level. Because of the federal nature of the U. S. political system, the course will also focus on current events at all levels of government

IV. Prerequisite: “C" or higher in POLS 1101

  V. Textbook: Required, Understanding American Government – 6th Edition,

BVT Publishing, 2017, online version with Georgia supplement (available ONLY at the EGSC bookstores).

or

"Politics in Georgia." Robert Howard, Fleischmann, A. and Richard Engstrom. 3rd Edition. The University Press of Georgia. 2017. ISBN: #9780820352893.

 VI. Course Learning Outcomes with linkages to General Education Student Learning Outcomes”

1). Explain the basic principles, powers, processes and structures of state and local government in the United States. (1,2,5)

2). Analyze the impact of “Dillon’s Rule”, local charters, the tenth amendment, and Supreme Court decisions on the relationship among national, state and local governments.(1,2,5)

3). Distinguish between the strong mayor, weak mayor, and council manager and commissions forms of local government.(1,2,5)

4). Explain how the political quest for power impacts the policy-making process at state and local levels.(1,2,5,6)

5). Analyze the effect of money and media on state and local political institutions and processes. (1,2,3,5,6)

6). Explain the structure of and operations of governor’s offices and state legislatures.(1,2,6)

7). Understand the role of the elected judiciary at state and local levels. (1,2,6)

8). Assess the performance of state and local government in meeting the needs of its citizens. (1,2,4,6)

9). Identify issues and problems confronting the state of Georgia as well as local federal and state districts. (1,2,6)

VII. Evaluation: Two equally weighted tests, two civic engagement projects, bi-weekly/weekly discussion questions, a Mandatory Online Orientation, and one major Public Policy term paper.

VIII. Grading: Here are the course evaluation themes below:

1. (2) Exams at 100 points, for 200 in total. You will have two exams this semester, Exam material will come from class notes, current event discussion questions, & your text. All exams will be taken online. There are no make-ups whatsoever. Each Exam is worth one-hundred points, or 300 in total.

2. Public Policy Research Paper: 100 points. Each student is required to submit a research paper on a problem in Georgia state or local politics or government. The scope of the chosen topic is up to you, but you must let me know the topic in advance. Some examples include: Environment; Education; Infrastructure; Gambling; Transportation; Voting; Housing; Taxes; Zoning; etc. Almost anything you can think of on a daily basis that deals with the local or state government is fair game. Now, here are the requirements for the term paper:

Format: The research paper must be typed with a total length of between 3,000 and 4,000 words, not counting the title page and the Works Cited page(s), using margins and font similar to this page. The body of the paper must be double-spaced. The title page will include the research question, the student's name, the course number, and the section number. In writing the research paper, the student is expected to use a variety of sources, including books, journals, magazines, newspapers, pamphlets, and the Internet. Sources used in writing the paper must be documented in the body of the paper and listed on a Works Cited page at the end of the paper. The citations must conform to the Modern Language Association (MLA) style.

The research paper should consist of three sections. The first section, approximately one page in length, should state the problem and should be titled "Statement of the Problem." The second section, approximately three to four pages in length, should describe and analyze, using a variety of sources, the attempts by government and/or interest groups and/or other political institutions to deal with the problem and should be titled "Government's Attempted Solutions." The third section, approximately three to four pages in length, should present the student's solution to the problem and should be titled "My Solution."

When writing your paper, consider the following: (1) Does the paper meet minimum standards of length and format (described above)? (2) Is the issue or problem current, and is it stated clearly? (3) Are the attempted solutions described accurately and thoroughly? (4) Does it reflect a thoughtful analysis of the problem and of the attempts to solve the problem? (5) Are the sources reliable and current? (6) Are statements appropriately supported by cited sources? (7) Are the writing style, grammar, and spelling appropriate to a research paper?

This paper will be due at the end of the semester and must be HAND-DELIVERED to me during our designated mandatory on-campus meeting. This paper is worth one-hundred (100) points.

3. Discussion Board: 50 points. I will post current event state and local online discussion question in D2L and you will answer these questions, as well as respond to the input of your classmates. Be very engaging and do so without rancor. I will score this theme on a holistic approach and expect a plethora of interaction. This Discussion Board is worth fifty (50) points in total.

