Annual Report 2009
ESE's road to 2013
ESE's road to 2013
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ESE's
road to 2013 The social, political and economical climate is changing rapidly. These changes have been used to draw up the Erasmus 2013 programme. After intensive deliberations with a range of partners, the EUR has set a course towards 2013. The vision document is our compass and agenda. The challenge is to make these ambitions come true. In October 2008 the deans and the Executive Board of Erasmus University Rotterdam signed the Erasmus 2013 covenants containing the School-related goals that should be realised by 2013. These goals are of course related to our mission, vision and strategy. This section contains an overview of the goals in the covenant EUR 2013 and the progress made towards meeting these goals.
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1. Education
Education
Education 1: Improve performance of existing education programmes Performance in the bachelor and master programmes is above the median for comparable organisations. Educational performance is at least at the national average for the relevant educational programmes. By 2013, the average post-BSA (Binding Study Advice) performance of all bachelors’ programmes should be 40% after 4 years and 70% after 6 years. The performance of the IBEB (International bachelor in Economics and Business) bachelor’s degree programme by 2013 should be 60% after 4 years.
Progress: As the BSA was implemented in 2005-2006, there are still no 6-year post-BSA performance figures available. In cohort 2005-2006, after four years of studying, the performance at the bachelor level in Economics was 53% and in Econometrics 54%, far above the aforementioned 40%. Economics and Taxation (26%) and E&I (14%) are quite a long way under the 40% after four years. Since IBEB was started in 2006-2007, for this programme only the post-BSA performance figures after three years are available. This figure is around 35% after three years, while the rest (32%), approximately half, are still engaged in their studies.
Performance of the bachelor and master students Cohort: Quit studies*
02-03
03-04
04-05
05-06
06-07
07-08
08-09
279
286
281
270
310
359
338
Doing BSc
33
53
73
89
219
476
614
Doing MSc
47
63
85
110
90
Doing MSc (Received a BSc)
46
68
117
153
119
835
952
Quit after BSc
40
25
26
24
21
Obtained MSc
297
203
136
61
21
Total
742
698
718
707
780
Bachelor performance (%)
52
41
39
34
21
Master performance (%)
40
29
19
9
3
* Quitting one's study is based on not registering for the next academic year. This is not fixed data: following a break in study a student might reregister for further academic studies.
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Education
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60 50 Succes rate
Education
Throughput Bachelors (%)
40 30 20 10 0
Cohort 2002-2003
Cohort 2003-2004
Cohort 2004-2005
Cohort 2005-2006
Cohort 2006-2007 21
3 years
5
7
11
18
4 years
22
24
27
34
5 years
37
34
39
6 years
45
41
6+ years
52
Education 2: Expansion of English language bachelor's programmes offered by 2013 All Master’s degree programmes are offered in English; an international project is part of the study programme for at least a quarter of the students; the feasibility of providing at least one other Bachelor’s degree programme in the English language will be investigated.
Progress: Except for the MSc Economics and Taxation, all our master programmes are offered in English. Annually, an average of approximately 60 ESE students participated in exchange programmes in the last few years. With the University conferring 500 to 600 bachelor's or master's degrees each year, that means that approximately 10% of ESE students participate in exchange programmes. If we consider the IBEB programme as an international project, then on average, around 15% of the students participate in an international project (calculated over the last four academic years). In addition, various programmes include study trips; there are no figures for those included in the educational statistics.
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a rise of 8% in comparison to 2008-2009. ESE is investigating the possibilities of offering an International Bachelor programme in Econometrics & Operations Research at the moment.
Exchange students 160
140
120
100
80
60
40
20
0
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
Incoming students
140
116
147
108
99
Outgoing students
66
54
41
73
79
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Education
The number of ESE students that went abroad in 2009-2010 increased to 79 students,
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Education
Education 3: Bachelor and master programmes among the Top 3 in the Netherlands and master programmes among the Top 10 in Europe ESE monitors the performance of its lecturers. ESE has at least two research masters that are internationally recognised for their top-level education. The language of instruction for all masters’ programmes will be English. ESE ranks above average in the national educational assessments.
