Report on the

TABLE OF CONTENTS

Background ...... 2 One Week In-service Training Programme for the Faculty Members of State Universities and Colleges of ...... 2 Thematic Sessions ...... 4 DAY 1: Teaching and Learning in Higher Education ...... 4 DAY 2: Research and Social Impact ...... 4 DAY 3: Knowledge Transfer and Collaborations ...... 4 DAY 4: Academic Leadership, Governance and Quality in Higher Education ...... 5 DAY 5: Share your thoughts: Experiences and Reflections of the Participants ...... 5 Resource Persons ...... 5 Special Sessions ...... 6 Participants ...... 7 Feedback on the Training Programme ...... 7 Way Forward ...... 11 Appendix-I...... 12 Programme Schedule ...... 12 Appendix-II...... 16 Resource Persons ...... 16 Appendix -III ...... 21 Participants of the Training Programme: ...... 21

1 BACKGROUND

“The primary responsibility of the teacher is to arouse the interest of the pupil in the field of study for which he is responsible. He has not merely to convey factual information and the principles and generalisations which accrue from them, he has to stimulate the spirit of enquiry and of criticism, so that minds may acquire the habit of exercising independent and unbiased judgement, and learn to discriminate between adequate and inadequate, relevant and irrelevant data, and to avoid the extremes of haste and indecision in arriving at conclusions.”

Page 58-59, Radhakrishnan, S. (2015). Report of the University Education Commission, 1948-49.

Teacher training in our country has evolved over time based on the recommendations of various committees on education. A year ago, when International Institute for Higher Education and Capacity Building (IIHEd) was working on the State Higher Education Plan for Haryana under Rashtriya Uchchatar Shiksha Abhiyan (RUSA), it was observed that teachers in Haryana are grappling with several challenges ranging from teaching, learning, research and academic governance. The State Higher Education Plan of Haryana, 2016 suggested, amongst other things, any effort in the direction of improving the quality of higher education should focus on the quality of teachers. The Plan recommended the organization of pre-service as well as in-service training programmes for the faculty members of Haryana. In January 2017, Department of Higher Education, Government of Haryana in collaboration with IIHEd, O. P. Jindal Global University (JGU), organized the first-of-its-kind in- service teacher training workshop to be held in a private university campus in the state.

ONE WEEK IN-SERVICE TRAINING PROGRAMME FOR THE FACULTY MEMBERS OF STATE UNIVERSITIES AND COLLEGES OF HARYANA

The One Week In-service Training Programme for Faculty Members of State Universities and Colleges of Haryana on TEACHING, RESEARCH, ACADEMIC LEADERSHIP AND GOVERNANCE, was organized by International Institute for Higher Education Research and Capacity Building (IIHEd), O P Jindal Global University (JGU), sponsored by the Department of Higher Education, Haryana under Rashtriya Uchchatar Shiksha Abhiyan (RUSA) on 16 – 20 January 2017 O.P.

2 Jindal Global University, Sonipat, Haryana, . The event was organized under the supervision of Dr. Mahavir Singh, Principal Secretary; Mr. Mohammad Shayin, Director and Dr. Hemant Verma, Deputy Director, Department of Higher Education, Government of Haryana. This event was coordinated by Ms. Anamika Srivastava, Assistant Professor and Fellow, IIHEd and Dr. Yugank Goyal, Associate Professor, Deputy Director, IIHED under the able guidance of Prof. (Dr.) C.Raj Kumar, Founding Vice Chancellor, JGU and Director, IIHEd and Prof. (Dr.) Y.S.R Murthy, the Registrar, JGU. The Programme Manager of the event was Ms. Nandita Koshal.

Unique features of the Programme-

a) Customizing a course keeping in mind the requirement of faculty members of the state universities and colleges of Haryana. The course included modules on teaching and learning, research and social impact, knowledge transfer, international collaborations, quality, academic leadership and governance.

b) Ensuring that the best faculty, facilities and infrastructure are made available for the Training Programme.

c) Adhering to international standards in the conceptualisation of the training programme and its implementation.

d) Invoking local issues and concerns, relevant in the context of Haryana in the class discussions and the special sessions.

e) Facilitating meaningful participation of the participants inside as well as outside the classroom.

f) Interaction with distinguished resource persons which not only included in-house faculty members but also eminent personalities like Chairman of the National Assessment and Accreditation Council (NAAC) and Information Commissioner, Central Information Commission.

g) Organization of recreational activities such as cultural programme, sports activities, yoga and aerobics.

