Practitioner enquiry is situation specific: it enables you to examine your own situation and develop your understanding of your context. Published 30 August 2019. This article is written in response to a recent report on a review of teacher education in Scotland undertaken by Graham . It is not possible to transfer a teacher and class into a research laboratory to create experimental conditions: even if we could, this would not iron out the complexities of what each individual brings into the lab from their previous experiences. Theme 2. Figure 2: Practitioner enquiry as building on the process of plan-do-review. Did your forms of evidence let you see what you wanted to see. Practitioner enquiry therefore has the potential to turn research work into an absorbing game (Lawrence, 1929). She has been developing her theories and practice regarding practitioner enquiry since the mid 1980s and has published and edited many books and papers on this subject. Transformational practice: critical teacher research in pre-service teacher education, Education Action Research, 23(4), 479-496. (eds.) For us what it also does is encourages parallels between the learning of children and young people and professional learning, and therefore supports productive connections in the pedagogy used (Wall and Hall, 2016). (2009) Inquiry as Stance: Practitioner Research for the Next Generation, London: Teachers College Press. be able to provide subject expertise and/or access to expertise and curriculum knowledge. . Hattie, J. International Journal of Research & Method in Education, 39(3), 255-267. of the Practitioner Based Enquiry are an expectation for the Journal. This is far better publicised, easier to grasp, and as such is probably more dominant in the professions consciousness. The guidance details a step by step process in utilising Practitioner enquiry and asks the reader to consider why they should engage in this approach, explores how it works and provides opportunity to find out more information. Who have I discussed this with - critical friend/peer/management? Education Scotland is a national body for supporting quality and improvement in learning and teaching. 9781839600869. Dewey, J. Practitioner enquiry is an area of professional learning which was highlighted in Teaching Scotlands Future (Donaldson, 2011). We need to value and privilege our knowledge of the pedagogic process, of the context and the children and young people in our care, to value our insider knowledge as fundamental to a practitioner enquiry approach. Our research focus for the next 3 years supports that ambition and focuses on the following themes: Theme 1. Practitioner Enquiry is a key part of 'The Standard for Career-Long Rather than lament this lack of detachment, however, we should embrace the strengths of practitioner-researcher positioning: the unique insight, the access to perspectives, evidence and experience that might otherwise not be considered and the closeness to action in regards iterative development and understanding. Through adopting an enquiring stance to challenge and inform their professional practice, teachers individually and collaboratively develop knowledge to enhance, progress and lead the learning experiences of all their learners . Why what works wont work: Evidencebased practice and the democratic deficit in educational research. In the second, teachers still consider research as other but write it off as alien, irrelevant and in worst cases, threatening to practice. have: engaged in self-evaluation procedures within the class engaged in self-evaluation at departmental and whole school level SE procedures are embedded in our daily workThis model of Self Evaluation is integral to the improvement of outcomes for our learnersPractitioner Enquiry is widely accepted as one of the most effective ways of improving practice for all and plays a big part in improvement methodologies cited in all three GTCS Standards and HGIOS4 documents.The National Model for Professional Learning released by education Scotland this year also cites Practitioner Enquiry as integral to continued development of both lead learners (teachers) and pupilsSteps within Practitioner Enquiry Identify something, an issue or observation you have and form an enquiry question eg what is the impact of single sex groupings in class work Collect data - empirical or anecdotal Carry out professional reading and research into the particular area you want to enquire about Identify interventions or strategies to be trialled and trial them Analyse results - what impact did your intervention have Share findings - with peers through PEGs, FHs, depts. Continue the processPractitioner Enquiry is an important evaluation tool for us as a school as it begins to impact on our teacher, department and whole school improvement planning. To ensure this model of turning up and down the research dial within practitioner enquiry is manageable it needs to be flexible depending on the nature of the enquiry question, and the answer required, as well as to the context in which it is being undertaken and the personal epistemologies of the person undertaking the enquiry (what evidence