33 - Pine Row Preschool
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Christa Hein: Hey there. Welcome to the Farm Educator's Roadmap. I'm Christa Hein, former nonprofit girl turned farm education entrepreneur. I've spent the last 30 years creating hands-on programs that connect people to the land, animals, and the traditions that nourish our daily lives. If you're listening, you probably believe what I do - that farm education is needed now more than ever - not just on rural farms, but in suburbs, cities, and everywhere in between.
In this podcast, you'll hear real stories and practical advice from farm educators all across the country. People who are creating change through their programs in creative and inspiring ways.
Whether you're dreaming about starting your first program, are already knee deep in your own farm education work or are just curious about how others are impacting their communities through farm education, you're in the right place. [00:01:00] Let's dig in.
Christa Hein: Hi, welcome back to the Farm Educator's Roadmap. Today I'm talking with Amber Bruckner, founder of Pine Row Preschool and Childcare in Petersburg, Michigan, a farm-based preschool where young children learn through animal care, nature, exploration, gardening, and real life experiences.
Amber's story is a really interesting mix of agriculture and early childhood learning. She grew up around farming, studied early childhood education, and eventually found herself building a preschool that blends both worlds together, right in a home she dreamed about owning as a child. In this conversation, we're going to talk about how Pine Row came to life, how agriculture fits naturally into early childhood learning, and what it's been like to build a small farm-based preschool program.
Amber, thanks so much for joining us.
Amber Bruckner: Thanks so much for having me.
Christa Hein: Absolutely. So, to start, I'd love to hear a little [00:02:00] bit about your story. Long before Pine Row existed, you chose to study early childhood education. What was it about working with young children that made you want to pursue that path?
Amber Bruckner: I did. I actually started out in pre-veterinarian. So, I actually did not plan on being an early childhood educator at all. I thought I was going to be a livestock vet, and that was it. To get there though, I worked in a childcare center in our little town that was right next to my high school. And I started working there to begin with, and then I just stayed there throughout college.
I got accepted into Iowa State University for veterinarian, and then when it was time to go, I got cold feet. I couldn't do it. And so, I stayed when I was supposed to leave and I was like, maybe it'll just be a semester off and then I'll go. And I ended up feeling like I was wasting time just sitting at home. So, I ended up enrolling into some early childhood classes at our community college, [00:03:00] ended up loving it, and then just stayed.
Christa Hein: Nice. And so, you also grew up working on a farm. So, you mentioned wanting to start into the veterinary sciences. How did the early experiences in agriculture shape the way that you think about childhood and learning?
Amber Bruckner: So, my brother and I grew up on the farm, obviously of my dad's. We were around cows, horses, pigs, going to cattle sales. Like our Mondays off from school usually were spent with my dad at the auction barn. So, it was just normal for me, and growing up in a small town, it was normal for a lot of us, to just be born in a barn. And to share this experience with others is something that I was like, "Why don't more children get to do this?" I guess I just morphed the two. But growing up, it was just normal to go jump on hay bales, and play in the mud, and go get the chickens. We didn't think [00:04:00] twice about it.
And branching out, I took a job at the University of Michigan in the preschool room at Towsley. And it was like a whole different world for me, which I loved and I needed the experience. But talking to some of the parents, they really don't understand or know where our food actually comes from. So having those conversations kind of lit that drive of: we need more children in ag and that we need to educate. Even the most educated parents are like, "I don't know where that comes from". Or like, "I couldn't tell you where that food comes from. Like a farm". "Okay, what kind of farm?"
Christa Hein: So, let's talk about how Pine Row itself came to life. And I heard you share pieces of your story on your own podcast, which is called Pine Row Podcast, and it's such an interesting path. Can you share a little about what was happening in your life when you were inspired to open Pine Row?
Amber Bruckner: So, Pine Row came about at a time I honestly did not think I [00:05:00] was ever going to be a business owner or even be close to opening my own childcare. It was during COVID and we were furloughed from the university, and the little horse farm across the street from my dad's farm was one that I was just obsessed with growing up. But I knew that with a teacher budget, there was no way that I was going to get close to it.