3 h) Emphasis on mutual learning where all have gathered to better understand their own higher education system and make recommendations for each other.

THEMATIC SESSIONS

The Training Programme began on Monday, January 16, 2017. Prof. C. Raj Kumar extended a warm welcome to the participants in the inaugural session. Following the ideal student-teacher ratio of 30:1 in a classroom, 58 participants were divided into two groups-A and B. There was a dedicated theme for each day. The theme for Day 1 was Teaching and Learning in Higher Education. Day 2 focused on Research and Social Impact, the theme for Day 3 was Knowledge Transfer and Collaborations, Day 4 concentrated on Academic leadership, Governance and Quality in Higher education. Day 5 was dedicated to a session where the participants were provided with a platform to speak-up and share their experiences from their institutions and community on the themes covered in the workshop. Groups A and B was divided into smaller sub-groups of 4 to 5 participants. Each of these sub-groups made a presentation on the last day. These presentations were chaired by eminent professors.

Day-wise thematic sessions were as under-

DAY 1: TEACHING AND LEARNING IN HIGHER EDUCATION

• “Understanding pedagogy and its impact on learning”

• “Inclusive teaching and learning”

• “Exploring technology enhanced teaching and learning”

DAY 2: RESEARCH AND SOCIAL IMPACT

• “General Principles: Research methods”

• “Collaborative research and grant proposal”

• “Research: Social Impact and community building”

DAY 3: KNOWLEDGE TRANSFER AND COLLABORATIONS

• “University-Industry Linkages”

4 • “Exploring International and National Collaborations, Strategies and challenges”

• “University- Government linkages”

DAY 4: ACADEMIC LEADERSHIP, GOVERNANCE AND QUALITY IN HIGHER EDUCATION

• “Faculty development and administrative governance”

• “Engagement with student Community”

• “Ranking and benchmarking”

DAY 5: SHARE YOUR THOUGHTS: EXPERIENCES AND REFLECTIONS OF THE PARTICIPANTS

• Sub groups of 4 to 5 participants made presentations on various topics under broad themes discussed in the Training Programme.

RESOURCE PERSONS

Many resource persons for the Training Programming were from JGU. JGU faculty, the core asset of the University, has degrees from globally reputed university, and are pursuing research in critical areas and bring that expertise to the class room. JGU has faculty members with outstanding international education backgrounds, scholarship, experience and orientation in the disciplines of International Relations, International Law, International Business, Economics, and Humanities. JGU’s five school – Jindal Global Law School (JGLS), Jindal Global Business School (JGBS), Jindal School of International Affairs (JSIA), Jindal School of Government and Public Policy (JSGP) and Jindal School of Liberal Arts & Humanities (JSLH) – have faculty members, many of whom participated in the Training Programme, from reputed institutions around the world including Harvard University Oxford University, Cambridge University, London School of Economics and Political Science (LSE), Syracuse University, Australian National University, Monash University, University of Hamburg, Queen’s University, University of Toronto, Jawaharlal Nehru University, Indian Institute of Technology, and Indian Institute of Management. Detail of resource persons of the Training Programme is attached in appendix II.

5 SPECIAL SESSIONS

Apart from the regular classes, special lectures were also organized. Among them stood out the Distinguished Public Lecture by Prof. (Dr.) Virander S. Chauhan, Chairman, NAAC which was held in India Habitat Centre, New on Day 2. Prof. Chauhan, a scholar of international repute, an academic statesman and policy maker, in his distinguished public lecture said, “Universities, if they focus meaningfully on the knowledge triangle of education, research, and innovation, can indeed multiply institutional prestige and economic growth. It is a common misconception that universities are the drivers of innovation. What we must actually do is to invest in the creation of quality human capital in all segments.”

Elaborating on the present challenges of the educational structure, Prof. Chauhan said “We must understand that the current crisis is not only economic, but also cultural and social. While access, equity and excellence remain continued challenges, government policies focusing on developing R&D infrastructure only in science and technology is also a problem. Given that subjects like social sciences, fine arts and humanities are profoundly linked to the welfare of the societies, this is indeed unfortunate. Another area of critical concern is the lack of mutually agreed aspects for faculty assessment and promotions and the poor indicative performance of our academic performance indicators (APIs).”

