The same nutrients for a healthy life are needed for all humans from infancy through out adulthood. Young children need nutrients for energy and healthy growth development. Adults need the same nutrients to maintain/repair body tissue and energy levels. Required amounts of nutrients vary at different stages of life. For example, a small child requires forty calories per pound, where as an adult female requires only eighteen and an adult male twenty-one calories for each pound.
Nutrient amounts for children also vary during different stages of development. An infant experiencing a rapid rate of growth require high intakes of nutrients. Toddlers grow slower than infants, yet still have high nutrient needs because of smaller stomach capacities. Preschoolers’ grow in spurts; therefore nutrient intake needs are constantly changing, depending on the need at the time.
Eating habits and attitudes toward food start early in life and usually follows a person into adulthood. The prevention of obesity and chronic diseases,like heart disease, kidney failure and diabetes are minimized. Teaching children healthy eating habits can be accomplished by implementing a health education curriculum in school. Another way is to incorporate an extension of health programs to parents for consistency between school and home. A well-designed curriculum that effectively addresses essential nutrition education topics can increase students’ knowledge about nutrition, shape appropriate attitudes, and help develop the behavioral skills students need to plan, prepare, and select healthful meals and snacks (Healthy People 2010, n.d.).
Children model adult behavior. For this reason it is important for adults to be positive role models of healthy habits. Activities, environment, meal planning, and supervision should be a part of a teacher’s daily commitment to health education practices. Teachers can model good eating habits by integrating learning experiences about good food choices while sharing a snack or meal with the children.
It is beneficial for caregivers to remain current on young children's eating habits and the nutritional needs at different stages of development. The nutritional needs for infancy is high because of rapid growth rates. By six months of age infants require 40-45 calories per pound. All these calories are from formula or mother's milk. As the infant grow into toddlers the appetite decreases. Toddlers grow less rapidly than infants. Their nutritional need is still high. Proteins, fats, and iron has to come from eating many different foods in appropriate amounts. By preschool age growth happens in spurts. Their caloric need will change, depending on the child's need at the time. The main difference between toddlers and preschoolers is the amount of food required to meet calorie and nutrient needs.
Three nutritional recipes, for home, that preschoolers can help prepare are:
1. Bugs or Ants on a Log (Creative Kids Crafts)
Get Ready for Kindergarten
Give your preschool child a head start for school.
This is always a fun kitchen activity for kids interested in bugs. Plus it is a very healthy snack any day of the week.
What You’ll Need
* Celery sticks
* Raisins or Mini-M&Ms
* Cheese spread or peanut butter
or cream cheese
Directions
Wash celery.
Cut it into "logs".
Spread topping into celery. (Choose cheese or peanut butter).
Add a few raisins (ie bugs)
Nutritional Value: raisins=iron, peanut butter=protein, celery=vitamin A
2. HEALTHY FRUITY POPSISCLES (Show Kids the Fun)
INGREDIENTS
Frozen strawberries (thawed a little)
Plain yogurt
A drop of vanilla
A little honey
PREPARATION
Put all ingredients into a blender
Blend it till its smooth
Pour into popsicle molds
Put into the freezer
Nutritional Value: Strawberries=Vitamin C, Yogurt=Calcium,
3. HEALTHY FRUITY SMOOTHIES EASY RECIPES (Show Kids the Fun)
INGREDIENTS
1 Frozen peeled ripe banana
1 cup orange juice
PREPARATION
Cut banana into chunks (great cutting lessons for kids)
Throw banana chunks into blender (count as you throw)
Pour in orange juice (enhance pouring skill)
Remember to close the cover (or you'll get fruity splash!)
Press the button to blend till smooth
Pour into glasses (another pouring lesson)
You can use any type of frozen fruits combined with any juice. You may also use yogurt or fresh / soya milk. (Show Kids the Fun)
Nutritional value: Banana=fiber, potassium, vitamin C, 93% carbohydrates, 3%fats, and 4% protein
Cited References
Healthy People 2010. Nutrition and Overweight. Retrieved October 3, 2009, from
http://www.healthypeople.gov/Document/HTML/Volume2/19
Creative Kids Crafts: Preschool Kids Cooking and Recipe Ideas. Retrieved October 3,
2009 from http://www.creativekidskrafts.com/preschoolerrecipes.html
Show Kids the Fun. Cooking activities for Kids. Retrieved October3, 2009 from
http://showkidsthefun.com/activities-by-type/kitchen/ideas.php
Thursday, October 15, 2009
Safety Practices and Policies
Despite best efforts childhood injuries and medical emergencies still occur. Risk can be minimized by designing or adopting safety policies for the building, grounds, equipment and furniture where childcare is provided. It is the responsibility of childcare professionals to assure children’s safety as much as possible. Effective safety practices, for in-home care and out-of-home care, require a continuous awareness of developmental stages, individual child’s abilities, potential hazards, and preventive measures.
