anth 436 / 636 - university of nevada, las vegas · anth 436 / 636, fall 2016 anth 436 / 636...
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ANTH436/636,Fall2016
ANTH436/636Historyof Anthropology
Reader:
(1)McGee,R.J.&Warms,R.L.(2017).AnthropologicalTheory:AnIntroductoryHistory,6thedition,Rowman&Littlefield
Allassignedarticles,chaptersorexcerptsarefoundinthereaderoronWebcampus
Classmeets:TuesdaysandWednesdaysfrom10:00to11:15AM@CEB---239
ANTH436/636,Fall2016 2
Courseessentialstokeepinmind:
1) Theassigned readings shouldbedonebefore comingtoclass.Thelecturesarebasedontheassumptionthatstudentshavedoneso.
2) There will be 2 major assessments of the acquiredknowledge (midterm and final exams). Those examswillcompriseessayquestionsonly.Thegradesfortheundergraduate students are based on thoseassessments and on class participation. Graduatestudentshaveanadditionalassignment,whichwillbetakenintoaccountfortheirfinalgrade.
3) Additionalrequirement forthe600---levelcomponentofthecourse:aresearchpaper
a. Finalpaperfeatures:
i. 12pages,doublespace,TimesNew Roman12 (throughout,evenforheadingsandsub---headingsifany),documentmargins:1”topandbottom, 0.8” left and right, no spacingbetweenparagraphsorsections, justifiedtext,pagenumbersonbottomright
ii. Titlepage,bibliography,notesandaddenda,thoughwelcome,donot count toward the12pagesofthepaper.Addendaandnotesshouldbelocatedafterthebibliography(sofootnotesshould not be located at the bottom of thepagesbutattheendofthemanuscript)
iii. Propergrammarandspellingarerequired.
iv. References and citations should follow theAPAformat.Anyquoteexceedingalineshouldbe reported in an addendum portion at theend of the paper (located after thebibliography).Unlessthoroughly necessary,quotesshouldbeavoided.Expressingthethought of an author in one’s own words ispreferredwhenusing thematerial in a logicalargument.Ofcourse,quotesmightberelevantattimes(e.g.,exemplifyingapoint, identifyingparticularchoicesofwords…).
Aims, topics and overall framing of the course:
Throughout its history, Anthropology has been divided into different (at times competing) schools adopting specific approaches to interpret and/or to explain human behavior. In this course we will explore the various models on which anthropologists have relied to describe, to make sense of or to explain human behavior, society and culture. Some schools of thought have played major roles at critical stages of the developing field of Anthropology. The course focuses on some of those essential schools without which the discipline would not be what it has become.
ANTH436/636,Fall2016 3
Graduatestudentfinalpaper(continued)
b. Finalpapertopicandorganization:
i. Thepaperisbasedonatopicthathasbeenagreeduponbytheprofessor.
ii. Itconsistsofascientificcommentaryoracriticalevaluation,notofpersonalopinionsaboutanexistingwork.Thatis,ifyoudonotlikeanargument,trytofalsifyitbutdonotlimityourselftosayingso(e.g.,donotsay“Idonotlikethebook”, but “the following argument made here and there does not follow from… because it does not…). Adopt ascientificstance!
iii. A scientific commentary or critical evaluation typically includes (only some of, all of, or among other things) thefollowing:
1. Apersonalquestionframingtheresearchandorganizingtheargumentandlogicalprogressionofthepaper.
2. Aclearstatementofthe(explicitandimplicit)assumptions,claims,logicalargumentsandmodelsbeingpresentedinthework(oraselectionofthemthatyouareusingforyourcommentary).
