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Pine Lake Montessori School

   
255 Sheppard Avenue West, Toronto, Ontario, M2N 1N2

ADD TO SHORTLIST   Website
Curriculum:
Montessori
Grades (Gender):
Nursery/Toddler to 3 (Coed)
Tuition:
$12,700 to 14,500/year
Main Language:
English
Avg. Class Size:
15 to 24
Enrolment:
Day: 50 (Gr. NS - 3)

School Address
255 Sheppard Avenue West, Toronto, Ontario, M2N 1N2

Highlights:

highlights

About this school:

highlights

Pine Lake Montessori School is a diverse, collaborative community, where we practice a one-on-one teaching method that respects and nurtures each child. We provide a pleasant, well-balanced learning environment in which every student is supported and challenged to discover strengths and explore opportunities. We empower children to reach their full potential as life-long learners who are confident, caring, positive contributors to our global community.

Visit school website





Upcoming Events Next event: January 20, 2018

upcoming events
  • January 20, 2018Open House
    Pine Lake Montessori School, 255 Sheppard Avenue West, Toronto, Ontario
    Join us Saturday, January 20 from 10:00 am - 12:00 pm

    We would like to invite and welcome you to PLMS open house. This can be a great first step in knowing the school and how it can meet your child's needs academically, emotionally, socially and creatively. This session will include a guided tour of the school, a brief overview of PLMS Montessori program, meeting the teachers, and seeing some the student's work. Please reserve your spot by contacting Sue Eirdmouda at [email protected] or 416-227-9100. 

     


  • February 28, 2018Application Deadline
    Pine Lake Montessori School, 255 Sheppard Avenue West, Toronto, Ontario
    Register by Wednesday, February 28 from 06:00 pm

    The Deadline for submitting the returning families' completed application form is February 28, 2018. Sibblings of current PLMS students are given first priority for available spaces, then will accept students from our waiting list. 


  • March 10, 2018Open House
    Pine Lake Montessori School, 255 Sheppard Avenue West, Toronto, Ontario
    Join us Saturday, March 10 from 10:00 am - 12:00 pm

    We would like to invite and welcome you to PLMS open house. This can be a great first step in knowing the school and how it can meet your child's needs academically, emotionally, socially and creatively. This session will include a guided tour of the school, a brief overview of PLMS Montessori program, meeting the teachers, and seeing some the student's work. Please reserve your spot by contacting Sue Eirdmouda at [email protected] or 416-227-9100. 



Principal's Message

principal

Sue Eirdmousa , Director

Welcome to PLMS! At first glance, you’ll find joyful, peaceful classrooms rooted in the Montessori philosophy, where students are considered competent, and respected for who they are.  You’ll see teachers engaging with children to broaden their understandings, supporting them to challenge themselves. You’ll watch classmates collaborating, solving problems, and learning how to thrive in a community. You’ll find a strong partnership between home and school. 

With a closer look, you’ll notice something even more distinctive is happening here. You’ll find students learn to think for themselves, process information, and explore in ways that inspire and motivate them. You’ll see students find strength to grow creatively, academically, and emotionally in a well-balanced and integrated curriculum. They are empowered to become their best selves to succeed in life. Please come and see what makes PLMS so special, and how students can reach their fullest potential in the classroom and beyond. 


Academics


Curriculum Montessori

Primary Curriculum: Montessori

Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Lessons are highly decentralized: children typically work individually (though sometimes with others) on specialized "Montessori materials" -- without interference from the teacher. The materials are self-correcting and teach the student something about the subject at hand. The method's goal is to develop children's innate desire to learn, while freeing up time for teachers to help children individually, as needed.

If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.


  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus
    Academic


  • Pedagogies and subject courses:

  • Mathematics Equal Balance

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.
      Learn about the different mathematics approaches  


    • What PLMS says: PLMS math programs feature an equal balance of “traditional” and “discovery” methods. We believe both approaches is important for students success. This also helps to cater for different learning styles. The Montessori math curriculum moves from concrete to abstract, from experiential to formula.