Stressing on the fact that India needs to spend at least 6% of its GDP on education to reach the ambitious target of 30% Gross Enrolment Ratio (GER) in higher education by 2020, Prof. Chauhan said that from the policymakers’ perspective, accountability in commitment to quality education is of paramount importance, and to meet that, enhancing the leadership skills of existing functionaries is imperative.

A special lecture was delivered by Prof. Acharyulu, Information Commissioner, Chief Information Commission, as a part of Training Programme on January 16, 2017 in the JGU campus. Highlighting the underlying theme of how can one be an inspiring teacher, Prof. Acharyulu stressed that a teacher’s role is not restricted to the discipline she teaches but has a lasting impact on all aspects of student’s life.

6 Apart from this, IIHEd also planned for the entertainment and recreation of the participants. There were provisions for yoga aerobic, other sport activities, cultural programme and even a movie screening.

PARTICIPANTS

Participants of the Training Programme hailed in from various districts of Haryana. They had varied educational backgrounds in different disciplines like economics, political science, history and english. They brought into the class their in-depth understanding of their own context and shed light on their experience relating to teaching, research, academic leadership and governance. Not only did they share their challenges in teaching in the context of urban and rural setting in Haryana but they also shared some of the best practices in their institutions. For IIHEd, JGU, it has been a great learning experience as a host institution to learn from their rich experience. Participants came into JGU campus to be a student at IIHEd, JGU and now are the alumni of JGU. Participants also provided feedback on the Training Programme to sustain and enhance the quality of Faculty Training/Development Programmes in the future.

FEEDBACK ON THE TRAINING PROGRAMME

The One-week In-service Training Programme for Faculty Members of State Universities and Colleges of Haryana on Teaching, Research, Academic leadership and Governance received an over-whelming response and feedback from the participating members. A large proportion of participants expressed that course was well-structured and practically oriented. They also felt that that training and knowledge imparted would be very useful in their current and future jobs. 90.74 % of the participants were very satisfied with the structure and the organization of the course and were very satisfied by the usefulness of the training programme for their immediate job. 87.0 % of the participants found the training programme to be very useful to their future job. 75.93 % of the participants were very satisfied with the practical orientation of the course. 85.19 % of the participants were very satisfied with the interaction with the fellow participants. 79.63 % of the participants were very satisfied with the relevance of the course material to the course content. They were hugely satisfied by the course structure and specially enjoyed sessions on

7 ‘teaching and learning in higher education’, ‘understanding pedagogy and its impact on learning’, ‘research and social impact’ and ‘academic leadership’, ‘governance and quality in higher education’. The participants were highly impressed and motivated by the knowledge, technical skills, energy, innovative ways of teaching and punctuality of the resource persons. In particular, they were deeply inspired by the interactive nature of teaching and discussion adopted by all resource persons. Participants have decided to imbibe this aspect in their teaching style. They were also highly inspired by listening to eminent personalities like Prof. Virander S. Chauhan, Chairperson NAAC and Prof. M. Sridhar Acharyulu, Information Commissioner, Chief Information Commission. A whopping 96.30 % of the participants were very satisfied with the overall impression of the course.

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SNAPSHOT OF THE FEEDBACK

Percentage of participants who were satisfied to a large extent Percentage of participants who were satisfied to a limited extent

Percentage of particiapants who were not satisfied

96.30

90.74 90.74

87.04

85.19

79.63

75.93

24.07

20.37

12.96

11.11

9.26 9.26

5.56

0 0 0 0 0 0 0

STRUCTURE AND USEFULNESS OF USEFULNESS OF P R A C T I C A L USEFULNESS OF RELEVANCE OF O V E R A L L ORGANISATION OF TRAINING TO YOUR TRAINING TO YOUR ORIENTATION OF INTERACTION WITH COURSE MATERIAL IMPRESSION OF THE T H E C O U R S E IMMEDIATE JOB F U T U R E J O B T H E C O U R S E THE FELLOW T O C O U R S E COURSE PARTICIPANTS CONTENT

Out of 58 participants, 54 responded to the feedback survey. This snapshot of the feedback is based on the response of those 52 participants.

