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Basic principles of arithmetic: fractions, decimals, ratios, proportions, percent, very basic algebra, descriptive graphs and basic statistics from a calculator based perspective.
NOTE: This course does not apply to any associate degree or career certificate. For students required to complete MTH 115 or MTH 117, basic algebra readiness is better demonstrated by completing MTH 114. A specific graphing calculator is required for this course. Contact the EMPS division office for a referral or additional information.
Prerequisite: Score of 34 or higher on the arithmetic portion of the Math Placement Test. A student who scores below 34 on the arithmetic portion of the Math Placement Test should meet with a counselor to discuss options.
Typically Offered: Offered summer, fall & spring.
Offered Summer 2019: Yes
This developmental course is the first course in the algebra sequence. Basic algebra topics include, but are not limited to: expressions, linear equations and functions with graphing, exponents, basic polynomial operations, and factoring. Modeling and problem solving will be introduced throughout the course.
NOTE: This course does not apply to any associate degree or career certificate program. A specific graphing calculator is required for the course. Contact the EMPS division office for details.
Prerequisite: MTH 101 (C or better) or Basic Algebra Readiness which includes an appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
This course covers the fundamental concepts of geometry for students who lack credit in one year of high school geometry with a grade of C or better or for students who need a review of the subject matter. The course includes the concepts of undefined terms, axioms and postulates, and theorems. Topics also include: construction, locus, and properties of lines, angles, polygons (with emphasis on triangles and quadrilaterals), and circles. The writing of proofs (deductive and indirect) and problem solving are integrated throughout the course. NOTE: This course does not apply to any associate degree or certificate.
Prerequisite: MTH 102 (C or better) or appropriate score on CLC Math Placement Test, Math ACT, or Math SAT.
This course focuses on developing mathematical maturity through problem solving, critical thinking, data analysis, and the writing and communication of mathematics. Students will develop conceptual and procedural tools that support the use of key mathematical concepts in a variety of contexts. Instruction will emphasize the connections between verbal, numerical, symbolic and graphical representation of the concepts being taught. Emphasis will be placed on modeling and problem solving, with techniques and manipulations covered in context. The three strands of the course are Algebra, functions, and modeling as they apply to linear, polynomial, rational, and exponential expressions, equations, and functions. NOTE: This developmental course serves as a prerequisite for MTH 140, MTH 141, MTH 142 or MTH 108. This course does not apply to any associate degree or career certificate program. A specific graphing calculator is required for the course. Contact the EMPS division office for details.
This developmental course is the second course in the algebra sequence that further develops the concepts of basic algebra. Intermediate algebra topics include, but are not limited to: polynomial inequalities, systems of equations and inequalities; quadratic, rational, radical, exponential and logarithmic equations and functions. Modeling and problem solving will be introduced throughout the course.
NOTE: This course does not apply to any associate degree or career certificate program. A specific graphing calculator is required for the course. Contact the EMPS division office for details.
Prerequisite: MTH 102 or MTH 105 (C or better) or appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
This course covers the basic principles of mathematics, with application to problems encountered in various industries. Review of fractions, decimals, ratios, proportions, and percent are covered. Introductory algebra, practical geometry, measuring systems, precision, accuracy, and scientific notation are also covered.
NOTE: For students required to complete MTH 115 or MTH 117, basic algebra readiness is better demonstrated by taking MTH 114. A specific calculator is required for this course. Contact EMPS division office for details.
Prerequisite: Score of 34 or higher on the arithmetic portion of the math placement test. A student who scores below 34 on the arithmetic portion of the math placement test should meet with a counselor to discuss options.
This course introduces practical geometry, measurement of plane and solid figures, precision, accuracy, elementary right triangle trigonometry, law of cosines, and law of sines.
NOTE: A specific graphing calculator is required for this course. Contact the EMPS Division office for details.
Prerequisite: MTH 114 (C or better) or MTH 102 (C or better) or MTH 105 (C or better) or an appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
Typically Offered: Offered fall and spring only.
Offered Summer 2019: No
This course covers college mathematics for students majoring in technology. It includes algebra, geometry and trigonometry.