    • Textbooks and supplementary materials: Abstract Math concepts are taught through specifically designed concrete materials starting Children's House program. Students gradually move toward abstractions once they have a deeper understanding of Mathematical concepts, then supplementary text books are introduced for further advancements.

    • Calculator policy: Our lower elementary students are not introduced to use a calculator.


    Early Reading Phonics-intensive

      Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
      Learn about the different early reading approaches  


    • What PLMS says: A continuum approach moving from sound awareness, association of phonetic sound and letters, reading phonetic words, reading words with phonograms, introduction to sight words, supported by lots of reading practice to build the mechanical reading. Reading comprehension, understanding main ideas and the details, and critical thinking are the important part of the program as well.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What PLMS says: This information is not currently available.


    Writing Process approach

      The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
      Learn about the different writing approaches  


    • What PLMS says: PLMS focuses on mechanical writing by developing stronger fine motor skills and preparing the hand muscles for writing. Students practice formation of the letters by tracing the sand paper letters, then writing them on the chalkboard and eventually printing them on the paper. Expressive writing are practiced by writing stories that are meaningful to the child. Grammatical concepts and sentence analysis are practiced to enhance the writing skills as early as Children's House program. Elementary program is the continuation of the same approach and further enhancing the skills.


    Science Inquiry

      Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
      Learn about the different science approaches  


    • Teaching approach: Science is taught through hands on and experimental approach. For instance, basic chemistry concepts are taught through experiments, making predictions, observing the experiments, analyzing and recording the data. Montessori curriculum is designed as a spiral curriculum and interconnectedness of all the elements.This means that the same as other areas of the curriculum, follow ups designed to connect the concept learnt in science to the other area of the curriculum for deeper understanding. This approached is practiced in both Children's House and Elementary program in a age appropriate manner.

    • Topics covered in curriculum:

      Subject = offered
      Biology
      Chemistry
      Ecology
      Geology
      Meteorology
      Physics
      Physiology
      Zoology
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Social Studies Core Knowledge

      Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
      Learn about the different social studies approaches  


    • What PLMS says: This information is not currently available.


    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  


    • What PLMS says: This information is not currently available.

    • Languages Offered: • French


    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      Learn about the different fine arts approaches  


    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • Visual studio philosophy:

      Expressive
      Disciplined
    • What PLMS says: This information is not currently available.


    Computers and Technology Light integration

      Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
      Learn about the different computers and technology approaches  


    • What PLMS says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What PLMS says: This information is not currently available.


    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education: This information is not currently available.

    What PLMS says: This information is not currently available.

    Approach:
    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.


    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.

    Traditional

    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

    Progressive

    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.


    What PLMS says: This information is not currently available.



    Montessori ApproachOrthodox

    CLASSROOM PRACTICES

    Orthodox     Moderate Orthodox     Moderately Non-Orthodox     Non-Orthodox

      Toddler Primary Lower Elementary
    Age groupings 18 months to 36 months 30 months to 6 years old 6 years to 9 years
    Uninterrupted work periods 1.5 hours 2.5 hours 3 hours
    Tests and assignments Never Never Never
    Graded work Never Never Never
    Arts and crafts 20% 10% 5%


    Whole-class lectures Orthodox
    • Orthodox

      Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    • Moderately orthodox

      Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    • Moderately non-orthodox

      Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    • Non-orthodox

      Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.

    What PLMS says: Main lessons are done individually (small groups in elementary level), we come together daily as one big group to listen to a story, sing songs or learn french. Elementary students join class discussions, recite poems or present projects. We believe that auditory learning or public speaking are skills that children need to start building in early ages.



    Special education Moderately non-orthodox
    • Orthodox

      External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    • Moderately orthodox

      External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    • Moderately non-orthodox

      External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    • Non-orthodox

      External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.

    What PLMS says: PLMS believes in providing care and support for all its students, and we have qualified teachers to provide such services. However, in some cases involving a specially trained third party is more beneficial for the students progress. Usually, parents choose the third party and are directly responsible for the cost of such special programs. PLMS teachers offer their observations and open to suggestions how to implement the technics or special program in the classroom.



