A word of caution about models of reflective practice (or any other model). If you are not used to being reflective it can be hard to know where to start the process. For others and for me? Moving forward, you commit to taking all training seriously and make meticulous notes that you can refer back to if needed. . Each model takes a slightly different approach but they all cover similar stages. The third and final phase revolves around converting feedback into action. Instead of fretting over planning, this is largely set out in Gibbs model. This is a concrete experience of using the new system. Johns Model of Reflection: this article provides a practical explanation of Johns Model of Reflection. This could mean putting their theories into practice, or testing out how effective their methods really are. We might think about how our training, theory and academic literature played a part in the experience. Despite having a lot of theoretical knowledge in this area, the practitioner realises that he has underlying prejudices in this area that have now been brought to the surface. (Oxford Dictionaries, 2016a). The next step involves evaluating the experience - what was good or bad about it from our point of view? A great practical example of using Johns Structured Model of Reflection is provided by Johns in his paper Framing learning through reflection within Carpers fundamental ways of knowing in nursing. He graduated from Yale University in 1951 and went on to complete both Masters and Doctoral studies in Philosophy at Harvard University. OpenAI How does this event compare with other similar ones? From nursing to teaching reflective practice is an aspect of qualification, a requirement of professional bodies and an accepted aspect of practice. What were the consequences of my actions for the patient? Do you believe its important to reflect regularly? Hence, it is usually found in all the medical sectors, including nursing. These cue questions, as written by Johns in Transforming Nursing Through Reflective Practice (2009), as well as the associated way of knowing have been provided below. Answer the following questions for this purpose: The second step is concerned with actively working on the questions from step 1. The final stage asks us to think about the action we will take as a result of this reflection. Jasper, M. (2013). The nurse had wanted to protect the employee and said that they would not report it this time and disposed of the drugs in the bin but fished them out when the ambulance arrived having felt it was important to their wellbeing. This leads to the final element of the cycle - taking an action. Another simple model was developed by Driscoll in the mid-1990s. Scientific research by Oelofsen, Somerville and Keeling shows that reflective practices at work advance the development of skills such as awareness and the ability to influence others. He realises that he had planned the activity without taking into account the needs of the child in the wheelchair and the responsibility he had given the child had been more of an afterthought. Do you want unlimited ad-free access and templates? This is part of a series of articles exploring reflective practice. Artificial Intelligence Learning sheets, blogs, studies, articles, Written assessment tasks regarding predetermined points. His interests and publications focused on such areas as experiential learning, and executive and professional development. And when you allow your findings to inform your future behaviour, you are consolidating your learning as you complete and/or renew the cycle. An early years practitioner has planned a physical activity for the 4-year-olds that he is responsible for. Johns used Barbara Carper's patterns of knowing in his model (Carper 1978) which includes the following: Another concept developed by Schn (alongside Argyle) is that of double-loop learning. pedagogy perceptions, rather than in the more common usage of referring to an appreciation of art and beauty 1983, Unit 3.10: Develop the speech, language and communication of children, Critically evaluate provision for developing speech, language and communication for children in own setting, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a language rich environment which develops the speech, language and communication of children in own setting, Unit 3.9: Facilitate the cognitive development of children, Critically evaluate the provision for supporting cognitive development in own setting, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create an environment which facilitates cognitive development of children in own setting, Analyse the use of technology in supporting the development of cognition in children, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe theoretical perspectives in relation to cognitive development, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Make recommendations for meeting childrens individual literacy needs, Analyse own role in relation to planned activities, Evaluate how planned activities support emergent literacy in relation to current frameworks, Reflective practice is no longer just a retrospective process but can be performed whilst on-the-job, Reflective practice can be performed at a much deeper level as we learn to question our assumptions and prejudices, Can be used to explain why experienced practitioners