It is hard to believe that seven weeks have passed of this course which discussed the numerous ways in which student's brains process and learn content with the incorporation of technology. In this being the final week, it is customary in this Master's program to reflect upon material learned and aspire to use what was taught in our classrooms in the future.
Personal Learning Theories
At the onset of this course, my personal learning theories revolved around the idea that student learning should be geared toward what they will be tested on later in the year for state assessments. In doing so, they must use techniques that would help categorize what they learned into its appropriate function (Essay writing & scaffolding questions for example). However, throughout this course, the use of technology and finding meaning and resourcefulness within what is being taught has pushed the limits and expectations of my students beyond doing well on state assessments.
Technology Tools In the Classroom
There were a number of great tools discussed throughout this course that i certainly have saved and added to my bookmarks in hopes of using them in the coming years. These tools include the PowerPoint presenter Prezi, Webspiration software online & VoiceThread. What was unique about these tools and resources that can be used in the classroom, is that teachers use these types of technology in a different way then someone else. Finding more unique ways to using this technology opens students to the possibilities of what they're learning each day.
Long-term Goals
Since I am halfway through my first full year of teaching, I am glad that I have a foundation to build upon next year and the years after that. I would like to try and implement two to three new types of technology or alter the way I currently do it for each marking period next year and then build upon that. The school district I currently work at offers various summer programs in becoming familiar with Web 2.0 tools and other types of technology that were used throughout this course. Keeping an open line of communication between myself, fellow department members and the technology facilitators is key to ensure that growth and awareness occurs throughout the district.
Monday, December 20, 2010
Monday, December 6, 2010
Social Learning & Technology
In almost every facet of the working world, collaboration and support is needed in come form to acheive an objective. Whether that means running for political office or cultivating student growth, social learning is essential for success in the real world.
"Cooperative learning is when students work together to attain group goals that cannot be obtained by working alone or competitively" (Palmer, Peters, and Streetman, 2001.) This statement expresses the notion that students and teachers alike are not an island, where learning isn't to be only internalized by the student without any interaction whatsoever from others, but in fact, should be discussed and debated among their peers.
A key part of today's efforts to branch cooperative learning and technology is the use of Web 2.0 tools. These tools such as blogging, wikis and video chats enable users to collaborate on a digital level thus creating a world for them to flourish in because these tools are encouraged in the real-world setting. (Pitler, Hubbell, Kuhn & Malenoski, 2007).
One particular practice that I like to use when incorporating cooperative learning groups in my class is a tool for actually getting them into groups: I pass out slips of paper that are cut into various sizes that used to be pictures and students must find the pieces that fit their particular picture. A jigsaw puzzle essentially, but students use the warm up as a way to review class rules and procedures before beginning the activity when they are in groups.
References
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 29, 2010, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
"Cooperative learning is when students work together to attain group goals that cannot be obtained by working alone or competitively" (Palmer, Peters, and Streetman, 2001.) This statement expresses the notion that students and teachers alike are not an island, where learning isn't to be only internalized by the student without any interaction whatsoever from others, but in fact, should be discussed and debated among their peers.
A key part of today's efforts to branch cooperative learning and technology is the use of Web 2.0 tools. These tools such as blogging, wikis and video chats enable users to collaborate on a digital level thus creating a world for them to flourish in because these tools are encouraged in the real-world setting. (Pitler, Hubbell, Kuhn & Malenoski, 2007).
One particular practice that I like to use when incorporating cooperative learning groups in my class is a tool for actually getting them into groups: I pass out slips of paper that are cut into various sizes that used to be pictures and students must find the pieces that fit their particular picture. A jigsaw puzzle essentially, but students use the warm up as a way to review class rules and procedures before beginning the activity when they are in groups.
References
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 29, 2010, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, December 5, 2010
Sunday, November 28, 2010
Constructivism in the Classroom
Over the course of my teaching career, student learning in today's educational sphere involves little student involvement in establishing their own unique learning process, specifically in project-based learning. Thus, students do not experience what Dr. Orey labels as "a sense of being in a state of in-equilibrium" which would cause them to further their learning and understanding of content (Laureate 2010). In doing so, students would seize the opportunity to grasp their learning and run with it, by way of "getting their hands dirty" in developing their own views and opinions.
