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Shaping Kindergarten through Timber Construction


Ruchita Dasgupta (40053991) M.Sc. Architectural Technology and Building Performance School of Engineering and the Built Environment
Timber Form and Construction BSV11118 Coursework 2

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Abstract Kindergartens are the first stepping stone for shaping the personality and principals of a human being. Changing demands of sustainability and growing challenges of reducing carbon emissions throughout the world should act as an encouragement for the kindergartens to analyse suitability of timber construction in the educational framework. Keywords: Kindergarten pedagogies, timber, aesthetics and sustainability.

Table of Contents Page 1.0 Introduction .. 3 2.0 Kindergarten philosophy and architecture .. 3 3.0 Sustainability of timber in kindergartens .. 6 4.0 Timber construction systems . 8 5.0 Conclusion .....15 References

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1 Introduction The early years, between 3-6 years of age, of the lives of any individual is governed by two environments the home base and the kindergarten. The impressions created in the minds of children during this age group may become a reflection of their personalities in the future (Dudek, 2000). The home environment may have positive as well as negative impact on a child. It therefore, becomes extremely essential to cultivate the life experience of a child through the environment of the kindergarten. (Scoditti, Clavica and Caroli, 2011) Combining two applied disciplines, pedagogy and design, can contribute to the improvement of the quality of life. It is important develop a learning environment that arouses curiosity amongst the children to learn and seek a healthier life-style. Through the design, the architect must achieve a conscious balance between the concepts of pedagogical framework of the kindergarten and the hierarchy and forms of the spaces and architectural details. The learning environment of a kindergarten must correspond to the sustainable development of children within a society. With the growing environmental impacts due to carbon emissions, the educational paradigm must integrate examples within the built form of the kindergarten. The kindergarten should the educate children about the importance and mitigations related to these environmental impacts. The sustainable properties of timber give a designer the liberty of rationally integrating educational philosophy with building form. It is however, essential to analyse different factors of both paradigms for concluding the feasibility of the construction system for a sustainable kindergarten.

2 Kindergarten philosophy and architecture By the age of three, the innocent free spirit inspires the children to explore their potentials through the different activities of the kindergarten. They start analysing objects and experiencing their surroundings through their sensory skills. Educationalist and children psychologist have attempted to understand and analyse the psyche of children, thereby developing a suitable education paradigms for them since early 18th century (Dudek, 2000). The philosophy of kindergartens varies with the approach of teaching and curriculum. While some kindergartens maintain a higher level of discipline through strictness in curriculum, others believe in knowledge transfer through freedom and interaction. (Dudek, 2000) Most of the educationalists concluded in their research that strict curriculum reduce the realm of learning and often induce in the children the tendency to imitate their teachers. On the other hand, flexible and relaxed curriculums allow children the freedom of expressing their activities in their own way and encourage them to naturally exploit their imagination and innovation. It is then, the responsibility of the teachers to provide appropriate guidance to the children and help them
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explore their potentials through different mediums of the curriculum such as art, craft, dance, drama, etc. 2.1 Pedagogies and Spatial Planning The pedagogies of education require a suitable learning environment for practical implementation in a kindergarten. The design of the learning environment stimulates the social and sensory skills of the children and builds up their confidence to face the outside world. It is thus, the role of the architect to analyse the educational pedagogies and formulate its relationship with an appropriate architectural language (Dudek, 2008). According to Dudek (2008), the planning of contemporary kindergartens may follow one of the three pedagogical concepts: 2.1.1 Purely functional arrangement of spaces with clear zoning and pre-determined rules and regulations and a strict curriculum. 2.1.2 Organic nature of spaces evolving inside and around the building with no preplanned form within the campus. There is an integration of different spaces through open plan forms that allow the areas to be developed and used according to the educational needs of the activities held in them. 2.1.3 Architects child oriented approach to design through his personal experience and understanding of educational pedagogies. The building then, forms an integral part of the learning process. Different levels of adventure and exploration is created, stimulation the senses of sight, touch, smell and hearing. 2.2 Kindergarten as a Building Form The pedagogies of kindergarten education not only gives rise to spatial planning of the spaces and the emergence of the curriculum, but also leads to the development of the kindergarten as a building form. The architecture of a contemporary kindergarten is a reflection of its form and details. Dudek (2000) mentions four approaches that can be used to design the form of a kindergarten. 2.2.1 Metaphor The building of the kindergarten is designed as a symbolic representation or abstraction of an object in the real world. This gives a scope to the children to interpret the learning environment according to his imagination and fantasy. 2.2.2 Organic An organic kindergarten building aims at producing a realistic and expressive building form using landscaping, low energy materials, integrated spaces, etc. as
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tools of designing. The result of the design should be a learning environment imparting an earthy warmth and homely atmosphere. 2.2.3 Late modern The design of the building, in this case, is not narrative or symbolic. The form is created as a simple arrangement of forms with an attempt to formulate a series of spaces with different spatial qualities or detailing. This can be achieved by careful detailing of the building elements such roof, window sills, staircase, etc., integration of internal and external spaces, formation of indoor courtyards, etc. The spaces can be achieved by proper exploitation of the technologies available in the market. This not only gives a flexibility of spaces to the children, but also exposes them to the rhythm of the changing market technologies. 2.2.4 Modular The modular kindergarten architecture developed as a reason of economic and speedy construction. After the Second World War, it developed as functional units with clear zones dedicated to different functions. With the emergence of market, prefabricated built forms are becoming more efficient, portraying a symbol of highly engineered construction to the children.