Infants and toddlers are at highest risk for injuries and medical emergencies. Even at preschool- age children still lack maturity, understanding and experience to explore their world safely. Preschoolers have a limited understanding of cause and effect. This makes them more vulnerable to environmental hazards. Some safety threats common to preschoolers are tools and equipment, poisons and burns, falls and injuries, drowning and traffic.
A safety policy for tools and equipment, in a preschool environment, is to store potentially hazardous tools and equipment in a safe place that is locked. Safe use of tool and equipment can be implemented into preschool curriculum. All medicines and cleaning products should be locked up as well. The use of non-toxic art materials can also be used to minimize poison and burn hazards.
Staff trained in risk Management should conduct daily safety checks, using a checklist designed specifically for their facility. Play areas, inside and outside, should be free of broken equipment and things like deep holes, trash and old appliances. A playground designed by guidelines recommended by professional safety authorities is another preventative step to cut down on these types of injuries.
Water safety begins with teaching the dangers of water. Swimming instructions should be provided if water play is a part of the curriculum. Total obedience is required as far as traffic rules are concerned. Traffic and car safety should definitely be a part of preschool curriculum.It is the highest cause of serious childhood injuries.
Families can minimize safety risk in the home environment by being well informed and supported in child safety matters (Tansey, 2006). Childcare professionals can provide safety information and advice for parents. Consistent role modeling of safety practices, by both teacher and parents, ensure awareness and understanding of the rules. Family members can be invited to participate in the development and design of center safety policies. Common understanding and agreements about facility safety practices reinforces the child’s acceptance of the rules and promotes safe behavior.
Safety training for adult caregivers might include risk management, emergency evacuations, first aide and CPR, water safety and the use of fire extinguishers. A safe environment is every child’s right and the least of our service to them. (Murray, 2009).
Cited References:
Tansey, S. (2006). Safety in Children’s Services: Quality Improvement and Accreditation
Systems. National Childcare Accreditation Council. Retrieved October 12, 2009, from http://www.ncac.gov.au/factsheets/qias_factsheet_%202.pdf
Murray, B. (2008). I Am Worth It (Chart). In B. A Murray, Butterfly Network Parent
Orientation Package (p.3). Bryan, Texas
Infants and toddlers are at highest risk for injuries and medical emergencies. Even at preschool- age children still lack maturity, understanding and experience to explore their world safely. Preschoolers have a limited understanding of cause and effect. This makes them more vulnerable to environmental hazards. Some safety threats common to preschoolers are tools and equipment, poisons and burns, falls and injuries, drowning and traffic.
A safety policy for tools and equipment, in a preschool environment, is to store potentially hazardous tools and equipment in a safe place that is locked. Safe use of tool and equipment can be implemented into preschool curriculum. All medicines and cleaning products should be locked up as well. The use of non-toxic art materials can also be used to minimize poison and burn hazards.
Staff trained in risk Management should conduct daily safety checks, using a checklist designed specifically for their facility. Play areas, inside and outside, should be free of broken equipment and things like deep holes, trash and old appliances. A playground designed by guidelines recommended by professional safety authorities is another preventative step to cut down on these types of injuries.
Water safety begins with teaching the dangers of water. Swimming instructions should be provided if water play is a part of the curriculum. Total obedience is required as far as traffic rules are concerned. Traffic and car safety should definitely be a part of preschool curriculum.It is the highest cause of serious childhood injuries.
Families can minimize safety risk in the home environment by being well informed and supported in child safety matters (Tansey, 2006). Childcare professionals can provide safety information and advice for parents. Consistent role modeling of safety practices, by both teacher and parents, ensure awareness and understanding of the rules. Family members can be invited to participate in the development and design of center safety policies. Common understanding and agreements about facility safety practices reinforces the child’s acceptance of the rules and promotes safe behavior.
