193 Entrepreneurship and Art Education Tourism: A Study on Results of Management Skills Training Program for Students Trianti Nugraheni, Agus Budiman, Yudi Sukmayadi Department of Dance Art Education, Faculty of Arts and Design Education, Universitas Pendidikan Indonesia Received: September 26, 2019. Revised: November 16, 2019. Accepted: December 24, 2019 Abstract Entrepreneurship, in the context of the development of art education tourism programs in higher education, is regarded as a serious concern in reflecting the role of universities in developing the tourism industry. This is considered as the universities’ efforts of innovation and creativity to improve the competitiveness of higher education goals through the development of entrepre- neurship in the field of educational tourism. This paper discusses the role of tertiary institutions in developing educational tourism entrepreneurship, which in its implementation empowers potential students by providing entrepreneurship training for them to be able to manage art education tourism program events. The data were obtained by test and questionnaire were given to 30 students at Universitas Pendidikan Indonesia who were involved in the activities of entre- preneurial training programs in the management of tourism education through the art business. The program was established by cooperating with universities, the local government, as well as non-governmental institutions. Keywords: Entrepreneurship; Art Education Tourism; Skills Management Training How to Cite: Nugraheni, T., Budiman, A., & Sukmayadi, Y. (2019). Entrepreneurship and Art Education Tourism: A Study on Results of Management Skills Training Program for Students. Harmonia: Journal of Arts Research And Education, 19(2), 193-203. Harmonia: Journal of Arts Research and Education 19 (2) (2019), 193-203 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia DOI: http://dx.doi.org/10.15294/harmonia.v19i2.22674 rent entrepreneur-based global economy (Kodrat & Hindarto, 2012). Moreover, advanced entrepreneur education should instead be regarded as a necessity rather than a formality (Maryanti, 2017). Rela- ted to the notion, Universitas Pendidikan Indonesia (UPI) requires to take into ac- count the development of entrepreneurial courses in existing programs as a means of preparation for the students to compete in the work field and global economic so- ciety. Entrepreneurship and tourism edu- cation is currently growing as one of the most demanded aspects to be developed in education field (Ndou et al., 2018) in all INTRODUCTION Efforts of nurturing and developing students’ entrepreneurial characteristics are most effective to begin from the uni- versity (Hidayat & Alhifni, 2017). A higher education institute should be the vessel in embedding entrepreneurial skills to stu- dents (Widyana, et al., 2018). That being said, it is essential to establish a course specifically designed to teach entrepre- neurial skills to students and to incorpo- rate it into the curricula of higher educa- tion programs. Entrepreneur education in higher studies is critical to adapt to the cur- Corresponding author: E-mail: yudi.sukmayadi@upi.edu p-ISSN 2541-1683|e-ISSN 2541-2426 Harmonia: Journal of Arts Research and Education 19 (2) (2019): 193-203194 levels, including UPI as a higher education institute. Along with the change in the university’s status from Higher Education Institution as State-owned Legal Entity (PT BHMN) to State Higher Education Institu- tion as Legal Entity (PTN-BH) as stipula- ted by Higher Education Institution Law No. 12/2012 regarding changes in higher education institutions’ management sys- tem, UPI is granted the authority and au- tonomy to manage its own business in eit- her academic and non-academic aspects. When a State Higher Education Institution (henceforth, PTN) possess academic auto- nomy, it is granted the independent aut- hority to develop its academic coverage, upgrade the curriculum, establish new ma- jors and facilities, improve assessment sys- tems, and conduct other activities without interference from any parties. In addition to academic affairs, a PTN is also allowed to make financial decisions independently in determining the budget allocation and finding new financing sources. The PTN is also able to determine the management system of students’ affairs, organizations, infrastructure, and employment. In this regard, students bear a central role in the university’s strategic policies through stu- dents’ organization. Following the status change, the UPI is required to implement a proper para- digm shift in managing the autonomy granted. The incorporation of proper mechanisms in the effort of optimizing the university’s potentials, e.g., physical inf- rastructure and human resources are es- sential to support the achievement of the university’s vision and missions that are embedded in the university’s policy pro- gram and the university’s 2016-2020 stra- tegic plans. Among the new potentials in new- ly-stipulated regulation regarding UPI’s authority and autonomy, it is interesting to take into account the financial manage- ment aspect; this includes the university’s autonomy to develop and generate new funding sources e.g., from products of education and partnership services as additional income to the university’s tre- asury. Therefore, the university needs to formulate policy on business unit develop- ments in its institutions. The previously-mentioned duties and