Dementia Awareness — OCN London Apprenticeship Assessment Qualification Health & Social Care Revision

    This subtopic provides a foundational understanding of dementia, including its most common types such as Alzheimer's disease, vascular dementia, and dement

    Topic Synopsis

    This subtopic provides a foundational understanding of dementia, including its most common types such as Alzheimer's disease, vascular dementia, and dementia with Lewy bodies. It explores the key signs and symptoms, and introduces good practice in caring for individuals, emphasising person-centred approaches that promote dignity and wellbeing.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Dementia Awareness

    OCN LONDON
    vocational

    This topic covers dementia awareness at Level 1, including common types, signs and symptoms, and good practice in care. Learners need to know how to support individuals with dementia.

    24
    Learning Outcomes
    47
    Assessment Guidance
    49
    Key Skills
    24
    Key Terms
    50
    Assessment Criteria

    Assessment criteria

    OCNLR Level 1 Award in Dementia Awareness
    OCNLR Level 2 Certificate in Dementia Care
    OCNLR Level 2 Award in Skills for Professions in Health and Social Care
    OCNLR Level 2 Extended Certificate in Skills for Professions in Health and Social Care
    OCNLR Level 2 Diploma in Skills for Professions in Health and Social Care
    OCNLR Level 2 Certificate In Skills for Professions in Health and Social Care
    OCNLR Level 2 Award in Supporting Activity Provision in Social Care
    OCNLR Level 2 Award in Awareness of Dementia
    OCNLR Level 1 Award in Skills for Professions in Health and Social Care
    OCNLR Level 1 Certificate in Health and Wellbeing
    OCNLR Level 3 Certificate in Activity Provision in Social Care
    OCNLR Level 1 Certificate in Skills for Professions in Health and Social Care

    Topic Overview

    The OCNLR Level 1 Certificate in Health and Wellbeing introduces you to the fundamental principles of maintaining good health and wellbeing. This qualification covers key topics such as understanding what health and wellbeing mean, recognising factors that influence them, and learning practical strategies to improve your own and others' wellbeing. It is designed for students who want to build a foundation for further study in health and social care or related fields.

    Why does this matter? In today's world, understanding how to look after your physical, mental, and social health is essential. This course helps you develop skills to make informed choices about diet, exercise, stress management, and relationships. It also explores how external factors like housing, income, and community support affect wellbeing. By the end, you'll be able to identify personal goals and create a simple action plan to improve your health.

    This certificate fits into the wider Health & Social Care curriculum by providing a stepping stone to more advanced qualifications, such as the Level 2 Certificate in Health and Social Care. It also complements other life skills courses by emphasising personal development and resilience. Whether you're aiming for a career in care or simply want to live a healthier life, this course gives you practical, everyday knowledge.

    Key Concepts

    Core ideas you must understand for this topic

    • →Definition of health and wellbeing: Health is not just the absence of disease but a state of complete physical, mental, and social wellbeing. Wellbeing includes feeling good and functioning well.
    • →Factors affecting health: These include lifestyle choices (diet, exercise, smoking), social factors (relationships, community), economic factors (income, housing), and environmental factors (pollution, access to green spaces).
    • →The health continuum: Health is not fixed; it can change over time. You can be at different points on a scale from excellent health to severe illness, and actions can move you along this continuum.
    • →Basic strategies for improvement: Simple actions like eating five portions of fruit and vegetables a day, doing 30 minutes of moderate exercise most days, getting enough sleep, and managing stress through relaxation techniques.
    • →Goal setting and action planning: Using SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals to plan improvements, such as 'I will walk for 20 minutes three times a week for the next month.'