3. Themajorimportsofthemodels(thepowerofthemodeltoidentify/explain/framephenomena).
4. Themajorhurdles,problems,fallaciousarguments,shortcomingsorsilencesintheanalyzedargumentation.
5. Atthebeginning,aclearstatementofwhatisgoingtobedonethroughoutthepaper.Whatquestionwillyouaddress?Howso?Whatresponseyouaregoingtoprovide.Aclosingstatementthatstateswhathasbeenyourcontribution.Forapaperofthesizethatyouareaskedtowrite,bothopeningandclosingstatementshouldnotexceed 150/200words each. 150/250words are at the very same time very fewwords to convey complexmatterandquitealotwhennotknowingexactlywhatonewantstosay.Pleasedotakeextracaretoproperlystatewhatyouwilldoandwhatyouhavedoneinthepaper.Agoodsuggestionistowritethosesegmentsafterhavingwrittenthewholepaper.
6. Comparisonwiththeworkofotherresearchers,broaderphilosophicalquestion,futureresearchneeded,interestingfieldtoapplytheexplanatorymodel…
7. Thescientificmaterialusedtobuildtheargumentationshouldbereferenced(books,articles,informalandpersonaldiscussions,web….)inorderfortheprofessortobeabletoproperlyassesstheworkofthestudent.
8. Thepapershouldnotconsistinasummaryofotherpeople’swork.
9. OurGAandIareavailable forone---on---onediscussionsaboutyourpaperifproblemarises.Makeanappointmentandwewilltalk.
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Aims,topicsandoverallframingofthecourse:
Courselevelobjectives:
• Studentswilldemonstratetheirknowledgeofthemajortheoriesthatbelongtothehistoryofthediscipline.
• Studentswilldemonstratetheirknowledgeofhowthemajorsocialscientistsstudiedinclasshavemodeled,interpretedand/orexplainedhumanbehavior,societyandcultureandhowthosetheorieshaveinfluencedthedevelopmentofthediscipline.
• Studentswilldemonstrateagreatercapacitytothinkcriticallyaboutthetheoriesstudiedinclass.
• Thestudentswillshowmasteryoftheweekly---assignedreadingsbyparticipatinginclassdiscussions.
• For all students,performancewillbeassessed throughamid---termexamanda final exam,basedon theassignedreadings,whichshoulddemonstratethatknowledgeofthetheoriesinuseinAnthropologyandcapacitytothinkcriticallyhavebeenacquired.ForGraduate students,a finalpaperwillalsobe included in theassessmentofyourperformance.Participation inclass is taken intoaccountinthefinalgrade.
Finalgrade:
UndergraduateStudents
Mid---term:40%ofyourfinalgrade.Itwillbeconstitutedofessayquestionsbearingonthecontentoftheassignedreadings,thelecturesandtheclassdiscussions.
FinalExam:60%ofyourfinalgrade.Itwillbeconstitutedofessayquestionsbearingonthecontentoftheassignedreadings,thelecturesandtheclassdiscussions(recapitulativeexam).
Participationinclass:takenintoaccountinfinalgrade(boostinggradeonly).
GraduateStudents
Mid---term:30%ofyourfinalgrade.Itwillbeconstitutedofessayquestionsonthecontentoftheassignedreadings,thelecturesandtheclassdiscussions.
FinalExam:50%ofyourfinalgrade.Itwillbeconstitutedofessayquestionsonthecontentoftheassignedreadings,thelecturesandtheclassdiscussions.(recapitulativeexam)
Paperassignments:20%ofyourfinalgrade.
FinalPaper:20%ofyourfinalgrade.Pleaseseethedetailsabove.Thepaperisjudgeaccordingtospecificcriteria:theoriginalityofthepaper(interms of its capacity to propose interesting developments and conclusions etc.), its breadth (in terms of the amount ofmaterial investigatedand/or the extend to which the question has been investigated), the perspicacity of the point of view and the capacity to present a accuratesynthesisofthematerialinvestigated.Thepaperisdue2weeksbeforeexamweek.