4. Mandatory Online Orientation: 50 points. You must complete an online Orientation by the first-week of class. Please see your CATMAIL for the Orientation. It will also be posted in D2L and must be completed by the first week of class or you will be dropped for non-attendance.

5) Civic Engagement Projects: You must complete 2 of the 3 outside projects below.

Each Project is worth 50 points, or 100 in total. They each have due dates and you MUST hand deliver them to me in class be their designated due dates. There are no exceptions so please plan accordingly. Each project’s due date and visit dates will be stated below.

a. Government Symposium: To view our government in action, you are asked to attend any local government meeting such as the: Statesboro (or another city) City Council, Bulloch County (or another county) Commissioner's meeting, or Bulloch County School Board (or another school board) Meeting, etc. You must physically attend the meeting. Please plan ahead because they only meet twice or less a month. Do a “google” search for their meeting dates and times. Once you arrive at the meeting, secure an agenda sheet that shows the date of the meeting and the items that will be discussed – you must attain this sheet. You must then STAY for the ENTIRE meeting. Take notes, and even contribute if you desire. Once the meeting is over, you MUST have one of the ELECTED officials sign the agenda sheet verifying attendance. Be cordial and nice, and even introduce yourself; they will be glad you attended. I then want you to type a two paragraph descriptive essay about the process, procedures, elected officials, agenda issues, and your experience and opinion of the meeting. You will hand-deliver the final paper typed with a cover sheet, along with your stapled Agenda Sheet during our mandatory on-campus meeting.

b. Engaged Scholar Project. This semester marks the 8th Annual “Bulloch County Relay for Life SMACKDOWN CANCER” fundraiser dinner show. I will personally be engaging in this community service which benefits cancer research. EGSC supports this event and many faculty/staff are a part of it. It will be both fun and educational. It is also important to be engaged in your community and help others. I hope that you will choose this Project as one of the three. I will always be there with you to make sure that you get the most out of this engaged scholar civic experience. Now, to get the full credit this is what you need to do:

1. Create your own “fundraiser” sheet (or download one here):



2. In advance of our scheduled meeting during the final week of class (see calendar), ask your friends and family to make a donation for every lap that you plan to walk i.e. “Uncle James”, $1 for the “20 “ laps you plan to walk. As you collect the money in advance, please put in an envelope and don’t lose it. My hope is that you can collect as much as possible. START AS EARLY IN THE SEMESTER AS POSSIBLE! Some students collected close to $200 each last year with every student getting at least $20. Let’s set a new record!

The Bulloch County Relay for Life will be held on Friday, April 27th at the Kiwanis Fairgrounds. The SMACKDOWN Cancer dinner show will be held the next night, Saturday, 6p, April 28th. Now, you DO NOT have to attend the Relay itself if you do not want to. If this is the case, then I and some other team members will walk your laps on your behalf. No worries. But we will still need your collected donations to turn-in at the Relay.

3. Turn in the money collected and your Fundraiser sheet in a sealed envelope with your name on it to me at our mandatory on-campus scheduled meeting the last week of class (see calendar). I will be holding all envelopes together and then we will turn-all in collectively as a donation to the Relay for Life from our EGSC POLS class (TEAM SMACKDOWN).

At this time, you will give me your sealed envelope and then you will let me know if you are attending the Relay or not. If so, I will give you a complimentary ticket (sponsored by Pizza Hut) to the SMACKDOWN CANCER Dinner show, hosted by the Statesboro STEAM Academy in Statesboro, on April 28th 6p. This comedy/sports entertainment Show is an all you can eat pizza dinner event to reward those who have helped raise funds for the event. Again, you don’t have to walk the laps and/or attend the show. If you do not plan to attend, I will collect your envelope and then donate your ticket to a needy boy or girls at the Bulloch County Boys and Girls Club.

c. 1st Amendments Analysis – 20 Paragraphs of Freedom. There are five (5) freedoms in the first amendment. My goal with this Project is for you to type four thorough paragraphs for each right: 1st paragraph telling me the history of the right; the 2nd paragraph citing a supreme court case that supported this right; the 3rd paragraph explaining how it exists in 2018; and, the 4th paragraph how you feel about the right and how you have personally been effected by it/used it and the reaction. Thus, four separate paragraphs on the five amendments. Staple all twenty paragraphs together and turn in with a cover sheet when you visit with me on campus: Wednesday, April 25th.