NOTE: A specific graphing calculator is required for this course. Contact the EMPS division office for details.
Prerequisite: MTH 114 or MTH 102 (C or better) or appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
This course is a continuation of MTH 117. Major topics are algebra, geometry, vectors, complex numbers, logarithms, matrices, inequalities and trigonometry. NOTE: A specific graphing calculator is required for this course. Contact the EMPS Division office for details.
Prerequisite: MTH 117 (C or better) or an appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
Typically Offered: Offered spring only.
This is the first college-level math course in a two course sequence which is intended for students planning to major in elementary education. This course is not intended to offer teaching methods to future educators. Topics include problem solving, sets, logic, functions, numeration systems, real number system, number theory, probability and statistics. To fulfill the general education core curriculum math requirement the second course in the sequence, Math 221 (Mathematics for Elementary Teaching II), must also be completed. NOTE: A specific graphing calculator is required for this course. Contact the EMPS Division office for details.
Prerequisite: Geometry Proficiency AND MTH 108 (C or better), or appropriate score on CLC Math Placement Test, or Math ACT, or Math SAT.
This course is primarily intended to prepare students for Finite Mathematics and Calculus for Business and Social Sciences. College algebra topics include, but are not limited to: math induction, conic sections, sequences and series, systems of nonlinear equations and inequalities, matrix algebra, functions and equations (polynomial, rational, exponential, and logarithmic). This course will also serve as a prerequisite to Trigonometry. NOTE: A specific graphing calculator is required for this course. Contact EMPS Division Office for details. Credit will not be given in MTH 122 to those with prior credit in MTH 144 Precalculus. This course will not meet the General Education Math Requirement for AA or AFA degrees but may serve as an elective. This course with the combination of an IAI MTH course meets the Math requirement for the AS degree. Check the catalog for other Associate degrees including AAS degrees to see if this course meets the Math requirement.
Prerequisite: MTH 108 (C or better)–OR–appropriate score on CLC Math Placement Test, Math ACT, or Math SAT.
This course is primarily for students who intend to take MTH 145 Calculus and Analytic Geometry I. Trigonometry topics include, but are not limited to: trigonometric functions and their graphs, trigonometric identities and equations, and applications of trigonometry. Modeling and problem solving will be implemented throughout the course. NOTE: A specific graphing calculator is required for this course. Contact EMPS division office for details.
Prerequisite: Geometry Proficiency and MTH 122 C or better or an appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
Designed primarily for business, commerce or social science students of whom it may be required. Topics include set theory, elementary combinatorics, probability, matrix algebra, introduction to linear programming, and Markov chains. NOTE: Specific graphing calculator is required for this course. Contact the EMPS division office for details.
Prerequisite: MTH 122 (C or better) or MTH 144 (C or better) or an appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
This course is designed to meet the general education mathematics requirement. The goal of this survey course is to develop competency in analytical reasoning, problem solving, and multi-step decision making as well as exposing students to some current trends in mathematical thought. The emphasis is on mathematical reasoning and the solving of real-life problems involving mathematics. The course covers three or four of the following topics in depth: graph theory, counting techniques and probability, topics in geometry, logic/set theory, linear programming, and game theory. This course is not intended as a prerequisite for any other mathematics course.NOTE: A specific graphing calculator is required for this course. Contact EMPS division office for details. This course meets the math requirement in the Associate of Arts and Associate of Fine Arts degrees only. May be used as elective credit only in all other degrees.
Prerequisite: MTH 105 (C or better) –OR–MTH 108 (C or better)-OR- [two years of HS Algebra (C or better) –AND– Basic Algebra Readiness] –OR– an appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
This course is designed to meet the general education mathematics requirement. A conceptual understanding is developed in several areas including: representing and analyzing data through such statistical measures as central tendency, dispersion, normal distribution, and correlation and regression; using logical statements and arguments in a real-world context; estimating, approximating and judging the reasonableness of answers; graphing and using polynomial functions and systems of equations in the interpretation and solution of problems; and selecting and using appropriate approaches and tools in formulating and solving real-world problems.NOTE: A specific graphing calculator is required for this course. Contact EMPS division office for details.This course meets the math requirement in the Associate of Arts and Associate of Fine Arts degrees only. May be used as elective credit only in all other degrees.