ANTH436/636,Fall2016 5
Week01August30:Introduction---objectivesofthecourse;whystudyingtheoriginsandthehistoryoftheoreticalthoughinanthropologyisimportanttounderstand the discipline and its impact in the 20thcentury thought, andwhatmajor philosophical positions and theoretical framework can befoundinthedisciplinethroughoutitshistory
Learning objectives: Acquisition of a general understanding of the institutional birth of the discipline as a modern science, and itsfundamentaltenetsandgeneraldivisionsintodistinctschoolsofthought.
September01:FoundationsofAnthropologicalthought~19th---centuryEvolutionism
Learningobjectives:Knowledgeofthefirstmajoranthropologicalschoolofthought(the19thcenturyevolutionism)and itstenets.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments: (1)Nineteenth---CenturyEvolutionism(Intro textbook); (2)LewisHenryMorgan (1877),EthnicalPeriods; (5)HerbertSpencer(1860),TheSocialOrganism,(4)EdwardBurnettTylor(1871),TheScienceofCulture.Additionalreadingthatwillnotbediscussedinclass:Marx& Engels (1846), Feuerbach: Opposition of the Materialist and Idealist Outlook. The reading is helpful for understanding what a materialistframeworkentails.
Week02
September06:FoundationsofSociologicalThought
(1) Durkheim&theFrenchSchoolofSociology
Learningobjectives:GeneralknowledgeofDurkheim’sandMauss’respectivetheoreticalframework.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)ThefoundationofSociologicalThought;(2)Durkheim(1895),WhatIsaSocialFact?;Mauss(1925),ExcerptsfromTheGift
September08:FoundationsofSociologicalThought
(2) MaxWeber
Learningobjectives:ThestudentswilldemonstratetheirknowledgeoftheGermansociologist’stheoreticalframeworkanditsinfluenceonthesocialsciences,asdiscussedinclass.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:MaxWeber(1922),Class,Status,Party
Week03
September13:CultureTheoryInTheEarly20thCentury
(1) TheBoasians–historicalparticularismandculturalrelativism
Learningobjectives:ThestudentswilldemonstratetheirknowledgeoftheBoasianschoolofthought,theschool’stenets, theoreticalclaimsandmodels of human nature and culture, and its birth as a response to some of the dominant scientific thought of the time (Eugenics andEvolutionism).Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)TheBoasians;(2)FranzBoas.TheMethodsofEthnology(1920);Kroeber(1919),OnthePrincipleofOrderinCivilizationasExemplifiedbyChangesofFashion
September15:CultureTheoryInTheEarly20thCentury
(2) Boas’sstudentsandthecultureandpersonalityschool,Benedict&Mead
Learningobjectives:ThestudentswilldemonstratetheirknowledgeofBenedict’sandMead’srespectivecontributiontothecultureandpersonalityschoolofanthropology.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)Benedict(1929),Benedict(1929),TheScienceofCustom;Mead(1928),IntroductiontotheComingofAgeinSamoa
ScheduleofclassesPleasenotethattheprofessorreservestherighttochangetheorderandorganizationofthecourse
ANTH436/636,Fall2016 6
Week04
September20:CultureTheoryInTheEarly20thCentury
(3) Whorf–linguisticrelativism
Learning objectives: The students will demonstrate their knowledge ofWhorf’s seminal work on linguistic relativism, that is, the idea that thespecific linguisticstructuresofa languageaffectshowpeopleperceiveandthinkabouttheworld.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:Benjaminl.Whorf(1939),TheRelationofHabitualThoughtandBehaviortoLanguage
September22:CultureTheoryInTheEarly20thCentury
(4) Thefunctionalism
Learningobjectives:ThestudentswilldemonstratetheirknowledgeofMalinowski’sworkandcontributiontothefunctionalistschoolofanthropology.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)Functionalism;Malinowski(1922),TheEssentialsoftheKula;supportingreading:Gluckman(1940),ThelicenseinRitual
Week05
September27:CultureTheoryInTheEarly20thCentury
(5) Radcliffe---Brown&thestructural---functionaltheory
Learningobjectives:Thestudentswilldemonstratetheirknowledgeofthestructuralfunctionalism,andRadcliff---Brown’scontributiontothatschool and particular perspective on the study of society and culture. Students must be able to critically analyze thematerial of the requiredreadings.