responsibilities a university bears are reflected in the graduates’ quality and competitiveness in the work field. Within this regard, one of the success indicators of a university in implementing educati- on is the graduates’ rate of employment. Therefore, innovations in educational ap- proaches, both intra and extracurricular activities, are highly required in produ- cing university graduates with high com- petence and competitiveness. Grade Point Average (GPA) is no longer adequate as the only indicator of students’ competen- ce; one should also consider the students’ technical competence and competitive at- titude prior to entering the work field. The Faculty of Arts and Design Edu- cation at UPI offers three specialized pro- grams in art, i.e. dance, musical, and fine arts. The Fine Arts program also offers a specific course in design art. The Faculty’s vision, missions, and objectives, in general aim to prepare graduates with high compe- tence in attitude, knowledge, and skills as future educators in their respective fields. In reality, the faculty graduates’ job profile is quite varied, not only as art teachers in formal education institutions, but also as the owners of self-established art studios (e.g., dance studio, makeup studio, and fashion studio) that offer packages of art services to the consumers. The graduates who choose non-education oriented jobs are highly competitive as well compared to those who teach art in schools. The current demands of the global economy posits new challenges in efforts of improving human resources quality to produce graduates with an entrepreneurial and independent mindset in instigating new job opportunities rather than expec- ting to work in existing job fields. The idea of an entrepreneurial mindset highly re- lates to an individual’s self-confidence in one’s own survival in a highly competitive community. In establishing new job op- Trianti Nugraheni, Agus Budiman, Yudi Sukmayadi, Entrepreneurship and Art Educa- 195 portunities, one is compelled to possess an adequate set of skills regarding the respec- tive business fields; in this regard, strategic support from universities in terms of the development of higher education business is needed to nurture students’ entrepre- neurial skills. In line with that, one of the ways to enhance students’ competence in business management of art services is by provi- ding programmed and sustainable ent- repreneurial training of prerequisite skills and knowledge, e.g., event planning, mar- keting, event organization, up to program evaluation. The rationale of the training program lays its basis on the notion that students in Faculty of Arts and Design Education are highly potentials in terms of art skills; a training program in soft skill management is considered as key suppor- ting factors in improving their skills as well as providing practical experiences in art event management. The training program focuses on the specific set of competencies: 1) Creative economy and tourism competence, re- garding concepts of educational tourism events management as essential business development strategy; 2) Entrepreneurial skills, regarding concepts of planning, marketing, organization; 3) Public relati- on (PR) skills, regarding proper marketing and distribution strategies of products and services to consumers in various segments. Entrepreneurship is considered the proactive mental attitude one possesses to improve his/her creativity to increase bu- siness income. In addition, it is the creative and innovative capability as the basis and resources to achieve success. The afore- mentioned concepts are crucial as the basis for sparking creative and innovative ideas to nurture the students’ entrepreneurial motivation. On the other hand, the empo- werment of students as the university’s assets and potentials will result in a tan- gible contribution to the institutional de- velopment. Mitchell (2006) argues that empowerment is the internal quality of an individual or organization in adapting oneself with the dynamic environment in its effort of survival and sustainability. The notion of ‘empowerment’ is embedded within the eight E’s, i.e., educate (self-imp- rovement through education), eliminate (problem-solving ability), express (state ideas properly), equip (complement self- weakness), evaluate (evaluation of one’s performance), and expect (expectation for a promising future). A sustainable training program is essential in supporting the improvement efforts of students’ quality; therefore, every graduate is expected to be competitive in finding jobs or instigating new work opportunities. Based on the elaborated problem above, this study attempts to conduct an entrepreneurship training program to the students as an extracurricular practical ex- perience regarding art events management by approaches that involve disciplines of management sciences, entrepreneurship, tourism, public relations, and creative arts industry. The training program employed an entrepreneur-based creative economy approach, i.e., the concept of a future economy that relies on human’s creativi- ty and competitiveness globally. The stu- dents are prepared through a sustainable training and development program; it is viewed as a tangible contribution to the university in actualizing education busi- ness-based art events. On that ground, the university requires to optimize all its ass- ets, e.g., infrastructure and human resour- ces to support the implementation