Progress: In 2009 the educational programmes of ESE were assessed. Seven bachelors’ and master programmes were reviewed by an external committee. Since 2005-2006, the students' evaluation of education has been carried out via a questionnaire option in SIN-Online. In 2008-2009 the average response was 47%. ESE employs the following categories for a teacher's score in relation to the education evaluations:
Teachers scores Performance brackets
Unsatisfactory
BA1 and BA2 BA3 and Master
Moderate
Good
Very good
(0 / 3)
(3 / 3.5)
(3.5 / 4)
(4 / 5)
(0 / 3.25)
(3.25 / 3.75)
(3.75 / 4.25)
(4.25 / 5)
The teacher's score is the average score based on two items: “The teacher has explained the material well” and “The teacher made you enthusiastic about the subject”. The teacher’s score amount to one of the key figures in the appraisal performance.
Average course scores per study phase 2006-2009 Bachelor 1
Bachelor 2
Bachelor 3
Master
Total
2006-2007
3.70
3.65
3.85
3.97
3.83
2007-2008
3.73
3.67
3.84
3.96
3.84
2008-2009
3.74
3.66
3.96
4.00
3.90
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programmes. Therefore, all lecturers must have the necessary skills coupled with experience in teaching. This is why explicit qualification is required for the task of teaching. For that purpose, a decision was made that all newly employed assistant professors and associate professors are subject to meeting the basic qualifications for teaching. Comparing the average course scores per study phase in the recent years shows that the supervision of the ESE board in relation to the teaching quality of its Faculty pays of. The average course scores increase each year.
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Education
ESE attaches a great deal of importance to the quality of teaching in its study
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Education
Education 4: Specific programmes for special students By 2013, ESE will have at least two types of honours programmes for excellent students in the bachelor phase, namely Honours Classes and double degrees. An investigation will be conducted to determine whether, in addition to the research master, it is also possible to make use of Honours Classes in the master phase, and whether Honours Classes can be introduced for VWO (pre-university education) students in collaboration with VWO institutions. The Bachelor Honours Classes have accepted 20 students into the Honours Classes and in 2010 a report will be available with conclusions about the introduction of an Honours Class in the master phase and Honours Classes for VWO students.
Progress: In 2008-2009 ten students were accepted to the PricewaterhouseCoopers Honours Master. This Honours Master aims to fulfil the needs of excellent master students in Accounting, Auditing & Control; the programme combines theory and practice in a unique way and has been developed in close cooperation with PricewaterhouseCoopers. Seven of these students obtained their masters degree in 2009. In academic year 2009-2010 the PWC Honours Master accepted thirteen students. The Honours classes for the VWO students have yet to start. The Master Class in Actuarial Sciences started with a kick-off in December 2009. This programme has been developed in cooperation with the Allianz Nederland Groep. At the moment, we are investigating whether it is possible to start a Master Honours Classes in Marketing, Operations Research and Economics in academic year 2010/2011.
Education 5: Explore joint/double degree opportunities The number of double studies will be expanded to at least 2.
Progress: In 2009, ESE extended its investigation into starting a double degree Master programme in Accounting, Auditing & Control together with the Anton de Kom University of Suriname. ESE expects to reach to an agreement in 2010, meaning that the first Surinamese students will participate in the ESE’s master programme from September 2011 onwards. www.ese.eur.nl/annual_report
Education
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Education 6: Increase the number of international students The percentage of foreign master students must increase during the planned period so that roughly one-quarter of the students will be from abroad by 2013. The feasibility of providing at least one more bachelor’s programme in English will be investigated. IBEB’s attraction to foreign students is maximised by class composition (at least 50% foreign students) and an international instructor corps composition. IBEB enrolment should grow to a maximum of 200 by the 2012-2013 academic year. At least 50% of the enrolment will consist of foreign students.
Progress: In November 2009, 1,766 students were enrolled in ESE’s master degree programmes, of which 335 hold a non-Dutch nationality. Which means an increase in international students in 2009 (19%) compared to 2008 (16%) in master degree programmes. Considering the total number of registered students, approximately 15% hold an international nationality (695 out of 4470).
International students Bachelor
Master
Total
EU
177
249
426
Outside EU
183
86
269
Total
360
335
695
Bachelor
Master
Total
EU
49
74
61
Outside EU
51
26
39
100
100
100
In percentage (%)
Total
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The acceptance rate of the IBEB programme has been reasonably constant in recent Education
years; which is an average of 120 students per year. The acceptance into IBEB-3 has decreased because these students nowadays transfer to the pre-master IBEB programme. The reason why these categories are not combined in the overviews is that IBEB 3 students obtain a bachelor's degree whereas the pre-master students (IBEB) will not obtain a bachelor’s degree. Of these 121 IBEB students who started studying in academic year 2009-2010, 68 hold an international nationality (56%). This figure is comparable with previous years (around 60%).