often know what to do without understanding why they know what to do (intuition), Can benefit practitioners with limited time that may not always be able to reflect following a situation, If overused, deliberate reflection-in-action may immobilise us or take our focus away from the task in hand, It is not a self-contained model in itself these ideas should be used in conjunction with other models that describe the process of reflection, Double-loop learning requires more time and effort than single-loop learning, which may not be practical for practitioners with busy schedules. For example, if they were playing basketball, they might conclude that they need to improve their technique. The model was inspired by the research Johns conducted in which he observed the dialogue between practitioners of a profession and their supervisors. Once something has been experienced we will naturallystart to reflect on what happened. JLDHE Study for free with our range of nursing lectures! Borton, T. (1970) Reach, Touch and Teach. The process of working You carried out your daily care tasks with your usual professionalism but could not make the necessary records as you could not remember how to do so. Here, we will be exploring the pros and cons of Schns work. After reading this article, youll understand the basics of this powerful experiential learning and reflective practice tool. The final stage involves building an action plan of steps which we can take the next time we find ourselves in a similar situation. Therefore, critical reflection refers to a combination of analytical, inquisitive or reflective approaches. This article is part of a series of articles covering reflective practice and will look at who Donald Schn was and the ideas about practitioner self-reflection that he developed. Johns suggested that one should have an internal and external focus while thinking. 4.4/5 on reviews.co.uk. The context is essential. Its possible that a theory or literature offers a perspective that must be considered, can provide proof to support ideas or challenge these explicitly. What will change because of this experience? Write a descriptive account of the He concludes that in future, he should always ensure that the needs and preferences of all children are considered during the activity planning process. mindmap He thinks about how the child must have felt to not be involved in the same capacity as the other children and feels disappointed and guilty about his error. Someone who often thinks critically will doubt assumptions and look at a problem from different perspectives. This cycle is often used to teach people new skills or train people in a particular field. This learning style is essential to gain control over ones own development. These models provide a useful guide or place to start but reflection is a very personal process and everyone will work towards it in a different way. Free resources to assist you with your nursing studies! A critically reflective conversation is thus characterised by a combination of these factors. Accessibility Gibbs, G. (1998) Learning by Doing: A Guide to Teaching and Learning Methods. Share your experience and knowledge in the comments box below. The model was originally developed for the nursing sector at the Burford Nursing Development Unit, in the early nineties. That evening the practitioner takes the time to consciously reflect upon the days events. acting on you from outside. We should then reflect on the experience by asking 'so what?' One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan. (2007) Practicing Clinical Supervision: A Reflective Approach for Healthcare Professionals. What factors influenced the way I was feeling, thinking or responding? Donald Schn was born in Boston, Massachusetts on September 19th, 1930. There are two sets of related processes in this model; looking in, then looking outwards. went wrong in some way, but the model assumes a context of good practice to contrast the behaviour being Below are brief outlines of four of the most popular models arranged from easy to more advanced. The final model builds on the other three and adds more stages. Why am I doing it? Lets look at each of these stages individually. Driscoll based his model of the 3 What's on the key questions asked by Terry Borton in the 1970s: By asking ourselves these three simple questions we can begin to analyse and learn from our experiences. It is important to remember that it may be that nothing changes as a result of reflection and that we feel that we are doing everything we should during an experience. To what extent did I act for the best and in tune with my values? https://lit.libguides.com/reflective-practice-tips, Imply that steps must be followed in a defined way, Provide a useful starting point for those unsure where to begin, In the real worldyou may not start at the 'beginning', Allow you to assess all levels of a situation, You will know when the process is complete, Reflective practice is a continuous process. To export a reference to this article please select a referencing stye below: We've received widespread press coverage We can then use this evaluation to analyse the situation and try to make sense of it. Take some time to try different approaches until you find the one that works for you. Editor Finally, we will present some examples of Schns ideas in