Grade Distribution

2 Exams: 100 points each = 200 points

Civic Engagement Projects = 2@ 50 points = 100 points

Public Policy Research Paper = 100 points

Discussion Board= 50 points

Mandatory Orientation = 50 points

Total Points = 500 points

Grading Scale:

500 - 450 = A (90-100%)

449 - 400 = B (80-89%)

399 - 350 = C (70-79%)

349 - 300 = D (60-69%)

299 -    0  = F (0 - 59%)

GRADE POLICY: The grade you receive is based on your performance without regard to

how others score in the class. In other words, grades in this course are not based on a curve, and whatever the total number of points you earn, then this is the grade that you will receive. You will be treated equally and fairly and there will be no capricious grading on my behalf. Under no circumstances are grades changed, except in cases of an error in computation, I also suggest you don’t share your grades with any other students.

IX. Attendance Policy: This is a web-based class and you should check the class in D2L daily. You should also get in the habit of checking the discussion board and your e-mail daily as well.

X. Make-Up Policy: There are no make-ups for ANY of the work that is due in this class (see section, VIII. grading). Period! None! Attending college and being a scholar requires taking your studies serious and being academically accountable and responsible. If there is an extenuating circumstance, however, which means an emergency situation (such as an accident or medical situation)), I will determine the make-up. Before any decision is made, proper written documentation is required.

XI. Plagiarism & Academic Dishonesty: please see EGSC Student Handbook:



XII. ADA Statement: can be found at:

XIII. Course Withdrawal Policy Statement: Students are responsible for their own academic progress. Decisions regarding withdrawal from courses should only be made after consultation with an academic advisor. Before withdrawing from a course, students should meet with a Financial Aid representative to discuss their personal financial aid situation. More information regarding withdrawal from courses can be found in the EGSC catalog at:



XIV. Campus Emergency Policy: a. Even though this is a web class, you should still be familiar with the campus emergency policy. So, in the event the fire alarm is sounded, everyone must evacuate the building at once and in a calm and orderly fashion, using the nearest exit. In the event of a severe weather warning, which will be delivered verbally, everyone must proceed immediately to the nearest designated shelter area which are marked by a small tornado symbol. All severe weather shelter locations are posted on the EGSC website. Each student should, on the first

 day of class, determine the location of the nearest exit and the nearest designated shelter area for each of his or her classrooms. If you have difficulties locating either ask your instructor to assist you.

b. The Connect-ED system is a communication service that enables East Georgia College administrators and security personnel to quickly contact all East Georgia State College students, faculty and staff with personalized voice and text messages that contain emergency-related campus information (e.g., campus closing, campus threat, health scare, etc.). With Connect-ED, East Georgia State College students can be reached and provided with vital instructions anywhere, anytime, through their cell phones, home phones, e-mail, TTY/TDD receiving devices, or other text-receiving devices:

c. EGSC students should make themselves familiar with Georgia Southern University’s Emergency

Response Plan,

- In the event of an emergency, EGSC students should follow the instructions of EGSC faculty

and staff members and GSU campus officials.

XV. Additional Course Requirements: 1. You must complete all assigned reading material prior to class. You MUST purchase the current edition of the required textbook – lecture and test material will come from this specific book- it is ONLY available at the East Georgia State College bookstores. If you are experiencing any difficulties, please see me immediately. Do not wait until the day before or after an exam, or at the end of the semester. I am here for you, but I can't do the readings for you. If you happen to miss any class, it is your responsibility to attain the missed material and any r

2. You will need access to a computer because all out-of-class assignments and projects must be typed. The campus computer laboratory at both EGSC and GSU provides open lab hours when you can use the equipment. Please do not wait for the last minute to complete your projects. Diskettes/CDs can have errors, printers can break down, computers may malfunction, beetles may eat your assignment, etc., so please plan ahead. I will not accept any late papers, so be smart and be academically responsible.