So, we ended up noticing that the lady that lived across the street probably passed away, and I knew if it hit the market, there was no way I was getting it. So, I ended up writing a handwritten letter during my time off in COVID, and basically was begging, hoping that somebody would get this letter. And even though they were across the street, I mailed it just in case the mail was getting forwarded to somebody else. And I didn't hear anything back for a couple months, and I was like, oh, dang. Like at least I shot my shot. I didn't put it to waste.
Around three months later from writing that letter, one of the family members reached out and [00:06:00] was like, "Hey, we got your letter. There's a lot of cleanup work we have to do beforehand. Give us some time and we'd love to have you over and give you first dibs before we list it if you're being serious." And I actually didn't answer that phone call. It went to voicemail because I was like, whose number is even calling me right now? And I still keep the voicemail today. Just because it was such an astonishing moment that it actually worked out.
So, we ended up touring it. My brother ended up helping me get the house because I couldn't get approved by myself, so he sacrificed his own farm and helped me get my house. Demo started, we bought the house in December and Pine Row opened in August. So just in those short eight months that we actually had ownership of it, we gutted the house and made it into a preschool.
Christa Hein: Wow. So, when you were first making those major life decisions to buy this property and convert it, what was your vision for what the preschool could become?[00:07:00]
Amber Bruckner: I did not think honestly that Pine Row was going to be this, I don't want to say magical, because it really is like magic. I honestly pictured just a little in-home me working with six other kids and just living farm life. So, taking them out and doing the chores with them like I was already doing with the kids that I was watching, and trying to put play back into school.
I already hated that in this area is a lot of table work time, flashcards, posters, smart boards, and I never envisioned a classroom like that. I wanted kids to be hand on, and I honestly was driven that I could turn out children into kindergarten that could count and everything, and they never see a smart board in their life until they got into public school. And I think, every year, determined that it is true. You do not need a smart board. You do not need flashcards or worksheets to get the child kindergarten ready.
Christa Hein: Can you tell us a little bit about what the property looks like? What does the school look like? What [00:08:00] is the farm atmosphere?
Amber Bruckner: So, our little farm, we have a tiny little house, and the preschool is actually in my walkout basement. Half of my house is dedicated to the school. And parents enter by walking around the house and going into the basement, so it's completely separate from the school.
When you park, you're parking next to my horse arena fence. I personally ride horses, so you're parking next to our lovely horse arena. And to the north of the property, you'll be greeted with my three horses. We have two big quarter horses, and we have one little mini pony. And then to the left you'll see our horse barn, which I mean, it turned into everything but a horse barn now. We have goats in there, we have a barn classroom in there. We completely demoed it out and redid it so that way we can have an active classroom that we can visit all the time out there.
And then to the left of that, you'll see we have some mini highland cows that should be pushing some babies out anytime. And then our goats are in with the [00:09:00] highlanders. And then if you walked into the preschool, you'd go to the right and into the house. And our playground fence, actually the horse fence where the pasture is, is probably eight feet. So, we can toss treats to the horses all day if we want. The horses come stick their head over, like, it is so close. And we have feral free range chickens. We try to capture them, but there's no capturing them.
Christa Hein: Now that we have the background, I'd love to dig into the heart of what you're doing with the kids every day. It looks like your program integrates agriculture into daily life rather than treating it like a special activity. You've mentioned on the website that children interact with the animals every day, gathering eggs, feeding livestock, being near the horses. What does that daily rhythm look like, specifically?
Amber Bruckner: So, our daily schedule would start out like a typical classroom. We do not have a hard drop-off time, so parents can fit it into their schedule. Usually everyone's here by nine, and we'll start [00:10:00] doing our table time activities like Play-Doh, manipulation, stuff like that. And then we'll break out as soon as we can. Some days we don't even stay inside. Some days we start our days outside at seven-thirty in the morning, and we are outside all day, even at nap time.
So, the animals come into play, because the chickens love to come to the playground. And it is not like anything to see the children running after a chicken, picking it up, and putting it over the top of the fence. Or the chicken laid an egg somewhere in the preschool classroom, and the children pick it up, cradle it, and they know to be so sacred with it and gentle, and they'll come put it in the classroom for us.
Right now agriculture is in the classroom pretty much everywhere. The basement has three slider glass doors, so you look outside, you can see all the animals all the time. And we're hatching some quail eggs right now. So, we have some eggs on incubation that the kids routinely check, look at, like they're obsessed with.