Readingassignments:(1)Radcliffe---Brown(1940),OnJokingRelationships
September29:CultureTheoryInTheEarly20thCentury
(6) Gluckman,ritual&conflict
Learningobjectives:ThestudentswilldemonstratetheirknowledgeofGluckman’scontributiontothedevelopmentofthefunctionalistschool.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)Gluckman(1956),TheLicenceinRitual
Week06:
October04:TheoryatMid---Century
(1) TheReemergenceofEvolutionaryThought–Neo---functionalism,andneo---evolutionism,White,StewardandFried
Learningobjectives:ThestudentswilldemonstratetheirknowledgeofthereemergenceofevolutionarythoughinanthropologyasexemplifiedintheworkofWhite,StewardandFried.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)TheReemergenceofEvolutionaryThought;(2)White(1943),EnergyandtheEvolutionofCulture;(3)Steward(1955),ThePatrilinealBand;(4)Fried(1960),OntheEvolutionofSocialStratificationandtheState
October06:TheoryatMid---Century
(2) Neofunctionalism/Neomaterialism/culturalecology:Harris,Rappaport&Wolf
Learning objectives: The studentswill demonstrate their knowledge of the neofunctionalist / neomaterialist/cultural ecology frameworkwith aparticular emphasis on the contribution of Harris, Rappaport andWolf. Studentsmust be able to critically analyze thematerial of the requiredreadings.ThereisnoreadingforRappaport.
Readingassignments:(1)Neomaterialism;(2)Harris(1966),TheCulturalEcologyofIndia’sSacredCattle;(3)Wolf(1966),PeasantryandItsProblems
ANTH436/636,Fall2016 7
Week07
October11:TheoryatMid---Century
(3) ClaudeLevi---Strauss&TheStructuralism
Learning objectives: The studentswill demonstrate their knowledge of the French philosopher and anthropologist Claude Levi---Strauss’work andcontribution to anthropology and the structuralist school of anthropology, its tenets,models, and concepts. Studentsmust be able to criticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)Structuralism;(2)Levi---Strauss(1960),FourWinnebagoMyths:AStructuralSketch
October13:TheoryatMid---Century
(4) Language&cognition–ethnoscience,categorization&folkclassification
Learningobjectives:Thestudentswilldemonstrateageneralknowledgeoftheethnoscientificapproach,itscontributiontoanthropology,itstheoreticaltenetsandtheoreticalframework.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)Conklin(1955),HanunooColorCategories;(2)Hunn(1975),TheTenejapaTzeltalVersionoftheAnimalKingdom.
Week08
October18:Late20th---CenturyDevelopments
(1) Sociobiology&BehavioralEcology ---animalsocialityisaproductofnaturalselection
Learningobjectives:Thestudentswilldemonstratetheirgraspofthetremendousimpactsociobiologyhadonmodern---dayanthropologicaltheories(prosandcons).Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)SociobiologyandBehavioralEcology;(2)Wilson(1975),TheMoralityoftheGene
October20:Mid---term
Week09
September25:Late20th---CenturyDevelopments
(2) Sociobiology&BehavioralEcology–Costlysignaling
Learningobjectives:ThestudentswilldemonstratetheirgraspofhowDarwinianthinkinghasimpactedanthropology.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreading.
