September 2021 Monthly Summary

This month, the majority of my energy was shared between two different areas: in support of my city and in supporting my students to adjust to the new school year.

An Energetic Return

Sons, not orphans
Slime making celebration
Blessing one another
Hosting my co-teacher
Dressed in blessings from my students
Praying for my city
Precarious but beautiful
In the middle of the shaking, God made my “encouragement” rose bush bloom again
Continuing to invest iin DC
Celebrating God’s creation through stuffed animals
Encouraging our stuffed friends to trust God

Ministry at Work

As the school year has inched towards normalcy, I’ve noticed increasing levels of favor with students in other grades, with students’ parents, amongst others in my school district reaching out for help, and with other colleagues. Beyond the students I met teaching aftercare as a substitute who consistently ask when I’m coming back, I have one first grader who likes to visit me and send me heart-melting air hugs at dismissal. According to his teacher, he regularly says that I am his favorite teacher. It must be the Holy Spirit, I’ve only seen him in passing and his joy is a blessing.

I have been so grateful to begin developing a friendship with my new co-teacher. She is an experienced professional who is also tremendously kind and creative. I can honestly say that this is the first time in my 6 years of teaching that I have been able to work this closely with someone else on my team with such a high degree of mutual support and agreement.

I am excited to start a tradition of praying for students’ on Mondays with my co-teacher. While I have used discernment, seeing in the spirit, and strategic prayer independently since I’ve been at this school AND have even been able to invite colleagues to do so before difficult meetings in the past, this is the first time I’ve had consistent support. As might be predicted, I have a list of several students that we’ll be praying for tomorrow with the specific difficulties they’ve had lately and bible verses that will allow us to pray into the root.

Increasing Ministry to DC

A shocking 95% of my seeing in the spirit this month had to do with God inviting me into greater personal responsibility for DC as the place where I live. While this is far from my first time interceding for the city, God has stressed to me the importance of gathering a support group of people not just called to the gift of prophecy, but the office of a Prophet. As God surrounds me with others who have a similar orientation, my prayer is that we will be able to do biweekly prayer calls, prayer walks, and build friendships to combat the difficulty of the city’s spiritual terrain.

For that reason, I have been more intentional to invest in local friendships with others also called to supernatural ministry this month. With a friend, I was able to walk and pray over the Capitol building in DC before protestors arrived on September 18th, including the side of the building that insurrectionists had breached last January. We also prayed over the Supreme Court building for similar reasons.

I was also invited by another friend to accompany her in her street ministry with the homeless around Union Station. I hope to be able to be able to partner more intentionally with her in the future, to supplement the incredible relationships she’s built with tools like seeing in the Spirit. Lately, my seeing in the Spirit has become more fluent, which has been a joy and an adventure.

This month, I have needed to not just track my dreams or independent seeing in the spirit, but start to track signs and shared seeing in the spirit with friends. This month, one of my close friends and I have been able to build on each others’ images and get different aspects of the same phenomena as we pray. As the visionary side of the prophetic becomes more and more fluent, I hope to be increasingly aligned with the Holy Spirit in all aspects of my life.

Favorite Book this Month

A well timed book can be such a blessing! This month, I’ve been reading on prophecy in the first and second century after Christ. Specifically, this book examined differences in prophecy among early Christians, pagans, and Greco-Romans. Throughout the book, the author describes various methods that pagans, Greeks, Jews, and Romans in these cultures would use to seek the divine. This list isn’t exhaustive, but includes: Amulets, spells, horoscopes, physiognomy, incubation, alchemy, augury, consulting entrails, lots, dice, mirrors, oracles, prodigies, palms, sieves, forms, figures, palms, dishes, lightning and thunder, and the most hilarious of of all, cheese.