 

3. The posting of your grades are prohibited by the: a) Buckley Amendment and; 2) the Families in Education Right to Privacy Act. FERPA (1974) is a federal law that grants students the right to inspect, to obtain copies, to challenge, and to a degree control the release of information contained in his or her education records. Students are urged to acquaint themselves with these laws and guidelines. 

4. Since this course encourages and is designed for your involvement, you should participate

 without rancor, inappropriate behavior, or harassment of any type. Rancor is defined as: deep

hatred, intense ill will, antagonism, animosity, antipathy, enmity, and hostility. So please no

 rancor. This expression will not be permitted, and if violated, you will be asked to leave the class/room. I do support your freedom of speech and crave your opinions and comments in class but when it is rancorous, we must have respect for the law.

However, and I want you to be clear about this fact, the discipline of political science deals with controversial and opposing viewpoints which are healthy to analytical classroom discussions. If you are easily offended by this constitutionally protected speech, it is highly recommended that you reconsider taking this course. Controversial ideas, which are framed in an academic and appropriate manner, are coveted and needed to promote thought and stimulate dialogue. It is imperative that you are both tolerant and understanding of opposing viewpoints. If you think that anything that I may have said or gestured about anything pertaining to the academics/current events of the class, or that any fellow classmate may have said or gestured about anything pertaining to the academic/current events of the class that may make you uncomfortable, or that you make this is inappropriate, you will be responsible enough to immediately notify me after that class session and state your concern. You can be certain that no retaliation will be taken. A comfortable learning environment is paramount. This policy is not intended to hinder academic thought, but rather to respect the civil liberties & rights of all students and me.

5. If you need a progress report or personal sheet signed by me regarding your progress (for purposes such as athletics, employment, etc), please visit with me during my office hours. I will be glad to accommodate you during my office hours.

6. Consultation: You are encouraged to discuss with me any academic concerns you have regarding the course. Please visit with me during my office hours and/or make an appointment to see me. My phone number and college e-mail address is located above. I am always here for you and want you to visit with me – so never feel hesitant to ask me questions and/or make an appointment to see me. Per my ethics and professionalism policy, only academic (no personal) inquires can be addressed.

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7: Sending E-Mails (Proper Email Etiquette When Writing to Me/Professor):

1. *YOU MUST CREATE A SIGNATURE LINE TO SEND ME E-MAILS with your NAME, STUDENT ID#, and the CLASS SECTION* Trust me, this will be a benefit to everyone at EGSC, especially you* Go to the “options” link in your CATMAIL and look for the signature icon.

2. I do NOT use D2L e-mail, so please always send me an e-mail via your CATMAIL account.

a. Use your EGSC CAMAIL email. This marks the message as legitimate and not spam. It also gives the professor an idea of who's sending the message. It also saves you from looking uncouth to me because of your off-color personal email username. (Using an email address like 'superfeak2005@' is not a way to make a positive impression on your professor or anyone else for that matter.)

b. Always use subject lines. When filling the subject line, make sure that you mention what the email is for or in regards to. You don't want it to seem like a randomly generated subject and end up in my spam folder.

c. Address me Directly. Don't just launch straight into a request. Examples: 'Dear Dr. Caiazzo', 'Hi, Dr. Caiazzo I hope all's well with you...' Respect the salutation and address me as “Dr.” or “Professor” not “Mr.”

d. Include your full name and student id #, as well as your class section and meeting time.. Example: 'This is John Cena from your 1115a, M.W.F American Government class.'

e. Be Polite. Don't make demands, don't accuse, remember to write please and thank you.

f. Be Concise and Succinct: Keep your message short and to the point. I literally get hundreds of email messages to wade through each day. Just get to the point and politely, respectfully, ask your request.

g. Be Specific: This may seem to conflict with the previous step, but it needn't be. Make sure you are as clear as possible about what it is you need to ask me without writing a novel.