One particular method that can be used as a cornerstone for implementing project-based learning in classrooms is "generating and testing of hypothesis." For students to formulate their own hypothesis of how an action, behavior or result will turn out, they are already practicing to be in a state of "in-equilibrium" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Over the course of this week, my colleagues and I have given one another a window into the examples of constructivism that we use in our classrooms. In taking on various forms, constructivism focuses on placing the student at the forefront of creating and manipulating their own learning. One particular example which I had never heard of before was a gallery walk. In allowing students to create visuals and projects via PowerPoint, students were then able to share, comment and learn from each others work, enabling them to elaborate upon what was originally created.
The idea of constructivism in the classroom is a learning theory that should be used at every opportunity. The difficultly with using constructivism on a consistent basis is the requirement of state curriculum and meeting certain state standards for end-of-the-year assessments. Some project0based learning lessons may take time to prep students on requirements, implementation, actual research and presentation of student work. Being able to manage a workable balance between focusing and staying on track with state standards while utilizing constructivism would be ideal for both teacher and student.
References
Laureate Education, Inc. (Producer). (2010f). Program #: Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
One particular method that can be used as a cornerstone for implementing project-based learning in classrooms is "generating and testing of hypothesis." For students to formulate their own hypothesis of how an action, behavior or result will turn out, they are already practicing to be in a state of "in-equilibrium" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Over the course of this week, my colleagues and I have given one another a window into the examples of constructivism that we use in our classrooms. In taking on various forms, constructivism focuses on placing the student at the forefront of creating and manipulating their own learning. One particular example which I had never heard of before was a gallery walk. In allowing students to create visuals and projects via PowerPoint, students were then able to share, comment and learn from each others work, enabling them to elaborate upon what was originally created.
The idea of constructivism in the classroom is a learning theory that should be used at every opportunity. The difficultly with using constructivism on a consistent basis is the requirement of state curriculum and meeting certain state standards for end-of-the-year assessments. Some project0based learning lessons may take time to prep students on requirements, implementation, actual research and presentation of student work. Being able to manage a workable balance between focusing and staying on track with state standards while utilizing constructivism would be ideal for both teacher and student.
References
Laureate Education, Inc. (Producer). (2010f). Program #: Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, November 21, 2010
Cognitivism In the Classroom
We as teachers are life-long learners of not just our specific content area if we are teaching in secondary schools, but of all areas. The techniques and skills we learned as students are transferable to our students and their cognitive mindset of learning. This week's resources aimed at the understanding of how students retain information they have learned in various forms.
Dr. Michael Orey explains the various processing models that humans interpret resources daily. One method used is the Information Processing Model. An example of this would be the idea of "chunking" where in order to remember a list of ideas or concepts, students can break down this list into smaller groups and go from there. So instead of learning about all the different causes of the French Revolution, a teacher may break these causes down into economic, political and social. Dr. Orey also explains that cognitive learning theories play a role in student learning. They include short-term memory, elaboration, imagery and personal experiences (Orey, 2001). Utilizing these theories we can "connect to these pieces of information that we had been lacking" (Orey, 2001).
Connecting these learning theories with instructional strategies is what solidifies as concrete growth and expansion of a student's awareness. Two aspects of instructional teaching that aims to involve these theories are note-taking and graphic organizers.
With note-taking, the teacher's ability to focus on essential concepts and information and reinforce these ideas are what makes the information last. Utilizing color coded notes, mark ups that are able to highlight main ideas (via Microsoft Word) and beginning to brainstorm are great techniques that allow students to manipulate their learning. (Pitler, Hubbell, Kuhn & Malenoski, 2007). I have used color coded note-taking and have highlighted key ideas in student notes that we complete as a class. Students also have the ability to use their own colored highlighters if they have them.
Graphic organizers are a huge help for teachers and students alike, especially for teaching the social sciences (History, economics, government). In helping to organize time lines, cause & effect and positive & negative types of differentiation among topics, graphic organizers "make sense of the content that they will cover that is not organized in its original form." (Pitler, Hubbell, Kuhn & Malenoski, 2007)
I believe a huge part of establishing and following through on these instructional strategies that have research to back up student learning is to expose teachers to the possibilities of using these resources in cohesion with technology. Doing so will allow teachers to flow from one portion of a lesson to another more easily.
References
Laureate Education, Inc. (Producer). (2010f). Program #: Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Dr. Michael Orey explains the various processing models that humans interpret resources daily. One method used is the Information Processing Model. An example of this would be the idea of "chunking" where in order to remember a list of ideas or concepts, students can break down this list into smaller groups and go from there. So instead of learning about all the different causes of the French Revolution, a teacher may break these causes down into economic, political and social. Dr. Orey also explains that cognitive learning theories play a role in student learning. They include short-term memory, elaboration, imagery and personal experiences (Orey, 2001). Utilizing these theories we can "connect to these pieces of information that we had been lacking" (Orey, 2001).
