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EdPsy Syl30045053 FA2010


									Educational Psychology-              Dr. Carole Newman
EDP 3004-P80 (85355) /               e-mail: (preferred)***
EDP 5053-P80 (88567)              
Broward Pines Center Rm 114          Phone: 305-899-0030 (h)
Thursday 5:00-7:40                            330-283-3016 (c)
Office hours: After class

TaskStream Self Enrollment Codes:            EDP 3004-P80FA10          EDP 5053-P80FA10

General Course Description:
This class explores the principles of psychology as they apply to the classroom setting.
We will study the major theories in the areas of development, cognition, behavior,
emotion, and culture and examine how we apply these theories to become better teachers
and learners.

  1. Students will demonstrate their knowledge and ability to think critically about the
      theories in educational psychology that are presented, discussed, and/or read
      about in class.
  2. Students will apply the theories of educational psychology to the interpretation of
      classroom practices and student behavior.
  3. Students will learn the basic principles of child and adolescent development and
      apply them to the classroom.

Florida Educator Accomplished Practices (FEAPS): This course will cover the
following three required by the state of Florida:

FEAP 5) Acceptance and fostering of diversity: The pre-professional teacher
establishes a comfortable environment which accepts and fosters diversity. The teacher
must demonstrate knowledge and awareness of varied cultures and linguistic
backgrounds. The teacher creates a climate of openness, inquiry, and support by
practicing strategies such as acceptance, tolerance, resolution, and mediation.
FEAP 7) Human learning and development: Drawing upon well-established human
development/learning theories and concepts and a variety of information about students,
the pre-professional teacher plans instructional activities.
FEAP 9) The design of learning environments: The pre-professional teacher
understands the importance of setting up effective learning environments and has
techniques and strategies to use to do so including some that provide opportunities for
student input into the processes. The teacher understands that she/he will need a variety
of techniques and work to increase her/his knowledge and skills.

Required Text: Woolfolk, A. (2010). Educational psychology: MyLabSchool edition
(11th ed.) Boston: Pearson

                        TENTATIVE CLASS SCHEDULE

1. Aug. 26    Learning, Teaching and Educational Psychology           pp 3-20
              What is Good Teaching? The Role of Edu Psych

2. Sept. 2    Chapter 2: Cognitive Development & Language
              Piaget & Vitgotsky                                      pp 21-63
              Implications for Teachers

3. Sept. 9    Cont. Ch 2- Development of Language
              Article Reviews    (4)
              Quick Facts        (4)

4. Sept. 16   Chapter 6: Behavioral Views of Learning                 pp 196-231
              • Individual / Group Work-Venn Diagram to
              Article Reviews     (4)
              Quick Facts         (4)

5. Sept. 23   Video- Preschool in Three Cultures
              * Group Work- Identify Behaviorist and Constructivist
                practices in each classroom.
              Article Reviews       (4)
              Quick Facts           (4)

6. Sept. 30   Chapter 9: Learning Sciences and Constructivist         pp 305-345
              • Coop Learning Group Work on-
                Chapter 11- Jigsaw-Motivation                         pp 374-415
              Article Reviews     (4)
              Quick Facts         (4)

7. Oct. 7     Jigsaw Continued…
              ** TASKSTREAM assignment DUE-BRING TO CLASS
               - Use Rubric to self- eval and bring draft * eval to class
               - Peer evaluate using Rubric (share with partner and score)
              Article Reviews       (4)
              Quick Facts           (4)

8. Oct. 14    Chapter 10: Social Cognitive Views of Learning          pp 346-373
               and Motivation
              Article Reviews     (4)
              Quick Facts         (4)
              ** TaskStream Assignment DUE

9. Oct. 21    Chapter 3: The Self, Social and Moral Development   pp 65- 109
              Article Reviews     (4)
              Quick Facts         (4)

10. Oct. 28   Chapter 8: Complex Cognitive Processes              pp 269-303
              Article Reviews   (4)
              Quick Facts       (4)
              ** TaskStream RE-WRITE DUE***
              Group Presentations (2-Groups)

11. Nov. 4    Chapter 4: Learner Differences and Learning Needs   pp 110-155
              Article Reviews     (4)
              Quick Facts         (4)
              Group Presentations (2-Groups)