Safety training for adult caregivers might include risk management, emergency evacuations, first aide and CPR, water safety and the use of fire extinguishers. A safe environment is every child’s right and the least of our service to them. (Murray, 2009).
Cited References:
Tansey, S. (2006). Safety in Children’s Services: Quality Improvement and Accreditation
Systems. National Childcare Accreditation Council. Retrieved October 12, 2009, from http://www.ncac.gov.au/factsheets/qias_factsheet_%202.pdf
Murray, B. (2008). I Am Worth It (Chart). In B. A Murray, Butterfly Network Parent
Orientation Package (p.3). Bryan, Texas
Emergency Preparedness: Natural and Human-Generated Disasters
Hypothetical Tornado Disaster
The setting is an Early Childhood Pre-Kindergarten Program. The facility currently has sixty students enrolled. Children ages range from early three year-olds to late four year-olds. The ten full-time employees are facility director, curriculum director, three teachers, two teacher assistants, two cooks and one facility maintenance staff member.
The facility is housed in an independently standing building, on a main street, within a line of commercial properties. This particular location of the city has been noted as a repeated path that tornados travel during tornado season. The likelihood of the facility being affected by a natural disaster is relatively high, posing a risk for children and adults alike.
The facility director immediately put an Emergency Plan of Action in place. Using a Daycare Facility Disaster Planning Guide, prepared by the Bureau of Plans; Pennsylvania Emergency Management Agency (August 2003), everyone on staff was assigned a response role. These roles included responsibilities like emergency contact person, first –aid person and building security.
Children can be taught preparedness also. They can be assigned roles like getting blankets, emergency- kits, and non-perishable foods. A child can also be taught about what causes the disasters and develop abilities to help care for themselves if needed.
Other roles identified in the plan include parents. Emergency plan members can include parents for input in plan designs. It is also good for parents to be familiar and understand the plans at their child’s center. Community- helpers, like firemen, police, hospitals and churches are included for additional emergency resources outside the facility.
The American Red Cross encourages teaching preparedness in the classroom. Instructing students what to do in the event of an emergency can help save lives at school and at home (American Red Cross). There are three steps recommended for preparedness, an easy to carry kit with basic supplies like water, food, flashlight, radios and extra batteries. Second, make a plan that includes important information about where you will go, and what route you will take. Third, be informed about what disasters are likely in your area, and what the emergency procedures are for your community.
Hypothetical Fire Disaster
This is an in-home childcare service for infants and toddlers, ages six weeks to thirty- six months. There are two adults that work full-time with the twelve children. One adult is the homeowner and the other a paid assistant.
To assess the risk of a fire disaster the homeowner uses a checklist provided by the Red Cross. This Fire Prevention and Safety checklist include check-off item like smoke and carbon monoxide alarm operations and fire escape plans. Fire drills are scheduled to practice getting all of the children out of the house safely.
In case of a fire emergency, each worker has an assigned response role. The owner is responsible for gathering emergency contact records for the children, first aid kit, and emergency kit. The assistant cares for and accounts for the children. Family members are provided with information about emergency re-locations and numbers during orientation. After the children have all been safely relocated the owner starts to contact parents to let them know that their children are safe.
Cited References
National Child Care Information Center: Emergency Preparedness(2003). Retrieved October 13, 2009, from http://www.nccic.acf.hhs.gov/emergency
American Red Cross: Daycare Facilities emergency Planning Guide. Retrieved, October 12, 2009, from http:// www.redcross.org
The setting is an Early Childhood Pre-Kindergarten Program. The facility currently has sixty students enrolled. Children ages range from early three year-olds to late four year-olds. The ten full-time employees are facility director, curriculum director, three teachers, two teacher assistants, two cooks and one facility maintenance staff member.
The facility is housed in an independently standing building, on a main street, within a line of commercial properties. This particular location of the city has been noted as a repeated path that tornados travel during tornado season. The likelihood of the facility being affected by a natural disaster is relatively high, posing a risk for children and adults alike.
The facility director immediately put an Emergency Plan of Action in place. Using a Daycare Facility Disaster Planning Guide, prepared by the Bureau of Plans; Pennsylvania Emergency Management Agency (August 2003), everyone on staff was assigned a response role. These roles included responsibilities like emergency contact person, first –aid person and building security.