of the development program of students’ skills and competences in organizing art events. METHOD Training program aims to increase an individual’s competencies (Winardi, 2016). Training program on entrepreneurial skills, in particular, intends to provide ex- perience, knowledge, and comprehension to an individual as a means of innovation in one’s business; this is particularly rela- ted to technical skills, business manage- ment skills, and personal entrepreneurial skills (Sugiarto et al., 2015). The training program implemented Harmonia: Journal of Arts Research and Education 19 (2) (2019): 193-203196 E3 learning concept related to retailing that aims to enhance students’ understanding in following aspects: (1) the market needs; (2) the significance to work in a team to achieve the common goals; (3) the signi- ficance of the location of the business; (4) the role of creativity and product and bu- siness model innovation; (5) how to mana- ge people; (6) the essence of persistence in achieving the goal; and (7) the proper bu- siness practices (Bernardus, 2012). As the program’s output, the students were ex- pected to be competent in: 1) analyzing the market’s need, 2) organizing the program plan, 3) instigating innovative and creative ideas to adjust with the market trends, 4) managing people and public affairs, and 5) upholding principles of an entrepreneur that is persistent, honest, and responsible. The training was implemented to students in the Department of Dance Arts Education, Department of Musical Arts Education, and Department of Fine Arts Education in the Faculty of Arts and De- sign Education in UPI. The students were given practical experiences regarding art events management by approaches that in- volve disciplines of management sciences, entrepreneurship, tourism, public rela- tions, and creative arts industry. The trai- ning program employed an entrepreneur- based creative economy approach, i.e., the concept of a future economy that relies on human’s creativity and competitive- ness globally. The students were prepared through sustainable training and develop- ment program; it is viewed as a tangible contribution to the university in actuali- zing education business-based art events in accordance with optimization efforts of all its assets to support the implementation of the development program of students’ skills. The training model applied a four- step model developed by Crone & Hunter. The model comprised steps i.e.: 1) plan- ning, 2) identification of training program requirements, 3) analysis in the implemen- tation of training program, and 4) evalua- tion. The model was adopted to adjust to the concept of art events developed by the researcher team. Based on the model by Crone & Hun- ter (Wijaya, 2013), the steps were elabora- ted as follows: The first step comprised the preparation and arrangement of training program participants. This activity in- tends to explore the participants’ expecta- tions regarding the program’s process and output, to nurture intimacy and coopera- tion between training participants, and to divide training participants into groups and sub-groups. The second step involved the identi- fication of leaning requirements and ana- lysis of training program objectives. The activities intended to acquire data on the learning requirements from the training participants, the participants’ workplace, and/or the training program staff as well as the local community. Moreover, analy- sis of program objectives was conducted based on the requirements, potentials and possible obstacles discovered throughout the program. The third step involved the analysis and establishment of the program curricu- lum by also taking into account the lear- ning outcomes evaluation. The activities focused to analyze and compare between patterns of behavior model the partici- pants displayed throughout the training and the expected participants’ behavior after the program. The fourth step comprised the eva- luation of program organization and out- comes. The activity analyzed evaluation strategy on training objectives and proces- ses. A strategy is a well-designed method implemented to ensure that one can achie- ve the expected objectives in an accurate manner. In this case, the trainers imple- mented varied teaching methods and stra- tegies within the program, e.g., demonstra- tion, drill, group project, lecture, question session, and practice. Such innovative met- hods were expected to contribute signifi- cantly to the participants’ comprehension of the learning materials. Considering that the learning was intended for adults, there- fore, the program implemented problem- Trianti Nugraheni, Agus Budiman, Yudi Sukmayadi, Entrepreneurship and Art Educa- 197 based participatory learning that as well incorporated the participants’ experiences into the learning process. RESULTS AND DISCUSSION Implementation of Edutourism-based Entrepreneurship Training Program The organization of edutourism management-based entrepreneurship trai- ning program is divided into several core materials. The training materials are elabo- rated in the Table 1. Entrepreneurial skills The incorporation of this topic aims to: 1) develop the participants’ business and entrepreneur competencies; 2) train the participants in establishment process of a sustainable business by utilizing exis- ting potentials within the program; and 3) develop the students’ ability in creating new job opportunities for themselves