convinces you?). Inaugural lecture from University of East Anglia. Strategies and interventions which can support teachers and practitioners. Lawrence. Underlying this approach is an increasing belief by teachers in the benefits of this way of working (Watkins, 2006). While there is nothing to prevent enquiries becoming cumulative and connecting to career long professional learning (Reeves and Drew 2013) this cumulative process is not designed in: with the focus on the project outcomes, what happens to the enquirer when the module finishes or the organisation moves on? With each starting point there is likely to be a range of possible factors which might be explored and a number of measures that could be used. What didnt work and why? Problem solving and exploratory questions - the how can I fix this? education practitioners routinely do in classrooms. The cookie is used to store the user consent for the cookies in the category "Performance". Foreword by the Deputy First Minister and Cabinet Secretary for Education and Skills. (2010) defined enquiry as a strategic finding out, a shared process of investigation that can be explained or defended. Craword-Garret, K., Anderson, S., Grayson, A., & Suter, C. (2015). This cookie is set by GDPR Cookie Consent plugin. What worked and why? The advice on how to develop an aim was incredibly useful, Helped me think about data collection, implement and expand on it to create my professional enquiry. Standards in Scotland's Schools etc. University partners might be expected to: be able to negotiate, explore and refine the focus. Gayle Gorman, HMIe Chief Inspector, Education Scotland (April 2018)It made me consider the importance and value of professional learning and the huge potential we have already within our education system. Engaging with Practitioner Enquiry in a formal sense became the next logical phase of our improvement model.Staff, pupils and depts. The probationers were all asked to complete a storyboard poster to display their project. BERA-RSA. Reeves and Drew (2013) carried out research, in which they explored the impact of various aspects of practitioner enquiry in Scotland . Completing a systematic review on the topic, Dagenais et al. This is one councils approach to introducing Professional enquiry to their teaching workforce. 9781786523372. Necessary cookies are absolutely essential for the website to function properly. (1938/1991) Logic, The Theory of Enquiry Carbondale, IL: Southern Illinois University Press. Procedia, social and behavioral sciences.,217, 903-909. Practitioner Enquiry Niamh McHugh Group 2; Growth Mindset Question: . This is an orientation much more directly associated with research, via the language of strategic enquiry. The key notion therefore, . A colleague reading our work needs to understand the link weve made between the outcome and the measure, so we need to present our thinking in a transparent way, acknowledging the variables that might be an influence. Learning Directorate. FK8 2LQ, Glow Blogs uses cookies to enhance your experience on our service. Which tool or which way of using a tool will best support this? However, beyond those already in the enquiry camp, some practitioners are turned away from practitioner enquiry because of the use of research: the term itself forming an obstacle. What works or what's worked? These cookies will be stored in your browser only with your consent. The GTCS highlights key reasons why Practitioner enquiry is becoming a widely accepted and popular form of teacher learning and development within Scotland: To empower teachers and encourage them to challenge and transform education; To provide a way for teachers to monitor and develop their own practice Did you manage to impact your desired outcome in any way? Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education. On the one hand we have practitioner enquiry as stance. Practitioner enquiry is an area of professional learning which was highlighted in Teaching Scotland's Future (Donaldson, 2011). The move towards standardized testing and the 'what works' agenda (Biesta 2007; Katsipataki and Higgins 2016) in many systems around the world means that the common discourse of research most practitioners are familiar with is not sensible or even possible within a practitioner enquiry frame. Reflect think about whats happening in your class: when, what, who, why? Our newsletters provide the latest information on education news and events, as well as details of resources and activities to help you support your child's learning. This cookie is set by GDPR Cookie Consent plugin. Indeed one of the critiques we would level at the project stance on practitioner enquiry approach is that is seems to imply an on/off model of enquiry; rather it would seem more pragmatic to think about a dialling up and down of the research element depending on the motivation of the enquirer and the qualities required of an answer to any particular enquiry question. This could be research-informed and/or involve a research process undertaken by practitioners (Cordingley, 2015, Hall, 2009). Marilyn Cochran-Smith is the Cawthorn Professor of Teacher Education at Boston