News Blog

CLEA news blog: you can use your news aggregator to monitor the latest on the CLEA website.

  • 05 May 2022 3:23 PM | Anonymous

    All: Please see below for a sample of presentations by CLEA members at the 2022 AALS Conference on Clinical Legal Education. If you'd like your event added to the list, please send us an email.

    • We will present the annual CLEA Awards on Thursday May 12th at 2:30 PT/5:30 ET. Check the conference program for the link to the awards event. 
    • Later that night, we will also bring back Trivia Night on Thursday May 12th at 5 pm PT/8 pm ET. Advanced registration required. 

    CLEA Board member workshops (all times Eastern): 

    • Co-Vice President/President Elect Gautam Hans served on the AALS planning committee for the New Clinicians Conference and will give the welcoming and closing remarks. 

    • Llezlie Green will speak on the panel "Why Do This Work:? Why Did You Seek This Work?" at the New Clinicians Conference. 
    • Co-Vice President/President Elect Lynnise Pantin is presenting two sessions, "Debating the Creation of a New Entrepreneurship or IP Clinic" on May 11 at 11:00 am, and "Teaching Racial Justice in the Clinical Curriculum" on May 12 at 1:00pm. 
    • Co-President Caitlin Barry will present "Building an Antiracist Clinical Program with Freedom Pedagogy" on May 11 at 1:00pm. 

    • Alexis Karteron will present "Sharing and Overcoming Challenges to Racial-Justice Efforts at Law Schools" on May 11 at 3:55pm. 
    • June Tai will present "Reinventing Structures: Working Across Schools to Teach the Seminar Component" on May 11 at 3:55pm. 
    • Past President Anju Gupta will present "Rounds on Race" on May 12 at 11:00am. 

    • Gowri Krishna will present "Movement Lawyering in Partnership with Law for Black Lives: Principles and Opportunities" on May 12 at 11:00am.

    • Board Treasurer D'lorah Hughes will present "The Clinical Porch: A Moth-Inspired Storytelling Session" on May 13 at 1:00pm. 

    • Crystal Grant is facilitating the community gathering on education law on May 13 at 1:00pm. 

    • Theodora Pina will present "Teaching Reflection: How and Why" on May 13 at 1:00pm and "Experiential Faculty Roles and Relations in the Institution" at the New Clinicians Conference. 

    • Serge Martinez will present "Here and There: Clinics and Clients in Geographically Remote Spaces" on May 11 at 3:55pm and "Community Gathering: Looking at Us: Student Evaluations" on May 13 at 11:00am. 
  • 05 May 2022 3:21 PM | Anonymous

    The Clinical Legal Education Association (CLEA) will hold our Board and Membership meeting on Tuesday May 10th at 7 am PT/10 am ET. The Zoom link for the meeting is here. The meeting is open to all CLEA members, you do not have to be registered for the AALS Conference on Clinical Legal Education. We hope to see you there!

  • 02 May 2022 1:37 PM | Anonymous

    The CLEA Awards Committee is thrilled to announce that Ian Weinstein (Professor of Law at Fordham Law School) and Sheila Bedi (Clinical Law Professor at Northwestern Pritzker School of Law) are recipients of the CLEA Award for Outstanding Advocate for Clinical Teachers.  

    CLEA is equally thrilled to announce that the University of Maine School of Law’s Refugee and Human Rights Clinic and Cornell Law School’s Death Penalty Program are recipients of the CLEA Award for Excellence in a Public Interest Case or Project, and an Honorable Mention is being awarded to the Georgetown Juvenile Justice Clinic and Initiative’s Ambassadors for Racial Justice Program.  

    The 2022 CLEA Awards will be presented at the AALS Conference on Clinical Legal Education on Thursday, May 12, 5:15-6:15 pm Eastern. We look forward to celebrating the remarkable award recipients and our clinical community! 


    Outstanding Advocate for Clinical Teachers: Ian Weinstein 

    CLEA’s Outstanding Advocate for Clinical Teaching Award recognizes those who have served as a voice for clinical teachers and contributed to the advancement of clinical legal education. Ian Weinstein, Professor of Law at Fordham Law School, has enthusiastically advocated for clinics since he was a clinic student and fellow at New York University and Georgetown. At Fordham, he helped Jim Cohen and others build a robust program under the visionary leadership of then Dean John Feerick. For more than 35 years, he has been devoted to his students, has fought passionately for his clients, and has stood shoulder to shoulder with his colleagues to advance our work.  