This book also describes how Christians in the first and second centuries approached non-Christian prophecy in method and interpretation. Regarding methodology, there were various Early Christian prophets who did not initiate encounters but were led by the Holy Spirit and whose words were confirmed by scripture. Related to interpretation, Irenaus, an early church father declares, “Heretics think that the scriptures are ambiguous and that one needs to use outside information to interpret them”. Irenaeus (like many modern prophets) believed that the prophecies in scriptures self-interpret one another, without any need to add to the word of God (Rev 22:18). The book describes times where Early Christians took an apologetic, conciliary approach by appealing to their audience’s background in pagan prophecies to show how even these prophecies pointed to Jesus. There are also examples of times when Early Christians took a polemic approach, specifically condemning divination and contrasted it with Holy Spirit led prophecy and methods. In reading this book, it’s easy to understand how many pagan, Jewish, Greek, or Roman individuals would have understood Jesus to be a prophet based on their traditions, but would have needed the revelation of the Holy Spirit to know him as Messiah. It puts new context on verses like Matt 16: 13-20, John 1, 2 Timothy 4:3, Acts 16:16, Leviticus 19:26, Leviticus 20:6, Revelation 22:15, Revelation 21:8.

Finally, this book highlights several cultural phenomena whose history should give us greater fear of the Lord. First, the book highlights the Roman empire’s dependence on prophecy and ambivalent fear towards and dependence upon nationalistic prophecies. Secondly, the book highlights the thematic transition in early rabbinic Judaism between waiting for a messiah to instead focusing only on the teachings of Moses through Pseudepigrapha and ethically following the law. It is important to note that as these these individuals reformed their tradition to no longer prophetically anticipate the Messiah, the Second Temple was destroyed (Jesus foretells this destruction as part of the religious leaders’ rejection of him in Mark 13).

You can find more about the book here:…/ref=ppx_yo_dt_b_d_asin_title…

Prayer Requests

Please pray:

  • That God would draw to me locals who are called to the prophetic
  • That my students’ would taste and see the glory of God
  • That God would continue equipping me to stand in the face of increasing spiritual warfare
  • That we will all share in the joy of the Lord as captives are set free

Until later,


August 2021 Monthly Summary

For me, August had each foot in very different continents: the left foot stood in visiting family, while the right foot firmly stepped into the new school year.

Visiting Family in the Pacific Northwest

In visiting my family, I saw mountains in every city I stopped through. I saw my mom and sister, Dad and stepmom, aunt and uncle, brothers and their families. From Seattle to Southern Oregon, Northern California, and ultimately Denver, I was travelling for two weeks!

Molly watching me through the window
Mount Rainier
Crater Lake National Park

Back to School

Just one week into the school year, the amount of classroom resources and favor for student curiosity, relational cohesion, and directional clarity we have is unreal.

With the beginning of the school year and in light of the abundance of favor that is on my classroom, I’ve been asking God for a new prayer strategy. While last school year often felt like a perpetual battle in prayer, my approach to this school year has more to do with me being available for intercession, but spending more time watching and listening for God to highlight what is important in a passive sense. At the same time, I sense he’s calling me to focus on deepening relationships with staff and students as a way to establish the work he is doing, especially as I receive more dreams related to how to intercede for them individually.

As we come back to school, the theme of Identity continues to emerge. As I get ready to teach on Christian community to help us form our sense of classroom family, I have decided to set some time aside to first cover identity in Christ. Since people of all ages cannot know how to engage well with those in their community (or community of faith) until they have a clear sense identity, theology of the individual has to come before theology of community.

As someone who started this position during distance learning, I have so greatly enjoyed seeing students again and for the first time as entire classes. They are so hungry to be known and to know others that we’ve already been able to form relatively strong connections. I have the benefit of teaching last years Third Graders as this years’ Fourth Graders, and meeting our incoming Third Graders for the first time in person. Regardless of what happens with the shape of our school year, I am so grateful to get to spend this early formative time together.

As we press into the theme of identity, here are some verses that will guide my lesson planning, and things I’m declaring over myself, my students, and my colleagues:

Prior to the start of the school year, one dream I had highlighted some strategies for how to support students well this year, as well as two “get to know you” questions I needed to use with them on Day 1. While simple, the wording of these questions continues to relate to identity: “What is at least one question you have for Ms. Nus?” and “What is at least one thing you want Ms. Nus to know about you?”

In gathering students’ responses to these questions, you can see how eager they are to be known.

In response to students questions, I created this virtual bulletin board. As I watched them eagerly listening, one student asked, “Can we keep asking you questions after this?” My answer was “by all means, yes.”

In particular, the Holy Spirit keeps highlighting to me students who need social connection due to the difficulty of their home experiences. I’ve felt the eyes of these students on me, trying to decide if I am trustworthy. As they have physically sought more closeness, taken risks to ask for help, and been more bold to confide in me this week, the Holy Spirit keeps showing me specific ways to show them that they are loved and deeply known by God. Please pray that God would continue to give myself and my colleagues all the wisdom we need to support these kiddos.