12. Nov. 11   NO CLASS - Veterans Day – FIU Closed

13. Nov. 18   Chapter 13- Teaching Every Student                  pp 453-491
              Article Reviews     (4)
              Quick Facts         (4)
              Group Presentations (2-Groups)
              ** FINAL REFLECTION DUE

14. Nov. 25   Happy Thanksgiving!!!

15. Dec. 2    Wrap-up: Group Presentations, Article Reviews,
              And Quick Facts

16.Dec. 9           Unfinished TaskStream Assignments

Course Requirements and Grading Standards (Subject to Change):
Course grades are based on the number of points earned. A total of 100 points is divided
over the following course elements:

A       = 94 points and above      C      = 73 – 75.9 points
A-      = 90 – 93.9 points         C-     = 70 –72.9 points
B+      = 86 – 89.9 points         D+     = 66 – 69.9 points
B       = 83 – 85.9 points         D      = 63 – 65.9 points
B-      = 80 – 82.9 points         D-     = 60 – 62.9 points
C+      = 76 – 79.9 points         F      = fewer than 60 points


Attendance/Participation        20
Quizzes (2- 10 pts. each)       20
Journal critique                 5
E-folio project                 25 **(You MUST get a C or better- 14 pts. to pass)
Group project                   20
Final Exam:                     10

You will be responsible for the following assignments. More detailed descriptions will
be provided.

     1. Readings. You will be responsible for the textbook and other readings assigned.
        These readings should be completed before the class during which they will be
        discussed. (See the course calendar).

     2. Class attendance and participation (20 points). You are strongly encouraged to
        attend class. If you miss class, you are responsible for any material given or
        schedule changes made during the class period. When you return, you are
        required to turn in a summary of the key concepts and important vocabulary from
        the readings that were due on the day you were absent.
        During class, you are expected to discuss the assigned readings and key issues
        and to participate in all in class activities.

   3. Quizzes (20 points). You will take two quizzes. These quizzes will cover both the
      readings and the material presented in class. You will receive a maximum of 10
      points for your score on each quiz. There are no make-up quizzes.

   4. Journal Critique (5 points). Select a professional article relevant to our class.
      Read, critique and present your article in class. Hand in a copy of the article with
      your brief, well written critique.

   5. Group project (20 points). Your group will select and research a topic, prepare a
      handout of key information and present it to the class. Try to apply what you have
      learned about the major theories to your group project and highlight the classroom

   6. E-folio paper (25 points). THIS IS A CRITICAL ASSIGNMENT. You will be
      asked to demonstrate your understanding of the course content through an e-folio
      written assignment in which you will apply the theory you have learned during
      the course to scenarios depicted in a video you will see in class. 5- pages
       The state of Florida requires that you receive a passing grade on this
          assignment to pass the class. If you do not pass this assignment, you will be
          allowed one rewrite.
       To receive credit for this assignment, you must post it on TaskStream,
          the COE’s web-based electronic portfolio application. All students
          enrolled in the College of Education are required to subscribe and
          maintain a TaskStream account throughout their FIU career so they can
          generate and maintain an electronic portfolio of their work in the
          college. You can purchase a TaskStream account online. You have the
          option of selecting the terms of your subscription. However, you must
          maintain your Taskstream account throughout your professional
          preparation program. Costs and other Taskstream information can be
          found at this COE website: and by
          visiting or calling the COE computer lab in ZEB 165 (305-348-6134).

   7. Final exam: Reflection (10 points). There will be a short, take-home exam that
      will be due during the final exam period. (Can be turned in prior to the due date.)

Brief Description of Assignments:

Select an article of interest from a scholarly professional journal that parallels a topic
presented in the course. Summarize the article, discuss the significance and implications
of the article to the course, and its relevance to professional practice. Attach Article


There are many issues that affect student learning and the classroom environment.
Working in a group of four or five, select a topic from the list below to research and
present in class. You will be required to:
        • Include at least five references from which you are drawing you information
        • Prepare a Handout for class with relevant information about your topic
        • Present your information to the class (about 30 minutes)
(If you are interested in a topic not listed, check with the instructor to get it OK’d.)