    Long a leader at Fordham, in 2009 Ian joined the CLEA Executive Committee and worked with Claudia Angelos, Kate Kruse, Robert Kuehn and many others to oppose the weakening of key rules supporting clinical faculty and to support the expansion of experiential education. Clinical legal education needed a defense lawyer on the team, and he stepped up.     

    Ian is also a co-convenor of the Stephen Ellmann Clinical Theory Workshop series with Deborah Archer, Donna Lee, and Richard Marsico. They continue Steve’s commitment to supporting clinical scholarship and fostering community. Ian’s scholarship includes work on client counseling and clinical pedagogy as well as criminal law and access to justice. Starting from the experiences of clients and students, he foregrounds a central aspiration of clinical legal education – the pursuit of social justice by intentional lawyering. Although he may play the contrarian and cynic, Ian’s unabashed faith in his students, his colleagues, and the clinical method is contagious.  


    Outstanding Advocate for Clinical Teachers: Sheila Bedi 

    Sheila Bedi, Clinical Law Professor at Northwestern Pritzker School of Law, is the founder of the Community Justice and Civil Rights Clinic, which concentrates on developing and executing legal strategies that target racism and violence in our criminal justice systems. Her work focuses on ensuring that federal litigation strategies are responsive to and driven by the communities most affected by over-policing, mass imprisonment, and other forms of repression and social control.  

    Sheila’s work founding the Boyd-Barnett Fellowship Program, a first-of-its-kind program that allows organizers to take classes with law students, has created a platform for students to learn about how clinics can help build power in local communities. Sheila models client-centered movement lawyering as she works hard to reimagine and further clinical education and make clinics relevant to and responsive to the needs of Chicago’s Black and brown communities. 

    Sheila regularly delivers presentations about her innovative approach to legal education, advancing the role of clinicians and clinical education, including at law schools in Chicago and at clinical and other conferences. She also unites litigators and clinicians to address prisoners’ rights. She is a deeply committed mentor to younger clinicians and clinicians-to-be, particularly women of color. Sheila’s scholarship also reflects her values and her work; she is a co-author of the only casebook on the Law of Incarceration and has published in multiple journals.  

    Congratulations, Sheila and Ian! 


    Excellence in a Public Interest Case or Project: University of Maine School of Law’s Refugee and Human Rights Clinic 

    The University of Maine School of Law’s Refugee and Human Rights Clinic (RHRC) undertook a multi-year, multi-faceted project investigating the problematic practices of the U.S. Citizenship and Immigration Service’s Boston Asylum Office (BAO), as described in the project report: Lives in Limbo: How the Boston Asylum Office Fails Asylum Seekers. RHRC students, working under the supervision of RHRC Founder and Director Professor Anna Welch and her colleague Adjunct Professor Erica Schair-Cardona, drafted the Report in collaboration with project partners ACLU of Maine, Immigrant Legal Advocacy Project, and Dr. Basileus Zeno of Amherst College.   

    The BAO has a stunningly low approval rate for affirmative asylum petitions. Denials at the BAO delay the resolution of meritorious petitions by several years, causing further trauma to asylum seekers and requiring their family members abroad to remain in danger. The RHRC’s BAO project included litigation in U.S. District Court to compel government production of documents in response to a Freedom of Information Act request and a comprehensive qualitative and quantitative investigation into the BAO’s practices and policies.  

    The Report, which received local and national media coverage (including Human Rights First), details findings from analysis of documents and data received as a result of the FOIA lawsuit, as well as hours of student interviews with asylees, asylum seekers, former asylum officers, and immigration attorneys. It exposed several systemic problems with adjudication of affirmative asylum applications across the country, including bias, a culture of distrust toward asylum seekers, and violations of their due process rights.  