    Specialist classes Moderately non-orthodox
    • Orthodox

      We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    • Moderately orthodox

      We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    • Moderately non-orthodox

      We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    • Non-orthodox

      We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

    What PLMS says: We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.



    Modern-day technology Orthodox
    • Orthodox

      Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    • Moderately orthodox

      Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    • Moderately non-orthodox

      Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    • Non-orthodox

      Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.

    What PLMS says: Technology skills are applied in the context of subject-matter learning, enabling students to acquire technology skills while they focus on their work. Students will be introduced to certain technological skills to demonstrate resourcefulness by solving problems, keyboarding, word processing, usage as a mode of communication, choosing the most appropriate tools for a task, and responsible use of the Internet to research, synthesize, and present information and share ideas.



    Overall approach : Whick option best describes your overall curricular approach?
    • Orthodox
      39% of schools

      Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

    • Moderately Orthodox
      34% of schools

      Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

    • Moderately Non-Orthodox
      12% of schools

      Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

    • Non-orthodox
      15% of schools

      Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.


    Teaching Assistants:

    Preschool/K Curriculum Montessori

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • Academic

    Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.

    If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What PLMS says: This information is not currently available.


    Curriculum Pace Accelerated

    • Standard-enriched
    • Accelerated
    • Student-paced

    The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What PLMS says about flexible pacing: This information is not currently available.


    Academic Culture Supportive

    • Rigorous
    • Supportive

    A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

    What PLMS says: This information is not currently available.


    Developmental Priorities Balanced

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    What PLMS says: This information is not currently available.


    Special Needs Support Limited

    Limited

    PLMS offers limited support for students with learning difficulties or special needs.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties

    Gifted Learner Support No Support

    PLMS does not offer any specialized programming for gifted learners.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 3, Pine Lake Montessori School students perform an average of No homework of homework per night.

    Nightly Homework
    NSPSK123
    PLMS0 mins0 mins0 mins0 mins0 mins0 mins
    Site Average0 mins2 mins6 mins16 mins18 mins24 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Prose (narrative)-based feedbackNursery/Toddler to 3
    Parent-teacher meetingsNursery/Toddler to 3

    Class Sizes

    Average class size for each grade:
    Grade NS PS K 1 2 3
    Size n/a n/a n/a n/a n/a n/a

    Recess Policy

     GradesNSPSK123
    Non-lunch recessFrequency 2/day 2/day 1/day 1/day 1/day
    Location Outside Outside Outside Outside Outside
    Amount 30 30 30 30 30
    Lunch recessAmount 60 60 60 60 60

    What PLMS says: The recesses at PLMS takes place at the end of uninterrupted work cycle. Recess times we follow each student's interest. If they need time to unwind or get involved in a physical activity is their choice. However, most of our recess time is for children get together, socialize, play and have fun.



    Extracurriculars

    principal
    What PLMS says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Art Club
      Chess Club
      Community Service
      Dance Club
      Foreign Language Club
      Photography
      Science Club
      Yoga

    Tuition & Financial Aid

    Tuition

     
    NSPSK123
    Day$14,500$12,700$13,000
    What PLMS says: Upon registration, each student is charged $250.00 as registration fee and one months fee as deposit. The deposit is credited to the student's account as month of June fee. The registration fee and despot is non-refundable and non-transferable. Elementary Students are charged $300.00 annually as educational books and supplies.