and for other people to adjust to the future’s ca- reer demands. Developing motivation to be a successful entrepreneur in the art business The topic discusses tips to be a suc- cessful entrepreneur in art business by disseminating best practices materials by the resource person. The participants were introduced examples of successful young entrepreneurs in their respective fields. Edutourism concepts This material discusses the basic concepts of edutourism management that combine visiting activities as well as lear- ning activities for tourists. The basic con- cept of the edutourism program revolves around the notion of “something to see, so- mething to do, something to buy, and so- mething to learn”. Educational Tourism is a program that combines elements of tou- rism activities with educational content. The educational tourism program aims to provide education and information to tourists about the objects/attractions they visit. Techniques of art material packaging for tourists This material discusses the concept of tourist attractions packaging. Tourist attractions can be interpreted as a tangible or intangible thing that can attract someo- ne to travel to access it. Activities in tourist attractions aim to provide satisfaction to tourists who visit the place. Regarding tourism material packaging, tourist attrac- tions should be able to maintain its sustai- nability. Roles of public relations in art events This material discusses the impor- tance of public relations as a major part of the marketing aspect. Specifically, this material discusses the relationship of pub- Table 1. Entrepreneurship training material Material Competence Entrepreneurship Entrepreneur Developing motivation to be a successful entrepreneur in the art business Entrepreneur Tips on being a successful entrepreneur in the art business Entrepreneur Edutourism concepts Edutourism Edutourism management Edutourism Edutourism marketing strategy Edutourism Roles of public relations in art events Public Relation Management and ethic codes of public relations Public Relation Public relations and marketing service Public Relation Concepts of art presentation for education tourism Tourism art Techniques of art material packaging for tourists Tourism art Formulating program of art education tourism Tourism art Harmonia: Journal of Arts Research and Education 19 (2) (2019): 193-203198 lic relations with concepts of increasing the public’s positive perception of one’s business, such as advertising, delivering organizational missions, publications and campaigns in the mass media, as well as promotional skills on various occasions such as seminars or workshops. Management and ethic codes of public relations This material discusses the importan- ce of public relations skills to highlight the organization’s positive image in shaping public opinion. In this regard, public rela- tions practitioners must also pay attention to the code of ethics that applies to each place and situation. Public relations acti- vities undertaken by organizations should also prioritize ethics, social responsibility, and sustainability. Public relations and marketing service This material discusses the relation- ship between public relations and marke- ting service management. Participants are taught about marketing communication skills in public relations, such as sales pro- motions. In this activity, a public relations practitioner can provide innovations in or- ganizing sales promotion activities In addition to sales promotion, a pub- lic relations staff must also master publici- ty skills, manage good relationships, and maintain a positive image of the compa- ny in the public eye. This can be done by sponsoring positive activities, engaging in CSR activities, and participating in activi- ties held by the community. Through this material, participants are also taught to maintain a good impression on consumers. Ways to Build A Mindset of Excellent Management Concepts In this material, a mindset involves more advantageous things and prioriti- zes desires to make a person have a better condition. A positive mindset is required to achieve life success, leading a person to a huge passion. Besides, it will raise preferable behaviors, build strong cha- racteristics and mature personalities to be braver and stronger to face challenges and life problems. A positive mindset comes from a firm reliance and belief of oneself, in which it is able to change one’s life to become what s/he wants to, as well as con- vincing him/her that s/he can be better than others. Such concepts of mindset are what people look for and enable them to be more professional. Art Event Management This material explains some examp- les of how to manage event management- based arts that have become a trend of today’s art events. Event management can be defined as a process of organizing or managing an event professionally, systematically, efficiently, and effective- ly that the event includes the concepts of planning, implementation, and supervi- sion. Every related party involved in the event management should work hard with the same vision to result in the event that meets the expectation. Marketing Strategies This is an important material for par- ticipants to understand (1) Goals and defi- nitions of marketing; (2) How to create an offer that can increase pleasure/perceived value towards the product and service to be sold; (3) How to create an offer that reduce or eliminate unwillingness to buy