And typically, in the morning we go out, we start chores, [00:11:00] if I haven't did them already. If we have something planned, then I'll do them beforehand, but if not, the school goes out, dumps grain to the animals, says our good mornings, we turn horses out and then we come back in. And then if we're ready, we'll just play outside and we'll do all of our activities outside that we had planned. Or like today, since it's so windy and the sand's blowing in our face, we'll come back inside and continue on from there.
Christa Hein: What are the ages of kids that you have?
Amber Bruckner: We are licensed for 18 months to 12, but typically we have until they go off into kindergarten.
Christa Hein: So, with children that age, what are some of the ways that you see them respond when they start interacting with animals?
Amber Bruckner: Oh, my goodness. It is so fun, because the parents will not believe that children can be, like, so gentle and so knowledgeable with the animals right away. And you'll see a little tiny, 2-year-old be so gentle with the chicken and they'll be like, "Egg". And then they'll pick up the egg and [00:12:00] be so gentle with it.
Or when we're out with the cows, they'll be like, obviously, "Cow moos". And they can identify what feed goes to what animal already. The bags are different colors, but they know that the chicken feed is in a yellow bag, so that only goes to the chickens. And they can be as young as 18 months. So, my son is just over a year, he joins us too. He's obviously on the smaller side of it, but I mean he's scooping grain, and dumping grain to the cows and the horses, being just over one.
Christa Hein: Yeah. So, your website mentions how farm animals help children develop empathy and emotional awareness. What have you observed about that?
Amber Bruckner: We have noticed that for one, it helps regulate their bodies. So, catching a chicken is going to need you to regulate your body, and it's going to need you to calm down. And you have to move with the skill and surroundings. So that we can see the kids chase the chickens, and then when they're about ready to catch them, like crouch down [00:13:00] and calm their bodies to actually catch them.
When we're with the horses, they know they cannot run up to the fence because if they run up to the fence, the horses are going to run away. So, they learn how to move their body and navigate that. They also learn safety, so they know that if they do have these big feelings and big emotions around the animals, that the animals are going to reciprocate and bring it back to them. Which even our two year olds will go up to an animal and put their finger across their mouth and be like, "Shh". They know they have to be calm around them.
There's a lot of children that I know that are having a hard time in the classroom and need to move their bodies in some way, or are searching for a higher need than what the inside classroom's providing. So, we'll go out to the barn classroom and in the barn classroom, we can run, we can explore. It's bigger bodied than what we can be inside. And the animals are out there, too, so when we're out there, they know all the barn safety rules. But you can just see their whole demeanor and their bodies change. They actually get to move their bodies to [00:14:00] learn.
Christa Hein: So, animals are obviously a big part of your program, but nature itself seems to be just as important. On your website, you have this great blog and a lot of your writing talks about how important sensory play and nature exploration are for preschoolers. Why do you think those experiences are so critical at that age?
Amber Bruckner: Oh, my goodness. Just being at home, there's not as much sensory exploration as what we need. And there's not as much barefoot children running around in the yard anymore. Like the world is so "Put your shoes on, get outside." We don't need the shoes. Ditch the shoes. Let's go outside and feel the earth in between our toes.
Let's feel the grass. Let's process what wet grass feels like on our feet compared to dry grass. Let's feel what mud feels like. Let's walk over pine cones like, they're not going to cut our feet. We can do that. Or how stones feel. Do we prefer shoes on our feet? There's so much sensory processing in just a simple barefoot walk that I don't think a lot of [00:15:00] parents or other educators really realize what's there.
Christa Hein: Yeah, it's really endless. So, your environment includes trails, outdoor play spaces, and a creek. Is that right?
Amber Bruckner: We have a tiny little ditch that runs in the back that most of the time is dry, but in the springtime, we can get a little bit of a creek going on, which we love to go out there. We make sure Jesse, my fianc , mows pass for us back there because it gets pretty gnarly with weeds. And he'll go back with the brush hog and make sure we have pass so we can go back and hike. The kids always do bear hunt, so that's like our favorite bear hunt spot.
The little creek that we go back there and cross, it's tiny, so it's fun to build sticks and stuff across there, and the children teamwork, using logs and dead sticks. And then one of the teachers, out of the three of us, we'll stand in the little like standing water and we'll help the children cross the bridge. So that way we started a project, we did the project [00:16:00] and then we finished the project out there.