    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 50
    Average enrollment per grade6
    Average class size15 to 24
    Gender (grades)Nursery/Toddler to 3 (Coed)
    Boarding offeredNo

    Student distribution:

    NSK
    Day Enrollment1536

    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    Interview
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee

    Application Deadlines:

    Day students:
    Rolling


    What PLMS says:

    Call Pine Lake Montessori School at (416) 227-9100 to schedule an information session and tour, or drop by on one of our open house days – Thursdays from 9 a.m. to 11 a.m. – for information and a tour.
    On your tour, you will be given an application package. When you submit your completed application, please ensure that it includes:

    • Completed application form
    • Completed Pre-authorization form
    • Completed Student Emergency File form
    • Completed Student Profile form
    • Copy of birth certificate
    • Copy of immunization records
    • Recent photo of your child
    • $250 non-refundable and non-transferable application fee, payable to Pine Lake Montessori School
    • One month’s fee as deposit, payable to Pine Lake Montessori School. The deposit is non-refundable and non-transferable.
    • A Void Check


    Acceptance

    Acceptance Rate:

    100%

    Type of student Pine Lake Montessori School is looking for: We welcome all families who have faith in Montessori philosophy and respect this internationally approved pedagogy's structure. Parents who get involved in school's program plan and their children's learning journey and believe in school and home partnership. We strongly believe this is one of the important aspects that contributes to students' achievement of their fullest potential.



    Student Entry Points

    Student TypeNSPSK123
    Day Acceptance
    (Acceptance rate)
    000

    Stories & Testimonials

    News

    Just new at PLMS Toddler program

    “Accalia joined the toddlers class this fall at Pine Lake Montessori School. We can’t be more pleased with our choice. We can tell that she loves her teachers and she always loves to give them a hug-goodbye at the end of the day. She just looks so comfortable with her teachers. We also noticed that she has become more independent as a young toddler. She has learned some wonderful skills and she is very proud of what she can do. Accalia is thriving at her school. We feel that she is getting wonderful education, stimulations, teachers’ care and love to meet her development and emotional needs. It is very comforting to know that when she is away from us, she is in good hands."

    ...



    Summer time at PLMS

    “Jeffrey and I thank you all so much for a wonderful summer camp experience.  Our boys truly loved attending this camp and have been waking up on Tuesdays and Thursdays with such excitement. Your devotion and care in helping them enjoy a great learning experience and meeting new friends have been so great for them. Knowing that they are in great hands while we are apart from them provides more than comfort to us, it is more like a blessing. We hope to see you all next summer again!”

    ...



    A parent's perspective 1

    “Our son Benjamin really enjoyed attending Pine Lake Montessori's Casa program. As parents, we liked the friendly and caring teachers, and the casa program's diverse curriculum, which doesn't only include academic knowledge, but also teaches valuable life skills. What I really like about this school, is that it's non-denominational and inclusive. Children get a chance to learn about other cultures' celebrations and traditions, and learn how to embrace differences, to have an open mind, and an open heart.”

    ...



    A happy graduate from PLMS Casa program

    I would like to say thank you for your wonderful school, and how well you have taught Tobias from 18 months to 4 years old. Tobias will be going to 1st Grade this September.  He reads and writes very well, and loves math.  Tobias runs out of pages in his writing journal during writing time.  He continues to excel in math. His French teacher thought that his previous school was a French immersion school, because his French was so good. Please keep up the great work.

    ...



    A parent's perspective 2

    "Our three girls thrived during the three years they attended PLMS.   We could not have asked for a better experience from the incredible quality of teachers, the distinct Montessori approach and the warmth and nurturing that was evident at the school.  We were amazed at how rapidly they matured and developed during their time at PLMS."

    ...



    Just new at PLMS Casa program

    "We've absolutely loved our first three months at PLMS. We moved our daughter to PLMS after two years in a daycare and she has thrived in her new environment. Her teachers were especially great helping her during the transition and getting her used to the classroom and the new routine. Now, whether our daughter is talking about things she's learned in the classroom or what games she played with her friends during outdoor play time, or even showcasing practical life skills at home that she learned at school, it's never been more clear that she's happy, cared for, and embracing the Montessori approach. As parents, there's not much more you could ask for. It's been the best decision we've made."

    ...



    Associations

    Associations
    • The Canadian Council of Montessori Administrators (CCMA) Associations




    Next Steps


    The most direct action you can take is to plan a school visit. This is the best way to learn more about a school, and requires no obligation.





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