Children can be taught preparedness also. They can be assigned roles like getting blankets, emergency- kits, and non-perishable foods. A child can also be taught about what causes the disasters and develop abilities to help care for themselves if needed.
Other roles identified in the plan include parents. Emergency plan members can include parents for input in plan designs. It is also good for parents to be familiar and understand the plans at their child’s center. Community- helpers, like firemen, police, hospitals and churches are included for additional emergency resources outside the facility.
The American Red Cross encourages teaching preparedness in the classroom. Instructing students what to do in the event of an emergency can help save lives at school and at home (American Red Cross). There are three steps recommended for preparedness, an easy to carry kit with basic supplies like water, food, flashlight, radios and extra batteries. Second, make a plan that includes important information about where you will go, and what route you will take. Third, be informed about what disasters are likely in your area, and what the emergency procedures are for your community.
Hypothetical Fire Disaster
This is an in-home childcare service for infants and toddlers, ages six weeks to thirty- six months. There are two adults that work full-time with the twelve children. One adult is the homeowner and the other a paid assistant.
To assess the risk of a fire disaster the homeowner uses a checklist provided by the Red Cross. This Fire Prevention and Safety checklist include check-off item like smoke and carbon monoxide alarm operations and fire escape plans. Fire drills are scheduled to practice getting all of the children out of the house safely.
In case of a fire emergency, each worker has an assigned response role. The owner is responsible for gathering emergency contact records for the children, first aid kit, and emergency kit. The assistant cares for and accounts for the children. Family members are provided with information about emergency re-locations and numbers during orientation. After the children have all been safely relocated the owner starts to contact parents to let them know that their children are safe.
Cited References
National Child Care Information Center: Emergency Preparedness(2003). Retrieved October 13, 2009, from http://www.nccic.acf.hhs.gov/emergency
American Red Cross: Daycare Facilities emergency Planning Guide. Retrieved, October 12, 2009, from http:// www.redcross.org
Tuesday, October 13, 2009
CPR and Choking Emergencies
CPR and Choking Emergencies Week
First Scenario
A four-year old boy, in a preschool classroom, is having a snack of raw carrots with dressing. A whole piece of the carrot has lodged in his throat. The teacher notices that he is not breathing.
First, the teacher looked to see if the object could be seen and easily removed. It was not visible to the eye. Staying with the child she instructed the teacher assistant to call 911 and the parents. The teacher then proceeded to kneel behind the child, putting her arms around his waist. She then made a fist with her thumbs tucked in. With the thumb side against the child’s abdomen, midway between the base of the rib cage and navel, pressed into his abdomen with quick, inward and upward thrust. She continued the abdominal thrust until the child became unconscious.
Remaining with the boy, the teacher placed him flat on the floor on his back. She did not assess the ABC’s because she already knew he was choking. Straddling the child, she then opened the airway by head tilt/jaw lift techniques and inspected his mouth again for the object. With no visual again gave two small breaths. Still not breathing, she placed the heal of one hand on his abdomen slightly above the navel, well below the breastbone. Positioning the other hand on top of the first hand gave an upward thrust. The carrot dislodged and the boy started to breath. The child was rolled onto his side in a recovery position. The teacher remained close to observe until medical personnel arrived. The teacher accompanied the child to the hospital because the parents had not yet arrived.
A complete report was made recording all that transpired during the incident. A copy was provided for the parents. Additional copies were provided for the child’s school records and the teachers personal records.
Second Scenario:
A three-year old girl fell from a climbing bar on a preschool playground. She had a head laceration that bled profusely. The teacher assistant called emergency medical assistance and parents. The teacher also instructed the assistant to get an ice pack and clean towel from inside the school.
In the meantime the teacher acted quickly to control the bleeding. First using Universal Precautions, the teacher, using latex gloves, placed sterile gauze over the wound and applied pressure with the flats of his fingers. Elevating the girl’s head he applied the ice pack to help slow bleeding and reduce swelling. Because of the large amount of blood loss the teacher had to apply more gauze upon the original gauzed used for continued absorption.
Upon the arrival of emergency medical technicians, the teacher gave them all the gauze used so that the doctor can estimate the amount of blood loss.
