(NAME-MCE) Keynote Speaker
Marva McClean
mmcclean at PinesCharter.com
Wed Sep 24 08:51:33 EDT 2008
Regarding Bill Howe's posing of choice of speaker-
At this point the choice for a key note speaker should not be limited to
Tim Wise and Erin Gruewell. Several participants have given very
important reasons why we need to look beyond such choices regardless of
their qualifications. It is incumbent on NAME to take the time to
research, perhaps even seek out someone of color who can meet the
criteria for speaker, someone who is not necessarily famous or a big
name ticket item. It is our responsibility to afford such a person this
kind of opportunity that does not easily come their way. Please give
someone of color an opportunity to tell our story and in our words,
someone who works within the field who has put him/herself out to give a
voice to countless of our children who have been marginalized into
silence, someone who can point to ways we can embrace the mutlitple
realities that exist in classrooms thoughout this country and the world
over and provide guidelines for educators to validate diverse children
and the rich content they take with them into classrooms.
Marva McClean
PPCMS Vision
All children will achieve educational excellence and become productive
citizens in a diverse and ever-changing society.
Dr. Marva McClean
Curriculum Specialist
Pembroke Pines Charter Middle School
West Campus, Room # 113
18500 Pembroke Road
Pembroke Pines, FL 33029
954-443-4847 Phone
954-447-1691 Fax
-----Original Message-----
From: name-mce-bounces at nameorg.org [mailto:name-mce-bounces at nameorg.org]
On Behalf Of name-mce-request at nameorg.org
Sent: Tuesday, September 23, 2008 3:03 PM
To: name-mce at nameorg.org
Subject: Name-mce Digest, Vol 912, Issue 3
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Today's Topics:
1. Re: Name-mce Digest, Vol 912, Issue 1 (taduest at aol.com)
2. Erin Gruewell versus Tim Wise as a Keynote (Bill Howe)
----------------------------------------------------------------------
Message: 1
Date: Tue, 23 Sep 2008 12:48:51 -0400
From: taduest at aol.com
Subject: Re: (NAME-MCE) Name-mce Digest, Vol 912, Issue 1
To: name-mce at nameorg.org
Message-ID: <8CAEBB3647C3AA6-870-44A at webmail-me01.sysops.aol.com>
Content-Type: text/plain; charset="us-ascii"
Hello,
This is Tracey DuEst from Cincinnati, OH and Developing Inclusive School
Communities and Organizations.? I am working with Dr Ray Terrell and Dr
Art Shriberg in several school systems in Greater Cincinnati and
Northern Kentucky.? I was wondering if any of you know of a guided
imagery or any other tools I could use for an upcoming November in
service that would easily show ALL stakeholders how important they are
to the cultural proficiency journey.? Another words what a typical day
looks like for a student and their interactions with anyone from a bus
driver, to a secretary, to a cafeteria worker all the way up to the
educators and administrators and why each "stakeholder" is important in
creating an equitable and welcoming environment.
Thanks,
Tracey DuEst
Program Director
Developing Inclusive School Communities and Organizations
tduest at developinginclusion.com
513-678-6809
-----Original Message-----
From: name-mce-request at nameorg.org
To: name-mce at nameorg.org
Sent: Tue, 23 Sep 2008 11:50 am
Subject: Name-mce Digest, Vol 912, Issue 1
Send Name-mce mailing list submissions to
name-mce at nameorg.org
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Today's Topics:
1. Sept 29 Deadline to Register - 13th Annual New England
Conference on Multicultural Education, Connecticut Convention
Center, Hartford, CT -Oct. 8, 2008 (Bill Howe)
2. Deadline to register is Sept 29 for NECME (Bill Howe)
3. Whatever Happened to All Those Plans to Hire More Minority
Professors? (KispokoT at aol.com)
----------------------------------------------------------------------
Message: 1
Date: Mon, 22 Sep 2008 19:55:20 -0400
From: "Bill Howe" <bill at billhowe.org>
Subject: (NAME-MCE) Sept 29 Deadline to Register - 13th Annual New
England Conference on Multicultural Education, Connecticut
Convention
Center, Hartford, CT -Oct. 8, 2008
To: "***NAME-MCE" <Name-mce at nameorg.org>
Message-ID: <3AF7BE1EA1BF4F99B7B3EAF29A9CF4CD at multicul6c1705>
Content-Type: text/plain; charset="iso-8859-1"
13th Annual New England Conference on Multicultural Education
<http://www.necme.org/> , Connecticut Convention Center, Hartford, CT
-Oct.