Connecting these learning theories with instructional strategies is what solidifies as concrete growth and expansion of a student's awareness. Two aspects of instructional teaching that aims to involve these theories are note-taking and graphic organizers.
With note-taking, the teacher's ability to focus on essential concepts and information and reinforce these ideas are what makes the information last. Utilizing color coded notes, mark ups that are able to highlight main ideas (via Microsoft Word) and beginning to brainstorm are great techniques that allow students to manipulate their learning. (Pitler, Hubbell, Kuhn & Malenoski, 2007). I have used color coded note-taking and have highlighted key ideas in student notes that we complete as a class. Students also have the ability to use their own colored highlighters if they have them.
Graphic organizers are a huge help for teachers and students alike, especially for teaching the social sciences (History, economics, government). In helping to organize time lines, cause & effect and positive & negative types of differentiation among topics, graphic organizers "make sense of the content that they will cover that is not organized in its original form." (Pitler, Hubbell, Kuhn & Malenoski, 2007)
I believe a huge part of establishing and following through on these instructional strategies that have research to back up student learning is to expose teachers to the possibilities of using these resources in cohesion with technology. Doing so will allow teachers to flow from one portion of a lesson to another more easily.
References
Laureate Education, Inc. (Producer). (2010f). Program #: Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Webinspiration Concept Mapping
The following site will take you to my web inspiration concept mapping assignment that p pertains to Ancient Roman Life and Living:
http://www.mywebspiration.com/view/654589a1ad2
The virtual field trip website that I used is the following:
http://www.villa-rustica.de/tour/tour27e.html
http://www.mywebspiration.com/view/654589a1ad2
The virtual field trip website that I used is the following:
http://www.villa-rustica.de/tour/tour27e.html
Sunday, November 14, 2010
Utilizing Behaviorism in the Classroom
Behaviorism and the idea of influencing behavior in classrooms has existed for some time now. However, in 2010, the role of the teacher in impacting the learning and actions of his or her students has many layers to it. With multiple factors pulling at a student's attention, the mark of an effective teacher is establishing clear and concise guidelines within a lesson. Failure to do so, may result in unwanted behavior. A word of caution that I have been reminded of by numerous experienced teachers is to ensure you are prepared and have clear expectations of students, for that will cut down on classroom issues and unwanted behavior. In looking at this week's resources, certain instructional strategies aim to sway student behavior so that learning may occur:
Homework and Practice
Continuous exposure to content and ideas are one part of a student's learning process (Laureate Education, 2010). Especially for my current 10th grade courses, which the students must pass a New York State Regents exam on 2 years worth of material, homework is essential for them to stay on top of what is being discussed in class. "While practicing, students should adapt and shape what they have learned " (Pitler, Hubbel, Kuhn, & Malenoski, 2007) is a critical idea to understand regarding homework. If students cannot expand, branch out and connect with what they are currently learning with that of what they have already learned, the goal of instituting homework has failed. "Technology facilitates homework and practice by providing a wealth of resources" (Pitler, Hubbel, Kuhn, & Malenoski, 2007). An example of this would be the software program Castle Island and how students can answer questions and receive scores on questions that will show up on the NYS Regents throughout the year.
Reinforcing Effort
Students are continuously looking to see what teachers deem appropriate and inappropriate behavior, especially during the first few months of the school year. " The instructional strategy of reinforcing effort enhances students' understand of the relationship between effort and achievement"(Pitler, Hubbel, Kuhn, & Malenoski, 2007) Whether it be in class discussion, formal assessments (exams or essays), giving clear feedback to students will ensure that they understand what is expected and not expected of them. Various techniques that I use in my daily teachings to reinforce effort is a daily checklist of student participation, seat near the front in our "Class Recliner" and candy at times. Since our school has experienced a growing issue with students arriving late to class, it has implemented a "Zero tolerance" rule to try and curb this behavior.
Summary
Behaviorist learning theory is an idea that requires experience in dealing with what works and what doesn't work in an effort to establish clear student guidelines. There needs to be a plan in place for those who cannot follow the classroom structure and procedures. Conversely, those who do follow the classroom procedures must be rewarded accordingly.