    Learning Objectives

    What you need to know and understand

    • Know the most common types of dementia., Know the signs and symptoms of common types of dementia., Know about good practice in caring for an individual with dementia.
    • Understand what dementia is, Understand key features of the theoretical models of dementia, Know the most common types of dementia and their causes, Understand factors relating to an individual’s experience of dementia
    • Understand what dementia is., Understand key features of the theoretical models of dementia., Know the most common types of dementia and their causes., Understand factors relating to an individual’s experience of dementia.
    • Understand what dementia is., Understand key features of the theoretical models of dementia., Know the most common types of dementia and their causes., Understand factors relating to an individual’s experience of dementia.
    • Understand what dementia is., Understand key features of the theoretical models of dementia., Know the most common types of dementia and their causes., Understand factors relating to an individual’s experience of dementia.
    • Define dementia as a syndrome and distinguish it from other cognitive impairments.
    • Summarise the key features of theoretical models, including the biomedical and person-centred models.
    • Differentiate between common types of dementia by their causes and symptoms.
    • Explain how personal background and environment influence the lived experience of dementia.
    • Evaluate the role of communication techniques in supporting individuals with dementia.
    • 1. Understand what dementia is.2. Understand the most common types of dementia.3. Understand factors relating to an individual’s experience of dementia.
    • 1. Understand what dementia is.2. Understand the most common types of dementia.3. Understand factors relating to an individual’s experience of dementia.
    • Know the most common types of dementia., Know the signs and symptoms of common types of dementia., Know about good practice in caring for an individual with dementia.
    • Identify the most common types of dementia, including Alzheimer's disease, vascular dementia, and dementia with Lewy bodies.
    • List typical signs and symptoms associated with each common type of dementia.
    • Describe good practice approaches for supporting individuals with dementia, focusing on person-centred care.
    • Explain the importance of effective communication when caring for someone with dementia.
    • Describe the key features and typical progression of Alzheimer's disease, vascular dementia, dementia with Lewy bodies and frontotemporal dementia.
    • Analyse how environmental factors such as lighting, noise and layout can influence the behaviour and wellbeing of a person living with dementia.
    • Evaluate the importance of a person-centred approach when planning and delivering activities for individuals with dementia.
    • Apply appropriate communication techniques that support engagement and reduce distress in interactions with people who have dementia.
    • Discuss the ethical principles involved in gaining consent and acting in the best interests of individuals with dementia during activity provision.
    • Assess the impact of stigma and social isolation on the lived experience of dementia and propose ways activity provision can counteract these.
    • Know the most common types of dementia., Know the signs and symptoms of common types of dementia., Know about good practice in caring for an individual with dementia.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Know the most common types of dementia.
    • Know signs and symptoms of common types.
    • Know good practice in caring for individuals with dementia.
    • Understand person-centred care approaches.
    • Award credit for demonstrating a clear definition of dementia as a progressive syndrome affecting memory, thinking, behaviour, and emotion, distinct from normal ageing.
    • Award credit for accurately describing at least two theoretical models (e.g., the biomedical model, the social model) and their key features, with reference to how they inform care practices.
    • Award credit for identifying at least three common types of dementia and explaining their underlying pathological causes (e.g., plaques and tangles in Alzheimer’s, vascular damage in vascular dementia).
    • Award credit for analysing how factors such as age, personality, life history, environment, and support systems interact to influence the individual's lived experience of dementia.
    • Award credit for demonstrating accurate description of dementia as a progressive neurological condition, not a normal part of aging.
    • Look for evidence of comparing at least two theoretical models (e.g., biomedical vs. social model) with clear understanding of their key features.
    • Expect correct identification of at least four common types of dementia, with associated causes (e.g., Alzheimer's disease linked to amyloid plaques, vascular dementia to reduced blood flow).
    • Assess for analysis of how factors like age, culture, environment, and support networks influence an individual's experience, with practical examples.
    • Award credit for accurately defining dementia and distinguishing it from normal age-related cognitive decline.
    • Expect learners to compare and contrast at least two theoretical models of dementia, referencing their core features and implications for care.
    • Require identification and description of the most common types of dementia (e.g., Alzheimer's, vascular, Lewy body, frontotemporal) and their associated causes/pathologies.
    • Look for evidence of understanding that an individual's experience of dementia is influenced by a combination of biological, psychological, social, and environmental factors.
    • Assess the learner's ability to apply a person-centred approach, demonstrating how knowledge of the individual's history, preferences, and identity can inform support strategies.
    • Award credit for demonstrating accurate knowledge of the difference between dementia and normal ageing, with reference to diagnostic criteria.