Christa Hein: Nice. And so how do you see the children's interactions and learning change from being inside or going outside?
Amber Bruckner: We're in Michigan, so after a while we are cooped up and we have cabin fever. As much as we can get out in the winter, we do, but sometimes it's just hard when it's negative twenty degrees out. Like we can't. So when we can finally break free of the indoor classroom, it's like a relief for all the kids.
Like we're done bickering with each other like we're brother and sister. We're stuck together for 40 hours, so when we get outside it, it looks like it's just melting off the children. So, when we get out there, their bodies and their demeanors are just so much calmer when we can be with nature and not a structured, strict lesson plan that we're doing.
Christa Hein: You also talk about curiosity, how kids naturally start asking questions when they're observing animals or exploring outdoors. How do you nurture [00:17:00] that curiosity?
Amber Bruckner: I want to say we're the queens for open-end questions, because we'll answer a question with a question just to keep it rolling. Sometimes we might have the answer. Most of the time we're going to keep questioning them just as much as they question us, because if they can think and put empowerment into their own learning, then I know that we can dive into a project and we can go farther. For example, Play-Doh, and tools like Play-Doh, and tools at the table is only going to go so far. But if they're wondering what's inside the egg and how a baby chick grows and we answer with questions, then we can keep investigating further and going farther and farther.
Christa Hein: Nice. So, I imagine that your educational philosophy is a little different than what many parents expect in preschool. It looks like you're intentional about how children learn, not just what they learn. If you had to describe your overall teaching philosophy for preschool aged children, how would you explain it, and are there any core [00:18:00] beliefs that guide the way you structure it?
Amber Bruckner: I think that our philosophy would be that if we're going to do learning, you're not going to see worksheets, you're not going to see flashcards, and our classroom is not drowned out with ABC posters or one, two, threes. There aren't any bright colors really anywhere, and natural materials are everywhere.
I think our philosophy would be that we will get them kindergarten ready, and they will know their ABCs and one, two threes. But you're also going to have a very empowered child by the time that we are to kindergarten, and we value that. They're empowered enough to ask questions. They're empowered enough to get adult help when they need, and if they're not on par with knowing their address to a T, then that's okay. That's what kindergarten is for. We will help them, we will get there. And don't stress over the micromanaging [00:19:00] of they did the kindergarten test and, like, they weren't there. That's great. But if they skip the letter E because another teacher that they've never met before is staring at them and telling them to recite their alphabet, it's okay.
Christa Hein: So, your website mentions that your program uses something called the Project Approach curriculum. Can you explain what that is and how it works in a farm-based setting?
Amber Bruckner: We do. So, we use the project approach just because we have a lot of part-time kiddos, so it fits best with us. We can start a project with our Monday group that's different than our Tuesday group, and then just dive into learning a little bit deeper. Which the project approach is usually handled in three phases.
So, phase one is going to be gathering their interests. So, as an early childhood provider, it's something we're doing naturally anyways. We're seeing where their interests lie and we're changing the room to their interests. So right now, we're really into construction and building. So [00:20:00] three fourths of our room is blocks, is new blocks, there's waffle blocks, there's anything and everything you could possibly build with. Like cardboard tools, like balls rolling things, whatever they want. Construction vehicles. Dramatic play right now is, like, the safety vest and the helmets, which all started because we did a foam block project and all 14 children of all ages were glued to this activity for over 45 minutes at the table.
And all we did was provide foam blocks and shaving cream mixed with dirt, so it looked like cement. It hooked all of them. And then after that I was like, "All right guys, let's see if we can put some more in the room to see if we can spark an interest and gain a project." And it took off! Every single one of the kids that come throughout the week is hooked on the blocks.
So that would be phase one, is gathering their interest, and phase two would be developing the project. What we're doing right now is we are in phase two for the project, and [00:21:00] we're doing simple research projects. So, what materials can we build with? What materials can we not build with? What works great, what doesn't work great, and the children are answering these all alongside you by test trials. So, like today we had Popsicle sticks and paper out, and did it make a good house? Did it not make a good house? Are the foam blocks sturdier than the wooden blocks? Like which one helps us build where we want it to be?