Finally, I’ve been thrilled to re-start my tutoring group with a couple students from my neighborhood. We have been practicing fluency and expression using Reader’s Theater scripts, weaving goofy voices, research, and descriptive writing into our first tutoring session of the fall. It was fun!

Application Ready

As some may remember, this summer, I felt God calling me to apply to the University of Edinburgh’s World Christianity program. Strategically, this program would position me to be studying the history of the Non-western church for a year before I design and prepare my Doctoral thesis. The dates perfectly align, and it would help me make the most out of my current degree program. I also have several friends in Scotland who I’d love to spend time with, and dreams of using this information to support Foundation work within International Christian Education in the future. As of now, I have all the materials ready for my application, and will be submitting it in October.

Other themes with God

August was a month for me of increased dreaming, with significant dreams coming nearly every night. I also experienced a slowing and then an acceleration in my perception of time as I met with Jesus and allowed him to shape my impressions of the coming school year. July seemed to drag on ad infinitim until I let Jesus meet my wrestlessness with a sense of his timelessness. Living from a place of rest in August meant that time seemed to flee behind me, and the days passed fast.

Prayer Requests

Please pray that God would:

  • Continue to increase the favor on my classroom
  • Give me a spirit of wisdom to know how to meet the needs of my students and weave my many responsibilities into a cohesive whole, both inside and outside of work
  • Continue his work of formation and Identity in me, so that I will be more equipped to lead others



May/June Inquiry Projects: Differentiating to Supporting All Students

From “Experiment” to Two Grade Levels of Inquiry

Last year, my students did an abundance of research on topics of their own choosing, through Inquiry Projects. My initial goal in developing the Inquiry Projects was to give students’ something other than COVID to define and brighten their experience of distance learning. Throughout the year, the Inquiry Projects became so popular that by May and June, my grade level colleagues joined me to give all Third and Fourth grade students the opportunity to do their own Inquiry Project. Their support was important because throughout the months as the popularity of the projects grew, approximately three students joined our Inquiry Project group each month. I needed support if all students were going to have a chance to keep exploring their interests, and thankfully, my colleagues allowed student’s passions to take over our curriculum.

Ultimately, the Inquiry Projects became Third and Fourth grade’s favorite part of our school year (the cerulean blue on the graphs below). Check out this post to find out more about their reflections and learn their other favorite projects of on 2020-2021.

As a teacher, I also learned a great deal through the Inquiry Projects. In December, I practiced using Seesaw and other digital tools to help students plan their projects. We met over Zoom on Friday mornings, and students frequently got feedback from their peers. Seeing how greatly students valued peer feedback, I placed students in teams that would meet consistently throughout the month to support each other throught discussion (both questions and feedback). Students were required to use their peer feedback in their projects, and we also discussed Internet safety at length, not just focusing on the content of websites, but the emotional and spiritual effect it had on it’s audience. In December, I also expanded the project team to include students with high academic performance but whose standardardized test scores were likely lower than their abilities, due to Spanish as their primary language (and some tests being inevitably based in English, despite how much we try to test bilingually in our bilingual school context). In January, I focused on helping students connect their faith to their research by giving them increased tools to link biblical texts and themes, Catholic saints, and Catholic Social Teaching to their projects. In February and March, I supported students to test out alternative project ideas, including Kahoot, Youtube videos, and Prezi. As our Third and Fourth Grade teaching team decided to expand the Inquiry Project to all students, I supported my team to spend much of May and June making sure that students had both the structure and graphic organizers to develop clear research questions and do a little research day by day. In this post, I will describe the experience of Third graders who had never before completed an Inquiry Project, but who through the tools my team shared were able to draft clear questions and dig deep into their topics.

Interested in learning more about the Inquiry Project content as it developed? Check out these posts.