    • Look for evidence that the learner can describe at least two theoretical models, such as the medical model and the social model, with clear distinctions and examples of their application in care settings.
    • Credit should be given when the learner identifies common types (e.g., Alzheimer’s disease, vascular dementia, Lewy body dementia) and correctly links them to their primary causes or risk factors.
    • Assessors should check that the learner explains how factors like the physical environment, communication strategies, and social networks can positively or negatively affect an individual’s experience of dementia.
    • Credit correct identification of dementia as a progressive syndrome, not a normal part of ageing.
    • Award marks for clear comparison of at least two theoretical models with applied examples.
    • Recognition of at least three common types of dementia with accurate cause and symptom descriptors.
    • Demonstration of understanding that individual experiences vary based on cultural, social, and personal factors.
    • Evidence of using appropriate, non-stigmatising language and terminology throughout responses.
    • Award credit for explaining the difference between dementia and normal ageing, including reference to key signs such as memory loss, communication difficulties, and changes in behaviour.
    • Award credit for accurately identifying and describing at least three common types of dementia (e.g., Alzheimer's, vascular, dementia with Lewy bodies, frontotemporal), highlighting key characteristics and typical progression.
    • Award credit for discussing how factors such as the individual's life history, cultural background, physical health, sensory impairments, and the social environment can influence their experience of dementia and their ability to participate in activities.
    • Award credit for demonstrating how understanding dementia types and individual factors can be applied to adapt activity provision, ensuring inclusivity and promoting independence.
    • Award credit for demonstrating accurate knowledge of the definition of dementia as a syndrome, not a single disease, characterised by impairment in multiple cognitive domains.
    • Look for clear identification and description of at least three common types of dementia, such as Alzheimer's, vascular, and Lewy body dementia, with key distinguishing features.
    • Credit responses that explain how factors like life history, personality, physical health, and social environment influence an individual's unique experience of dementia.
    • Expect evidence of understanding that dementia symptoms extend beyond memory loss to include changes in communication, perception, and behaviour.
    • Award credit for correctly identifying at least two common types of dementia and their key characteristics.
    • Award credit for describing how a specific symptom, such as memory loss or confusion, might impact an individual's daily life and care needs.
    • Award credit for outlining a practical example of good practice, such as using reminiscence therapy or maintaining familiar routines to support a person with dementia.
    • Award credit for correctly naming and briefly describing at least two types of dementia.
    • Award credit for listing multiple appropriate signs and symptoms, such as memory loss, confusion, and mood changes.
    • Award credit for identifying key elements of person-centred care, like respecting individual preferences and promoting independence.
    • Award credit for demonstrating an understanding of communication strategies, e.g., using simple language, maintaining eye contact, and being patient.
    • Award credit for accurately distinguishing between Alzheimer's disease and vascular dementia, including typical symptom onset and progression.
    • Credit for providing specific examples of how an activity planner might adapt a familiar hobby to accommodate moderate cognitive decline.
    • Evidence should demonstrate knowledge of how sensory stimulation (e.g. tactile, olfactory) can be used to engage individuals in the later stages of dementia.
    • Marks should be given for referencing the importance of life history work in planning meaningful, individualised activities.
    • Credit for explaining how the physical environment can be modified to reduce agitation and support orientation, with practical illustrations.
    • Award credit for correctly identifying at least two common types of dementia, such as Alzheimer's disease and vascular dementia, with brief but accurate descriptions.
    • Credit evidence that outlines key signs and symptoms for each identified type, for example, memory loss and confusion in Alzheimer's, or stepwise cognitive decline following a stroke in vascular dementia.
    • Expect demonstration of good practice principles, such as person-centred care, by describing approaches like using simple language, maintaining familiar routines, and promoting independence.
    • Award credit for linking theoretical knowledge to practical scenarios, showing how awareness impacts daily care tasks, for instance, adapting activities to match current cognitive abilities.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Learn key features of Alzheimer's, vascular dementia, etc.
    • 💡Focus on person-centred care principles.
    • 💡Use real-life examples to illustrate good practice.
    • 💡When defining dementia, always distinguish it from normal ageing; use terms like 'progressive decline' and 'multiple cognitive domains'.
    • 💡For theoretical models, directly link each model to practical care approaches, e.g., the social model supports person-centred care.
    • 💡To remember causes, use mnemonics or tables that connect each dementia type to its hallmark pathology (e.g., Alzheimer’s = amyloid plaques).
    • 💡In discussing individual experience, always reference the holistic biopsychosocial framework to cover biological, psychological, and social factors.
    • 💡Support answers with real-world examples or case studies to demonstrate application of knowledge.
    • 💡In assessments, structure answers using the specific learning outcomes as headings to ensure all criteria are met.
    • 💡When discussing theoretical models, give real-world examples of how each model would influence care practices (e.g., medical model focusing on medication, social model focusing on enabling independence).