Methodology of the feedback: Participants were asked questions on various aspects of the training programme including structure and organization of the course to the relevancy of the course material to the content of the programme. There were 17 questions in all, seeking quantitative as well as qualitative responses. While the questions seeking qualitative responses were open ended, questions seeking quantitative responses required participants to rate on the scale of 1 to 4 with labels like not useful (1) to extremely useful (4)or not at all practical (1) to highly practical(4) depending upon the wordings of the questions. For simplicity, on parameters against which participants provided a score more than 3, the snapshot of the feedback represents the response as ‘satisfied to a large extent’. A score of 2 is represented as ‘satisfied to a limited extent’. A score of 1is represented as ’not satisfied’.

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Some of the high points of the Training Programme as pointed out by the participants were-

a) Interaction with the JGU, external faculty members and other co- participants. b) Highly relevant course structure. c) Special lectures by eminent external and JGU faculty. d) Courses on ‘teaching and learning process’ and ‘research methodology’. e) Innovative ways of dealing with student engagement in an appropriate manner and dealing with academic leadership and governance more skillfully. f) Accommodation and hospitality g) Helpful and co-operative staff h) Co-ordination of the Training Programme

A few suggestions have also been relayed by participants where they have reflected- a) There can be components of field visit or practical project in the Training Programme. b) Class discussions can be more Haryana specific with case studies from Haryana. c) Resource persons can be drawn from state universities and colleges of rural and urban Haryana. d) Duration of the programme should be increased to 10 days and more. e) Foundation courses for new joinees-Principals/Faculty members should be conducted in a similar fashion. f) Such Training Programme should happen on a regular basis.

The overall impression of the course has been excellent and all the participants left the JGU campus with a promise to themselves that they will be better teachers, they will be make classroom teaching more interactive, interesting and engage freely with students. They have been inspired to take up research and pursue knowledge creation.

10 WAY FORWARD

After the successful completion of the Training Programme by the IIHEd, JGU, it is suggested that many more such in-service faculty training programmes as well as pre-service training programmes should be organized in Haryana and other states should follow the suit. Emphasis will be put on understanding and analysing the feedback provided by the participants, government, resource persons as well as co- ordinators of the event. IIHEd, JGU is committed to deliver quality initiatives for capacity building in higher education.

11 APPENDIX-I

PROGRAMME SCHEDULE

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15 APPENDIX-II

RESOURCE PERSONS

S.No. Name Affiliation Designation Degree 1 Ajay Kumar Jindal Global CEO, S.M LL.B. (Lucknow), Pandey Law School Sehgal LL.M. (Vanderbilt, Foundation USA), M.Phil. (JNU) 2 Anand Mishra Jindal Global Associate B.Com. (Lucknow Law School Professor & University); Assistant Dean Diploma in (Academic Business Finance Affairs) Jindal (Institute of Global Law Chartered Financial School Analyst); MBA (MICA); Ph.D. (Louisiana State University) 3 Anuranjan Sethi Jindal Global Assistant B.A.LL.B. Law School Professor & (NALSAR); LL.M. Assistant Dean, (University of (Career California) Development and Placement) Jindal Global Law School 4 Faiz Tajuddin Jindal Global Assistant BA LLB (Hons.) Law School Professor and was from NLSIU, Assistant Bangalore; LL.M. Director, Centre Columbia Law for Global School, New York Corporate and Financial Law and Policy, Jindal Global Law School

16 5 Gitanjali Jindal Global Associate M.A. (JNU), MSt. Surendran Law School Professor and (Oxford), A.M. Executive (Harvard), Ph.D. Director, Centre (Harvard) for Law and Humanities, Jindal Global Law School 6 Gopa Nayak English Director DPhil from the Language University of Centre, Oxford, UK 7 James J. Jindal Global Associate LL.B. Nedumpara Law School Professor and (MGU),LL.M. Assistant Dean (Cambridge), LL.M (Projects and (NYU), LL.M Institutional (NUS), Ph.D. (NLS Development) B'lore) and Executive Director, Centre for International Trade and Economics Laws, Jindal Global Law School 8 M.Sridhar Central Information L.L.M and M.C.J Acharyulu Information commission and (Journalism) from Commission Professor Osmania University, India 9 Mousumi International Assistant BA Mukherjee Institute For Director, (Hons),MA,MPhil Higher International English (Calcutta), Education Institute For Fulbright fellow, Research and Higher Education MA Cultural & capacity Research and Educational Policy building capacity building Studies (Loyola