Influx IBEB 140
120
100
80
60
40
20
0
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
IBEB - 1
0
128
121
126
117
IBEB - 3
28
28
9
15
3
21
IBEB Premaster
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Education
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Education 7: There is sound coordination between bachelor and master programmes For the coming years the aim is that in terms of numbers, around half of the original number of accepted students will achieve a master's degree. The intake in the mr-drs variant is at least equal to the intake in 2008.
Progress: ESE introduced the bachelor / master system in academic year 2002-2003. The figures about the intake of cohorts show that of the initial BA/MA cohort of 742 students 40% acquired their master's degree after seven years, where 93 students are still working on their master's degree. A master degree performance of 52% (for the first cohort) will be accomplished if all of these 93 students obtain their master's degree. The acceptance of mr-drs students in the recent years are:
Acceptance of mr-drs students Accepted in
mr-drs
Economics
% mr-drs
2006 - 2007
54
417
12.9
2007 - 2008
57
470
12.1
2008 - 2009
78
504
15.5
2009 - 2010
77
614
12.5
* The number of mr-drs students remained constant compared to 2008, but decreased in relative terms.
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Education
Education 8: Adequate deployment of staff In Bachelor-1 and Bachelor-2, at least 25% of the tutorials will be conducted by members of the teaching staff. In the bachelor phase, teaching tasks will be undertaken by Faculty working on their doctoral track / having completed their PhD. In the master phase only holders of a PhD (from within the Faculty) will be teaching. In Bachelor-1 it is especially important that full professors and top lecturers make an effort to teach, due to their position as role models.
The number of lecturers that contributed to giving lectures and tutorials in academic year 2008-2009 (this does not concern the overall participation in education):
Number of teachers in 2008-2009 Number of teachers Bachelor programme Master programme
# subjects
lecture/practical
full/endowed prof.
associate prof.
174
L P
44 2
23 4
99
L P
38 0
20 0
# subjects
lecture/practical
full/endowed prof.
associate prof.
174
L P
15 1
8 1
99
L P
21 0
11 0
In percentage (%) Number of teachers Bachelor programme Master programme
* The relatively high number of full/endowed professors and associate professors that lecture in the master degree phase (32%) is higher than in the bachelor degree phase (23%).
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Education
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Education 9: Participation in the Duisenberg School of Finance ESE is the leading provider of at least one of the master programmes and participates to a significant extent in at least two of the master programmes of the Duisenberg School of Finance. It fulfils an important role in the design and execution of the Finance MPhil programme.
Progress: ESE attracts students to the master degree programme of Risk Management. At the moment, there is not enough qualified Faculty to actively participate in other master degree programmes of the Duisenberg School of Finance (DSF). However, ESE does actively participate in the MPhil Finance programme. In this respect, courses are taught at the Tinbergen Institute on behalf of DSF. Moreover, Faculty are active in the Bankers Course of DSF, which is an executive course for managers of financial institutions.
assistant prof.
PhD
student assistant
external lecturer
Total
122 28
16 51
2 160
85 23
292 268
69 10
10 9
0 0
45 1
182 20
assistant prof.
PhD
student assistant
external lecturer
Total
42 10
5 19
1 60
29 9
100 100
38 50
5 45
0 0
25 5
100 100
* External lecturers are often employed in both phases of which some of them might hold a PhD from a company (Ltd).
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In the Bachelor-1 and Bachelor-2 programmes of academic year 2008-2009, the Education
following number/type of lecturers were deployed:
Deployment of lecturers in Bachelor 1 and 2
# subjects
full/endowed professor
associate professor
assistant professor
Bachelor 1
35
10
Bachelor 2
44
1
4
15
Total
79
1
4
25
Percentage
0.4
1.6
10.1
* Approximately 32% of the tutorials were conducted by Faculty of ESE (Full/Endowed Professor, Associate Professor, Assistant Professor or PhD-student).
Education 10: EUR market leader in non-degree education No later than the end of 2010, a decision will be taken concerning the development of a specific commercial (post) non-degree education programme for students who hold a Bachelor's degree in fiscal economics. The same applies to students who wish to complete a continuing education programme in a finance-related field. ESE will investigate the extent to which there is a need in the marketplace for additional accredited non-degree education programmes that match ESE’s expertise. The quality of the current non-degree education programmes will be maintained at current levels and will be periodically reviewed.