    Excellence in a Public Interest Case or Project: Cornell School of Law’s Death Penalty Program 

    The award to Cornell School of Law’s Death Penalty Program honors the work of the Capital Punishment Clinic, the International Human Rights Clinic, the Center on the Death Penalty Worldwide, and the Death Penalty Project, representing the efforts of Professors Sandra Babcock, John Blume, Sheri Johnson, and Keir Weyble, and generations of their students, alumni, community partners, and clients. The faculty have collectively devoted more than 100 years to the defense of people facing the death penalty, leveraging law school and university resources to provide enduring support to individual clients and to the capital punishment abolition movement in the United States and around the world. They have worked not only to overturn convictions and death sentences of individual clients, but also to assist and train capital defense attorneys in dozens of countries, conduct groundbreaking empirical research and scholarship, and promote ever-higher standards of defense practice both in the United States and abroad. Countless alumni have gone on to work in criminal defense or in the capital punishment field as a result of their clinic experience, and many continue to collaborate with the faculty and current students. 


    Honorable Mention: Georgetown Juvenile Justice Clinic and Initiative’s Ambassadors for Racial Justice Program 

    Through the Ambassadors for Racial Justice program, co-founded by the Georgetown Juvenile Justice Clinic and The Gault Center (formerly the National Juvenile Defender Center), youth defenders across the country receive the resources and training they need to battle racial injustice. In response to the tremendous racial disparities they have witnessed during the Clinic’s many decades of work, faculty, staff, and students began to incorporate data and research on implicit racial bias and the traumatic effects of policing on youth of color into their legal arguments and written pleadings. Ambassadors for Racial Justice was conceived as a way to extend the impact of the Clinic’s racial justice advocacy beyond the walls of the law school. 

    During the year-long program, an annual cohort of ten Ambassadors gathers for weekend-long retreats and monthly webinars covering topics such as incorporating data in advocacy, strategies to end the criminalization of normal adolescent behavior, and probation reform. Additionally, each Ambassador develops a capstone project aimed at legislative advocacy, training, coalition building, litigation strategy, or community education in their state.  

    Now in the program’s third year, the Ambassadors spread across 19 states and advance justice for youth of color by serving as mentors to other defenders and sharing motions through Defend Racial Justice for Youth: A Toolkit for Defenders. In the words of one Ambassador, the program equips defenders to “fight a system that thrives on the insidious corroding thread of dehumanizing and caging children of color,” and “disrupt everything… that says …our kids’ lives don’t matter.” 

    We are inspired by our award recipients and look forward to celebrating our clinical community on May 12th. 

    The CLEA Awards Committee 

    • Anju Gupta  
    • D’lorah Hughes  
    • Tameka Lester 
    • Serge Martinez (co-chair)  
    • Esther Park  
    • Thiadora Pina   
    • Jane Stoever (co-chair)  

  • 24 Apr 2022 12:50 PM | Anonymous

    Via Claire Raj and Cindy Wilson, AALS Clinical Section Executive Committee Co-Chairs: 

    On behalf of the AALS Clinical Section Executive Committee, we are delighted to announce the winners of two 2022 Section awards – the William Pincus Award recipient Professor Lisa Brodoff from Seattle University School of Law, and the M. Shanara Gilbert Award recipient Professor Bernice Grant from Fordham University School of Law. Please join us to honor and hear from the recipients at the virtual Clinical Conference on Wednesday, May 11 at 5:30 p.m. EST.  

    The Pincus award is intended to honor someone who has made an outstanding contribution to the cause of clinical legal education. The criteria include scholarship and activities beneficial to clinical education or to the advancement of justice. Professor Brodoff is an Associate Professor and directed the Ronald A. Peterson Law Clinic from 2010 to 2021. She has been instrumental in developing innovative programs to spread clinical pedagogy broadly throughout the law school curriculum and to integrate externships into the clinic program. She is a frequent presenter at clinical and other conferences and was the chair of the Planning Committee for the 2019 clinical conference. Professor Brodoff is known for her creative approach to teaching, scholarship, and learning, including introducing lightning rounds, a community quilt, and a karaoke session to the 2019 clinical conference. She has mentored new clinicians for many years and is known for taking a compassionate, supportive, and respectful approach to her mentorship. Her clinical work includes both individual representation and broader advocacy, and she is very active in community service related to issues of elder, disability, and queer law.