December Inquiry Projects – Empowering Student Interests (7 students, individual): 7 fourth grade students

January Inquiry Projects – Connecting Faith to Research (10 students, theme groups): 10 fourth grade students

February/March Inquiry Projects – Experimenting with Alternative Presentation Ideas: 12 fourth grade students

May/June: All third and fourth grade students (36 total)

Greater Focus on Asking Specific Questions

One of the highlights of May and June’s Inquiry Project was seeing how students were able to use this inverted Triangle organizer to ask measurable questions. Through narrowing questions by historical time period, region, type, individuals involved, and other boundaries, students were able to understand not just their topic not just as a genre, but within a set context. In turn, narrowing their research focus allowed them to find more specific information that gave them a deeper understanding of their topic.

One great example of how students applied this skill was by setting the specific breed of animals some researched. By and large, Third grade’s great love of animals became the topic of the majority of their Inquiry Projects. One student who was interested in researching rabbits ultimately chose to research the “American Fuzzy Lops” rabbit, in order to find more specific information. Another example was a student who instead of researching “tigers” chose to research “Sumatran Tigers”. While these changes may seem small, they gave students a sense of greater expertise and confidence come presentation day. Check out this post to find out how Students’ great love of animals has shaped more of our lessons.

Sample Weekly Progression

Another excellent change that my colleague pioneered was to break apart the Inquiry project topics not just by week, but by specific activities within the week. While I had previously assigned Fourth Graders one activity for the whole week (a new aspect of the project each week), we agreed as a team that Third grade would have greater difficulty managing their time and breaking the week’s activities into pieces independently. By labeling the activity with specific days of the week, we were able to better support Third AND Fourth graders who struggle with time management. Check out this activity from the “Connecting Faith to Research” week to see how one students’ love of ducks was reflected in Catholic Social Teaching (Monday), the Bible (Tuesday), Catholic Traditions and Saints (Wednesday), and Prayer (Thursday).

Final Projects

Overall, the Third graders did a tremendous amount of work! In the future, we hope to share tools like Youtube, Prezi, or Kahoot with them to give them alternative final presentation formats. For this round of Inquiry Projects, many of them chose to focus on learning how to format a basic Powerpoint.

While just one student chose to create a poster, he was able to use many of the same concepts of Powerpoint creation to his project, from including a blend of photos (at least one per category) to limiting text for simplicity. Overall, I’m extremely proud of the level of detail students’ were able to produce on their first Inquiry Project!

Presenting her Ideas through Video

Several students also chose to record themselves on Seesaw explaining their project instead of presenting their projects live. I have found that students who have difficulty with public speaking prefer this option, as well as students who are verbal processors and just want more talk time. Lastly, I’m starting to find that as students become more passionate about their topic, their excitement makes them more likely to record their voice explaining it. Check out this video I dubbed of a student explaining the function of Electric motors! The passion in her voice comes through!


I value reflection so much! I decided to give students this opportunity to reflect, not just to consider the strengths and weaknesses of their project, but also to give students who struggled to meet the rubric requirements a chance to plan ahead for next time.

Again, through these reflections, students’ passions really shone through. I was shocked to see this student admit that she had woken up at 4am one morning to finish her project. I would have never asked that of her, but her level of committment blew me away. She also described her sense of accomplishment when she finished her project.

How will the Inquiry Projects Change this Academic Year (2021-2022)?

Over last year, I so greatly enjoyed seeing the random topics students chose for their projects. From shark attacks to robotics to Dragonball Z to Art murals and Mayan Cuisine, the direction of students’ projects were as diverse as their authors.

I have noticed that the former Third Graders (now Fourth Grade) and our incoming Third Graders (formerly Second Grade) really crave predictability, and need additional support in time management. These developmental delays are no significant challenge, but should be expected after last school year’s experience of distance learning. In order to create a balance of student choice and structure, I have decided to link our Inquiry Projects to the Science and Social Studies block. While students will still connect their projects to their faith and other disciplines, students will be able to have greater support in designing their project topics and pick from a list of genres.

This year, I am hoping to do Inquiry Projects on a monthly cycle that introduces a theme through small group Guided Reading, in the Science or Social Studies Block. By meeting with one group each day for a week to help dive deep into a category of books, I will be able to help compensate for the reading loss students’ experienced last year as well as help them think about related topics (using our Apple TV to research their ideas after finishing a text at their levels). In each topic, there are a variety of books that are at students text levels, so that all Reading Groups will be able to participate (check out the example below). For students whose reading level falls below this range, I can also select a book on Kids A-Z or the Libby App to read as a group, to build students’ background knowledge.