Because a Serious Injury and Illness Plan was already in affect at the preschool the teacher and teacher assistant were already trained in the proper procedures for handling an emergency. They knew when it is necessary to summon emergency medical assistance and parent contacts. They were also trained in emergency techniques to apply while awaiting their arrival.
School administration and teachers can include updating emergency medical information as part of their weekly checklist. Administration can ensure that all personnel that have contact with the children are properly trained in first aide, CPR, and all schools emergency policies and procedures. Posting of emergency procedures should be visible to all staff. Emergency contact information should always be readily available to teachers indoors and outdoors.
First Scenario
A four-year old boy, in a preschool classroom, is having a snack of raw carrots with dressing. A whole piece of the carrot has lodged in his throat. The teacher notices that he is not breathing.
First, the teacher looked to see if the object could be seen and easily removed. It was not visible to the eye. Staying with the child she instructed the teacher assistant to call 911 and the parents. The teacher then proceeded to kneel behind the child, putting her arms around his waist. She then made a fist with her thumbs tucked in. With the thumb side against the child’s abdomen, midway between the base of the rib cage and navel, pressed into his abdomen with quick, inward and upward thrust. She continued the abdominal thrust until the child became unconscious.
Remaining with the boy, the teacher placed him flat on the floor on his back. She did not assess the ABC’s because she already knew he was choking. Straddling the child, she then opened the airway by head tilt/jaw lift techniques and inspected his mouth again for the object. With no visual again gave two small breaths. Still not breathing, she placed the heal of one hand on his abdomen slightly above the navel, well below the breastbone. Positioning the other hand on top of the first hand gave an upward thrust. The carrot dislodged and the boy started to breath. The child was rolled onto his side in a recovery position. The teacher remained close to observe until medical personnel arrived. The teacher accompanied the child to the hospital because the parents had not yet arrived.
A complete report was made recording all that transpired during the incident. A copy was provided for the parents. Additional copies were provided for the child’s school records and the teachers personal records.
Second Scenario:
A three-year old girl fell from a climbing bar on a preschool playground. She had a head laceration that bled profusely. The teacher assistant called emergency medical assistance and parents. The teacher also instructed the assistant to get an ice pack and clean towel from inside the school.
In the meantime the teacher acted quickly to control the bleeding. First using Universal Precautions, the teacher, using latex gloves, placed sterile gauze over the wound and applied pressure with the flats of his fingers. Elevating the girl’s head he applied the ice pack to help slow bleeding and reduce swelling. Because of the large amount of blood loss the teacher had to apply more gauze upon the original gauzed used for continued absorption.
Upon the arrival of emergency medical technicians, the teacher gave them all the gauze used so that the doctor can estimate the amount of blood loss.
Because a Serious Injury and Illness Plan was already in affect at the preschool the teacher and teacher assistant were already trained in the proper procedures for handling an emergency. They knew when it is necessary to summon emergency medical assistance and parent contacts. They were also trained in emergency techniques to apply while awaiting their arrival.
School administration and teachers can include updating emergency medical information as part of their weekly checklist. Administration can ensure that all personnel that have contact with the children are properly trained in first aide, CPR, and all schools emergency policies and procedures. Posting of emergency procedures should be visible to all staff. Emergency contact information should always be readily available to teachers indoors and outdoors.
Physical Fitness
Physical Fitness
Physical fitness is important throughout a person’s entire life. Developing strong bodies and a healthy attitude toward physical fitness starts during early childhood years. For young children it is important to maintain a healthy weight, grow strong bones and muscles, sleep well, have a readiness to learn in school, and develop positive self esteem and self-images (Mojica, n.d.)
Motor skills, both gross motor and fine motor are developed during preschool years. Gross motor are locomotive skills that move the body form one place to another. Incorporating activities into the preschool curriculum that require movements like, running, jumping and climbing will help young children develop muscles required for balance and coordination. Activities like hopscotch, soccer and climbing gyms encourages the development of these large muscles. The more a child participates in these activities the better they become because their muscles are developing with practice.
Fine motor skills would include any physical activity that involves the manipulation of objects. Manipulations require the use of small muscles like the ones in the hand. Preschool activities like writing, cutting, painting and puzzles encourage the development of these muscles. Learning centers that provide opportunities to practice controlling small objects like pencil and paintbrushes help develop the small muscles in the fingers. Some painting activities can be done using cotton swabs instead of paintbrushes. The smaller the object the more the grip control is perfected. Eye and hand coordination are also developed during small motor activities.