h. E-Mail Emotion. Do not use your email to argue and never send an email when angry. As pro student that I may be, you still want to be sure that you maintain a professional demeanor.

i. Missing Class. If you're going to have to miss class, offer to bring written proof up front, don't make your professor have to ask.

j. Concluding you E-Mail. Close your email with something polite like 'Thanks', 'Thanks for your time', 'See you in class Wednesday', 'regards', etc. Then re-type your first name.

k. Grammar and Spell check. Prior to sending your email, be sure that you proofread your message. You shouldn't write your email as though you are texting your friend. Make sure it's got full sentences, proper grammar, and real spelling.

l. Do not write in all capital letters. This is generally interpreted as SHOUTING.

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8. Critical Thinking Defined: To think critically is to compare, to contrast, to analyze, to synthesize, and to see the world in fresh new ways. A critical thinker may make use of inference, analogy, metaphor, or experiment, or may recast an old idea in new and novel ways. A critical thinker has formed the reading habit and reads with a critical eye, recognizing that much that has been written is subject to interpretation and appraisal. A critical thinker is reflective and does not rush to judgment. A critical thinker is dispassionate but recognizes that emotion and sentiment often color human events and cannot be ignored. A critical thinker is able to weigh all available facts and to come to a defensible conclusion tempered by reason, the best available knowledge and any relevant experience. Finally, a critical thinker must know the limits of knowledge, must have a certain intellectual humility, must be flexible, must be tolerant and open-minded, and must be willing to admit error.

9. A Rationale for Critical Thinking: Critical thinking is essential to meet demands of a rapidly changing workplace, a workplace that esteems higher order thinking and creativity. To remain competitive with the rest of the world, to preserve a robust democracy, to maintain our quality of life, we must produce thinkers, innovators, creators, and leaders--- all dependent upon critical thinking. I will use this rubric below to grade your Political Tasks and Civic Engagement Projects.

XVI. Course Schedule: Course Themes and Weekly Readings

*First Exam*

Week 1: New Directions for State and Local Governments

Week 2: Federalism and the States

Week 3: State Constitutions/Georgia’s Constitution

Week 4: Citizen Participation and Voting/Elections

Week 5: Political Parties and Interest Groups

Week 6: The Legislature/State Legislatures

Week 7: Governors/The Executive Branch

Week 8: The Judiciary/The Legal System

*Second Exam*

Week 9: Public Administration Budget and Service Delivery

Week 10: Types and Functions of Local Government

Week 11: Local Leadership and Government

Week 12: State Local Relations

Week 13: Taxation and Spending

Week 14: Criminal Justice

XVI. Optional Policies:

A. Disclaimer: Course syllabus is subject to change. Students will be advised of any such changes in advance, when possible.

East Georgia State College - Holistic Critical Thinking Rubric

|Criteria |Tier 1 |Tier 2 |Tier 3 |

| |Fails to identify alternatives |Identifies a limited number of |Thoroughly understands alternatives |

|Question – Students will |Fails to acknowledge uncertainties |alternatives |Acknowledges any uncertainties |

|question basic |Fails to identify a working |Acknowledges some uncertainty |inherent in the topic |

|understanding of the topic|hypothesis |Thesis is vague |Thesis precisely identifies the |

|in order to construct a | | |argument |

|thesis. | | | |

| |Fails to distinguish between |Identifies data that may be relevant |Focuses on the relevant data |

|Analyze – Students will |relevant/irrelevant data |Is sensitive to possible bias |Bias does not interfere with the |

|analyze primary data to |Fails to identify bias |Attempts to make reasonable inferences|quality of the argument |

|determine validity and |Fails to make reasonable inferences |Makes some attempt to identify reasons|Inferences are sound and supported by |

|usefulness. |Fails to identify reasons to support|in support of the thesis |the data |

| |the thesis |Attempts to distinguish between fact |Reasons support the argument |

| |Fails to identify fact from opinion |and opinion |Successfully distinguishes fact from |

| |Fails to identify cause /effect |Makes a limited attempt to discuss |opinion |