8, 2008
Come and join the anticipated 800 attendees at New England's largest
and oldest multicultural education conference. This year's conference
includes:
* Keynote address by Dr. Carlos E. Cort?s, Professor Emeritus of
History at the University of California, Riverside and author of
<http://store.tcpress.com/0807739375.shtml> The Children Are Watching:
How the Media Teach about Diversity. The first 500 attendees will
receive a free copy of his book. He will also present is his memorable,
one person play, A Conversation with Alana: One Boy's Multic ultural
Rite of Passage
* Forty concurrent sessions in seven theme areas - School
Climate,
Title IX and Gender Equity, English Language Learners, Teaching Students
with Disabilities, Cultural Competence, Leadership in Promoting Equity,
Best Equity Practices in PK-12 Classroom Teaching in Teacher
Preparation, and in Higher Education
* Here is an example of one of the workshops:
<http://www.necme.org/Fusionstories.htm> Fusion Stories: Next-Gen
Asian-American Books for Young Readers
* Meet the Authors and get your books signed by:
* Carlos Cort?s, author of The Children Are Watching: How the
Media
Teach about Diversity, The Making, and Remaking -- of a
Multiculturalist,
Three Perspectives on Ethnicity, Ga?cho Politics in Brazil, and Beyond
Language: Social and Cultural Factors in Schooling Language Minority
Students
* Sonia Nieto, author of Dear Paulo, Why We Teach, and
Affirming
Diversity
* Diane Goodman, author of Promoting Diversity and Social
Justice
* Ellen Davidson and Nancy Schneidwind, authors of Open Minds to
Equality
* Mitali Perkins, author of First Daughter: White House Rules
* Paula Yoo, author of Good Enough
* David Yoo, author of Girls for Breakfast
* Janet Wong, author of Minn and Jake's Almost Terrible Summer
* An Na, author of The Fold
Contact William A. Howe, --- william.howe at ct.gov for more information or
go online to register: www.necme.org <http://www.necme.org/>
------------------------------
Message: 2
Date: Mon, 22 Sep 2008 19:35:21 -0400
From: "Bill Howe" <bill at billhowe.org>
Subject: (NAME-MCE) Deadline to register is Sept 29 for NECME
To: "Bill Howe" <bill at billhowe.org>
Message-ID: <915389A23C9E46DCB30CE431B4AA3528 at multicul6c1705>
Content-Type: text/plain; charset="iso-8859-1"
13th Annual New England <http://www.necme.org/> Conference on
Multicultural Education, Connecticut Convention Center, Hartford, CT
-Oct. 8, 2008 Come and join the anticipated 800 attendees at New
England's l argest and oldest multicultural education conference. This
year's conference includes:
* Keynote address by Dr. Carlos E. Cort?s, Professor Emeritus of
History at the University of California, Riverside and author of
<http://store.tcpress.com/0807739375.shtml> The Children Are Watching:
How the Media Teach about Diversity. The first 500 attendees will
receive a free copy of his book. He will also present is his memorable,
one person play, A Conversation with Alana: One Boy's Multicultural Rite
of Passage
* Forty concurrent sessions in seven theme areas - School
Climate,
Title IX and Gender Equity, English Language Learners, Teaching Students
with Disabilities, Cultural Competence, Leadership in Promoting Equity,
Best Equity Practices in PK-12 Classroom Teaching in Teacher
Preparation, and in Higher Education
* Here is an example of one of the workshops:
<http://www.necme.org/Fusionstories.htm> Fusion Stories: Next-Gen
Asian-American Books for Young Readers
* Meet the Authors and get your books signed by:
* Carlos Cort?s, author of The Children Are Watching: How the
Media
Teach about Diversity, The Making, and Remaking -- of a
Multiculturalist,
Three Perspectives on Ethnicity, Ga?cho Politics in Brazil, and Beyond
Language: Social and Cultural Factors in Schooling Language Minority
Students
* Sonia Nieto, author of Dear Paulo, Why We Teach, and
Affirming
Diversity
* Diane Goodman, author of Promoting Diversity and Social
Justice
* Ellen Davidson and Nancy Schneidwind, authors of Open Minds to
Equality
* Mitali Perkins, author of First Daughter: White House Rules
* Paula Yoo, author of Good Enough
* David Yoo, author of Girls for Breakfast
* Janet Wong, author of Minn and Jake's Almost Terrible Summer
* An Na, author of The Fold
Contact William A. Howe, --- william.howe at ct.gov for more information or
go online to register: www.necme.org <http://www.necme.org/>
------------------------------
Message
: 3
Date: Tue, 23 Sep 2008 11:15:46 EDT
From: KispokoT at aol.com
Subject: (NAME-MCE) Whatever Happened to All Those Plans to Hire More
Minority Professors?