Teen Suicide                          Character Education
Standardized testing                  The Role of the Arts in Education
Cooperative Learning                  The Role of Homework
The Achievement Gap                   Inclusion
Response to Intervention              Differentiated Instruction
Ability Grouping                      Motivating Struggling Learners
Autism                                Multiple Intelligences
Conflict Resolution in Schools        Bullying
School Violence                       Reciprocal Teaching

3. FINAL EXAM: Reflective Essay
Write a letter (no more than 3 pages) to yourself from some time in the future, in which
you reflect on five memorable things learned in Educational Psychology (EDP
3004/5053) that will help to make you a better teacher. Tell how they have improved
your understanding and how you will use them in your teaching.

4. *** EDP 3004/5053: TaskStream Assignment (Read carefully)

    The State of Florida requires that those seeking certification or a professional degree
in a College of Education demonstrate their ability to understand and apply the Florida
Accomplished Educator Practices (FEAPS) by developing an online portfolio of the
coursework they have completed. Each course in the College thus has a hallmark
assignment that aligns with a different set of FEAPs. You must successfully complete
these assignments with a passing grade before the courses can be used to meet your
degree or certification requirements.

       The hallmark assignment you complete in this course, an analysis of Preschool in
Three Cultures, must demonstrate your understanding of FEAPs 5, 7, and 9 although you
do not need to discuss them explicitly.

FEAP 5) Acceptance and fostering of diversity: Demonstrate your knowledge of
        multiculturalism and a keen sensitivity to varied linguistic and cultural
FEAP 7) Human learning and development: Demonstrate your knowledge of learning
        theories, principles, and their application to your teaching practice.

FEAP 9) The design of learning environments: Demonstrate that you can think critically
        about learning environments in which students are actively engaged in social
        interaction, cooperative learning and self-motivation.

                    Analysis of Pre-school in Three Cultures
You are to compare two of the learning environments shown in the video Pre-school in
Three Cultures. You MUST include the following 5 sections in your 5-page write-up.

    I. Introduction: Begin with a short introduction (one paragraph) to the paper. Use
       this section to introduce the video and the three schools to the outside reader.

   II.        Behaviorism:
              Define/discuss behaviorism in your own words to provide evidence that
               you understand it.
              Focus on the classroom that was most behaviorist in your opinion.
               Provide detailed and clear examples of behaviorist teaching techniques
               and discuss how they and the design of the learning environment
               exemplify the behaviorist approach.
                   Be sure to define/discuss these examples in your own words to
                      provide evidence that you understand them.
                   Clearly explain, in detail, why the teaching techniques you
                      selected represent behaviorism and how behaviorist theory
                      maintains that these techniques should improve learning. (This
                      improvement could occur by facilitating development, increasing
                      motivation, or facilitating enhanced cognitive processing of
                   As you write, demonstrate your mastery of FEAPS 5, 7, and 9

   III.   Constructivism:
              Define/discuss constructivism in your own words to provide evidence
                that you understand it.
              Identify the classroom that is most constructivist in your opinion.
                Provide detailed and clear examples of constructivist teaching
                techniques and discuss how they and the design of the learning
                environment represent the constructivist approach.
                     Be sure to define/discuss these examples in your own words to
                        provide evidence that you understand them.
                     Clearly explain, in detail, why the examples you selected
                        represent constructivism and how constructivism suggests that
                        these practices should improve learning. (This improvement

                         could occur by facilitating development, increasing motivation,
                         or facilitating enhanced cognitive processing of information.)
                        As you write, demonstrate your mastery of FEAPS 5, 7, and 9.

   IV.    Applying These Theories: Discuss how you would apply behavioral and/or
          constructivist instructional practices with culturally or linguistically diverse
          students to teach your area of expertise.
              Identify an area of content you teach or will teach and explain how you
                 would use these theories to select appropriate teaching techniques and
                 shape the learning environment for students of diverse cultural and/or
                 linguistic backgrounds.
              Provide a few detailed examples to demonstrate
                      Your ability to apply these theories
                      You mastery of the course material
                      Your mastery of FEAPS 5, 7, and 9

     V.      Conclusion: Discuss your personal reactions to what you have learned
             about behaviorism and constructivism and to the three schools you

Overall Guidance
    Use your own words. Only in this way can I be sure that you understand the
    Be sure to demonstrate your mastery of the course content and the three FEAPS
       listed above (no need to specifically address them, however).