    Designed to honor an "emerging clinician," the M. Shanara Gilbert Award honors a clinical professor with ten or fewer years of experience. This year’s recipient, Bernice Grant, is the founding Director of the Entrepreneurial Law Clinic (ELC) at Fordham. The theme of the ELC is “Transactional Lawyering with Social Impact.” Its clients include a formerly incarcerated entrepreneur who ran a business that hired 50 formerly incarcerated individuals with a 0% recidivism rate. In addition to her clinical work, Professor Grant designed and launched a legal podcast for entrepreneurs called “Startup LAWnchpad," hosted by Fordham Law students. The podcast focuses on social, economic and racial justice topics such as access to capital for minority and female entrepreneurs, impact investing, social enterprise law, and immigration law considerations for entrepreneurs. Professor Grant is also a leader in the national transactional clinical community. She is a frequent presenter at the Transactional Clinical Conference, AALS Conference on Clinical Legal Education, and the NYU Clinical Law Review Writers’ Workshop. 

    Please join us in celebrating these two amazing clinicians and we look forward to hearing more about their work on Wednesday, May 11th! 

    (Hat tip to our friends at Clinical Law Prof Blog)

  • 11 Apr 2022 11:01 AM | Anonymous

    The CLEA Awards Committee is once again soliciting nominations for its student awards.  

    Schools now have two student award nomination opportunities through CLEA. First, schools have the option to decide between the CLEA Outstanding Clinic Student or Outstanding Clinic Team Award. Second, schools can honor a student with the CLEA Outstanding Externship Student Award. The recent addition of the externship-focused award recognizes the valuable work for justice that law students do through externships and provides schools the opportunity to nominate an outstanding and self-reflective externship student for CLEA’s recognition. 

    Criteria for the CLEA Outstanding Clinical Student or Team Award (One Award Per School) and the CLEA Outstanding Externship Student Award (One Award Per School):  

    For the clinic award, each school must select one student OR one team enrolled in a law school clinic course. A team may be recognized if students work together as a team, and it would be impossible or unfair to single out one team member for recognition. Schools may select one student or one team, but may not submit more than one nomination for the clinic award. For the externship award, each school may select one student enrolled in an externship course.  

    The criteria for the Clinic Student/Team and Externship Awards are: 

    1. Excellence in the field work component of the clinical/externship course determined by the quality of the student’s or team’s performance in assisting or representing individual or organizational clients or in undertaking advocacy or policy reform projects; 
    2. Excellence in the seminar component of the clinic course or externship determined by the quality of the student’s or team’s thoughtfulness and self-reflection in exploring the legal, ethical, strategic, and other pertinent issues raised in the particular clinic or externship; 
    3. For the team award, the ability of the students to engage in effective collaboration; and 
    4. The nature and extent of the student’s or team’s contribution to the clinical community at the law school, legal community, or broader community, if relevant. 

      Nomination & Selection Process:
      Each law school may nominate one clinic award recipient and one externship award recipient. The full-time clinical faculty at each law school with faculty who are members of CLEA are asked to nominate a single student or a team of students from their law school for the clinic award and a single student for the externship award. Recipient students must graduate during or after the academic year in which the award is given. Each school then submits the nominations to the CLEA Awards Committee.  

      The nomination deadline is May 31, 2022. Please send nominations to the CLEA Awards Committee via this form

      In the form, the clinical faculty of each school will be asked to:  
    • Indicate whether you are completing the form for the clinic student award or the clinic team award or for the externship student award.  
    • For the clinic student award and the externship student award, indicate the name of the student as you would like it to appear on the certificate. For the clinic team award, indicate the names of the students as you would like them to appear on the certificate (separated by commas) or indicate the name of the team as you would like it to appear on the certificate. We appreciate formatting your response to this question in a manner that can easily be copied and pasted into the certificate.  
    • Indicate the name of the law school as you would like it to appear on the certificate.    
    • Provide a brief statement (no more than 250 words) of the reasons why each student or team meets the criteria for the award.  

    The CLEA Awards Committee will issue an electronic certificate, and the clinical faculty can print and present the award at the law school’s graduation ceremony or at some other appropriate time, including remotely, as determined by the clinical faculty. Note that, even for the clinic team award, each school will receive one electronic certificate (of which multiple copies can be printed for presentation to the students). Certificates will be issued on a rolling basis (please allow up to one week to receive the electronic certificate).
    If you have photographs of the award recipients receiving the certificates, you can send pictures for posting to social media or the CLEA website to the CLEA Communications Committee at


    The CLEA Awards Committee  

    Anju Gupta 
    D’lorah Hughes 
    Serge Martinez (co-chair) 
    Esther Park 
    Thiadora Pina  
    Jane Stoever (co-chair)

  • 11 Mar 2022 3:29 PM | Anonymous

    Dear Experiential Learning Community, 

    On behalf of the CLEA Newsletter Committee, I am happy to announce that is once again time to submit items for the CLEA Newsletter. We welcome your good news: promotions, moves, new hires, retirements, publications, and awards. Please keep your news items as short as possible (50-word limit per news item). Longer submissions are subject to editing by the Newsletter Committee. 