There has been a dramatic increase in childhood obesity. American society has become obesogenic, characterized by environments that promote increased food intake, unhealthy foods, and physical inactivity (Center for Disease Control and Prevention). Excessive sugar, empty calories and fats, coupled with insignificant physical activity has caused larger numbers of children to become overweight. Without the balance of calorie intake and physical activity a child can experience weight gains that have negative consequences. Obese children experience chronic health problems, like heart disease and diabetes. These serious illnesses usually follow them into their adult lives. They usually experience psychological problems of low self- esteem and poor self-images. These social disadvantages increase the possibility of societal ridicule as an adult. It also increases the likelihood of continued poor choices in their lives.
Educating children about physical fitness should be a collaborative effort of parents, teachers and administrations. Promoting good health is the responsibility of all adults responsible for their care if we hope to see childhood obesity statistics change. Policy and environmental change initiatives that make healthy choices in nutrition and physical activity available, affordable, and easy will likely prove most effective in combating obesity (Center for Disease Control and Prevention).
Early childhood professionals have the legal and moral responsibility to provide these opportunities for the children in their care. Teachers can provide environments, indoors and outdoors, that promote childrens physical development. They can also find creative ways of integrating physical activities into traditional non-physical times like reading a story. It’s easy to get preschoolers to moving, just ask the to pretend…(Rupnow, Morian, 2009). By being a role model of positive health choices, and working closely with parents, teachers can help ensure the number of obese children in our nation will start to decline.
Physical fitness is important throughout a person’s entire life. Developing strong bodies and a healthy attitude toward physical fitness starts during early childhood years. For young children it is important to maintain a healthy weight, grow strong bones and muscles, sleep well, have a readiness to learn in school, and develop positive self esteem and self-images (Mojica, n.d.)
Motor skills, both gross motor and fine motor are developed during preschool years. Gross motor are locomotive skills that move the body form one place to another. Incorporating activities into the preschool curriculum that require movements like, running, jumping and climbing will help young children develop muscles required for balance and coordination. Activities like hopscotch, soccer and climbing gyms encourages the development of these large muscles. The more a child participates in these activities the better they become because their muscles are developing with practice.
Fine motor skills would include any physical activity that involves the manipulation of objects. Manipulations require the use of small muscles like the ones in the hand. Preschool activities like writing, cutting, painting and puzzles encourage the development of these muscles. Learning centers that provide opportunities to practice controlling small objects like pencil and paintbrushes help develop the small muscles in the fingers. Some painting activities can be done using cotton swabs instead of paintbrushes. The smaller the object the more the grip control is perfected. Eye and hand coordination are also developed during small motor activities.
There has been a dramatic increase in childhood obesity. American society has become obesogenic, characterized by environments that promote increased food intake, unhealthy foods, and physical inactivity (Center for Disease Control and Prevention). Excessive sugar, empty calories and fats, coupled with insignificant physical activity has caused larger numbers of children to become overweight. Without the balance of calorie intake and physical activity a child can experience weight gains that have negative consequences. Obese children experience chronic health problems, like heart disease and diabetes. These serious illnesses usually follow them into their adult lives. They usually experience psychological problems of low self- esteem and poor self-images. These social disadvantages increase the possibility of societal ridicule as an adult. It also increases the likelihood of continued poor choices in their lives.
Educating children about physical fitness should be a collaborative effort of parents, teachers and administrations. Promoting good health is the responsibility of all adults responsible for their care if we hope to see childhood obesity statistics change. Policy and environmental change initiatives that make healthy choices in nutrition and physical activity available, affordable, and easy will likely prove most effective in combating obesity (Center for Disease Control and Prevention).
Early childhood professionals have the legal and moral responsibility to provide these opportunities for the children in their care. Teachers can provide environments, indoors and outdoors, that promote childrens physical development. They can also find creative ways of integrating physical activities into traditional non-physical times like reading a story. It’s easy to get preschoolers to moving, just ask the to pretend…(Rupnow, Morian, 2009). By being a role model of positive health choices, and working closely with parents, teachers can help ensure the number of obese children in our nation will start to decline.
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