the product to be sold; (4) How to ease the transaction, so that the buyer will choose your product over others; (5) How to give an interesting and reliable offer. Arranging the activities of art education tourism program The material discusses basic skills in developing an art education tourism program, in which students are given an understanding of how to arrange a quality education tourism program. An example of the best practice in such a program is delivered to them as a reference in deve- loping the program. The instructor directs participants to recall the material that has been explained, and then communicates with and confirms each participant. The Trianti Nugraheni, Agus Budiman, Yudi Sukmayadi, Entrepreneurship and Art Educa- 199 material is delivered for ± 3 hours until the participants can make their own study groups. The evaluation in this art edutou- rism-based entrepreneur training con- ducted pre-test and post-test, along with distributing questionnaires. In the evalu- ation, participants and the authors do an assessment to measure the training effec- tiveness based on the quality of resource persons, participants, organizing commit- tees, and the whole training implementa- tion. The evaluation instrument comprises several questions that can measure stu- dents’ absorption ability in scrutinizing the materials, the training and resource persons’ quality, and the utilized facilities and infrastructure. The evaluation result shows that the training process has run effectively follo- wing the predetermined plans and goals. The participants feel enthusiastic and can greatly understand and absorb training materials, so that they can apply these directly by following the instruction. Mo- reover, the final evaluation is carried out to measure the success level of the trai- ning process, starting from the planning to the follow-up stages. The whole process of education and training has been well- implemented. However, the participants find the duration too short, and they need any further activities to practice. The final evaluation done by distributing a questi- onnaire instrument to participants reveals that 90% of them have mastered the mate- rials, by which there is a quite significant change before and after the edutourism management-based entrepreneur training. Figure 1. The Stages of Entrepreneur Training Activity An entrepreneur has some charac- teristics that relate to innovation, proacti- veness (able to see market opportunities), and risk-taking, or in other words, an ent- repreneur is not afraid of failure in run- ning his/her business (Ranto, 2016). In a scientific approach, management skills can be approached in three primary competencies. In the first place, a concep- tual competence is one’s ability to plan a business; secondly, humanity competence refers to a manager’s competence in inter- acting with other people; lastly, technical skill is a provision for managers at lower levels. This skill is more emphasized on the competence to drive facilities or peop- le involved in the activity (Widjaya et al., 2014). The training program intends to de- velop students’ entrepreneurial skills in managing the art education tourism pro- gram. Therefore, the developed materials are divided into three disciplines, i.e., art, tourism, and entrepreneurship. Tourism education, in some developed countries, has been integrated with entrepreneurship education due to the fact that tourism and entrepreneurship education has become an essential aspect for students (Daniel et al., 2017)the number of tourism education courses has grown significantly in the last decades in order to meet the demands of the qualified workforce. Nevertheless, stu- dents who enter this sector will need dif- ferent skills to face the challenges of this highly competitive and demanding in- dustry. In this case, entrepreneurial skills are of paramount importance. The aim of this paper was to understand the perspec- tive of tourism students on the relevance of entrepreneurship education within their courses. This study aims at describing an innovative teaching program called ‘Lear- ning to be’, focused on fostering entrepre- neurial attitudes and skills, through a pro- ject based learning methodology inspired in the Design Thinking process (Daniel et al., 2016. The impact of the training program is based on the initial and final evaluation to find out the effectiveness of the program in growing the spirit of entrepreneurship Harmonia: Journal of Arts Research and Education 19 (2) (2019): 193-203200 to students at the Faculty of Arts and De- sign Education, UPI. The Table 2 shows that the training outcomes arrive at a very good category. The strength analysis in the training is that the students participate in the training at- tentively by scrutinizing materials, discus- sing, doing a question-and-answer sessi- on, and practicing to make dance costumes and accessories. However, the training program has no sufficient facilities and inf- rastructure, making it difficult to practice flexibly. In addition, pre-test data show that 63% of students still lack knowledge and understanding of entrepreneurship. Nevertheless, this percentage continues to increase, in which 77.5% of students have mastered and understood entrepreneur- ship, as presented in the post-test data. Of the result, it is expected that entrepre- neurial behaviors, i.e., self-confidence, task and outcome-oriented, risk-taking, chal- lenge seeker, leadership, originality, and