References
Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Homework and Practice
Continuous exposure to content and ideas are one part of a student's learning process (Laureate Education, 2010). Especially for my current 10th grade courses, which the students must pass a New York State Regents exam on 2 years worth of material, homework is essential for them to stay on top of what is being discussed in class. "While practicing, students should adapt and shape what they have learned " (Pitler, Hubbel, Kuhn, & Malenoski, 2007) is a critical idea to understand regarding homework. If students cannot expand, branch out and connect with what they are currently learning with that of what they have already learned, the goal of instituting homework has failed. "Technology facilitates homework and practice by providing a wealth of resources" (Pitler, Hubbel, Kuhn, & Malenoski, 2007). An example of this would be the software program Castle Island and how students can answer questions and receive scores on questions that will show up on the NYS Regents throughout the year.
Reinforcing Effort
Students are continuously looking to see what teachers deem appropriate and inappropriate behavior, especially during the first few months of the school year. " The instructional strategy of reinforcing effort enhances students' understand of the relationship between effort and achievement"(Pitler, Hubbel, Kuhn, & Malenoski, 2007) Whether it be in class discussion, formal assessments (exams or essays), giving clear feedback to students will ensure that they understand what is expected and not expected of them. Various techniques that I use in my daily teachings to reinforce effort is a daily checklist of student participation, seat near the front in our "Class Recliner" and candy at times. Since our school has experienced a growing issue with students arriving late to class, it has implemented a "Zero tolerance" rule to try and curb this behavior.
Summary
Behaviorist learning theory is an idea that requires experience in dealing with what works and what doesn't work in an effort to establish clear student guidelines. There needs to be a plan in place for those who cannot follow the classroom structure and procedures. Conversely, those who do follow the classroom procedures must be rewarded accordingly.
References
Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, October 25, 2010
Final Reflection
I never would have thought that at the end of this course, I would be an experienced blogger with the ability to voice my concerns regarding education through a medium such as this. It has truly been an eye-opening experience having the chance to use the technology that my classmates and I were able to throughout this course.
I believe the most useful piece of technology that I was able to use was creating my own podcast. In using the podcast, I can create commentary on lectures, class discussions and other auditory lessons that students can download and access for their own use. It was also very rewarding to have created something such as a podcast, which for the longest time I thought was impossible to do.
In looking at the learning process, I utilized a lot of trial and error when creating my podcast. I looked at various sites and found one that fit my style.
In shifting from being teacher-centered to learner-centered, I believe I have taken a step back and viewed the material I teach while trying to recognize which types of technology work best when teaching those units. For example, South African Apartheid. I was able to brainstorm with my colleagues how I can implement blogs within this unit. In doing so, it has spiked my interest in using different types of technology with other units.
One valuable resource that our school district has is the use of multiple technology advisors who are able and willing to help teachers develop their skills with smartbaords, clickers, etc.
Two goals that I would like to strive toward in my classroms for the future would be to record most, if not all of my lessons and/or instructional directions onto podcasts for students to use. The second goal would to become familiar with using moodle and its services. With these two goals, I hope to work on them throughout the school year, taking each unit and breaking down what essential portions of each I can use.
In looking back at the Week 1 checklist, I would say that my development as a techer and learner has come very far. My exposure to different types of technology and its uses will only continue to expand my knowledge and teaching capacity as a teacher.
I believe the most useful piece of technology that I was able to use was creating my own podcast. In using the podcast, I can create commentary on lectures, class discussions and other auditory lessons that students can download and access for their own use. It was also very rewarding to have created something such as a podcast, which for the longest time I thought was impossible to do.
In looking at the learning process, I utilized a lot of trial and error when creating my podcast. I looked at various sites and found one that fit my style.
In shifting from being teacher-centered to learner-centered, I believe I have taken a step back and viewed the material I teach while trying to recognize which types of technology work best when teaching those units. For example, South African Apartheid. I was able to brainstorm with my colleagues how I can implement blogs within this unit. In doing so, it has spiked my interest in using different types of technology with other units.
One valuable resource that our school district has is the use of multiple technology advisors who are able and willing to help teachers develop their skills with smartbaords, clickers, etc.
Two goals that I would like to strive toward in my classroms for the future would be to record most, if not all of my lessons and/or instructional directions onto podcasts for students to use. The second goal would to become familiar with using moodle and its services. With these two goals, I hope to work on them throughout the school year, taking each unit and breaking down what essential portions of each I can use.
In looking back at the Week 1 checklist, I would say that my development as a techer and learner has come very far. My exposure to different types of technology and its uses will only continue to expand my knowledge and teaching capacity as a teacher.
Sunday, October 10, 2010
First Podcast!
The following link will direct you to my first podcast which I was able to record regarding how my students use technology at home and in the classroom. I must say, it was difficult at first getting the file uploaded, but took no time at all once I figured out my mistake. Feel free to comment.