Fig 1: Approaches of building form: (top left) metaphor, (top right) organic, (bottom left) late modern, (bottom right) modular; Source: Dudek, 2000

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(Scoditti, Clavica and Caroli, 2011) Children have a special way of looking at spaces and objects. They might seek inspiration from the form of the building, small niches, details on roof, texture of wall, shadow patterns formed on the floor, etc. It is however, essential for them to first understand the elementary forms of nature. Rousseau propagated that the initial knowledge of children is gained through the natural surroundings (Dudek, 2000). It brings them closer to the reality and helps them understand the primitive forms of nature. Nevertheless, minor forms of abstraction boosts up their creativity. It is essential to maintain the playful character of the spaces through interconnection and openness (Dudek, 2008). Though the spaces of a kindergarten should offer high levels of flexibility, it should also provide versatile spaces that can be used for individual or small group activities. This will give scope to the children to analyse their surroundings and choose spaces according to their needs and moods.

Fig 2: Flexible spaces stimulating moods of children; Source: (left) Galindo, 2011; (right) Dudek, 2000

3 Sustainability of timber in kindergartens The benefits of timber with respect to environmental, social and economic criteria of sustainability have increased its suitability as a construction material. The scope of benefits is widened through the progressive use of off-site and modern methods of timber construction (MMC) in the industry. 3.1 Environmental benefits Wood is hygroscopic, that is it continually exchanges moisture with the surrounding atmosphere (Hairstans, 2010). This property of timber improves the indoor air quality of a space. The exploitation of the asset by exposing the timber as internal and external finishes will increase the performance of children in the kindergarten. Timber is a lightweight, environmental friendly material with a low embodied energy of 10MJ/kg (Greenspec). The embodied energy of the construction system used in the building is comparatively lesser than other construction systems (Table 1). In addition, the off-site manufactured timber panel systems possess high thermal performance values and increase the energy efficiency of the building.