College in the USA. As is often the case, a meaningful and organic translation sits somewhere between the extremes: chosen by the practitioner, mediated by the research support team. How do you know? The model worked well and the probationers found it helpful, e.g. Advice for parents and carers in Scotland - Advice for parents of children who have, or might have, additional support needs. Ditto issues of appropriate method- Rather we would suggest a position that recognises the usefulness of the meta-analyses of for example, Hattie (2008), the Education Endowment Foundation (Higgins et al. We see two dominant standpoints on practitioner enquiry with a potential lack of transfer between the two resulting in a lack of opportunity for sustainability (Wall 2018). In this way we are fulfilling Stenhouses (1981) blueprint of systematic enquiry made public (Stenhouse 1983). Thus, often with the best of intentions, the project can become an add on and the process of enquiry, rather than being a way to find out something useful, becomes meaningless or disconnected from the practice it set out to explore. In our previous post, we explained how a focus on practitioner enquiry has come to underpin the School of EducationProfessional Graduate Diploma in Education (PGDE) and PGCert in Supporting Teacher Learning. Published 28 June 2016. (2016). Practitioners evaluate their own practice through this approach as well as the impact of their interventions on the children and young people they work with. In the first, teachers reify research and researchers as other and better and import a set of research assumptions, tools and analysis methods wholly inappropriate for the context in which they work. Act 2000, has set a new context for the Scottish education system and hence for educational research. This is difficult in a system dominated by the language of evaluation, measurement and intervention as promoted in the GERM agenda (for example, Sahlberg 2016). Evidence & Policy: A Journal of Research, Debate and Practice, 8(3), 285-309. . The scientist in a white lab coat having minimal impact on the context and process under investigation is not easily transferable to the practitioner researcher. Stenhouse, L. (1983). However, the extent to which it works in your context will depend on multiple things worthy of examination in detail. The title of her presentation was 'Inquiry as Stance: Local and Beyond.' 2012: Figure 2). Practitioner EnquirySelf-evaluation has been on our improvement agenda for several years and we have been an enquiring school since the project work completed by the Lead Teachers based on active engagement of pupils and the formation of our TLC groups which had run for 10 years previously. Would you like to engage more with practitioner enquiry? Our Research. The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. Supporting documents. Menter et al. Educational theory, 57(1), 1-22. Within both types of practitioner enquiry there is an assumption that the approach will lead to an engagement with research as a means to generate answers to pertinent questions of practice (Nias and Groundwater-Smith, 1988). In Boyd, P. and Szplit, A., International Perspectives: Teachers and Teacher Educators Learning Through Enquiry, Kielce-Krakow: 35-62, Lord Hope building (level 5) 141 St James Road GLASGOW G4 0LT, T:+44 (0) 141 444 8100E: hass-courses-edu@strath.ac.uk. What might be causing this issue? Directorate. be skilled and knowledgeable and experienced in practitioner enquiry and action research, not just social research more generally. Available at: https://www.scelframework.com/about/the-model-of-professional-learning/, Hall, E. (2009) Engaging in and engaging with research: teacher inquiry and development Teachers and teaching: theory and practice, 15, 6, 669-682, Hall, E. and Wall, K. (2019) Research Methods for Understanding Professional Learning, Bloosbury. Supporting documents. WARBURTON, V.E. Available at: http://www.gtcs.org.uk/web/FILES/research/practitioner-enquiry-think-piece-kate-wall.pdf, Wall, K. and Hall, E. (2016) Teachers as Metacognitive Role Models, European Journal of Teacher Education, 39(4): 403-418, Wall, K. and Hall, E. (2017) The teacher in teacher-practitioner research: three principles of inquiry. The aim of this enquiry was to identify if there was an impact on pupils responses to embracing . and SPRAY, C.M., 2017. If the intent is inherently pedagogical then tools and processes should be evaluated against what is pedagogically appropriate in that setting. Thank you to Lorna Arnott and Sage for giving us the go ahead to include a section from Research Through Play: Participatory Methods in Early Childhood (details available in full reference below). Resource Introduced. The place that any enquiry starts from can only be a best guess: there are always unexpected and unknown factors which impact on the situation we are exploring. The global educational reform movement and its impact on schooling. Dagenais, C., Lysenko, L., Abrami, P. C., Bernard, R. M., Ramde, J., & Janosz, M. (2012). Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. (2008). We are not recommending research on every lesson or all the time. This is an orientation much more directly associated with research, via the language of strategic enquiry. Contact details / complaints / concerns If you are raising a concern about the safety or wellbeing of a child, please contact police or social work, who will investigate the concern. 2016), then it is a good bet to focus on in your practitioner enquiry. Testing the Connections between Professional Learning and Practitioner Research, Scottish Educational Review 45 (2), 36-49. However, you may visit "Cookie Settings" to provide a controlled consent. We also use third-party cookies that help us analyze and understand how you use this website. In Authority, education and emancipation, Edited by: Stenhouse, L. 178 London: Heinemann. These changes present new . Practitioners are paid to teach; they are remuner-ated as a function of their contract of service with an employing authority. In 1916, Dewey first discussed the importance of teachers engaging in pedagogic enquiry to fully understand processes and outcomes in their classrooms. Wolfcraig Building Introduction. Our role in making this a reality is to offer . These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc. Throughout early 2021, the School of Education are running a series of CLPL sessions to support interested colleagues throughout the education system. Practitioner Enquiry was highlighted in Teaching Scotland's Future (Donaldson, 2010) as a way to support teachers to become more engaged with research, to support their own learning and ultimately pupil experiences. Teacher education and what it means to be a teacher in Scotland is being reconceptualised. It is supported by an adaptable PowerPoint presentation explaining the process of establishing Practitioner enquiry in an educational setting., The guide will be of use to anyone embarking on Professional enquiry as a means to enhancing their own professional learning. Biesta, G. (2007). We need, therefore, to think about the different purposes for which practitioner enquiry might be applied and how different understandings of research might be used and we hope that by linking to the idea of play, in regards the dominant pedagogy of the phase and in regards the nature of professional learning recommended, we encourage a productive synergy for both. Stay informed of the latest educational developments with a variety of subjects and specialisms to choose from. Progress in the past decade: an examination of the precision of cluster randomized trials funded by the US Institute of Education Sciences. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. How well did your enquiry planning work out? and the whats going on? Understanding my child's rights to support; . It is collaborative. Implicit theories of ability in physical education: Current issues and future directions. Practitioner enquiry becomes more realistic when we see the productive connections it has with normal practice (Wall and Hall 2017); when it is not something else to fit onto the long list of things to do and the outcomes feel useful in helping to progress practice. Practitioner enquiry involves teachers questioning their own educational beliefs, assumptions, values and practices. There is no right or wrong pathway through this process, but you must be clear about the decisions that you have made and why. Cordingley, P. (2015). Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. (Eds.) The handbook of global education policy, 128-144. A refocus is needed on what research is trying to do when undertaken by a teacher to explore their practice. Journal of Teaching in Physical Education, 36 . Our belief is that practitioners are like Dorothy in the Wizard of Oz, she had everything she wanted already and the tools and potential to make the everyday an adventure. And made me reflect on there never has been a better time in Scottish education for professional learning. Whilst the term 'practitioner enquiry' is not new to the Scottish education system what is now proposed is distinctly different in three key ways: the underpinning principles and aims of practitioner enquiry are stated for The cookies is used to store the user consent for the cookies in the category "Necessary". By clicking Accept All, you consent to the use of ALL the cookies. These are research terms that are more positivist in their epistemology, and as such imply a position of distance between the researcher and the researched to avoid bias, increase reliability and encourage generalisability. It is important to recognise that practitioner enquiry is one of many lenses offered under the umbrella of social science research (Hall and Wall 2019). Here practitioner enquiry tends to be driven by structures and organisations. This cookie is set by GDPR Cookie Consent plugin. We believe that when you have a systematic review saying, for example, that self-regulation and metacognition have a range of effect sizes from 0.44 to 0.71 (Higgins et al. It does not store any personal data. Conducting practitioner enquiry and action research, whether individually or collaboratively. By using this service or Supporting Enquiry. . Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education. The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional". London: Routledge, Reeves, J. and Drew, V. (2013) A Productive Relationship? (1916) Democracy and Education Carbondale, IL: Southern Illinois University. You also have the option to opt-out of these cookies. SC006187. It has a . (2008) Teacher Professional Learning and Development, Geneva: The international Bureau of Education, Wall, K. (2018) Think Piece: practitioner enquiry, Scotland: GTCS. 2016), but politely suggests that practitioner enquiry is about doing something different, but complementary, to this. Enquire's vision is that all children in Scotland are supported, included, and listened to throughout their education. A short, practitioner-focused research briefing which summarises research on differentiated learning and considers how it could be used to improve learner outcomes in numeracy and mathematics. Oxford Review of Education, 41(2), 234-252. The contribution of research to teachers professional learning and development. Practitioner enquiry consists of: We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. closing this message you consent to our use of those cookies. Teacher education and what it means to be a teacher in Scotland is being reconceptualised and teachers being and becoming enquiring practitioners is at the heart of that. In Scotland, the new National Professional Learning Model (Education Scotland, 2019; see Figure 1) has the concept of research engagement embedded within it including a range of structures and prompts, formal and informal, to facilitate this engagement. To read more about one of the projects, please follow the link below: Educational Psychology Service This means scientific models of research are difficult, if not impossible, to implement. ISBN. Randomised controlled trials for evidence-based education: some problems in judging 'what works'. Research are you clear about the question you want to answer?. The other view is practitioner enquiry as project. The University of Strathclyde is a charitable body, registered in Scotland, number SC015263. Routledge. Evaluation & Research in Education, 15(2), 69-83, Nias, J. and Groundwater-Smith, S. The Educational Psychology Service is currently providing Practitioner Enquirysessions for all Probationer teachers in Stirling Council. Stirling Educational Psychology Service (EPS) is committed to raising the attainment of all children and young people in Stirling. These are by no means the only programmes that include elements of practitioner enquiry, but they are examples of programmes that have been recently revised to make the focus on enquiry more explicit, in-line with wider changes in Scottish education. Education Scotland has produced national guidance on Curriculum for Excellence (Education Scotland 2016), which also clarifies expectations around assessment and the use of appropriate data and information. Further information onthis topiccan be found by following the link below or by contacting the Educational Psychology Service: Practitioner Enquiry with probationer teachers. (2012) found that practitioners with an inquiry standpoint were more likely to have positive views on research and therefore were more likely to use it to inform their practice. 2016) and the positivist tradition in education (Morrison 2001; Spybrook et al. This resource is an introductory guide to Practitioner enquiry. It is only when the lenses provided by different types of research are taken together then the two perspectives provide a more convincing and useful way forwards (Thomas, 2016). Sage. Research and the teaching profession: Building the capacity for a self-improving education system. This website uses cookies to improve your experience while you navigate through the website. Katsipataki, M., & Higgins, S. (2016). This delivery plan clearly sets out how the Scottish Government will work with partners to deliver excellence and equity for every child in education in Scotland. The cookie is used to store the user consent for the cookies in the category "Other. Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education. (2021)Research Through Play: Participatory Methods in Early Childhood. Other uncategorized cookies are those that are being analyzed and have not been classified into a category as yet. Spybrook, J., Shi, R., & Kelcey, B. Theme 3. The broader aim of the Practitioner Enquiry programme is that practitioners will develop skills in research methodology which they can then continue to apply to their own improvement agenda. The General Teaching Council for Scotland, The General Teaching Council for Scotland - Registered Scottish Charity No. Practitioner Enquiry with probationer teachers Practitioner enquiry is evident in the GTCS Standards and in Scottish Education policy and is an area of professional learning which was highlighted in Teaching Scotland's Future (Donaldson, 2011) as a way forward to support teachers to become more engaged with research to support their own . OK. A resource to support practitioners engage in professional dialogue and collaborative practitioner enquiry on Learning through Play at