   This paper must be five pages long (one-inch margins, double spacing, 12-point
   font). Your writing should be of professional quality with a decided focus, strong
   paragraph construction, and good grammar and mechanics. Demonstrating these
   skills is an essential part of the assignment.

Rewrites and Timeliness
       Those who do not receive a passing grade (C) may rewrite their papers once. If
   your paper is late, your grade will be reduced by one grade increment. (For example,
   a paper that would ordinarily be graded as B+ will receive a grade of B.)


It is expected that all students will be in attendance, on time and remain for the entire
class. Due to the importance of participation in group discussions and presentations, your
presence and preparation for each class is mandatory. Absences and tardies will
negatively affect your grades. In a 16-week class, the student is allowed 2 absences if
necessary. Students are responsible and accountable for all information, work,
assignments, etc., missed, regardless of the circumstances. You need to be there and be
on time!

However, if you are seriously ill, DO NOT COME TO CLASS. Summarize reading
material due, define important vocabulary and key concepts, and bring it to the next class.

The course seeks a dynamic combination of instruction and discussion. Participation
entails more than attendance. Students are expected to engage in thoughtful and
constructive discussion of the assigned readings. To promote understanding and
discussion, it is essential that everyone complete the assigned readings before the
relevant session.

Assignment Due Date Policy: Any assignment turned in late will receive a one-
increment grade deduction. (eg: B will become a B-)

Academic Integrity Statement:
Florida International University is a community dedicated to generating and imparting
knowledge through excellent teaching and research, the rigorous and respectful exchange
of ideas, and community service. All students should respect the right of others to have
an equitable opportunity to learn and honestly to demonstrate the quality of their learning.
Therefore, all students are expected to adhere to a standard of academic conduct that
demonstrates respect for themselves, their fellow students, and the educational mission of
Florida International University. All students are deemed by the University to understand
that if they are found responsible for academic misconduct, they will be subject to the
Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.
Students who plagiarize or cheat can be charged with academic misconduct. Penalties for
academic misconduct can be as severe as dismissal from the University.

Be assured and forewarned that cheating will not be tolerated in this course. All cases of
suspected cheating or plagiarism will be referred to the University's Committee on
Academic Misconduct. This action is required by all instructors. Regarding the
consequences of being found guilty of dishonest academic practice, the instructor shall
make an academic judgment about the student's grade on that work and in that course and
shall report such incidents to the Primary Administrative Officer.

Misconduct includes:
Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance
from another person with respect to examinations, course assignments, field service
reports, class recitations; or the unauthorized possession of examination papers or course
materials, whether originally authorized or not.

Plagiarism: The use and appropriation of another's work without any indication of the
source and the representation of such work as the student's own. Any student, who fails to
give credit for ideas, expressions, or materials taken from another source, including
internet sources, is guilty of plagiarism

Disability Resource Center (
The Disability Resource Center’s mission is to provide FIU students with disabilities the
necessary supports to successfully complete their education and participate in activities
available to all students. If you have a diagnosed disability and need assistance or
instructional accommodations, please contact the Center at 305-348-3532 or visit them at
the Graham Center (GC) 190.

EPS Code of Professional Decorum:
The following expectations constitute the Code of Professional Decorum governing
conduct in the Department of Educational & Psychological Studies (EPS). These
expectations are essential to the department's goal of providing students with a quality
education in an environment conducive to learning. A committee of EPS students and
faculty developed this Code. Students and faculty in the department of EPS shall: a) be
respectful of the learning environment; b) be respectful of all individuals in class; c) have
a professional commitment to learning; and d) have professional integrity.
  1.            Shall be Respectful of the Learning Environment
               Be punctual: Arrive to class and return from breaks on-time
               Keep beepers and cellular phones off or on silent mode during class
               Avoid disruptive conduct (i.e., any behavior that interferes with class functions)

  2.           Shall Be Respectful of All Individuals in Class
               Appropriately participate in classroom discussions and activities
               Allow equal opportunity for all class members to participate
               Have respect for the opinions of others by voicing disagreements in a professional

  3.        Shall Have a Professional Commitment to Learning
            Complete and turn in assignments on time
            Make personal efforts to get assistance from fellow classmates/faculty to facilitate
            Strive for perfect class attendance

  4.           Shall Have Professional Integrity
              Engage in academic honesty
              If absent from class, take personal responsibility for missed content

   Professionally represent yourself and the university at all intern sites.