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Element Floors (including flooring, framing, footings, reinforcement, DPC, membranes, etc.) Walls (including as appropriate, framing, internal lining, insulation) Windows (including 3mm glass) Roofs (including plasterboard ceiling, R2.5 insulation, gutters, eaves)

Description

MJ/m

Timber suspended, timber sub-floor 740 enclosure Timber suspended, brick subfloor wall 1050 Concrete slab-on-ground 1235 Weatherboard, timber frame 410 Brick veneer, timber frame 1060 Double brick 1975 Timber frame 880 Aluminium frame 1595 Concrete tile, timber frame 755 Concrete tile, steel frame 870 Metal cladding, timber frame 1080 Clay tile, timber frame 1465 Table 1: Embodied energy of different construction systems; Source: Forest & Wood Products, 2003

The better the thermal conductivity of a material, the better is the thermal performance of the building. However, the embodied energy of insulation possessing high thermal conductivity should also be considered to assess the life cycle environmental impact of the building. The careful analysis of the environmental impacts of the building materials must therefore, be done by taking into consideration their embodied energy, embodied carbon and thermal properties of the materials (Table 3).
Materials Embodied Embodied Thermal 1 Energy Carbon Conductivity MJ/kg kg CO2/kg W/mK Frame Timber 10.00 0.72 Glue laminated timber 12.00 0.87 Insulation 0.037 Glass fibre insulation (glass wool) 28.00 1.35 0.140 Sawn hardwood 10.40 0.86 0.037 Cellular glass insulation 27.00 0.030 Cellulose insulation (loose fill) 0.94 3.3 0.038 0.050 Cork insulation 26.00 0.038 0.040 Flax insulation 39.50 1.70 0.037 Rockwool (slab) 16.80 1.05 0.035 Expanded Polystyrene insulation 88.60 2.55 0.025 Polyurethane insulation (rigid foam) 101.50 3.48 0.038 Woodwool board insulation 20.00 0.98 Sheathing 0.120 Hardboard 16.00 1.05 and fabric 0.120 MDF 11.00 0.72 0.140 OSB 15.00 0.96 0.140 Plywood 15.00 1.07 0.160 Plasterboard 6.75 0.38 1 Table 3: Environmental impacts of different building materials; Source: Greenspec; Twist and Lancashire, 2008

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3.2 Social benefits Since most of the timber assembly units are pre-fabricated in factories, a clear and systematic platform for working is obtained on site. This reduces the number of onsite accidents and ensures health and safety of the construction workers. Prefabrication puts a check on the quality of the product, thereby attaining the desired levels of comfort in the enclosed spaces. With the growing negative impacts of carbon emissions on the earths environment, providing an energy efficient building for the kindergarten is not the only solution. There must be proper steps towards the knowledge development of the society. The learning environment of a kindergarten is the best platform as a step towards the change. Timber gives the advantage to blend educational pedagogies with natural and ecological environment. The use of timber as a sustainable material not only widens the horizon of children towards the needs of sustainability, but also gives a scope of knowledge transfer through them to their family (Hairstans, 2010). Froebels conceptualization of gift and occupation encourages children to use timber blocks to create different shapes and assemblies (Dudek, 2000). A similar the concept is used in MMC reflected through the capabilities of assembling units on site. The only difference is that the units and pre-designed. However, the resemblance of the concepts of the theories may be included as a knowledge base for the students and integrated with their curriculum. This will help them relate their works or creativity with reality. 3.3 Economic benefits Though MMC increases the capital cost of the project, cost due to construction wastage is reduced. Furthermore, the increase in energy efficiency of the building reduces the operation cost of the kindergarten.

4 Timber construction systems The sustainability of timber signifies that the building form and environment for a kindergarten can be accurately created through the use of timber as a construction material. The building can be made attractive for the children through the use of light and shadows patterns, colour, texture of the facade, small spaces for different activities, etc. The principles of sustainability of a timber can be used to form a homely learning environment and also a part of curriculum to spread the knowledge of sustainability from the basic level of education. It then, becomes essential to choose a construction system that adds to the sustainable development. Gelfand and Freed conceptualize the whole body of a building as a metaphor. It is constituted of three major components the structure or skeleton, the skin acting as a barrier or control layer for weather and the services responsible for the maintaining
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comfort within the building. The integration of the components with their aesthetics creates the architectural expression for the building form. The flexibility of designing these components is higher in case of kindergarten (Curtis, 2003) because of the imaginative interpretation of spaces noted by children. 4.1 Methods of Construction 4.1.1 Balloon frame In balloon frame construction, the wall studs continue through the roof. The frame and the ground floor joist are fixed to anchored sill and the intermediate floors bear on ribbon strips. Due to the inconvenience in the erection, the system is inappropriate in terms of the health and safety of the construction workers (AFPA, 2001). 4.1.2 Platform frame The wall panels are fabricated from floor-to-ceiling, on top of which the floor deck is fixed. This deck acts as the platform for erection of the upper floor (Twist and Lancashire, 2008). Depending on the size and weight of the panels, the erection is done manually or with the aid of cranes. However, since the ground for working is always even and set, the safety on site is increased.