    We also invite you to submit your creative writing and shorter articles on clinical andragogy and social justice topics.  We hope that you will consider allowing CLEA to feature your writing.

    Please e-mail your submissions to For your convenience, the CLEA News Editor e-mail address is CCed. The deadline for submissions is April 11, 2022.  

    Finally, as a friendly reminder programmatic good news is published by the AALS Section on Clinical Education. Programmatic good news may be sent to Dena Bauman at

    We look forward to celebrating and promoting your accomplishments. 


    CLEA Newsletter Committee

    (Ron Hochbaum, Nickole Miller, Susan Donovan, and Tameka Lester)

  • 11 Mar 2022 12:06 PM | Anonymous

    The CLEA Awards Committee is once again soliciting nominations for two awards that are given annually. This year’s awards will be presented during the virtual AALS Conference on Clinical Legal Education, and we look forward to this opportunity to recognize and celebrate our clinical community’s valuable and inspiring work. Please read this email carefully, as the CLEA Board recently adopted new criteria for the Award for Outstanding Advocate for Clinical Teachers.   

    The awards are:

    (1) Outstanding Advocate for Clinical Teachers, and
    (2) Excellence in a Public Interest Case or Project.

    Nominations should be in the form of a letter of no more than three single-spaced pages. Each nomination should be endorsed by at least three individuals. At least one of those individuals must be a full-time clinical faculty member at a law school and a member of CLEA. The other two individuals need not be CLEA members, nor clinical law professors. The nominating letter should clearly indicate which of the nominators are CLEA members. Letters of support in addition to the nomination letter are also welcome, and the letters of support may come from CLEA members or non-members. The letters of support must be submitted in the same email and pdf as the nominating letter (but need not fit within the three-page limit). Please find below the criteria for each award.
    The nomination deadline for both awards is Friday, April 15. Please send nominations via email to with the subject line: CLEA Awards. All materials should be submitted as a single PDF.



    This award recognizes an individual who has served as a voice for clinical teachers and who has contributed to the advancement of experiential legal education. The criteria for the award are: commitment to the field of experiential legal education; advancement of the field (e.g., by working within organizations that affect the contours of legal education, by writing and speaking about the field, or by serving as a spokesperson for the field in the litigation, legislative, administrative, political, or other arenas); commitment to advancing clinical pedagogy, teaching, and the design and implementation of effective clinic or externship courses; and fostering a spirit of community (e.g., by planning or leading conferences or initiatives). Clinical teachers include individuals who teach in-house clinics, externships, hybrid courses, and other forms of experience-based law courses.  

    Individuals who currently are, or at any time during this academic year were, CLEA Board members or Executive Committee members are not eligible to receive the award this year.


    CLEA established this award to honor and recognize a case or project that truly contributes to the public good. The award may be given to an individual law student or law students in a clinical program or to a clinic or clinical program.

    The criteria for the award are:

    1. The case or project either:  

    • effectively calls attention to and/or significantly redresses a high priority need of underserved or low income residents or communities; or  
    • makes a notable or meaningful contribution to the advancement of civil rights, civil liberties, human rights, legal services for the underrepresented, environmental protection, or consumer protection; and  
    2. The case or project has been carried out in conformity with the highest standards of professional conduct and competence; and  
    3. The case or project serves as an inspiring model for engaging in legal work under challenging conditions in furtherance of the common good.  


    The nomination deadline for both awards is Friday, April 15. Please send nominations via email to with the subject line: CLEA Awards. All materials should be submitted as a single PDF.