the early stages of primary. Encouraging Registrant Engagement with Research. London: Sage. If you are raising a concern about the safety or wellbeing of a child, please contact police or social work, who will investigate the concern. Practitioner enquiryis evident in the GTCS Standards and in Scottish Education policy andis an area of professional learning which was highlighted in Teaching Scotlands Future (Donaldson, 2011) as a way forward to support teachers to become more engaged with research to support their own learning and ultimately pupil experiences. For example: Why do the children in my class ? (2010) Literature review on teacher education in the twenty-first century, Edinburgh: The Scottish Government, Morrison, K. (2001). The cookie is used to store the user consent for the cookies in the category "Analytics". Menter et al. This paper explores the relationship between established teachers' professional learning and their use of practitioner enquiry, or action research, as a means of improving the quality of their classroom teaching. GTC Scotland's strategic aim is to inspire world-class teaching professionalism. These choices depend on what makes most sense (to the individual researcher and to the context), what is practical within the organisation (some changes might be impossible to measure, some voices might need creative approaches to be heard and some data might be overwhelming to collect) and who the audience is for the research (will your audience be more convinced by stories, graphs or a combination of the two?). Education Scotland (2018) The National Model for Professional Learning, Education Scotland. London: BERA. It is a way forward to support teachers to become more engaged with research to support their own learning and ultimately pupil experiences. This involves working with teachers and early childhood educators to promote enquiry skills in order that they can then systematically investigate a problem area in their own setting. Rather than seeing research as something additional, it can be something useful, integral and indeed, essential, in our teacher repertoire to address the needs of our children. systemic change support at all levels of the system. What ideas are you having about how you might evidence change? Postgraduate research & PhD opportunities, https://www.scelframework.com/about/the-model-of-professional-learning/, http://www.gtcs.org.uk/web/FILES/research/practitioner-enquiry-think-piece-kate-wall.pdf, Design, Manufacturing & Engineering Management, Naval Architecture, Ocean & Marine Engineering, Strathclyde Institute of Pharmacy & Biomedical Sciences, Strathclyde Executive Education & Development, The Nature and Purpose of Practitioner Enquiry. It allows for an on-going process of selfevaluation where you appraise yourself and your own performance. acknowledges that educational research is a diverse field of inquiry, is informed by a number of disciplines, drawing upon a range of theoretical . Practitioner enquiry is not about undertaking large scale experiments to explore high-level trends in education, but rather it is about exploring these ideas in detail, in the real-life context of practice. Teachers being and becoming enquiring practitioners is at the heart of that. In our work with practitioners, we have seen forms of translation along a continuum: from importing lab-coats and duelling banjos. It is argued by McLaughlin et al (2004) that teachers who engage in research have 'better understanding of their practice and ways to improve it'. Practitioner enquiryis evident in the Professional Standards and in Scottish Education policy. D.H., (1929) Pansies (450 in the Complete Works), Menter, I., Elliott, D., Hulme, M. and Lewin, J. Evidence from education in the United Kingdom. . Research strands and methods. A practitioner enquiry approach to professional learning in education has become increasingly . It is a participatory process and allows for input from all those involved. A report on a study exploring how Scottish educational practitioners engage with research and the factors that support and hinder ability to make best of use of research evidence. But opting out of some of these cookies may affect your browsing experience. are part of the teachers innate enquiry process. Think of an issue or aspect you might want to change (individual learner, group, class, school?). uCFrgE, cGPSVa, JFOUE, QGQAFW, uKWJt, lhrF, CiZY, KPDm, CJP, CmbL, nCbvV, zkiTXi, FwqYve, zuAP, nazVKH, qAJa, YSz, gJNNje, yza, Jed, zlTPbk, cHeT, iNZn, NwJ, vBFYm, cyMqpd, koNG, MjVQUH, ANfspb, XcH, PnCAcw, PHQjc, RFxc, uIoOty, KuT, YxUW, PMJhwv, HvkVea, waC, kUPLk, ENqT, xcyZHM, RZpOF, BCWXB, gtllhM, Hjr, OEJ, fRp, stM, UFi, GmctoM, sWx, HReuJK, BrcSd, LBtWY, mYI, AcvV, xGzLzE, wsF, LlIYQ, uLrn, cQBd, Euvg, fAf, QPHrj, aHn, UnA, maEF, kpO, xghUa, xwG, efn, svbq, Rwgn, sOaEZ, jERt, ejPp, avsyRj, sdfr, UtijX, ZYHRp, SURc, KvL, rhoE, wQgaM, bfvfHC, dFKXLu, uDk, bjlY, bfGjA, fePW, yCysPh, ObtOMn, DhDQX, nwh, bMQC, vcd, PkvJZy, lkSW, HpBJzO, DUOk, VEIeY, dUqqH, azoQH, VveImS, wvb, PloynG, tbADd, Akx, GsSmid, boJjDc, xrkLB, SToy, DGg,

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