Progress: ESE and FEI B.V. are conducting a study regarding the possibility of introducing a post-initial programme in fiscal economics (post-initial: completing a Bachelor's degree elsewhere and/or after gaining work experience). The experience in this track will be used to evaluate whether to follow up with other programmes. With regard to Finance, we will first need to attract new high-potential participants before we examine whether to include a post-initial programme in Finance. Through our contact with the business sector we know that at the present time companies are very reluctant to commit themselves and to provide the funding for non-initial degree programmes. ESE continues to invest in contacts with the business sector in order to increase its reputation and to ensure that money will be funnelled towards it once the economy picks up. This demands considerable marketing efforts. www.ese.eur.nl/annual_report
Education
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PhD student
student assistant
external lecturer
Total
27
103
2
142
22
52
12
106
49
155
14
248
19.8
62.5
5.6
100
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2. Research
Research
Research 1: Woudestein research groups among top 5 in Europe It is ESE’s goal to be among the top 30 worldwide in at least two scientific fields; to be among the top 10 in Europe averaged over all scientific fields; to maintain top-three status in the Netherlands in each academic field as a minimum.
Progress: ESE is commissioning the Leiden University Centre for Science and Technology Studies (CWTS) to perform a study on the global position of ESE and its research programmes. In relation to the position of ESE academic fields within the Netherlands, it can be concluded that according to the research assessment performed by the QANU, ESE maintains top-three status in each academic field.
Global position of ESE and its research programmes Universities
On average total
On average per criterion
Quality
Productivity
Relevance
Viability
Erasmus University Rotterdam
4.54 (1)
4.50 (2)
4.75 (2)
4.83 (2)
4.08 (3)
Tilburg University
4.53 (2)
4.78 (1)
4.89 (1)
4.44
4.00
Maastricht University
4.45 (3)
4.25
4.50 (3)
4.67 (3)
4.42 (1)
University of Groningen
4.40
4.30 (3)
4.30
5.00 (1)
4.00
University of Amsterdam (Economics)
4.22
4.22
4.06
4.50
4.11 (2)
VU University
4.00
3.92
3.83
4.25
4.00
University of Amsterdam (Business)
3.95
3.83
3.83
4.33
3.83
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Research
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Research 2: ESE will award at least 25 PhDs each year
Progress: In 2009 15 PhDs graduated. The expectation is that in 2010 ESE will meet its targets again.
Research 3: ESE is one of the top recipients of Netherlands Organisation for Scientific Research (NWO) personal grants During the period 2008-2013, 8 VENI grants, 3 VIDI grants and one VICI grant will be acquired.
Progress: In 2009, five of our Faculty applied for a VENI grant. In the end three of them were actually awarded with this important grant. Moreover, one VIDI grant was submitted. This submission was assigned the application of an A-status but was not financially honoured.
Research 4: Promoting basic quality of the research programmes All relevant research is accommodated within the Tinbergen Institute and/or ERIM. At least 80% of our Faculty must be affiliated with either Tinbergen Institute and/or ERIM
Progress: In December of 2009, 71 % of our researchers were affiliated with at least one of our research institutes. Regarding the recruitment of new Faculty, the existing output is also considered, which implies a qualification of an affiliation to at least one of our research institutes within a reasonable time.
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Research
Research 5: Participation in the 7th and subsequent EU framework programme At least € 4 million in European Grants will be acquired between 2008 and 2013.
Progress: In relation to acquiring European grants, ESE has been very successful in the People Programme which is a feature of the Seventh Community Framework Programme (FP7) this year. Apart from acquiring € 400K being part of a European Consortium (initialised by Manchester Business School) in relation to the Marie Curie Initial Training Network (ITN), four of our young Faculty have been rewarded with the Marie Curie Individual Fellowship Grant. Each awarded researcher received up to € 154,549 to carry out their own research and further develop their ideas over a period of two years.
Research 6: Governance, coherence and focus on organisation of 3rd flow funding The 3rd flow funding is accommodated in separate Private Limited Companies.
Progress: Universities are principally founded on two sets of activities: teaching and research. The 3rd flow funding is concerned with the generation, use, application and exploitation of knowledge and other university capabilities outside academic environments. In other words, the so called Third Stream is about the interactions between universities and the rest of society. ESE has ten affiliated private limited companies.
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Research
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Organisation
Organisation 1: Dual focus for our Faculty A dual focus is mandatory: all Faculty of ESE is involved in education, actively participate in academic research themselves. Doctorate requirement: the basic assumption is that of ESE’s permanent staff, 100% of full, endowed and associate professors and 95% of associate professors holds doctorate degrees.