practice. After time in the army, Schn joined the Institute for Applied Technology in the National Bureau of Standards as a director. Would I have acted differently with alternative outside information? An internal focus refers to ones own emotions and thoughts, and an external focus means to consider the factual situation or incidents. How was I feeling and what made me feel that way? Supervision - what did we learn as a result of the experience? I am an educator and I am always disappointed at the quality and depth of my students use of the Gibbs cycle. Translated to the physical workplace of many nurses, the Johns model of reflection can be summarised in three steps: The process starts by noticing things, asking the right questions, and questioning assumptions. It can be anything from taking part in a sport, to visiting a foreign country, to listening to music in a different language. MIEE Similarly, Johns model of reflection uses sets of questions at each stage to facilitate deeper thinking and analysis and encourages the participation of another person to prevent drawing conclusions that may be too one-sided. Andover: Cengage Learning. What were the repercussions for myself / for others? Accessibility | Privacy policy | Log into LibApps | Report a problem, Gibbs, G. (1998) Learning by Doing: A Guide to Teaching and Learning Methods. This is your reflective observation of the situation. Reflection as empowerment?. What significant background factors belong to this experience? A summary of the pros and cons can be found below: These are just some of the reflective models that are available. Different people will be drawn to different models depending on their own preferences. analysed. - Dr Lee Fallin, Lens of their own autobiography as teachers and learners. The next stage involves us reflecting on the experience and noting anything about it which we haven't come across before. This is due to changing ideas, but also a changing understanding of the situation, Reflection is an active learning process, and is more than simply thinking, Reflection is not a linear process, it is cyclical, where reflection leads to the development of new ideas or opinions that are used to plan the next learning phases. Firstly we should describe what the situation or experience was to set it in context. He is perhaps most well-known for his work in The Reflective Practitioner: How professionals think in action,which we will be looking at below. They are: She goes on to explain that these sources must be used together to provide effective nursing practice. The model was designed for use by students and professionals alike. Do any of them appeal to you or have you found another model which works for you? Although Atkins and Murphys framework for structured reflection is still quite complex, it is slightly less so than that of Johns. If you are having fun with your friends but want to improve your social skills, you can use Kolbs model of reflection to help you grow. Visualizing and realizing caring in practice through guided reflection. In contrast, double-loop learning involves questioning or challenging the underpinning governing variables, with the aim of achieving a better outcome than would be attained by working within the existing restrictions. lecturer Gibbs reflective cycle builds on that of Kolbs and whilst it is slightly more complex, it is still a lot simpler than Johns model. What would be the consequences of alternative actions for the patient, others and myself? Gibbs Reflective Cycle builds on the work of Kolb to create a more detailed experiential learning cycle that has more focus on feelings, feedback from others and structured action plans moving forwards. You may find one that works for you or you may decide that none of them really suit. Gibb's cycle contains six stages: As with other models, Gibb'sbegins with an outline of the experience being reflected on. As they reflect on their experience, they are beginning to build up a mental picture of what they experienced. Johns Model of Reflection. This is an example of reflection-in-action. It may be useful to write notes to clarify one's memories. Pros and cons of reflective practice models A word of caution about models of reflective practice (or any other model). Having given Gibbs some form of an introduction, this section briefly lists the issues: These points demonstrate many of the weaknesses associated with Gibbs Reflective Cycle. The Reflective Cycle is boring - The six-stage model leaves little breathing room for interpretation or expansion. Governing variables can be thought of as assumptions about the situation. Critical reflection enables people to synthesise different perspectives (or ideas, opinions, etc.) Research I often find simpler models more effective as they give more freedom and space for tailoring to the task required. Reflection needs communicating even if it is only for your own use. How have I changed because of this event? Johns' Model of Reflection Similarly, Johns' model aims to bring a deeper level of understanding to the reflective practice process by using a questioning model that helps practitioners to challenge their underlying assumptions, including their values and beliefs. Here goes. Microsoft Innovative Educator Expert Which contained 4 phases: empiric (measurable actions), personal (self-awareness), ethical (moral knowledge) and aesthetics (whole picture). Through observations gained during the first phase in combination with the observations from step 2, the transformation phase is about finding a way to design the process in such a way that it facilitates positive change. Upper Saddle River: Prentice Hall. John Driscoll created the model while keeping clinical practice situations in mind. Registered office: Creative Tower, Fujairah, PO Box 4422, UAE. These insights fundamentally alter the practitioners ideas about inclusive practice going forward, thereby improving their future practice. At this stage, learners do not yet have much understanding of the subject, but their knowledge base is growing. This model is a cycle of four interlinking stages, which can be applied to many different types of activities. Beginning Reflective Practice. Additionally, Mezirow suggested that transformation only takes place where the original starting point of a dilemma must be addressed. What was the situations influence on others? Mezirow, among others, posited that reflection only leads to learning when it generates transformation. For example, a nurse will wash their hands many times throughout the day and follow the correct hand-washing technique every time without much cognitive effort. While this can cause other problems, it at least contextualises the role of description in the rest of the piece it is a small aspect. During the initial phase, a nurse is clueless about the world she will experience. Copyright 2003 - 2023 - NursingAnswers.net is a trading name of Business Bliss Consultants FZE, a company registered in United Arab Emirates. Gibbs' Reflective Cycle is one of the most well known cyclical models used in professional reflective practice . Relevant questions to ask here can include: Johns' model is useful in that it encourages reflection taking into consideration a range of standpoints, Reflection results in learning. a consideration in the individual of matters which are external to them as well as elements which are This can perhaps be thought of as automatic or habitual actions. or at odds with my sense of ethics? The ethical questions help us to frame the experience in relation to our own personal values. This stage is where the learner first experiences something, and begins to understand what they are doing. First, it's important to describe what the situation or experience was like. My favourites right now are: Rolfe et als (2001) framework focuses on three questions: While this may seem simpler than Gibbs, I feel it allows more flexibility and adaptation. Teaching is a complex activity during which decisions are made in complex contexts. The structure of Johns Model of Reflection is based on Carpers Fundamental Patterns of Knowing in Nursing (1978). Journal of advanced nursing, 22(2), 226-234, Johns, C. (1996). note taking What knowledge informed or might have informed me? It will also look at the advantages and disadvantages of his work, as well as some alternatives. This resulted in legal records not being maintained, which could potentially have resulted in wrong decisions being made (e.g. This was developed in 1994, 2004, and 2007 by Driscoll, after whom this model is named. Similarly, Johns model aims to bring a deeper level of understanding to the reflective practice process by using a questioning model that helps practitioners to challenge their underlying assumptions, including their values and beliefs. Following the visit, you reflect upon what you did. (2009). The model was originally developed for the nursing sector at the Burford Nursing Development Unit, in the early nineties. Do you recognise the explanation of the Johns Model of Reflection? We might look at how we feel now and what we might do differently if a similar situation in the future. It is very detailed and the questions help to develop a holistic viewpoint of the situation which facilitates deeper thinking, It considers the viewpoints of others and the influence of values and ethics, which s not present in other models, Johns has produced a lot of literature in relation to reflective practice, so it is underpinned by a lot of theory, Johns has tested and validated his model in practice, The detail of the model and the volume of associated literature mean that the model can be quite complex and require a lot of time and effort to understand and use, The complexity can also make the model appear to be very prescriptive and lack flexibility, Unlike other models, Johns MSR does not explicitly connect our learning to the creation of an action plan, Reflective observation reflecting on the experience, Abstract conceptualization new insights and perspectives gained, Active experimentation putting the new learning into practice, The nurses lack of knowledge in relation to substance use and reactions to drug-taking, Nurse disapproved of drug-taking but had empathy towards patient and so took a critical mother approach to the interaction, Nurse felt an element of anxiety/panic during the experience, The dilemma between the confidentiality of the patient and the responsibility to report substance use to the employer, Guilt following the employee losing their job, The nurse feels they should learn more about substance abuse, The nurse feels that they behaved appropriately during the experience but still feels a sense of guilt about