Name_________________                                       Name _______________

      My Assessment                                           Critical Friend Assessment

      Please check () if these required sections are included. Put an X if not.

1__________          Introduction –explaining the assignment          1 ________
2__________          Definition of Behaviorism                        2________
3__________          Examples of Behaviorism                          3 ________
4__________          Definition of Constructivism                     4 ________
5__________          Examples of Constructivism                       5________
6__________          Explanation of how Behavioral and/or             6________
                     constructivist practices would be used in
                     your classroom
7__________          Conclusion-Personal reaction to what you         7 ________

Please rate HOW WELL you think each element is explained from a low of 1 (not
                 explained) to a high of 5 (very well explained/excellent).
                 Possible TOTAL POINTS = 55

8__________          Introduction –explains the assignment                      8_____
9__________          Behaviorism is clearly defined                             9_____
10_________          Detailed examples of behaviorism are included             10_____
11__________         Explained why these examples represent behaviorism       11_____
12__________         Constructivism is clearly defined                         12_____
13__________         Detailed examples of constructivism are included          13_____
14__________         Explained why these examples represent constructivism 14_____
15__________         Clearly explained use of these theories in your          15____
16__________         Provided clear examples of theories and their            16____
17__________         Clear presentation of personal reaction to theories      17____
                     and to the educational environment observed in the video
18__________         Paper clearly written, grammatically correct, and meets 18____
     /55             TOTAL POINTS                                                  /55

         Cooperative Learning- Jigsaw Motivation Activity
What is Jigsaw?

Jigsaw is a cooperative learning strategy that enables each student of a “home”
group to specialize in one aspect of a learning unit. Students meet with members
from other groups who are assigned the same aspect, and after mastering the
material, return to the “home” group and teach the material to their group members.

Just as in a jigsaw puzzle, each piece--each student's part--is essential for the
completion and full understanding of the final product. If each student's part is
essential, then each student is essential. That is what makes the Jigsaw instructional
strategy so effective.

What is its purpose?

Jigsaw learning allows students to be introduced to material and yet maintain a high
level of personal responsibility.

The purpose of Jigsaw is to develop teamwork and cooperative learning skills within
all students. In addition it helps develop a depth of knowledge not possible if the
students were to try and learn all of the material on their own. Finally, because
students are required to present their findings to the home group, Jigsaw learning
will often disclose a student’s own understanding of a concept as well as reveal any

How can I do it?

In its simplest form, the Jigsaw instructional strategy is when:

1. Each student receives a portion of the materials to be introduced;
2. Students leave their "home" groups and meet in "expert" groups;
3. Expert groups discuss the material and brainstorm ways in which to present their
understandings to the other members of their “home” group;
4. The experts return to their “home” groups to teach their portion of the materials
and to learn from the other members of their “home” group

In more detail, and written from a teacher’s perspective, to conduct a Jigsaw in your

1. Assign students to “home” teams of 4 or 5 students (generally their regular cooperative
learning teams). Have students number off within their teams.
2. Assign study topics to “home” team members by giving them an assignment sheet or
by listing their numbers and corresponding roles on the board.
3. Have students move to “expert” groups where everyone in the group has the same
topic as themselves.
4. Students work with members of their “expert” group to read about and/or research
their topic. They prepare a short presentation and decide how they will teach their topic to
their “home” team. You may want students to prepare mini-posters while in their
“expert” Groups. These posters can contain important facts, information, and diagrams

related to the study topic.
5. Students return to their “home” teams and take turns teaching their team members the
material. I find it helpful to have team members take notes or record the information in
their journals in some way. You may want them to complete a graphic organizer or chart
with the new information.
6. Involve the class in a whole-group review of all the content you expect them to master
on the assessment. Administer an individual assessment to arrive at individual grades.

1) Each group of 5 or 6 members will be given a number (1-5 or 6). All students with the same
   number will form a new group to read, discuss and become expert on one the same
   numbered section listed below. You will be the “expert group” for that section and each
   person will create a small poster summarizing critical points about your section. You will
   have 10-15 minutes to complete this task.