Podcast
Podcast
Sunday, October 3, 2010
The Partnership for 21st Century Skills
In viewing a website dedicated to the skills and tools needed for success in the 21st Century, there were a few things that peaked my interest:
1) I really enjoyed the colorful graphic that represented the site's framework. I thought it was interesting that the "core subjects" (Green box) was holding up the "essential tools and skills" (red, yellow and blue boxes) in the graphic. Usually, in today's schools, it's vice versa. I agree with what this site has, because the core subjects should be used as a scaffold for the skills they will need when they are out of school.
2) I thought it was interesting that many of today's top corporations also have a hand in the establishment and support of this site. Those involved with technology especially.
3) I was surprised to see that New York, a leading state in education, was not listed as a state taking the initiative to use the tools and resources of this site and take a proactive approach of using it.
4) The P21 FAQ feature was very helpful in educating myself about the website's initiative, goals and steps taken to progress educators and non-educators for tomorrow.
Overall, I really enjoyed the website and what it has to offer to educators and non-educators.
I think that for my students to grasp what is expected of them once they leave school, they will find meaning and appreciation for what they are doing in class, for they see the dynamic shift the world constantly goes through.
1) I really enjoyed the colorful graphic that represented the site's framework. I thought it was interesting that the "core subjects" (Green box) was holding up the "essential tools and skills" (red, yellow and blue boxes) in the graphic. Usually, in today's schools, it's vice versa. I agree with what this site has, because the core subjects should be used as a scaffold for the skills they will need when they are out of school.
2) I thought it was interesting that many of today's top corporations also have a hand in the establishment and support of this site. Those involved with technology especially.
3) I was surprised to see that New York, a leading state in education, was not listed as a state taking the initiative to use the tools and resources of this site and take a proactive approach of using it.
4) The P21 FAQ feature was very helpful in educating myself about the website's initiative, goals and steps taken to progress educators and non-educators for tomorrow.
Overall, I really enjoyed the website and what it has to offer to educators and non-educators.
I think that for my students to grasp what is expected of them once they leave school, they will find meaning and appreciation for what they are doing in class, for they see the dynamic shift the world constantly goes through.
Sunday, September 19, 2010
Blogging in the Real World
The idea of blogging and creating my own blog site had always interested me. I knew that I would someday look into it, but 3 weeks into my first year of teaching?! It was easier than imagined. I currently teach five social studies classes: Two Global History classes (10th grade), two Economics classes (12 grade) and one Participation in Government class (12th grade). Here are some ideas that I came up with on how I could use my blog in my own classrooms:
Global History: In this course, I try to take the role of being a storyteller. In doing so, there is a wealth of information that is associated with this course that I may use that I may not have time for in my classroom. The supplemental resources and stories of the people, places and events we cover in the course could be used in a medium such as my blog.
Economics: With both of my 12th grade courses, I could use my blog as sort of a "Discussion Headquarters" for current topics regarding domestic and foreign economic and government ideas. This could be a great tool for students to discuss and dissect certain issues that our world and the United States face on a daily basis.
Participation in Government: In addition to what I previously mentioned, I think using a blog for this particular course could really be a facilitator for political interaction, community awareness and in general, a way to express ideas in a more democratic fashion.
In each of these courses, you could bring up your blog site (on a projector or SmartBoard) and refer back to student responses and using what they wrote as a whole class discussion. This could give students who aren't particularly vocal in class a voice to express their views, concerns and so forth in a productive setting.
I must say, I am really enjoying my blogging experience and look forward to using it, along with contributing to others, in the near future.
Regards,
Ryan
Global History: In this course, I try to take the role of being a storyteller. In doing so, there is a wealth of information that is associated with this course that I may use that I may not have time for in my classroom. The supplemental resources and stories of the people, places and events we cover in the course could be used in a medium such as my blog.
Economics: With both of my 12th grade courses, I could use my blog as sort of a "Discussion Headquarters" for current topics regarding domestic and foreign economic and government ideas. This could be a great tool for students to discuss and dissect certain issues that our world and the United States face on a daily basis.
Participation in Government: In addition to what I previously mentioned, I think using a blog for this particular course could really be a facilitator for political interaction, community awareness and in general, a way to express ideas in a more democratic fashion.
In each of these courses, you could bring up your blog site (on a projector or SmartBoard) and refer back to student responses and using what they wrote as a whole class discussion. This could give students who aren't particularly vocal in class a voice to express their views, concerns and so forth in a productive setting.
I must say, I am really enjoying my blogging experience and look forward to using it, along with contributing to others, in the near future.
Regards,
Ryan
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