Fig 1: (left) balloon frame, (right) platform frame; Source: Twist and Lancashire, 2008

4.1.3 Independent frame In independent frame construction, the wall panels are single storey height, that is, from floor-to-floor. The intermediate floors rest on a beam running along the internal periphery of the wall (Twist and Lancashire, 2008). Timber joists acting as beams are used in case the span between the walls is large. Similar to platform frame, this system also provides a clear base for working and thus, reduces the risks of accidents during construction.
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4.1.4 Post and beam The system comprises a load bearing system of posts and beams with lightweight timber or glazed infill panels (Twist and Lancashire, 2008). Since the load is transferred through the beams and posts, these elements can be curved to increase the architectural appeal through building form.

Fig 1: (left) independent frame, (right) post and beam; Source: Twist and Lancashire, 2008

4.2 Building Structure 4.2.1 Frame Construction A timber frame construction is load bearing system primarily constituted of timber stud and rail assembled to form a structural frame with sheathing boards on both sides. The timber frame construction system can achieve high thermal performance and increased levels of air tightness (Twist and Lancashire, 2008), thereby reducing the carbon footprint of the building and complying with the building regulations. The wall, floor and roof panels for a frame construction are generally manufactured in factories and transported and assembled on site. Based on the degree of fabrication, the two types of panel systems are open panel system and closed panel system. In open panel system, the off-site fabrication includes the structural frame with the sheathing board and breather membrane fixed on the outer face. The insulation and finishes are fitted once the frame is erected on site. On the other hand, in a closed panel system, the off-site fabrication includes the complete wall, floor or roof components with insulation in the cavity, sheathing on both sides and ducts for service conduits (Twist and Lancashire, 2008). Since the closed panels are pre-assembled building components, they are faster to assemble on site and assure quality control (Fewins). The system ensures a clear ground for working on site, thereby checking the health and safety of the workers. Additional fire resistance may be achieved by an extra layer of sheathing on the internal face and cavity barriers between the frames (Twist and Lancashire, 2008).
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4.2.2 Glued Laminated Timber (Glulam) Obtained by bonding thin layers of timber laminates under pressure with structural adhesive, Glulam can be used for columns and beams. The grains of the timber running parallel to each other for each course of the Glulam enables the member to act as a single timber block under high stresses, even if there are flaws in the timber grains (Abbott and Whale, 1987). This property allows Glulam columns and beams to span wider distances, which would otherwise require high graded and expensive structural solid timber. This will increase the flexibility of the large spaces used for group activities or performances. Moreover, playful use of the Glulam to derive curved columns or beams can enhance the visual appearance of the indoor and outdoor spaces. The elasticity of structural timber allows its thin layers to be doubly-curved through cold bending (Freeform Timber). Also termed as pre-engineered timber, Glulam can be used to construct curved surfaces formulated through computer aided design (CAD) models. The optimum length of the timber beam or column obtained from the model make the production of members quicker and more economical. Since the fabrication is done in factories, the possibilities of construction accidents reduce. Moreover, these members exhibit light weight along with high strength and durability. The ease of handling and assembling on site ensures the health and safety of the workers. Glulam is fire resistant and do not require any extra fire protection (Abbott and Whale, 1987). This establishes a safe learning environment for the children.