future-oriented, will be instilled. Table 2. The Evaluation of Training Outcomes from Test Instrument Stu- dents Score Total Average Pre-test Post-test 1 60 85 145 72.5 2 65 75 140 70 3 45 60 105 52.5 4 65 75 140 70 5 65 85 150 75 6 85 90 175 87.5 7 65 90 155 77.5 8 65 70 135 67.5 9 65 75 140 70 10 35 55 90 45 11 65 85 150 75 12 35 65 90 45 13 45 50 95 47.5 14 70 70 140 70 15 70 85 155 77.5 16 70 70 140 70 17 75 90 165 82.5 18 85 90 175 87.5 19 55 65 120 60 20 55 60 115 57.5 21 70 75 145 72.5 22 70 90 160 80 23 75 80 155 77.5 24 60 90 150 75 25 65 85 150 75 26 60 80 140 70 27 60 85 145 72.5 28 65 85 150 75 29 60 80 140 70 30 60 85 145 72.5 Sum 1885 2325 4200 2100 Aver- age 63 77.5 140 70 The Result of Training and Education Implementation The success of the training and edu- cation implementation is measured by the following components: resource persons, program quality, implementation and ser- vice, participant participation. These com- ponents in the implementation of manage- ment skill training are elaborated below. Participant Assessment towards Resource Persons The Figure 1 provides the detail of participant assessment towards the resour- ce persons. Figure 1. Participant Assessment towards Resource Persons Based on the Figure 1, 24 participants and six participants state that the resour- ce persons achieve a very good and good category, respectively. Further, all partici- pants are satisfied with the resource per- sons of the training in making dance costu- Trianti Nugraheni, Agus Budiman, Yudi Sukmayadi, Entrepreneurship and Art Educa- 201 mes and accessories. They also think about adding other materials to improve their understanding of entrepreneurship and the development of art education tourism- based management given during the trai- ning process. Participant Assessment towards Training Program Quality The Figure 2 provides the detail of the quality of management skill training program. Figure 2. Participants’ Satisfaction with the Training Materials Based on the Figure 2, 23 participants claim that the quality of the training pro- gram reaches a very good category, and the other seven participants state that the training has a good quality. The majority of the participants can follow the training materials as in accordance with the goals of the program delivered in the initial acti- vity. However, the participants need a lon- ger time to enhance their mastery. Participant Assessment towards Training Implementation and Service The Figure 3 provides the detail of the implementation and service of mana- gement skill training. Figure 3. Participant Assessment towards Training Implementation and Service Based on the above Figure, five par- ticipants opine that the quality of the trai- ning implementation and service gets a very good category, and the other five par- ticipants state that the training has a good implementation and service. Accordingly, most participants give a good assessment towards the implementation and training, although there is one thing that needs to be improved, i.e., a bigger room for parti- cipants to join the training more comfor- tably. Participant Participation in the Training The following Figure provides the detail of student participation in manage- ment skill training. Figure 4. Participant Participation in the Training The above Figureic presents that 26 and four students reach very good and good participation in the training activi- ties, respectively. Their participation in the art education tourism management-based entrepreneur training mostly arrives at a very good category, in which there is no obstacle faced during the process. CONCLUSION The training is designed to develop students’ entrepreneurial skills in mana- ging the art education tourism program. The given materials are more directed to the development of student competences in understanding concepts, theories, and practices of entrepreneurship, education tourism, public relation, and tourism art. Such materials are provided to make stu- dents have the competence to manage art education tourism program that will be developed at the Faculty of Arts and De- Harmonia: Journal of Arts Research and Education 19 (2) (2019): 193-203202 sign Education, UniversitasPendidikan In- donesia. The two-day training results in a change in students’ competencies as shown by the results of the pre- and post-test given before and after the training process. Data processing results also reveal that almost 90% of the participants experience a chan- ge in entrepreneurial behaviors in answe- ring every question during the evaluation stage. Besides, this program gets positive responses from the assessment of partici- pants towards resource persons, resource persons towards participants, and partici- pants towards the implementation with a very good assessment on average. ACKNOWLEDGMENT The authors would like to thank all related parties who have helped the pro- cess of conducting the training program at the Faculty of Arts and Design Education, UPI through community service, writing the activity report and this scientific paper to be published in this journal. We also owe a debt of gratitude to the head of Research and Community Service Institute (LPPM) for approving the training proposal and assisting the process of composing the trai- ning report for financial support from the university in the 2019 fiscal year. REFERENCES Bernardus, D. (2012). 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