To: name-mce at nameorg.org, KispokoT at aol.com
Message-ID: <c4a.3938b0c5.360a6222 at aol.com>
Content-Type: text/plain; charset="UTF-8"
Whatever Happened to All Those Plans to Hire More Minority Professors?
Results often fall short of ambitions, but nobody's giving up
_http://chronicle.com/free/v55/i05/05b00101.htm_
(http://chronicle.com/free/v55/i05/05b00101.htm) :
_Tables_ (http://chronicle.com/weekly/v55/i05/a_table.htm) showing the
race
and ethnicity of students at more than 1,400 colleges
Articles: View all of the articles from this _special supplement_
(http://chronicle.com/indepth/diversity/) on diversity in academe
Supplement in print: Order _print copies_
(https://chronicle.com/subscribe/singlecopies/2008diversity/) of this
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(http://chronicle.com/daily/2008/09/4703n.htm)
By BEN GOSE
Back in the early 1990s, when colleges throughout the United States
were desperately trying to recruit more minority professors, Duke
University came up
with a particularly ambitious plan. It announced that it would double
the number of its black professors within a decade.
Did Duke succeed?
Anyone seeking to answer that question ? at Duke and at other
universities that launched aggressive recruiting plans ? should be
prepared to do some ferocious number crunching, and to understand that
the outcome can depend a lot
on who's doing the counting.
By Duke's yardstick ? its calculations look at the entire faculty ? the
university did hit its goal. The number of black professors grew from
44 in
1993
to 98 a decade later, and to 120 in 2007, the latest year for which
data are available. But among tenured and tenure-track faculty members
? the measure that experts believe counts most ? Duke fell short and
still hasn't hit the mark. The university had 62 tenured or
tenure-track black professors in 2007, a far cry from doubling the 36
on the campus in 1993. In the past four years, the number of tenured
and tenure-track black professors has actually dropped, by five.
Nationwide, minority and female faculty members were trailblazers in
the 1960s and 1970s. Only in the past generation have most colleges
adopted large-scale plans to diversify their faculties. The Chronicle
revisited ambitious plans announced at five universities during the
past two decades to see how they have fared. Besides Duke, they are
Harvard University, Virginia Tech, and the Universities of Michigan at
Ann Arbor and Wisconsin at Madison.
Their intentions often exceeded the results, although the special
efforts at Virginia Tech and Harvard began later, and their final
effects are not yet apparent. "This is not an issue that is going to be
resolved by one initiative," says Peter Lange, Duke's provost. "It
requires a lot of vigilance.
If you
take your eye off the ball, you run the risk that you'll fall behind."
Duke, Michigan, and Wisconsin adopted plans in the late 1980s and early
90s that focused primarily on minority faculty members. Virginia Tech
began pushing hard in the late 1990s to add more minority professors and
women , spurred by an assistant dean who introduced what some critics on
the campus saw as extraordinary ? and unfair ? hiring preferences based
on race. Harvard vowed in 2005 to spend $50-million to recruit and
support female and underrepresented minority faculty members, after
comments by its then-president, Lawrence H.
Summers, that many believed were derogatory to female scientists.
Asian-American faculty members are mentioned in some of the plans, but
the emphasis has been primarily on black, Hispanic, and American Indian
professors, who are greatly underrepresented on the faculties of the
five institutions.