As you can see, there are a variety of topics (sorted by genre and topic) that connect to our Social Studies and Science units (organized by month).

Here are the topics in order:


  • Folktales about People
  • Folktales about Animals
  • Specific First American Legends
  • Adventure
  • Extreme Weather
  • Conservationists
  • Doctors and Nurses
  • Inventors
  • Activists
  • Athletes
  • Kids
  • Snakes
  • Whales
  • Dogs
  • Natural Disasters
  • The Desert
  • Conservation (Animals)
  • Conservation (Nature)
  • Natural Resources
  • Power and Energy
  • Citizenship and American Symbols
  • Agriculture
  • Inventions and Products
  • Personal Story (?)
  • Drawing
  • Missing Objects
  • Animals

In addition to the Book Interest survey I give students each year, I have assigned students an activity where they can vote on their favorite topics, of the list above.

Through analyzing their responses, I will be able to highlight the categories students are most interested in, both as a class and as groups. I will use this information to plan what Social Studies or Science topics we use in Inquiry Projects this year.

Hopefully, the progression of this project throughout the Month will include:

  • 1 week of Reading books
  • 1 week of Researching Facts
  • 1 week of Researching Faith
  • 1 week of creating Projects (with Presentations during the Morning Meeting the following week, or digitally)

Starting in September

In order to give students’ a chance to respond to their reading interest surveys, I have decided that our first Inquiry Project will connect to our Topic for Social Studies this month: Things in DC. As we focus on what it means to be a school community, biblical teachings on community relationships, and our local context, students will have the opportunity to explore any organization, building, or people group in DC

I am grateful for the support of colleagues and for the hard work of students during 2020-2021 to make these projects possible! I can’t wait to share how students’ interests have continued to propel these projects, the gains they will make in Reading, and the connections they will be able to develop to their faith in and through these projects. Please pray that the Inquiry Project of 2021-2022 would be even more fruitful than the projects of 2020-2021, and that students would become more curious, passionate, and faithful through these projects.

Teaching Unconditional Surrender: Worshipping God through Mary’s historical context and Magnificat Prayer

As a Protestant teaching in a Catholic education setting, I led students last May into a topic that should be valuable to Christians of all denominations: a historical understanding of Mary. While Mary is widely known as the mother of Jesus and as a symbol of someone who radically trusted God, most people have little awareness of the cultural conditions in which Mary lived. By encountering more of Mary’s history, we can recognize Mary’s decision to trust God’s radical plan came in the midst of military occupation, poverty, and marginalization. Without any guarantee of comfort and in spite of oppression, Mary’s experience of trusting God teaches us that our surrender can’t depend on external circumstances.

Through examining and memorizing Mary’s prayer of praise in Luke 1, reflecting on religious art, and imagining how Mary’s story connects to the present day, students were able to imagine how they might worship God in all conditions.

Exploring Mary’s Historical Context

In order to understand Mary more fully, students began by listening to me read an article called The Historical Mary Article in America (Jesuit) Magazine. As we parsed the details of the article together, students were surprised by Mary’s age, the probable harshness of her chores as a Hebrew woman in first century Nazareth, the linguistic diversity of the region in which she lived, and even the likely poverty her family faced through excessive taxation.

Source: America Magazine

Memorizing Scripture

Over the month of May, students memorized Mary’s Luke 1 prayer, “The Magnificat” in English and in Spanish. Each day, students would read and attempt to recite as much of the prayer as possible. By breaking the prayer into three sections related to praise (verses 1:46-49), God’s merciful justice (1:50-53) and God’s faithfulness (verses 1:54-55), students memorized several lines each week. Then on week four, students were challenged to record themselves reciting as much of the prayer as possible by memory.

Check out this video I made for students about memorization strategies! To my surprise, the majority of students loved the challenge of memorization, although not all were ambitious enough to memorize the prayer in its entirety. One of my favorite times of day was when students recorded themselves reading the Magnificat all at once. I loved the sound of their overlapping voices, with differences in tone and pitch more closely resembling yeshiva students than a chicken coop.

By examining the meaning of words like “magnifies”, “fear”, “proud”, “humble”, and “servant”, students were able to learn more about God’s goodness and his justice. Through other activities, students also learned about the concept of fear of the Lord and how obedience differs from rebellion.