    • 💡For the common types, create a table or mind map showing type, key brain changes, symptoms, and typical progression to help with recall.
    • 💡When addressing individual experience, always use person-first language and reference case studies to illustrate personalized care.
    • 💡Always define key terms explicitly in your responses, using recognised definitions from bodies like the World Health Organization or Alzheimer's Society.
    • 💡When discussing theoretical models, link each model directly to practical care approaches to show application of theory to practice.
    • 💡For the causes of different dementia types, structure answers clearly, e.g., by type, pathology, risk factors, to ensure full coverage.
    • 💡To demonstrate understanding of the individual's experience, use case studies or examples that highlight the interplay of factors like age, culture, personality, and support networks.
    • 💡In written assignments, reference the principles of person-centred care and the importance of seeing the person, not just the diagnosis, to meet assessment criteria for holistic understanding.
    • 💡In assignment responses, always relate theoretical models to practical care examples to demonstrate applied understanding and secure higher marks.
    • 💡When describing types of dementia, pair each with a distinguishing symptom (e.g., memory loss in Alzheimer’s, fluctuating cognition in Lewy body dementia) to show detailed knowledge.
    • 💡Use person-first language consistently (e.g., ‘person living with dementia’) to reflect a person-centred approach, which is a key assessment criterion across vocational qualifications.
    • 💡For high marks, integrate case studies to illustrate how dementia affects individuals differently.
    • 💡Use structured comparisons (e.g., tables) when presenting theoretical models.
    • 💡Reference person-centred care frameworks by name (e.g., Kitwood, Brooker) to demonstrate depth.
    • 💡In written work, define key terms at the start to show understanding.
    • 💡When discussing types, link causes to practical care considerations (e.g., memory aids for Alzheimer’s).
    • 💡Always link theoretical knowledge to practical activity provision by giving concrete examples of how you would adapt an activity for someone with a specific type of dementia or individual need.
    • 💡Use person-centred language and refer to the importance of promoting independence, dignity, and respect when discussing care and activity planning.
    • 💡When writing assignments, structure your answers to cover the learning outcomes explicitly—define dementia, describe types, and then explain factors influencing experience, using case studies or observed practice to evidence understanding.
    • 💡In coursework, demonstrate reflection on how dementia awareness has informed your own practice in supporting activity provision, highlighting changes you have made or would make.
    • 💡Always define dementia as a syndrome—use the term 'set of symptoms'—rather than calling it a disease to demonstrate precise understanding.
    • 💡For each type of dementia, mention a distinctive early symptom (e.g., short-term memory loss in Alzheimer's, stepwise decline in vascular) to show depth.
    • 💡When discussing individual experience, give concrete examples linking factors like culture or past occupation to current behaviours, showing application of theory.
    • 💡In assessments, structure your answers using person-centred language: refer to 'the individual living with dementia' rather than 'dementia sufferer' to show professional care ethos.
    • 💡When completing assignments, always link specific signs and symptoms to a particular type of dementia to demonstrate accurate knowledge.
    • 💡Provide realistic, concrete examples of good practice from care settings, such as how to adapt communication or create a supportive environment, rather than just stating theoretical principles.
    • 💡When listing types of dementia, use the full names rather than abbreviations.
    • 💡Focus on observable signs and symptoms rather than medical terminology.
    • 💡In questions about good practice, always link back to the principles of dignity, respect, and person-centred care.
    • 💡When answering questions, specify the type of dementia when discussing symptoms or care approaches, rather than referring to dementia generally.
    • 💡Use brief case studies or vignettes to illustrate how factors like environment or communication affect a person's experience and how activity provision can respond.
    • 💡Explicitly link each activity suggestion to a well-being outcome, such as reducing isolation or maintaining a sense of identity.
    • 💡In written assignments, always include a practical example of an adapted activity, explaining why the adaptation is appropriate for a particular stage of dementia.
    • 💡Familiarise yourself with current guidance on dementia-friendly environments and cite this in your answers to demonstrate up-to-date knowledge.
    • 💡Always apply knowledge to real-life care contexts; when answering questions, describe how you would support a specific scenario, rather than just listing facts.
    • 💡Use key terminology precisely, e.g., 'person-centred care', 'dignity in care', or 'cognitive decline', to demonstrate a professional vocabulary expected at this level.
    • 💡When outlining signs and symptoms, give concrete examples and distinguish between types of dementia to show depth of understanding.
    • 💡Structure responses to mirror the learning objectives: first identify types, then describe signs/symptoms, and finally detail good practice, ensuring all criteria are clearly addressed.
    • 💡Use real-life examples to show understanding. For instance, when explaining factors affecting health, mention how having a supportive family (social factor) can reduce stress, which improves mental wellbeing.
    • 💡Always link your answers to the health continuum. Show that you know health can improve or decline, and give examples of actions that move someone towards better health.
    • 💡When writing about goal setting, make sure your goals are SMART. Examiners look for specific details like 'I will drink 6 glasses of water daily' rather than vague statements like 'I will drink more water.'