Fig 1: Glulam in Kindergartens (left) Bubbletecture, Japan; Source: Curtis, 2003 (right) Steiner school, Stavanger; Source: Galindo, 2011

4.2.3 Structural Insulated Panels (SIPs) SIPs consist of expanded polystyrene insulation compressed between OSB sheathing, providing both structural support and insulation (Hairstans, 2010). The popularity of SIPs is a result of their high thermal performance and air tightness and

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low embodied energy. The low air permeability attained in a building that utilizes the SIPs may cause adverse effects on the indoor air quality. This makes it essential to control the contaminated indoor air with the help of mechanical ventilation. These off-site manufactured lightweight panels provide high levels of safety during the installation on site. However, SIPs can be used for constructing load bearing building of only up to two storey high (Hairstans, 2010). A higher fire-resistance may be achieved by using two layer of internal sheathing (Hairstans, 2010) 4.3 Building skin The building skin of the kindergarten is an important aspect of stimulating the learning environment. Timber cladding board can be used vertically, horizontally, diagonally or in different widths, profiles and jointing to generate variations on the facade (Twist and Lancashire, 2008). It can be designed carefully to provide interesting indoor and outdoor spaces through the use of different levels of transparency, colour, texture, light and shadow patterns, etc.

Fig 1: Use of timber cladding for different faade treatments (top left) Racoon Club, St Louis; Source: Images, 2004 (top right) Rohrendorf Kindergarten, Austria; Source: Galindo, 2011 (bottom) Company school, Italy; Source: Galindo, 2011

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A variation of different timber textures and colours can be used as internal finishes for walls, floor and false ceiling. However, due to the exposure of external building fabric to weather, it is essential to understand the principle behind designing timber cladding to assure the durability of the facade. Timber cladding is fixed to the wall through timber battens, leaving a cavity between the wall and the building skin. To avoid over saturation of timber cladding during monsoons, control ventilation through the cavity should be provided through vents in the top and bottom of the wall (Lecture notes, Wood).

Fig 1: Internal finishes (left and middle) Tsukushi Daycare Centre, Japan; Source: Images, 2004 (right) Steiner school, Stavanger; Source: Galindo, 2011

Fig 1: Detailing of corner; Source: Twist and Lancashire, 2008 13

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The seasonal variation of moisture absorption in timber leads to deformation of timber cladding. This can be mitigated by fixing the cladding boards with the orientation of heart side of annular rings on the outside (Twist and Lancashire, 2008). In addition, a small gap should be provided between two overlapping boards to account for differential movements or deformation (Lecture notes, Wood). A careful design of board fixing at the wall corners and junctions through play of colour and texture can generate interesting facades for the kindergarten. Any timber rated less than Durability class 3 under BS EN 350-2 should be treated with preservative (Twist and Lancashire, 2008). The use of different coloured surface finishes in such cases will not only improves the life of the cladding, but will also enhances the architectural appeal of the kindergarten facade. 4.4 Teaching and learning spaces The spaces created in a kindergarten may be termed flexible, semi-flexible or specific activity spaces. Different construction systems may be used according to the flexibility of the activity pattern. A flexible space will require wide areas with open character that can be achieved by using Glulam beams and columns. Smaller spaces may be generated by using frame construction. A combination of these systems may be used to form open, semi-open and enclosed area within the kindergarten.

Fig 1: Teaching and learning spaces; Source: (left) Baker Kavanagh Architects, (right) Images, 2004

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The learning and experiential quality of the kindergarten is enhanced through detailing furniture, play areas, niche, sills, roof, floor, etc. that would stimulate the interests of children. However, MMC can attain maximum benefit only if the manufacture is done at a large scale. There must therefore, be an attempt to implement prototype kindergarten design in different areas with similar climatic conditions. A contextual study will ensure the accurate orientation and optimum efficiency of the built form.