Examining Art

Through a 5 by 2 thinking routine, students examined the colors and symbolism in this piece by Jenn Norton. By considering what the painting could mean before and after receiving background information, students were able to draw connections between how Mary’s emotions are displayed and themes like peace or courage. While this painting frame’s Mary’s act of surrender as a more tranquil, passive kind of acquiescence, it was interesting to consider how God’s peace might have transformed Mary’s experience of pregnancy during uncertainty.

1. Pretty 2. Full of colors 3. Calming 4. Peace 5. Happy

Student Reflections

Later in June, students were able to reflect on their most valuable learning experiences from the year, through the lens of Catholic Social teaching (check that out here). In reflecting about Christians’ call towards family and Community, a student reflected on how the Magnificat taught her to view Mary like “all mothers”: as someone who lives a life of sacrifice. As families ended a school year unlike any other, it was lovely to see how this student was able to honor her mother and other mothers by acknowledging the difficult task of motherhood.


Overall, my students’ interest in memorization, curiosity for history, and sense of solidarity with Mary through their own experiences of sacrifice, poverty, or marginalization gave this project a special resonance. I look forward to extending this project in the Spring so that students will be able to find other examples of Christians or Catholics trusting God through unknown and uncomfortable times. In order to develop a faith that overcomes our circumstances and allows God’s light to shine in absolute darkness, we can look to Mary as an older sister who knows what it’s like to trust God.

July 2021 Monthly Summary

Last month, I was inundated by God’s kindness, generosity, and nurture. Today I am flying out to visit family in the Pacific Northwest for several weeks, but not without first celebrating the goodness of God.

Simple Pleasures

  • Spending time in the pool
  • Spending time near the creek
  • Weaving flower crowns out of Texas hill country wildflowers
Exploring Hill country on horseback (view from my friend’s horse)
The horse I got to ride 🙂
In one of the only patches we found in Southern, Texas, my friend got an impartation to find a four leaf clover on her own! Celebrating the faithfulness of God.
Exploring the Coming King Foundation’s Prayer garden
Exploring the Japanese Tea Garden in San Antonio
Celebrating my otter friends the National Zoo with family friends and kiddos from church!
Reconnecting with my step dad

Done for the Semester for Seminary

I am beyond thrilled to have submitted my final summer assignments for seminary! In order to stay on track for graduation during COVID, my program had me take 3 2-credit courses and 3 1-credit courses. In total, this spring and summer I blazed through 9 doctorate credits. I’m tired, but satisfied in the way I incorporated my interests into the tidal wave of assignments. Because I did my contextual study early, I will be able to rest easy in just doing case studies and book summaries until next April.

Some themes I explored this summer:

  • Remembering and Receiving Dignity through the Bible: Solidarity in Lament
  • Analyzing American History: Modeling Four Styles of Relationship between the Church and Educational Sector in the United States
  • Towards a Theology of Sustainable and Transformational Leadership

Reflecting on Last School year

As we look ahead to the shape of August, I’ve been reflecting on the reopening process at my school from last school year. Being able to depict the many changes of the last school year was very useful in trying to articulate my 2020-2021 experience.

Spirit-led Question Trails

  • When we think about theologians and world leaders who have died, we often remember them for their personality quirks and failings on earth. But given that many are with Jesus now, we should really be thinking of them in their fully redeemed states. I wonder what a fully redeemed Kierkegaard would be like? I hope he has the kind of joy and freedom he never got on earth.
  • What would it look like for humans to use their understanding of agriculture, animal husbandry, and domestication to shape popular opinion about endangered animals? Could temporary domestication help change popular opinion so that endangered species can grow and then be reintroduced to their native habitats?
  • Importing invasive species is it’s own kind of colonialism
  • Like the wild horses of the plains and American Southwest, what other animals and plants did God use to help create the ecosystems that would eventually support humans? How can we honor the contributions these animals have made by reintroducing some to their ancient environments and adding value to the lives of the ones who nearly invisibly serve us?

Celebrating an Agrarian reading of the Bible

Ellen Davis’ book on the Song of Songs has resonated with me on such a deep level. I can’t honestly say that any book on theology or philosophy has so adequately represented my community and family’s agricultural perspective. Reading this book has been a healing experience for me, since as someone from a semi-rural community, I have seldom felt like my identity has been represented by the academy.

With hope and joy,


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