This course focuses on statistical reasoning and the solving of problems using real-world data rather than on computational skills. Emphasis is on interpretation and evaluation of statistical results that arise from simulation and technology-based computations using technology more advanced than a basic scientific calculator, such as graphing calculators with a statistical package, spreadsheets, or statistical computing software. Topics will include data collection processes (observational studies, experimental design, sampling techniques, bias), descriptive methods using quantitative and qualitative data, bivariate data, correlation, and least squares regression, basic probability theory, probability distributions (normal distributions and normal curve, binomial distribution), confidence intervals and hypothesis tests using p-values. Note: A specific graphing calculator is required for this course. Contact the EMPS Division office for details. Credit will not be given in MTH 142 to those with prior credit in MTH 222.
This course is primarily for students who intend to take MTH 145 Calculus and Analytic Geometry I. Precalculus topics include, but are not limited to: polynomial, rational, exponential, logarithmic, and trigonometric functions, graphs, and equations, trigonometric identities, applications of trigonometry, systems of nonlinear equations and inequalities, conic sections, and sequences and series.NOTE: Use of a specific graphing calculator will be integrated throughout the course. Contact EMPS Division Office for details. Students who earn a grade of C in MTH 108 must complete the sequence of MTH 122 College Algebra and MTH 123 Trigonometry as a prerequisite for MTH 145 Calculus and Analytic Geometry I. Students with credit for both MTH 122 and MTH 123 will not be given credit for MTH 144. Students may not receive credit towards degree for both (MTH 122 and MTH 144) or (MTH 123 and MTH 144).
Prerequisite: Geometry Proficiency and MTH 108 (B or better) or an appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
This course covers the calculus of algebraic and transcendental functions. Analytic geometry topics are limited to the line and circle. Calculus topics include limits, differentiation and integration of both algebraic and transcendental functions, including trigonometric functions, with applications. NOTE: A specific graphing calculator is required for this course. Contact the EMPS division office for details.
Prerequisite: MTH 123 (C or better) or MTH 144 (C or better) or appropriate score on CLC Math Placement Test, Math ACT, or Math SAT.
This course is a continuation of MTH 145. Techniques of integration, applications of integration, differential equations, parametric equations, polar coordinates and infinite sequences and series will be covered. NOTE: A specific graphing calculator is required for this course. Contact the EMPS division office for details.
Prerequisite: MTH 145 (C or better)
This is the second college-level math course in a two course sequence which is intended for students planning to major in elementary education. This course is not intended to offer teaching methods to future educators. Topics include probability, statistics, modeling, plane and solid geometry, measurement, similarity and congruence, geometric constructions, area, volume, classroom manipulatives, and/or computer software.
Prerequisite: MTH 121 (C or better)
This course covers solving real-life business applications in statistics. The course includes, but is not limited to, using principles of probability, descriptive statistics, and an introduction to one and multi-sample inferential statistics such as the F-test and Analysis of Variance. Note: A specific graphing calculator is required for this course. Contact the EMPS Division office for details.
Includes analytical geometry and calculus topics such as functions and their graphs, rectangular coordinate systems, limits, differentiation and integration of algebraic, logarithmic and exponential functions. Applications are included along with selected topics from multivariable calculus. NOTE: A specific graphing calculator is required for this course. Contact EMPS division office for details.
Prerequisite: MTH 122 (C or better) or MTH 127 (C or better) or MTH 144 (C or better) or an appropriate score on the CLC Math Placement Test, Math ACT, or Math SAT.
This is a first course in vectors, matrices, vector spaces and linear transformations and includes a substantial proof component. Applications of topics to problems arising in engineering and business are included. The course may be taken concurrently with, but should not replace, a course in multivariable calculus. A student should expect to take a more complete linear algebra course at a baccalaureate transfer institution. Computer software will be integrated as appropriate.