In many ways, the three older plans now have the feel of a different
era. It is rare today to see institutions setting specific numerical
goals for minority faculty positions, as Duke, Michigan, and Wisconsin
did to some extent.
(Wisconsin pledged to double the number of its underrepresented faculty
members, and Michigan wanted its proportion of minority professors to
more closely mirror the makeup of minority residents in the state and
nation by the year 2000).
Universities have plenty of reasons for using less-specific language in
describing their diversity efforts today. Challenges to affirmative
action became widespread in the 1990s, both in the court system and
through state referenda. Campus officials realize that numerical goals
could be seen as quotas.
Some provosts, meanwhile, say such goals aren't as necessary today as
they were in the 1980s, because a greater percentage of faculty members
have bought into the idea that diversity is a worthy goal. Others say
the rationale for a diverse faculty is more nuanced today, more about
creating the right atmosphere for learning than counting heads.
"Putting a number out there assumes that the goal is to get a certain
number of one color versus a certain number of another color," says
Patrick V.
Farrell, provost at Wisconsin, which has no numerical goals in its
latest plan for diversifying the facult y. "What we're actually trying
to do is create an environment in which students come away with the best
education they can get, and that does require a diverse faculty."
Another reason for not posting a number, of course, is that things
don't always work out. Duke started its first broad-based plan to
recruit black faculty members in 1988, promising to add at least one
additional black professor in each of its 56 academic departments
within five years. But five years later, the plan had fallen well
short: Duke had a net increase of only five black professors, according
to a Chronicle article published at the time.
At Wisconsin the number of black faculty members, while up considerably
from 1988, when its "Madison Plan" began, has dropped to 51 from 60 in
the past six years.
Molly Corbett Broad, president of the American Council on Education,
says the decision by some institutions to set numerical goals in the
late 1980s may have emanated from a belief that good intentions would
lead to success.
"Maybe we were more than a little idealistic back at that time in our
beliefs that because we knew it was the right thing, ? it would just
happen," she says.
Throughout academe, efforts to recruit more-diverse faculties have
achieved only mixed success, according to statistics from the U.S.
Education Department.
In 2005, the most recent year for which statistics are available, 16.5
percent of the nation's full-time professors were from minority groups,
up from
12.7 percent a decade earlier. But minority professors held only 12.4
percent of full professorships in 2005. Women, meanwhile, made up 50
percent of the full-time professoriate but held only a quarter of full
professorships.
In terms of actual numbers, minority scholars have made better
progress:
109,964 of them held full-time jobs in 2005, up from 69,505 in 1995, an
increase of 58 percent. But the professoriate as a whole grew during
that period, and the increase in the proportion of minority scholars
lagg ed well behind the increase in the total number of faculty
members.
"Despite significant and in some cases heroic efforts to diversify the
faculty, our goals still are far from being reached," says Ms. Broad.
Leaders of the five universities in this analysis attribute some of
their challenges to "pipeline" constraints: Not enough minority
candidates, they argue, are earning Ph.D.'s and choosing to pursue
academic careers.
But national data show that the pipeline has, in fact, opened up. The
number of minority Ph.D. recipients rose 45 percent during the decade
ending in 2006, a period when the number of white Ph.D. recipients
dropped 11 percent, according to the Survey of Earned Doctorates, which
is sponsored by several federal agencies. Black, Hispanic, and
Asian-American students all now earn a much higher percentage of the
Ph.D.'s awarded annually than they did 20 years ago.
Here's how the plans for recruiting minority faculty have played out at
four of the five institutions. (_See related article_
(http://chronicle.com/weekly/v55/i05/05b00501.htm) on Michigan, the
fifth
institution.)
Duke U.: Success rates vary by discipline The black faculty Strategic
Initiative began in 1993, on the heels of the failed effort to add at
least one black professor to every department.
As of the fall of 2007, Duke had 62 tenured or tenure-track black
professors, accounting for 4.5 percent of the faculty. But while the raw
number is double that of 20 years ago, it masks tremendous variation
within the university.
Black professors remain rare in the law school, which has one black
professor, the business school, with two, and the natural sciences,
with three.
Karla FC Holloway, an English professor who served as dean of
humanities and social sciences from 1999 to 2005, says each unit of the
university should be held accountable for its record on diversity.