| |relationships |cause/effect relationships |Fully addresses cause/effect |

| |Fails to make reasonable comparisons|Makes limited comparisons |relationships |

| | | |Comparisons are valid and strengthen |

| | | |the argument |

| |Fails to acknowledge opposing |Acknowledges opposing viewpoints |Acknowledges strengths of opposing |

| |viewpoints |Shows flexibility in modifying thesis |viewpoints |

|Discuss – Students will be|Fails to modify thesis if required |Enunciates basic ideas clearly |Modifies thesis based on new |

|able to engage in |Fails to enunciate ideas clearly |Some awareness of fallacies |information |

|productive verbal |Fails to identify fallacies |Some problems with organization |Articulates arguments persuasively |

|communication |Fails to construct organized |Paper is marred by lapses in |Argument is free from fallacy |

| |arguments |punctuation, spelling, grammar and |Arguments is organized |

| |Fails to demonstrate knowledge of |diction |Largely free of errors in punctuation,|

| |punctuation, spelling, grammar, and | |spelling, grammar and diction |

| |diction | | |

| |Fails to distinguish between |Distinguishes between emotional and |Effectively guides debate from the |

|Debate – Students will |emotional and rational responses |rational responses |emotional to the rational |

|defend a cogent argument |Fails to recognize possible counter |Recognizes counter arguments |Distinguishes between weak and strong |

| |arguments |Provides rebuttals for counter |counter arguments |

| |Fails to provide rebuttals for |arguments |Makes persuasive use of counter |

| |counter arguments | |arguments for rhetorical advantage |

|Criteria |Tier 1 |Tier 2 |Tier 3 |

| |Fails to assess the quality of |Assesses the quality of evidence |Uses evidence to strengthen argument |

|Critique – Students will be|evidence presented |presented |Evidence is sufficient |

|able to research and |Fails to assess the sufficiency of |Assesses the sufficiency of evidence |Conclusion is persuasive |

|evaluate opposing arguments|the evidence |presented | |

|in a controversial topic |Fails to develop reasonable |Develops reasonable conclusions | |

| |conclusions | | |

*SEE THE STUDENT SYLLABUS AGREEEMENT FORM BELOW*

STUDENT SYLLABUS AGREEEMENT FORM

*PLEASE PRINT OFF THIS FORM, AND ONLY THIS PAGE, AND HAND IT DIRECTLY TO ME BY THE SECOND DAY OF CLASS OR WHEN I ASK FOR IT*

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I, the undersigned EGSC student, fully understand and agree to all of Dr. Caiazzo’s academic conditions, policies, requirements, and themes as outlined in the course syllabus. I also understand the e-mail policy as well as the final points in class policy (Dr. Caiazzo will offer extra points on each exam which makes the class worth more than 500 points). Further, I know that Dr. Caiazzo has a passion for his discipline and me, and he will do everything possible to make sure that I successfully start and finish this State and Local Government course. I will also be academically accountable and responsible, and take my studies seriously so that I can be an engaged scholar and complete the course with the highest grade possible. However, and I want you to be clear about this fact, the discipline of political science deals with controversial and opposing viewpoints which are healthy to analytical classroom discussions. If you are easily offended by this constitutionally protected speech, it is highly recommended that you reconsider taking this course. Controversial ideas, which are framed in an academic and appropriate manner, are coveted and needed to promote thought and stimulate dialogue. It is imperative that you are both tolerant and understanding of opposing viewpoints. If you think that anything that I may have said or gestured about anything pertaining to the academics/current events of the class, or that any fellow classmate may have said or gestured about anything pertaining to the academic/current events of the class that may make you uncomfortable, or that you make this is inappropriate, you will be responsible enough to immediately notify me after that class session and state your concern. You can be certain that no retaliation will be taken. A comfortable learning environment is paramount. This policy is not intended to hinder academic thought, but rather to respect the civil liberties & rights of all students and me.

Printed Student Legal Name (on roll): _____________________________________

Student Nickname: ____________________________________________________

Signed Student Signature: ______________________________________________

Student Class Section/Days/Time: ________________________________________

Student EGSC ID#: ___________________________________________________

Date: ______________________________________________________________

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