        1)   pp. 375-379   -What Is Motivation (Five General Approaches)
        2)   pp. 380-383   - Needs
        3)   pp. 383-387   - Goals Orientations
        4)   pp. 387-392   - Beliefs and Self-Perceptions
        5)   pp 393-399    -Interest and Curiosity, Emotions and Awareness
        6)   pp. 400-411   -Motivation to Learn In School: On Target

2) After you have done this you will return to your original group to show what you know.
   Each expert will share what he/she has learned in their expert group, using their poster as a
   guide. Group members will take notes on what they have learned.

3) We will then debrief about the theories and the strategy of jigsaw and discuss how it
   promotes motivation.



Second Jigsaw Assignment: Chapter 12: Creating Learning Environments

  1) pp. 416-431- Creating a Positive Learning Environment
  2) pp. 431-439 - Maintaining a Good Environment
  3) pp. 440-449 – Violence, Need for Communication, etc.

*Two “expert groups” will review each section, create a visual, skit, rhyme, etc., and
report out to the rest of the class.

                       USING BLOOM’S TAXONOMY

Remember: Describe where Goldilocks lived.

Understand: Summarize what the Goldilocks story was about.

Apply: Construct a theory as to why Goldilocks went into the house.

Analyze: Differentiate between how Goldilocks reacted and how you would react in each
story event.

Evaluate: Assess whether or not you think this really happened to Goldilocks.

Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new

                                         QuickTime™ an d a
                                   are need ed to see this picture .

Quick Facts: (Selections will be made in class)
Select one of the people listed below who have influenced education- teaching and
learning. Prepare and present 5 quick facts (relevant information) about his/her work
that can help us to be more effective teachers and better learners.

Adler (Child Development)                          Rogers (Reflective Communication)
Atkinson (Need Achievement)                        Rosenberg (Pygmalion In Classroom)
Ausubel (Advanced Organizers)                      Sanders (Value-Added)
Bandura (Social Learning, Self-efficacy)           Skinner (Behavior Modification)
Banks (Multicultural Education)                    Slavin (Cooperative Learning)
Berliner (Effective Teaching)                      Sternberg (Intelligence)
Bloom (Taxonomy of Learning)                       Stiggins (Assessment)
Bronfenbrenner (Social Context for Develop)        Torrance (Creativity)
Brophy (Motivation, Class. Mgt, Teacher Behav.)    Vygotsky (Constructivism)
Canter (Assertive Discipline)                      Weiner (Locus of Control, Attribut)
Darling-Hammond (Teacher Education & Quality)      Wiggins (Backwards Design)
Delpit (Culturally Relevant Pedagogy)              Woolfolk (Teaching & Efficacy)
Dewey (Inquiry Learning)
Dunn and Dunn (Learning Styles)
Erikson (8 Stages of Development)
Gilligan (Theory of Caring)
Gardner (Multiple Intelligences)
Glasser (Reality Therapy)
Gordon (Communication; Teacher Effective Training; also for Parents; I- Messages)
Johnson & Johnson (Cooperative Learning)
Kohn (Values Education)
Kohlberg (Moral Development)
Mager (Instructional/Behavioral Objectives)
Maslow (Hierarchy of Needs)
Montessori (Independence)
Ogbu (Minority and school performance)
Palincsar (Reciprocal Teaching)
Pavlov (Classical Conditioning)
Piaget (Constructivism-4 Stages of Cognitive Development)

GROUP & SELF-ASSESSMENT: Presentation Topic_________________________
Put your name on the first diagonal line above the grid. Then list your other group
members. Rate each one, including your self, on each of the following criteria.
              1       = very poor to 5= excellent work

Came to group prepared to work
Took responsibility for helping to plan
Contributed good ideas to group
Completed task responsible for on time
Supported others when support was needed
Was a positive influence in the group
Other comments:

GROUP & SELF-ASSESSMENT:                   Presentation Topic_________________________
Put your name on the first diagonal line above the grid. Then list your other group
members. Rate each one, including your self, on each of the following criteria.
       1 = very poor to 5= excellent work

Came to group prepared to work
Took responsibility for helping to plan
Contributed good ideas to group
Completed task responsible for on time
Supported others when support was needed
Was a positive influence in the group
Other comments:

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