"There has been growth in arts and social sciences, and medicine, but
in some ways that growth has arguably allowed ot her schools or
divisions not to work as aggressively with this effort," she says.
Mr. Lange, the provost, concedes that some parts of the university have
fallen short. He says he is working closely on the issue with the law
school's dean, David F. Levi, and other officials. "They have made
offers and have not been successful at times," Mr. Lange says. "They're
putting in a lot of effort to do better."
Duke makes sure that when black job applicants visit the campus, they
meet other black faculty members ? and not just potential colleagues in
the department to which they're applying. The university also is taking
small steps to widen the pipeline. Duke has financed two postdoctoral
positions for minority candidates each year, with the hope that it will
eventually hire some of them for tenure-track faculty positions.
In 2003, Duke started yet another faculty initiative related to
diversity ?
but this time the scope was expanded to include women and all
underrepresented minority groups. "We needed to recognize that
diversity had come to include a substantially broader set of concerns,"
Mr. Lange says.
Ms. Holloway worries that the broader focus may give deans and
department chairs an out: "People can say, 'I've hired enough women, and
that makes up for
the lack of minorities.'"
Harvard U.: Uneven progress on racial diversity Harvard created an
office of faculty development and diversity, to be headed by a senior
vice provost, in 2005, shortly after announcing that it would spend
$50-million to help diversify the faculty.
In the more than three years since that commitment, the university has
made modest progress in diversifying its faculty, and some professors
believe that the new office deserves some of the credit. Kay Kaufman
Shelemay, a professor of music and of African and African-American
studies, says the office has done a good job compiling statistics
related to diversity and working with deans and department chairs to
ensure that they cast a wider net in their searches. "There is no doubt
that the office established by former President Summers both
invigorated and centralized our institutional efforts," Ms.
Shelemay
says.
Women now make up 16 percent of tenured and tenure-track faculty
members in the natural sciences, up from 12 percent in 2004-5. In the
humanities, 32 percent of the professors are women, up from 30 percent,
and in the social sciences, 31 percent are women, up from 28 percent.
The changes for the professional schools over that period varied ? law,
engineering, and government all saw significant gains for women, while
the proportion of female faculty members actually dropped in the
schools of divinity, dentistry, and education.
The university's progress on racial diversity, meanwhile, has been
uneven.
More than 6 percent of the tenured and tenure-track faculty members in
the social sciences are black, but black professors make up 1 percent
or less of faculty members in the natural sciences and the humanities.
Hispanic professors
make up no more than 2 percent of faculty members in each of those
three areas.
In 2006, Harvard committed $7.5-million to improve child care on the
campus ?
a primary concern of female faculty members. The university also just
completed its third year of a summer program aimed in part at improving
the pipeline for female and minority professors. The program allows
undergraduates to spend 10 weeks in the research laboratories of
science and engineering faculty members. More than half of the 400
participants have been women, and more than 60 percent have been
minority students.
Judith D. Singer, a professor of education who became senior vice
provost for faculty development and diversity in June, says she was
willing to take on the job because the climate "feels different" under
Drew Gilpin Faust, Harvard's first female president. But Ms. Singer
acknowledges that progress has
been uneven among departments and divisions.
"Addressing issues of diversity remains a challenge throughout higher
education," she says. "We at Harvard, like our peer institutions, must
do better."
U. of Wisconsin at Madison: Progress in fits and starts The university
undertook its Madison Plan in 1988, vowing to double the number of
black, Hispanic, and American Indian professors by adding 70 new faculty
members within three years.
Progress has come in fits and starts. A Wisconsin official told The
Chronicle in 1995 that the university hadn't made the progress it had
hoped for. The number of tenured or tenure-track black professors, for
example, increased only 61 percent, to 37, in that seven-year span. The
total then surged to 60 by
2001, only to stall. Over the six years ending in 2007, the number of
black professors dropped to 51.
Mr. Farrell, the provost, argues that part of the challenge is
increased competition. While institutions like Wisconsin were among the
first to spell out ambitious plans to diversify the faculty, now almost
every institution has one. "We compete with everybody else for the pool
that exists," he says.