17 Chicago), EdM Global Studies in Education (Illinois, Urbana- Champaign), PhD Educational Policy & Leadership (Melbourne) 10 Niti Saxena S.M Sehgal Director, M.Phil (JNU) Foundation Development Research and Policy Initiatives 11 Oishik Sircar Jindal Global Assistant B.S.L.; LL.B. (Pune Law School Professor University); LL.M. (University of Toronto); Ph.D. Candidate (University of Melbourne) 12 Pankaj Gupta Jindal Global Professor and PhD, CMA, Business Vice Dean- Fulbright Fellow, School International PCL(Harvard) Collaborations and Career Development and Director for Executive M.B.A, Jindal Global Business School 13 R. Sudarshan Jindal school Professor and M.A. (DSE.,Delhi), of Dean , Jindal M.Phil.(Oxford) Government school of and Public Government and Policy Public Policy

18 14 Rajeev Malhotra Jindal Professor and M.A. (DSE., Delhi); School of Executive M.Sc. (LSE., Government Director, Centre London) and Public for Development Policy and Finance, Lead Author and Chief Editor, India Public Policy Report, Jindal School of Government and Public Policy 15 Rakesh Ankit Jindal Global Assistant B.A. (Hons.) Delhi Law School Professor and University; B.A.; Assistant M.A. Oxford; Ph.D. Director, Centre University of for Law and Southampton Humanities, Jindal Global Law School 16 Samrat Sinha Jindal Associate M.A.(JNU), M.A., School of Professor and Ph.D.(Delaware, International Assistant USA) Affairs Director, Centre for Study of Political Violence, Jindal School of International Affairs 17 Shaun Star Jindal Global Assistant Bachelors of Law Law School Professor & (Macquarie Assistant Dean University); (International Graduate Diploma Collaborations) in Legal Practice and Executive (Australian National Director, Centre

19 for India- University); B.C.L. Australia Studies (Oxford)

18 Dabiru Sridhar Jindal Global Associate B.A.LL.B.(Andhra), Patnaik Law School Professor and M.Phil. (JNU), Director, Centre P.G.D.A. (Turin) for Post Graduate Legal Studies, Executive Director, Centre for South Asian Legal Studies, Jindal Global Law School 19 Tapan K. Panda Jindal Global Professor and M.B.A. (Utkal Business Dean, Jindal University), M.B.A. School Global Business (Houston); Ph.D. School (Utkal University) 20 Virander S. University Chairman, M.Sc; Ph.D (Delhi Chauhan Grants Executive University); Commission Committee NAAC and Ph.D, Oxford Professor University, U.K 21 Yugank Goyal Jindal Global Associate Ph.D. in Economics Law School Professor, JSLH. (Hamburg, Deputy Director, Rotterdam and International Bologna), LL.M. Institute for (Manchester), Higher Education B.Tech. (Surat, Research and India) Capacity Building, JGU.Honorary Research Fellow, Jindal Global Law School

20 APPENDIX -III

PARTICIPANTS OF THE TRAINING PROGRAMME:

S. Name Designation Institution No.

Assistant Amardeep Govt. College, Birohar 1 Professor

Assistant Ambrish Attri 2 Professor Govt. College, Israna(Panipat)

Assistant Amita Rani 3 Professor GCW Murthal (Sonepat)