NOTE: A specific graphing calculator is required for this course. Contact the EMPS division office for more details.
Prerequisite: MTH 146 (C or better)
This is an introductory course that involves the solving of various ordinary linear and nonlinear differential equations of first and higher order and the solving of systems of differential equations. Methods include separation of variables, various substitution techniques, use of integrating factors, undetermined coefficients, and variation of parameters. Laplace transforms, infinite series, and selected numerical methods. Applications include simple harmonic motion, population growth and decay, cooling, L-R-C circuits, and mixing problems. Uniqueness and existence theorems are covered. It is intended for students of science, mathematics, and engineering that features modeling and graphical visualization as central themes. NOTE: Computer software and graphing calculators are integrated into the course where appropriate.
Introduction to the mathematical analysis of finite collections and to the mathematical foundations of sequential machines, computer system design, data structures and algorithms. Topics include, but are not restricted to sets, counting, recursion, graph theory, trees, networks, Boolean algebras, automata, and formal grammars and languages. This course is a beginning course in the mathematics of computer science.
NOTE: Specific graphing calculator is required for this course. Contact the EMPS division office for details.
Prerequisite: MTH 122 (C or better) or appropriate score on CLC Math Placement Test, Math ACT, or Math SAT.
This course is a continuation of MTH 146. Topics include vectors in two and three dimensions, vector functions, multiple integrals, partial derivatives, and vector calculus. Solid analytic geometry topics include quadric surfaces, cylindrical and spherical coordinates and curves in 3-space.
NOTE: A specific graphing calculator is required for this course. Contact the EMPS Division office for details.
This course addresses the in-depth study of special topics in mathematics that do not have specific courses in the catalog. Course content will vary depending on the topic being studied. Topics may include but are not limited to: mathematical statistics, real analysis, complex analysis, general topology, abstract algebra, combinatorics, set theory, mathematical logic etc. This course is repeatable up to three times, any topic only once, for a maximum of 6 hours towards degree completion.
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“CLC offers so much more than cost savings. I’ve received an excellent education that’s a good stepping stone to my goal of becoming a marriage counselor.”
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“The nursing skills lab at the Grayslake Campus is great because the equipment is similar to what nurses use on the job. The clinicals were also great hands-on learning experiences, and the CLC instructors have a great relationship with area hospitals and clinics.”
“I have enjoyed all the instructors in the horticulture department, especially their expertise and practical work experiences. All the classes that I have taken are pertinent to my career choice.”
“CLC's field school in Belize was my first official exposure to anthropology in general and archaeology in specific. The college's field study trips are a great way to gain in-depth exposure on a field one might be considering.”
“Really get to know your professors; they are the ones who will write you a letter of recommendation in a few years, so keep in touch with them.”
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“The automotive technology program has smaller class sizes than at competing schools. That's really important, because it allows more hands-on experience and a better-quality education.”
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“The entire Illinois SBDC International Trade Center staff is an invaluable resource – always available, honest and thorough. If there is a subject outside their realm, they have a network of referrals who are experienced in that field.”
“The Truck Driver Training course built my confidence and really prepared me well for a successful career in this field.”
“In my first semester at the U of I, I attained a GPA of 3.8. CLC did a great job of preparing me for classes at one of the top engineering schools in the world.”
“I chose CLC’s Small Business Development Center for guidance and help meeting people who have already gone through the process of starting a business. They are a great team of experts to have on my side.”
“I became the first community college student accepted as an intern at a newsroom in Erie, Penn., thanks to my experiences on The CLC Chronicle and working with Professor Kupetz. That first internship opened many doors for me.”
“I am currently working part-time as a paralegal while enrolled as a full-time student in Roosevelt University’s Paralegal Studies program. If I had not received the education I had from CLC, I would not have the part-time job.”
“What I like especially about the mechatronics classes is the hands-on learning and the helpful instructors who want you to succeed. We also went on field trips to companies, where we got a chance to see practical, real-world examples of ideas such as building and maintaining assembly lines.”