We're also going to invite in guest speakers. So, since we are an in-home preschool, we don't travel, but we do invite guest speakers in. Which we have a lot of, we call them experts, that come in. So right now, we'll find somebody that either builds houses that want to come in and talk, or if we have a craftsman work grandparent, will come in and talk to us. Which these are age appropriate., so they're short. They're like 10, 15 minutes if we can get them to stay that long. And they get to ask the experts all the questions, and the expert says a little spiel and then answers the [00:22:00] questions for them. But it really draws in the kids to handle their own learning. So, we're providing the materials, the space, and still adding in the one, two threes and the ABCs that everybody's worried about, but it looks way different.
And then phase three would be concluding our results on what we found during our investigation and presenting it back to the parents. So, the children at the end have to take power of what they learned, and how we're going to end it. So, they pick the wrap up, they pick when it's time. Sometimes the project will run two months, sometimes it runs two weeks. When our interest fades is when we'll start being like, "Okay guys, I think we're ready to wrap it up. We answered a lot of our questions. Now what do we do? What do you want to do?"
So how we end this construction project could be we build bird houses because it's spring. It could be we draw a picture of a house, it's however big or little the children want to take a hold of their learning. We've had projects end as [00:23:00] big as we hosted a lemonade stand because the children wanted to learn about money, even at two. So, we did a lemonade stand. It grew so big that there were cars up and down the driveway on the parking lot, and parked over in my dad's semi lot. So, it was giant. It was overwhelming. We raised over, I think it was like $1,200, and we ended up giving it to a local animal shelter, because that is what the children chose to do with their money. So that's just one way to end it.
And then the phase three, we take all of our research, put it in a binder, and then we can put it in the classroom for the children to revisit that topic if they want to. And say, "Oh, I was wondering if the wooden blocks were sturdier than the paper blocks?" And then they can go back and research that, too. So, it kind of groups it up nicely in a nice little binder. And then the children can always go back and research, too.
Christa Hein: I love that. What an amazing way for them to feel empowered in their own learning and to take that [00:24:00] first experience in preschool and remember, "I had this question and I did this and I did this", and to help them figure out how to solve it. I love that. And that is always changing.
Amber Bruckner: We are always changing. I always tell the parents when they come to tour, "This is what we look like today. It probably won't be the same tomorrow."
Christa Hein: Yeah. So, another interesting thing you talk about in your blog is how you approach social development with young children. How do you think working together in a farm environment, caring for animals, helping each other with tasks helps support their social development?
Amber Bruckner: Just being on the farm in general is going to inspire and it shows the children how much teamwork it actually takes in life. And it's not just a, "I'm doing this myself, this is my space", that it requires teamwork. And the children are all for it. If you get them going, they're ready.
So, one example would be they know that farm work takes, like, I'm out [00:25:00] there, my fianc , Jessie's out there. Jessie puts hay in for us a lot, mainly because of the skid steer. So, he'll take the skid steer out, put it in while the children are here, or he'll see Jesse cleaning the barn. And then they know that we do our part, too.
So, we have to empty feed bags in the grain bins. The children test their muscles out and they'll drag the sawdust bags, and take them to the stalls and put them in there. And they know that we clean stalls, and that if we don't do our jobs every day, then the animals are going to be the ones that suffer from it. So, we have to do our part so they can do their part. And the chickens are not going to lay us eggs if we leave their coop dirty, or we don't water or feed them. So, they pick up right away that we have to do our part, so other people can do their part. And the teamwork is everywhere.
Christa Hein: And that ownership I'm sure that they feel over taking care of their chickens. Yeah. So, what do you think children gain emotionally from growing up in a place where [00:26:00] responsibility and teamwork are a part of their everyday life?
Amber Bruckner: I don't want to say it's easier, but it's more, they're quicker to be able to label their feelings, and be able to express their feelings. So instead of a card with a blue face for sad, like they have seen sad. We share our raw emotions.
Just recently one of our goats passed away, and all of us teachers were sad that we ended up having to put our goat down and we were telling the children about it, and they were like, "You're sad." I was like, "I am sad." I was like, "It was a sad thing to do." I was like, "But it opened up new doors. We'll get to see", his name was Gordy, "We'll get to see Gordy again, like it'll be okay." And just those real life farm experiences that are at hand, which obviously this was a spontaneous one. He was healthy and then the next day he wasn't. Which the children got to see healthy version of him and got to realize that the vet came out, and we ended up putting him down.