Readingassignments:(1)Bird,Smith&Bird(2001),TheHuntingHandicap,CostlySignalinginHumanForagingStrategies
September27:Symbolicanthropology
(1) Douglas&Turner
Learningobjectives:Thestudentswilldemonstratetheirknowledgeofthesymbolicschoolofanthropology’tenetsandtheoriesasexemplifiedintheworkofDouglasandTurner.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)Symbolic&InterpretiveAnthropology;(2)Douglas(1966),ExternalBoundaries;(3)Turner(1967),SymbolsinNdembuRitual
Week10
November01:Interpretiveanthropology
(2) Geertz
Learningobjectives:Thestudentswilldemonstratetheirknowledgeoftheinterpretiveschoolofanthropology’tenetsandtheoriesasexemplifiedintheworkofGeertz.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignments:(1)Geertz(1973),DeepPlay:NotesontheBalineseCockfight
ANTH436/636,Fall2016 8
November03:BackgroundtoPostmodernism–Bourdieu
(1) Bourdieu&thehabitus
Learningobjectives:ThestudentswilldemonstrateageneralknowledgeofBourdieu’stheoreticalframework,modelsandconceptsasexemplified in theassigned readingandaspresented inclass.Studentsmustbeable tocriticallyanalyze thematerialof the requiredreading.
Readingassignments:(1)Bourdieu(1980),Structures,Habitus,Practices
Week11
November08:BackgroundtoPostmodernism–Foucault
(2) Foucault:Discourseandpower
Learningobjectives:ThestudentswilldemonstrateageneralknowledgeofFoucault’stheoretical framework,modelsandconceptsasexemplified in theassigned readingandaspresented inclass.Studentsmustbeable tocriticallyanalyze thematerialof the requiredreading.
Readingassignments:(1)Foucault(1976),TheIncitementtoDiscourse
November10:Postmodernism–selectedsample
Learning objectives: The students will demonstrate a general understanding of postmodernism and its radical position towardanthropologyasascience.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignment:(1)Rosaldo(1989),GriefandaHeadhunter’sRage;(2)Hanson(1989),TheMakingoftheMaori:CultureInventionandItsLogic.
Week12
November15:New Development – Culture & modularity, cultural evolution
Learningobjectives:ThestudentswilldemonstrateageneralunderstandingoftheemergenceofanewerDarwinianperspectiveonculturalevolution.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignment:(1)Sperber&Hirschfeld(2007).Cultureandmodularity.InCarruthers,Laurence&Stich(eds.)Theinnatemind:cultureandcognition.OxfordUniversityPress,Oxford,UK:149---164
November17:NewDevelopment–Psychology&theGenerationofCulture
Learningobjectives:ThestudentswilldemonstrateageneralunderstandingoftheemergenceofanewerDarwinianperspectiveonculture.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreading.
Readingassignment:(1)Tooby&Cosmides(1992).ThePsychologicalFoundationsofCulture.InBarkow,Cosmides&Tooby(1992).TheAdaptedMind;EvolutionaryPsychologyandtheGenerationofCulture.OxfordUniversityPress:19---136
ANTH436/636,Fall2016 9
Week13
November22:NewDevelopment–Gene---culturecoevolution
Learningobjectives:Thestudentswilldemonstrateageneralunderstandingofthemodern---dayperspectiveontherelationbetweenbiologyandculture.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreading.
Readingassignment:(1)Richerson&Boyd(2005).CultureandGenesCoevolve.InRicherson&Boyd(2005).Notbygenesalone;HowCultureTransformedHumanEvolution,TheUniversityofChicagoPress:191---236.
November24:ThanksgivingRecess
Week14
November29:Trendsincontemporaryanthropology
(2) Globalization
Learningobjectives:Thestudentswilldemonstrateageneralgraspofthefieldofstudiesonthephenomenonofglobalization.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreading.
Readingassignment:(1)Friedman&Friedman(2013).GlobalizationasaDiscourseofHegemonicCrisis:AGlobalSystemicAnalysis
December01:Trendsincontemporaryanthropology
(3) AgencyandStructure
Learningobjectives:Thestudentswilldemonstrateageneralgraspofthefieldofstudyontherelationshipbetweenagencyandsocialstructureasithasbeenintegratedinpracticetheory.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.