“CLC is super well-rounded and excels at pretty much everything it does. It's really cool to know that no matter what you want, you have a strong chance at success at CLC.”
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“CLC is a melting pot; a microcosm of America. The students come from so many different backgrounds and contexts, that you learn almost as much from your classmates as you do from your courses.”
“Margie Porter, who is chair of the mechatronics technology program, understands the challenge of juggling a job, college courses and raising a family. She helps you build your self-confidence in learning the material.”
“One great part of CLC's hospitality and culinary management program is the opportunity to put together a portfolio of your work. It teaches you how to be organized and professional, and it's a great thing to carry into a job interview.”
“I believe that everyone in a classroom serves as a teacher and a student. I take pride in knowing that all of our communication courses have the potential to be life-changing experiences for our students.”
“To create the 'a-ha' moment in my public speaking classes, I set the pace from day one, creating an environment in which my students will feel safe and comfortable.”
“I use many different teaching methods, including: journaling, readings, oral quizzes, in-class and out-of-class activities, role plays, group discussion, media, group work and providing many examples.”
“Whether teaching online or onsite, I encourage active discussions in which students interact with each other as well as the course material.”
“When assigning papers, I encourage my students to choose their subjects carefully. If students can write about a subject about which they are passionate, they will write better papers.”
“Looking back, I had instructors who helped me to see and appreciate the joy, wonder and mystery that exists in the world all around me-whether it is in nature, science and people, or in stories, essays and poetry. I try to do the same thing for my students.”
“I teach because I want to help students imagine a better life for themselves. When they do that, they will be able to imagine a better world for all of us. And that is pretty cool.”
“I knew that I wanted to be a college instructor when I was an undergrad student at UCLA. I would come out of my English classes thrilled with the possibilities that language and literature created.”
“I find it gratifying when I stimulate the students' minds and to see how they go beyond what we do in class; some decide to pursue the subject as a future career. It is very rewarding to know that I can make a difference in students' lives.”
“I enjoy seeing my students learn and grow in their skills, knowledge, confidence, dedication and their passion for making a difference in the lives of young children and their families.”
“I assess myself by the quality of the engineer that I turn out. Often, I am contacted by students who say that their job requires all of those things they complained about having to learn during the program, and that they appreciate me for not backing down.”
“I maintain an open, questioning environment that encourages all reasonable experiments. In addition, I interweave real-world experiences and practical life skills with the subject material.”
“My main goal is to connect with students in a way that motivates them to learn the material deeply, not just to pass a test. And I really enjoy getting to know students on a personal basis and helping them along the path to being an engineer.”
“As an engineering educator, I am in a unique position: I'm educating individuals who will create and use technology that does not exist today.”
“I want to pass to my students my clinical knowledge and abilities to help them to be the best clinician they can be. My goal is to change their lives for the better.”
“My goal is not only to teach the necessary skills involved in treating patients, but to create meaningful experiences where students can grow and develop into true professionals.”
“I want to prepare graduates to be compassionate, critical-thinking professionals who are committed to life-long learning and promote health and the prevention of disease.”
“Teaching is more than transferring knowledge. I truly want students to succeed in life and in our profession.”
“I incorporate an assortment of teaching methods, including multimedia technology, problem-based learning and hands-on/experiential activities.”
“I emphasize that professional nursing education is a continuous, life-long learning process.”
“I love the chance to create special places that people enjoy, and leaving behind work that will grow and evolve with time.”
“I try to share my passion, skills and experiences to help students learn skills, techniques, concepts and teamwork so they are prepared - not only to graduate, but to work in the hospitality field.”
“Helping put students in a position to make a difference in others' lives - that's what makes my job so rewarding.”
“I am passionate about inspiring new students to understand and embrace the rapidly changing knowledge base in the substance-use fields, particularly as it relates to new brain science, strength-based approaches for treatment and evidence-based practices.”
“I love seeing students' minds expand throughout the semester. The students transform through applying philosophical theories and concepts to their own lived experiences.”
“My most memorable teaching experience is to observe a student enter the program with a specific career goal in mind, and after hard work in our program, obtain a specific job working for the company of his or her dreams.”