Damon A. Williams, who became vice provost for diversity and climate in
August, says Wisconsin and other universities must seek out minority job
candidates more aggressively. For example, he wants to see Madison
recruit aggressively at the annual Institute on Teaching and Mentoring,
sponsored by the Southern Regional Educational Board and attended by
hundreds of minority Ph.D.
candidates.
"We have to be visible and present at that meeting and be willing to
sell ourselves to them," he says.
Wisconsin's record with Hispanic and American Indian faculty members
has been stronger. The university had 77 Hispanic professors in 2007, up
from 53 in
1998, and 13 American Indian professors, up from four in 1998.
The growth of American Indian studies ? in a state that is home to
several Indian tribes ? has helped attract new American Indian
professors to the campus, Mr. Farrell says. "Professors who visit say,
'OK, here's a place where people from our background can thrive, fit in,
and have success.'"
Still, Wisconsin and other universities must persuade more minority
undergraduates to pursue academic careers, the provost says. The
engineering school has developed a fellowship program, aimed primarily
at minority graduate students, that encourages them to pursue research
immediately. That program is being copied by the College of Letters and
Science.
"When students spend their first year or two just on class work," Mr.
Farrell says, "they find graduate school is not nearly as interesting as
they thought it would be."
Virginia Tech: A bigger faculty role in hiring The university made an
extraordinary effort to diversify its campus starting in the late
1990s, and it paid off: During the three years ending in 2002, the
number of black tenured and tenure-track professors in the College of
Arts and Sciences rose by more than 50 percent, to 17; the number of
Hispanic professors more than doubled, to seven; and the proportion of
female professors
rose from 20.6 percent to 23.6 percent.
Myra Gordon, an associate dean who left Virginia Tech in 2002, was the
architect of the plan. At the time, faculty members complained that she
had essentially taken over their role of hiring new professors.
Mark G. McNamee, the provost since 2001, says that while the university
remains strongly committed to diversifying the faculty, some of the
tactics that were criticized have been reined in or eliminated. Now he
and the deans offer input at beginning of the process but for the most
part let faculty members have the final say in hiring.
"It was a much more centrally controlled process at the time," Mr.
McNamee says. "The deans are still engaged and have responsibilities,
but they're not perceived as unduly influencing what the outcome is
going to be."
It is difficult to evaluate progress in the College of Arts and
Sciences since then, because it was divided into smaller colleges
several years ago.
Over
the four years ending in 2007, the university had a net increase of
five black and five Hispanic professors. Black faculty members make up
about 3 percent of the tenured and tenure-track professoriate, Hispanic
faculty members
less than 2 percent, and women 24.3 percent.
In 2006 students protested the university's decision not to grant
tenure to a black professor known for his activism on affirmative action
and other causes. Mr. McNamee promised to establish a committee to study
the role of race
at the university. "When someone doesn't get tenure, that doesn't help
us, but that's just the way it is sometimes," he says now.
In August the committee released a plan that calls for a cluster of six
new hires in Africana studies and race and social policy.
Virginia Tech also frequently invites professors from historically
black universities to deliver lectures on the campus, in part to elevate
awareness of
the university among those lecturers.
"Once people know Virginia Tech," says Mr. McNamee, "they really like
it a lot better than they think they're going to like it."
**************Looking for simple solutions to your real-life financial
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------------------------------
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------------------------------
Message: 2
Date: Tue, 23 Sep 2008 13:03:09 -0400
From: "Bill Howe" <bill at billhowe.org>
Subject: (NAME-MCE) Erin Gruewell versus Tim Wise as a Keynote
To: "NAME-MCE - National Association for Multicultural Education Email
Discussion Group" <Name-mce at nameorg.org>
Message-ID:
<d7c555be0809231003j601d470djbc8a0d749cb09584 at mail.gmail.com>
Content-Type: text/plain; charset=UTF-8
OKay - so now that Tim Wise is getting so much press and praise over his
recent writings, which are terrific, who would you prefer as a keynote?
Tim
Wise, a white male versus Erin Gruewell, a white female?
--
Bill Howe
Asian Pacific American Coalition (APAC) - http://apaact.com/
13th Annual New England Conference on Multicultural Education (NECME)
October 8, 2008, Connecticut Convention Center - Hartford, Connecticut
http://www.necme.org
------------------------------
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