Readingassignment:(1)AgencyandStructure;(2)Bourgois(1995),FromJivarotoCrackDealer;(3)Ortner(2006),PowerandProjects:ReflectionsonAgency
Week15:Studyweek–wrap---upsessionandQ&AsessionWeek16:ExamWeek
ANTH436/636,Fall2016 11
TheFinePrint
Generalinformation:OfficeoftheViceProvostforAcademicAffairs
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NRS396.970Surreptitiouselectronicsurveillanceoncampus;exceptions.
1. Exceptasotherwiseprovidedinsubsection2,itisunlawfulforapersontoengageinanykindofsurreptitiouselectronicsurveillanceonacampusoftheSystemwithouttheknowledgeofthepersonbeingobserved.
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MissedClass(es)/Student–Asageneralrule,astudentmissingaclassorlaboratoryassignmentbecauseofobservanceofareligiousholidayshallhavetheopportunitytomakeupmissedwork.Studentsmustnotifytheinstructorofanticipatedabsencesbythelastdayoflateregistrationtobeassuredofthisopportunity.Facultymaygivestudentsanadditionalweek,butareencouragedtosetacleardeadline.
NOTE:StudentswhorepresentUNLVatanyofficialextracurricularactivityshallalsohavetheopportunitytomakeupassignments,butthestudentmustprovideofficialwrittennotificationtotheinstructornolessthanoneweekpriortothemissedclass(es).
Thispolicyshallnotapplyintheeventthatcompletingtheassignmentoradministeringtheexaminationatanalternatetimewouldimposeanunduehardshipontheinstructorortheuniversitythatcouldreasonablyhavebeenavoided.Thereshouldbegoodfaitheffortbybothfacultyandstudenttocometoareasonableresolution.Whendisagreementsregardingthispolicydoarise,theycanbeappealedtothedepartmentchair/unitdirector,college/schooldean,and/ortheFacultySenateAcademicStandardsCommittee.
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Webcampuscommunication–PleasegetimmediatelyacquaintedwithWebcampusasthiswillbeourmainmodeofcommunicationinclass.Youwillfindallthearticlesforourclasspostedinaspecialfolder.AllpowerpointswillalsobepostedinduecourseonWebcampus.Pleasemakesuretocheckregularly(daily)foranyannouncement.
Webcampuscommunication–PleasegetimmediatelyacquaintedwithWebcampusasthiswillbeourmainmodeofcommunicationinclass.You
willfindallthearticlesforourclasspostedinaspecialfolder.AllpowerpointswillalsobepostedinduecourseonWebcampus.Pleasemakesure
tocheckregularly(daily)foranyannouncement.
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ANTH436/636,Fall2016 11
liability,aswellasdisciplinaryactionunderUniversitypolicies.Additionalinformationcanbefoundat:http://www.unlv.edu/provost/copyright.Disability Resource Center (DRC)— Disability Resource Center (DRC)—The UNLV Disability Resource Center (SSC-A 143, http://drc.unlv.edu/, 702-895-0866)provides resources for studentswithdisabilities. If you feel that youhaveadisability, pleasemakeanappointmentwithaDisabilities Specialist at theDRC todiscusswhatoptionsmaybeavailabletoyou.IfyouareregisteredwiththeUNLVDisabilityResourceCenter,bringyourAcademicAccommodationPlanfromtheDRCtotheinstructorduringofficehourssothatyoumayworktogethertodevelopstrategiesforimplementingtheaccommodationstomeetbothyourneedsandtherequirementsofthecourse.Anyinformationyouprovideisprivateandwillbetreatedassuch.Tomaintaintheconfidentialityofyourrequest,pleasedonotapproachtheinstructorinfrontofotherstodiscussyouraccommodationneeds.
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