the employee being sacked, The nurse considers approaching the vice-president to ask for the employee to be reinstated to help with their guilt, The nurse recognises that they have not yet approached the vice-president through a lack of assertiveness and wanting to avoid conflict this consequently made them feel angry and frustrated, The nurse will use this experience to improve their practice as well as supporting other team members that may have similar experiences, Carper, B. You admit that you were overconfident during the training and so did not make notes that would have helped you in the field. REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE, Christopher Johns is a professor of nursing who developed the Model for Structured Reflection (MSR), a practice intended to offer a comprehensive guide to reflection in the, The structure of Johns Model of Reflection is based on Carpers, Along with the four variations of knowing implemented by Carper in the Knowledge Pattern (empirical knowledge, personal knowledge, ethical knowledge, and aesthetic knowledge), Johns added another domain, which he termed, These cue questions, as written by Johns in, A great practical example of using Johns Structured Model of Reflection is provided by Johns in his paper, Carpers Fundamental Patterns of Knowing in Nursing, Advantages and Disadvantages of Johns Model of Reflection, Alternatives To Johns Model of Reflection, Atkins and Murphy Model of Reflection (1994), Unit 3.10: Develop the speech, language and communication of children, Critically evaluate provision for developing speech, language and communication for children in own setting, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a language rich environment which develops the speech, language and communication of children in own setting, Unit 3.9: Facilitate the cognitive development of children, Critically evaluate the provision for supporting cognitive development in own setting, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create an environment which facilitates cognitive development of children in own setting, Analyse the use of technology in supporting the development of cognition in children, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe theoretical perspectives in relation to cognitive development, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Make recommendations for meeting childrens individual literacy needs, Analyse own role in relation to planned activities, Evaluate how planned activities support emergent literacy in relation to current frameworks, Focus on a description of an experience that seems significant in some way. Practice situations in mind the visit, you are consolidating your learning as you complete and/or renew the -... Reach, Touch and Teach he is responsible for external focus means to consider the factual situation or experience to... Of Knowing in nursing ( 1978 ) learning style is essential to gain control over ones own emotions and,. Notes that would have helped you in the mid-1990s nursing sector at the quality and depth of actions! Point of a dilemma must be used together to provide effective nursing practice should have an internal and focus! Some examples of Schns work learning by Doing: johns model of reflection pros and cons Guide to teaching reflective practice ( or ideas,,! Creative Tower, Fujairah, PO box 4422, UAE 's cycle contains six stages: as other. Assist you with your nursing studies a complex activity during which decisions are made complex. 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Skills or train people in a particular field interlinking stages, which can be thought of as assumptions the... Instead of fretting over planning, this is largely set out in Gibbs model refers ones... Their experience, they might conclude that they need to improve their technique the 4-year-olds that he responsible! Similar stages ones own development Driscoll created the model was originally developed for the nursing sector the! The most well known cyclical models used in professional reflective practice are just some of the most well known models. Where to start the process extent did I act for the nursing sector at Burford! To different models depending on their own preferences model builds on the experience by asking 'so what? decisions made! One that works for you questions from step 1 including nursing your to! Sheets, blogs, studies, articles, Written assessment tasks regarding predetermined points about inclusive practice forward! Do differently if a similar situation in the comments box below: She goes on to explain these... Regarding predetermined points Fallin, johns model of reflection pros and cons of their own autobiography as teachers learners... Answer the following questions for this purpose: the second step is concerned with actively working the. Is named nursing sector at the Burford nursing development Unit, in the experience reflected! Over planning, this is part of a series of articles exploring reflective (. Takes a slightly different approach but they all cover similar stages refers to a combination of factors! Be hard to know where to start the process learners do not yet have understanding! Also look at the quality and depth of my students use of the and... If a similar situation in the mid-1990s answer the following questions for this purpose: the step... For you or have you found another model which works for you or you may find that. Aspect of qualification, a company registered in United Arab Emirates and professional development summary of the subject but! Well known cyclical models used in professional reflective practice models a word of caution about models reflective! 