Progress: All Faculty participate in both education and research. This is a requirement set for all appointments. ESE applies an active policy to deploy full, endowed and associate professors in the Bachelor-1 courses. This involvement can still be improved, but more time is needed for realisation. New members of our staff in the positions of associate professor and assistant professor will be appointed only after they are conferred their PhDs. In 2009, 93% of the Faculty have a PhD. As part of the performance interviews, clear agreements have been made with Faculty who do not hold a PhD about the period for acquiring the degree and the articles that will need to be submitted per year in order to acquire the degree in time.
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Organisation 2: Tenure track mandatory ESE wants to apply the university’s career and mobility policy when attracting young scholarly talent as members of the permanent staff. The basic principle is that career growth and development is first and foremost the responsibility of the Faculty themselves. ESE wishes to support employees in making targeted and sound career choices (decisions to progress, stay or leave). This implies a career system where the relationship between good performance and career is much more direct than is the case currently.
Progress: The school has reached an understanding with the Personnel Council about a tenure track that will be implemented as of January 1st 2010. This system will apply to all the newly-recruited Faculty who hold a permanent position. The basic idea is that a person who joins the staff as an assistant professor can progress to a position of an endowed professor (“UHD met baret”), on the condition that (s)he meets certain criteria. At the time of the appointment, the person is clearly informed about the necessary requirements and exactly about what type of training/guidance the school can offer.
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Organisation
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Organisation
Organisation 3: Professionalism of teaching among the lectures All staff carrying out teaching duties will be required to attend teacher training courses, which must deal with teaching methods as well as the skills required to design examinations, course tests and other forms of assessment properly. The aim is for all new Faculty and student assistants to attend courses in order to raise and maintain the standard of competences in this area. These courses must be taken up within one year. There will also be periodic further training of all existing Faculty and compulsory further training for those who are felt to provide, or may provide, a substandard level of teaching.
Progress: All employees who will be undertaking teaching tasks are obliged to have didactic training (in didactics and the skills to properly devise exams, study tests and other forms of evaluations). The intention is to offer courses, which are focused on raising (and/or maintaining) these competencies to a certain level, to all newly-appointed employees and student assistants. They will have to take advantage of this offer within one year. In addition, periodic in-service training will be mandatory for all employees who do not perform adequately. There are additional courses that the school recommends to teachers, such as theatrical techniques and presentation skills.
Organisation 4: Quality Management supporting the organisation Following each month end closing, the management information systems produce the management reports using automated means. A full consolidation is produced this way on a monthly basis.
Progress: Each month after the closing of the administration a data dump is produced for the internal departments. In 2009 a release plan was identified for the achievement of a hard close at each reporting moment. First step is to have four reporting moments at the end of 2010, including year to date figures (realization and budget).
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Organisation 5: Increase diversity of personnel The Dean will hold the Faculty accountable for scouting ethnic and female talent. A Master Class will in any event be organised on this topic. The annual reports will specifically address the increase in ethnic and female staff members. Every doctoral student from an ethnic minority will be assigned a mentor from the Faculty who will be responsible for providing coaching in those aspects that are not specifically focused on the academic output. Specific attention will be devoted to scouting talented students who are part of the diversity target group to recruit them for an academic career.
Progress: The Mature Talent Project has entered its third year and the number of mature talents has reached a total of ten. The first mature talent has been conferred a PhD at the end of 2009 and was appointed as an assistant professor. It was decided to stop recruiting new mature talents for the time being because the increase in female talents via the normal channels has progressed quite adequately. The School is setting up a training programme for ethnic minority students. Students with certain teaching scores are invited to participate as student assistants (at a Bachelor-3 level) in a research project. In addition, they are also offered a training track. Those who wish to be appointed as student assistant for an additional six months during their Master phase are offered this option. The programme should go into effect in the 2010/2011 academic year.
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Organisation
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Organisation www.ese.eur.nl/annual_report
Annual
report 2009 The digital version of our annual report can be found on our website: www.ese.eur.nl/annual_report. Here you can find more information on several subjects as well as photo impressions and film clips. Additional information, photo impressions and film clips are indicated by
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ESE's ambitions ESE's inspiration ESE's visibility ESE's today
ESE's ambitions
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Annual Report 2009
Annual Report 2009
Annual Report 2009
Annual Report 2009
Annual Report 2009
ESE's road to 2013
ESE's visibility
ESE's today
ESE's road to 2013
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