5 Conclusion (Davey, 1991) The best contemporary kindergartens show how the principles of modernism can be enriched by a deeper understanding of the real needs of the user, and how a humane hierarchy of spaces can be evolved which encourages the immensely subtle and complex process of education. The concept leads to the formation of a sustainable learning environment. The sustainability of timber makes it an appropriate material for kindergartens. Its efficiency not only improves the energy efficiency of the building, but also acts as an educational tool for children. The process of learning is enhanced by creating forms and spaces, abstract or natural, offering flexibility to the children to express their creativity and enhance their talents. Timber cladding offers a variation in the texture, colour and profiles to suit the activities of different spaces. The choice construction system is another key aspect for the sustainable growth of the kindergarten. The spaces may be created through a combination of construction system for designing innovative building form and construction, but must consider proper integration of design decisions and supply chain in order to achieve maximum safety during construction. Moreover, the design must comply with the standard set in the Building Regulations. The proper integration of all the aspects of sustainability through design and construction will help forming a learning environment that will stimulate the holistic development of children.

References Abbott, A. R. and Whale, L. R. J. (1987), An Overview of the Use of Glued Laminated Timber (Glulam) in the UK, Construction and Building Materials, Vol. 1, No. 2, available from http://ezproxy.napier.ac.uk:2430/science?_ob=MiamiImageURL&_cid=271475&_use r=132448&_pii=0950061887900079&_check=y&_origin=search&_zone=rslt_list_ite m&_coverDate=1987-06-30&wchp=dGLzVlV-

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zSkWb&md5=81e5bdbb52b92ede62c4a00af96bdb02/1-s2.0-0950061887900079main.pdf [accessed on 7th May 2012] (AFPA) American Forest & Paper Association (2001), Details for Conventional Wood Frame Construction, available from http://www.awc.org/pdf/wcd1-300.pdf [accessed on 7th May 2012] Baker Kavanagh Architects, Design Concepts for Typical Kindergartens, available from http://www.bka.com.au/www/files/Kindergarten%20Analysis.pdf [accessed on 10th April 2012] Curtis, E. (2003), School Builders, West Sussex: John Wiley & Sons Ltd., ISBN 0471-62377-6 Dudek, M. (2000), Kindergarten Architecture: Space for the Imagination, Second Edition, London: Spon Press, ISBN 978 0 4192 4520 9 Dudek, M. (2008), A Design Manual: Schools and Kindergartens, Basel: Birkhauser, ISBN 13978-3-7643-7053-4, ISBN 10 3-7643-7053-X Fewins, C, The Pros and Cons of Different Construction Systems, http://www.cyprusproperty-buyers.com/files/constructionmethods.pdf [accessed on 7th May 2012] Forest & Wood Products Research and Development Corporation (2003), National Timber Development Programme: Environmental Benefits of Building with Timber, Technical Report, Issue 2, available from http://www.tastimber.tas.gov.au/species/pdfs/Environment%20Benefits%20of%20Ti mber.pdf [accessed on 8th May 2012] Freeform Timber, Free Forms Require Strong Bonds, available from http://www.freeform-timber.com/ [accessed on 6th May 2012] Galindo, M. (2011), Kindergartens: Educational Spaces, Braun Publishing, ISBN 978-3-03768-049-0 Gelfand, L. and Freed, E. C. (2010), Design for Elementary and Secondary Schools; Sustainable School Architecture, New Jersey: John Wiley & Sons, ISBN 978-0-47044543-3 Greenspec, Embodied Energy, available from http://www.greenspec.co.uk/embodied-energy.php [accessed on 8th May 2012]

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Hairstans, R. (2010), Off-site and Modern Methods of Timber Construction, Buckinghamshire: TRADA Technology Ltd., ISBN 978-1-900510-73-8 Images (2004), Kids Space: Architecture for Children, Mulgrave: Images, ISBN 1 87690 751-1 Scoditti, S., Clavica, F. and Caroli, M. (2011), Review of architecture and interior designs in Italian kindergartens and their relationship with motor development, International Journal of Pediatric Obesity, Volume 6, Issue S2, Page 16-21, available from: http://onlinelibrary.wiley.com/doi/10.3109/17477166.2011.613657/pdf [accessed on 14th April 2012] Twist, H. and Lancashire, R. (2008), Timber Frame Construction, 4th Edition, Buckinghamshire: TRADA Technology Ltd., ISBN 978-1-900510-56-1

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