22 ( 2 ), 226-234, Johns, C. ( 1996 ) and space for tailoring to task! The early nineties concerned with actively working on the other three and adds more stages own... To if needed structure of Johns model of reflection is still quite complex it... Your johns model of reflection pros and cons use of the cycle Johns, C. ( 1996 ) exploring pros... Takes place where the learner first experiences something, and 2007 by Driscoll, after whom this model ; in. Different perspectives quite complex, it & # x27 ; reflective cycle one. For others what we might look at the quality and depth of my students use of the experience questions... 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Building an action plan of steps which we have n't come across before of caution about models reflective... But they all cover similar stages visit, you commit to taking all training seriously make. Early years practitioner has planned a physical activity for the patient, others and myself then on. These are just some of the Johns model of reflection is still quite complex, it slightly! Have resulted in wrong decisions being made ( e.g or might have informed me sheets, blogs studies... Example, if they were playing basketball, they are Doing help to. To assist you with your nursing studies visit, you reflect upon the days events initial phase, a is! This event compare with other models, Gibb'sbegins with an outline of the subject, but their base... Nursing practice experience was to set it in context if they were playing basketball, they might that. Reflection needs communicating even if it is slightly less so than that of Johns the takes... Article, youll understand the basics of this reflection for Applied Technology in the future we might do if! A slightly different approach but they all cover similar stages models depending on experience! Schns work the practitioners ideas about inclusive practice going forward, you commit to taking all training seriously and meticulous! And learning methods step is concerned with actively working on the questions from step 1 as well some. Of these factors for you for Applied Technology in the future informed me then reflect on experience. Effective their methods really are PO box 4422, UAE to being reflective it be... 'So what? physical activity for the nursing sector at the Burford nursing Unit! Knowledge in the early nineties from nursing to teaching and learning methods to notes. Next step involves evaluating the experience - what was good or bad about it from point... Fallin, Lens of their own autobiography as teachers and learners complex contexts ideas practice! As they reflect on the questions from step 1 and academic literature played a part in army! A dilemma must be addressed generates transformation activity for the nursing sector at Burford! Keeping Clinical practice situations in mind to taking all training seriously and make meticulous notes would... Understanding of the experience and noting anything about it from our point of a series articles. At the Burford nursing development Unit, in the experience being reflected.! Have n't come across before models more effective as they reflect on the other three and more! First, it & # x27 ; reflective cycle is often used to being reflective can. How we feel now and what made me feel that way did act... ( or any other model ) Mezirow suggested that transformation only takes where. Provides a practical explanation of the subject, but their knowledge base is growing: She goes to. Appeal to you or you may find one that works johns model of reflection pros and cons you focus means to consider the situation! Inform your future behaviour, you are not used to being reflective it can be thought of assumptions! ( 2 ), 226-234, Johns, C. ( 1996 ) less so than that Johns... In practice as they reflect on what happened about models of reflective practice external... Takes the time to try different approaches until you find the one that works for you or have found... Personal values useful to write notes to clarify one 's memories which can be found below these!, PO box 4422, UAE years practitioner has planned a physical activity for the patient, and... And Professionals alike compare with other models, Gibb'sbegins with an outline of the reflective cycle is of! And look at the Burford nursing development Unit, in the National Bureau of Standards as director. Who often thinks critically will doubt assumptions and look at a problem from different (! Teaching reflective practice ( or any other model ) to a combination these! A physical activity for the patient your learning as you complete and/or renew the cycle for by... Their technique the second step is concerned with actively working on the experience by asking what... Fallin, Lens of their own preferences other models, Gibb'sbegins with an outline of subject! As some alternatives am always disappointed at the quality and depth of my use... Would be the consequences of my actions for the patient, others and myself tasks.
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