    Schools now have two student award nomination opportunities through CLEA. First, schools have the option to decide between the CLEA Outstanding Clinic Student or Outstanding Clinic Team Award. Second, schools can honor a student with the CLEA Outstanding Externship Student Award. The recent addition of the externship-focused award recognizes the valuable work for justice that law students do through externships and provides schools the opportunity to nominate an outstanding and self-reflective externship student for CLEA’s recognition. The call for nominations for the student awards will be sent separately in the coming weeks, and it will include further details on the nomination process for those awards. Schools will receive their certificates electronically on a rolling basis, and within one week of submitting a nomination.  


    The CLEA Awards Committee  
    Anju Gupta
    D'lorah Hughes
    Serge Martinez (co-chair)
    Esther Park
    Thiadora Pina
    Jane Stoever (co-chair)

  • 28 Feb 2022 4:01 PM | Anonymous

    All: Please see below from our friends at the AALS Section on Balance and Well-Being in Legal Education.


    Call for Participation 

    Second Annual Speed Sharing Presentation Series on 

    “Incorporating New ABA Standards for Legal Education: Professional Identity, Cross-Cultural Competency, and Well-Being Resources for Students”

    Micro-Abstracts due March 21, 2022

    First Presentation Date: Mid-Late April (Precise Date TBA based on presenter availability)

    Submit using the online submission form here. 

    The AALS Section on Balance and Well-Being in Legal Education General Programming Committee is tasked with soliciting speakers and coordinating programs and events periodically throughout the year relevant to the purpose of the Section. After the resounding success of last year’s speed sharing series on well-being practices in the law school classroom and clinic, we return this spring and summer to share our ideas on how to successfully implement new ABA Standards for Legal Education, specifically Standards 303(b) (professional identity formation), 303(c) (cross-cultural competency, bias, and racism), and 508(b) (information on law student well-being resources).

    We know that many faculty and administrators have already successfully incorporated opportunities for professional identity formation, education on cross-cultural competency, racism, and bias, and information on student well-being resources. As we are eager to comply with the short ABA window for implementation of the new Standards – law schools must have a plan in place for implementation of Standard 303 by fall of 2022, with full implementation of the plan by fall of 2023 – we want to learn from you!

    Call for Micro-Abstracts:

    The Balance and Well-Being Section General Programming Committee invites faculty and administrators who would like to share their success stories to submit an abstract of 300 words or less describing a topic that you would like to present that relates to the new ABA Standards. Individual presentations will last five minutes or less. Topics may include but are not limited to:

           How have you incorporated cross-cultural competency into a doctrinal law school course you are teaching?

           Are you teaching an innovative course that’s designed to support law students’ professional identity formation? Tell us more.

           What success story can you share about mitigating barriers or stigma related to law student mental health, including substance use disorders, and ensuring law students have the information they need to access resources?

           What have you done at your school (related to new Standards 303(b), 303(c), and 508(b)) that you could share for the benefit of other professors and administrators?

    Each program in the speed sharing series will feature 4-5 presentations and will conclude with a brief Q&A with the presenters. We firmly believe we are stronger together and will benefit from hearing our colleagues’ success stories.

    If you have any questions, or if you are unable to present as part of the Series but want to share your success stories in writing with Series attendees, please contact General Programming Committee Co-Chairs Jordana Confino ( or Janice Craft (

    Submit Your Micro-Abstract Here

  • 02 Jan 2022 10:13 PM | Anonymous

    The Winter 2021-2022 CLEA Newsletter is out now and filled with announcements, updates, celebrations, and articles of interest to our wonderful clinical community. Enjoy and best wishes for the end of the semester. 

    Click here to download the newsletter!

  • 20 Dec 2021 3:31 PM | Anonymous

    On behalf of the CLEA Elections Committee, we are pleased to announce the results of the 2021 election for CLEA’s Board of Directors and the CLEA Executive Committee. These terms commence on January 1, 2022.

    Executive Committee:

    • Gautam Hans, Co-Vice-President/President-Elect (Vanderbilt Law School)
    • Lynnise Pantin, Co-Vice-President/President-Elect (Columbia Law School)

    Board Members:

    • Esther Park (University of Washington School of Law)
    • June Tai (University of Iowa College of Law)
    • Neha Lall (University of Baltimore School of Law)
    • Serge Martinez (University of New Mexico School of Law)
    • Thiadora Pina (Santa Clara University School of Law)

    Please join us in congratulating these new board members and officers and in thanking them for their service to the clinical teaching community.  


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