While the [00:27:00] children weren't out there for it, they understood the process that was going to happen with it, and they knew that during this, it's okay to have different emotions, which we helped them label. It's, we're happy that we got to have him. We're sad because he is not here anymore. Which instead of having a feelings chart or a poster chart, it was a real hands-on, in the moment experience that the children got to experience.
Christa Hein: Yeah, you can't get any more real than that.
Amber Bruckner: No.
Christa Hein: So many listeners of this podcast are farm educators or people dreaming about starting programs of their own. You've built a program that's small, home-based, and very personal. What do you think are some of the advantages of that model that others might want to consider?
Amber Bruckner: I think because we're small, that's why we're so special. We've had talks about expanding into a commercialized center and making Pine Row bigger, but we would lose everything that [00:28:00] Pine Row's about. We would lose our farm. We would lose my house feeling like a home to the 30 other children every week. We would lose the relationships with our families.
All of our families have my personal cell phone. They can text me at any time. I'll answer. We end up all supporting each other's businesses, and it ends up being more of a community-based feeling than it does so much a school. Which is great for children to see that we interact with their parents.
So, I think when basing these models, yes, you can make more money in a big center and that's great, but you're never going to feel the relationships and the at-home feeling that you will in a small center.
Christa Hein: Is there any advice or encouragement you'd like to share with listeners who are thinking about starting a farm in nature based preschool themselves?[00:29:00]
Amber Bruckner: Oh, absolutely go for it. There's nothing to lose, and it is so fun. We grew to a teaching team of three now with my little in the classroom, and we're constantly evolving and changing, but I can't imagine doing anything else.
Christa Hein: So, looking ahead, do you have any dreams for the future of Pine Row? Any big projects that you're hoping to start or things that are looming on the horizon?
Amber Bruckner: I feel like we've always got a project just looming at us. Our big project right now is we completely gutted out our horse barn, and we are going to cement it and put a barn classroom in there. Which the barn classroom out there will entail that it can be heated, so we can go out there in the wintertime, so when we're over being inside in the classroom, we can go out to the barn classroom. And then the barn classroom hopefully will have all the setups, if not bigger than what we have in the classroom now. So [00:30:00] it'll be another learning space. Hopefully too, that we'll have some more hands-on experiences with the animals out there.
We want to put in some viewing windows that will go out to the animals and put in some feeding platforms that are safer for the kids to actually feed and observe, instead of being ground level. And the horses are so much taller than them. Just getting the kids more hands-on and at the animal level. So, if we can do it, the kids can do it. So, we just got to make it a little bit easier for them to be able to do it.
Christa Hein: I love that. Thinking about how to make it accessible for all ages.
Amber Bruckner: Yeah.
Christa Hein: So, before we finish up, where could people go online to learn more about Pine Row Preschool or follow along with what you're doing?
Amber Bruckner: So, our Facebook page is where we post mostly, and that's Pine Row Preschool. On our Facebook page, we post daily and a lot daily. We'll post our daily activities, any adventures, anything that's looming. Our project bases are all on [00:31:00] there.
We also have a website, pinerowpreschool.com. That has our blog, our storefront. We have new branded Pine Row rain gear that's supposed to be farm tough that we're getting in April. And of course, our podcast and blog is on there too, so you guys can follow along.
Christa Hein: Yeah, and with her podcast, it's a lot of really great information about working with younger audiences, so definitely check that out. Amber, I just love your story. How it really shows that farm education doesn't always start with a big, giant plan. Sometimes it starts with a realization, a little bit of courage and taking the next step when the opportunity arises.
Thank you so much for sharing the story of Pine Row and the work you're doing with children.
Amber Bruckner: Thanks.
Christa Hein: To our listeners, if you enjoyed this conversation, be sure to follow the podcast and leave a review so more people can discover the world of farm education. Until next time, keep teaching, keep growing, and keep [00:32:00] connecting people to the land.
Christa Hein: Hey farm educators, I hope you enjoyed today's episode. Before you go, I've got something special for you. If you're ready to build a farm education program that people are excited to book, grab my free guide, Five Simple Steps to Growing an In- Demand Farm Education Program. It's packed with the same steps I used to grow my own farm education business.
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