Assistant B.R. Ambedkar Govt. College, Anju Goyal 4 Professor Dabwali

Assistant Asha Lata Govt. College, Adampur 5 Professor

Assistant Govt. College for girls, Sec-14, Atul Khullar 6 Professor Panchkula

Assistant Daljeet Kumar Govt. College, Israna(Panipat) 7 Professor

Assistant Deepak Kumar Govt. College, Assandh 8 Professor

Assistant Harish Sharma Govt. College, Jatauli Haily Mandi 9 Professor

21 Associate Harvinder Kaur Govt. College, Sec-1, Panchkula 10 Professor

Assistant JaiKishan Kumar Govt. College, Bhattu Kalan 11 Professor

Assistant Jatin Pt.C.L.S Govt. P.G .College, Karnal 12 Professor

Assistant Kapoor Singh Govt. College, Barwala(PKl) 13 Professor

Assistant Karmvir Govt. College, Kanwali 14 Professor

Assistant Kartik Arora Govt. College, Siwani, Bhiwani 15 Professor

Assistant Govt. College for girls, Sec-14, Kuldeep Singh 16 Professor Panchkula

Kuldeep Singh Assistant 17 Jaglan Professor Govt. College, Bhattu Kalan

Assistant Kuljit Kaur Govt. National P.G. College, Sirsa 18 Professor

Assistant Manisha Kumari Govt. College, Ateli(Mahendergarh) 19 Professor

Assistant Manju Rani Sharma Govt. College for Women, Madlauda 20 Professor

22 Assistant Monica Govt. College, Gharaunda 21 Professor

Assistant Naveen Nirmal Govt. College, Adampur 22 Professor

Assistant Naveen Vashishta 23 Professor Govt. College, Israna(Panipat)

Assistant Neelam Sharma Govt. College, Gharaunda 24 Professor

Assistant Nidhi Govt. College, Jassia(Rohtak) 25 Professor

Assistant Govt. College, Baund Kalan Paramjeet Singh 26 Professor (Bhiwani)

Assistant Govt. College for Women, Bawani Pardeep Sharma 27 Professor Khera

Assistant Govt. College for Women, Bawani Parveen Kumar 28 Professor Khera

Assistant Pawan Kumar Govt. College, Israna(Panipat) 29 Professor

Assistant Pramod Kumar 30 Professor Govt. College for Women, Badhra

Assistant Govt. College for Women, Jassur Priyanka Aggarwal 31 Professor kheri

23 Assistant Raj Kumar Govt. College, Narnaund 32 Professor

Assistant Rajbir Singh Govt. College, Bherian 33 Professor

Assistant Rajender Kumar Govt. College, Tigaon 34 Professor

Assistant Rajesh Kumar 35 Professor Govt. College, Julana (Jind)

Assistant Govt. College for Women, Bawani Rakesh Kumar 36 Professor Khera

Assistant Govt. College, Behrampur(Bapauli), Rashmi 37 Professor Panipat

Assistant Ravinder Kumar Rajiv Gandhi Govt. College, Saha 38 Professor

Assistant Renuka Dhyani Govt.P.G. College, Sec-1, Panchkula 39 Professor

Assistant Richa Govt. College, Tigaon 40 Professor

Assistant Rohtash Govt. College, Nahar 41 Professor

Assistant Sandeep Govt. College, Julana (Jind) 42 Professor

24 Assistant Sandeep Dahiya Govt. College, Kharkhoda 43 Professor

Assistant Sanjay Tanwar 44 Professor Govt. College, Krishannagar

Assistant Satish Kumar Govt. College, Israna(Panipat) 45 Professor

Assistant Govt. College for Women, Lakhan Satyawan Jatain 46 Professor Majra (Rohtak)

Assistant Sharmila Mann Govt. College, Sec-1, Panchkula 47 Professor

Assistant Subash Chander 48 Professor Govt. College Adampur

Assistant Subhash Chander Govt. College, Ateli(Mahendergarh) 49 Professor

Assistant Sugan Singh Govt. College, Ellenabad 50 Professor

Assistant Sunil Sharma Govt. College, Gharunda 51 Professor

Assistant Govt College for Women, Tosham Surender Kumar 52 Professor (Bhiwani)

Assistant Sushila Sangwan Govt. College, Hodal 53 Professor

25 Assistant Taruna Pt.C.L.S Govt. P.G .College, Karnal 54 Professor

Assistant Govt. College for Women, Jassur Vandana 55 Professor Kheri

Assistant Vandana Govt. College, Jatauli Haily Mandi 56 Professor

Assistant Vichitar Singh Govt. College, Satnali 57 Professor

Assistant Govt. College for Women, Lakhan Vikas 58 Professor Majra (Rohtak)

26 GLIMPSES OF THE TRAINING PROGRAMME

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