“I want to help students become problem solvers in the computer information technology field.”
“Teaching allows me to have a profound and lasting positive effect upon the professions in the criminal justice system, especially law enforcement. I enjoyed being a police officer very much, and I strive to pass on my love for the profession through my teaching.”
“While attending high school, I joined my community's rescue squad, and I soon realized that firefighting and rescue work was my calling in life. It's been rewarding to help people who are experiencing some of the worst days of their life.”
“My main goal is to help students understand and appreciate that education is a way of life rather than a journey to a job.”
“What excites me most about teaching is that I get to witness, time and time again, the transformation from student to polished professional.”
“When I was a CLC student, it was such a great experience because the teachers really care about the students. I decided I wanted to teach biology at a community college, and I still can't believe that I am here. It truly is a dream come true.”
“I tell my students that I am successful not when they finish my class but when I hear that they have graduated from an allied health program.”
“I consider the needs of students every time I plan activities and goals for class. As a result, I utilize multiple teaching strategies, from lecture to a small-group critical thinking activity. In addition, I set and communicate high expectations and teach students how to successfully reach these goals.”
“To create the 'aha' moment in students, I always try to connect classroom topics to common life experiences and use labs and demonstrations to reinforce lectures. One learns more by doing than by hearing.”
“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”
“Teaching is not just about sharing knowledge, but - most importantly - inspiring students and helping them become life-long learners.”
“My main goal is to help students gain a deep understanding of the underlying concepts we are learning and move beyond the memorization of formulas.”
“My main goal is to reduce the number of people who say, 'I'm not good at math.'”
“Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. In my classes, we ask and seek answers questions like, 'What does this mean?' and 'Why does this make sense?'”
“I teach using guided notes and a tablet laptop in order to keep students engaged. Writing on a tablet instead of the chalkboard or whiteboard allows me to face my class, so I can see their reactions and more easily promote discussion.”
“My philosophy of teaching can be summed up by, 'Meet students where they are. Help them move forward.'”
“A student who transferred to Northern Illinois University and took calculus classes there emailed me to thank me for teaching her to be a more prepared student and to learn math throughout the entire semester, instead of cramming.”
“My passion for cars started when I was a young boy, holding a drop light for my dad as he worked on the family car. As time went on, I grew up and my Hot Wheels® cars just got bigger and faster.”
“CLC students are trying to be somebody, to make a difference. I want to understand their needs and help them to get the most out of their time here.”
“I'm fascinated with economics' application to everyday life. When we make decisions related to purchases, or when we make choices about what we will do with our time and resources, it relates to the field of economics.”
“In my classes, students learn that history is not a set of static facts, but a dynamic and active process of interpretation.”
“History explains the world to us. CLC offers many opportunities for faculty and students to travel widely in the world. My travels in Jordan, the Netherlands and in several other countries have broadened my experience and helped me to be a better teacher.”
“I seek to make connections between course content and students' lives and to build relationships with and among students in the classroom. Students flourish when working together toward a common goal and when they realize that they can rely on their peers and professors for support and information.”
“I cannot compete with a smartphone in terms of overall information. Consequently, my teaching objective is not just to disseminate information, which students can get from a variety of sources, but rather to assist students in applying this information in real-world situations.”
“I'm fascinated by psychology's mystery as well as its different explanations, theories and philosophical assumptions about human nature. Perhaps most important, the field has the potential to help people live better.”
“I am humbled and grateful for the opportunity to help students navigate college and make decisions that will have a lasting impact on their lives and families.”
“I want my students to be able to recognize the extent to which society influences most of what we do and think, but that we can also change the course of society. To achieve this goal, I often provide a range of different examples and activities. ”
“I believe my students should be active participants in the learning process, and the material should be directly connected to their outside experiences. At the end of the semester, I hope they leave with the belief that they can change the world!”
“Using genealogy and popular culture allows me to make connections for students to unfamiliar sociological theories, by utilizing something they know (their family history; favorite TV shows, or movies) as a starting point.”
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