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing dementia with normal ageing.
    • Thinking all dementias are the same.
    • Not recognising the importance of communication.
    • Confusing dementia with normal age-related memory decline.
    • Believing that dementia is a single disease rather than a syndrome caused by various brain disorders.
    • Focusing exclusively on the biomedical model, neglecting the social model's emphasis on personhood and environmental factors.
    • Assuming all types of dementia present with identical symptoms and progression rates.
    • Overlooking the critical role of personal history, personality, and social environment in shaping the dementia experience.
    • Confusing dementia with normal age-related memory loss or assuming it is a single disease.
    • Focusing solely on the medical model while neglecting the social and person-centred perspectives.
    • Misattributing all dementia symptoms to Alzheimer's disease, overlooking other types like Lewy body or frontotemporal.
    • Failing to consider the individual's personal history, preferences, and environmental adaptations when discussing their experience.
    • Confusing dementia with normal aging, believing that memory loss is inevitable and untreatable.
    • Misidentifying or oversimplifying the causes of different dementia types, such as assuming all dementia is Alzheimer's disease.
    • Failing to differentiate between the biomedical model and a person-centred approach, often defaulting to a purely medical view of dementia.
    • Overlooking the role of social environment and relationships in shaping the person's experience, focusing solely on cognitive symptoms.
    • Using stigmatising language or outdated terminology when describing people living with dementia.
    • Confusing dementia with normal age-related memory decline, rather than recognising it as a pathological condition.
    • Assuming all dementias are the same or follow an identical progression, overlooking the distinct characteristics and trajectories of different types.
    • Failing to differentiate between the medical model (focus on disease and impairment) and the social model (focus on personhood and environmental barriers).
    • Providing generic descriptions of types of dementia without linking them to specific causes, such as protein deposits in Alzheimer’s or stroke in vascular dementia.
    • Equating dementia with occasional memory lapses or normal age-related cognitive decline.
    • Assuming all individuals with dementia have identical symptoms and require the same care.
    • Ignoring the psychosocial model and focusing solely on biomedical aspects.
    • Failing to link challenging behaviour to unmet needs or communication difficulties.
    • Using outdated or offensive terms when describing the condition.
    • Assuming that dementia is a normal part of ageing rather than a specific set of conditions that affect brain function.
    • Confusing different types of dementia, leading to inappropriate activity choices (e.g., expecting someone with frontotemporal dementia to respond to verbal instructions when language is impaired).
    • Overlooking the impact of the environment and personal history, resulting in activities that fail to engage the individual or cause distress.
    • Believing that a person with dementia cannot participate in meaningful activities, thus limiting opportunities for stimulation and social interaction.
    • Confusing dementia with normal age-related memory decline, failing to recognise it as a pathological condition.
    • Mislabelling Alzheimer's disease as the only form of dementia, overlooking other types like vascular or frontotemporal dementia.
    • Assuming all individuals with dementia have the same experience, neglecting the impact of personal biography and environmental factors.
    • Focusing solely on cognitive losses without acknowledging preserved abilities and the potential for moments of clarity and connection.
    • Assuming that all types of dementia are identical or that dementia is a normal part of ageing.
    • Confusing the symptoms of dementia with other conditions like depression or delirium, leading to incorrect care assumptions.
    • Believing that individuals with dementia cannot communicate their needs or make any decisions about their own care.
    • Confusing normal age-related memory decline with dementia symptoms.
    • Assuming all dementia types present in the same way.
    • Failing to recognise that good practice includes involving the individual in decisions about their care.
    • Assuming all types of dementia present with identical symptoms and follow the same progression pattern.
    • Overlooking the profound influence of the physical environment on behaviour, such as failing to consider glare or background noise.
    • Using generic, non-person-centred language or describing activities without linking them to the individual's past interests.
    • Neglecting to address issues of mental capacity and consent when proposing activities for a person with dementia.
    • Confusing dementia as a normal part of ageing rather than a pathological condition, or attributing all memory loss to dementia without considering other causes.
    • Confusing dementia with normal ageing, viewing memory lapses as inevitable in older adults rather than symptoms of a disease.
    • Assuming all dementias present identically; learners often overlook the distinct progression patterns, such as the stepwise deterioration of vascular dementia versus the gradual decline in Alzheimer's.
    • Focusing exclusively on memory loss without recognising other key symptoms like language difficulties, personality changes, or spatial disorientation.
    • Neglecting the impact of dementia on an individual's ability to perform daily tasks, and failing to mention practical care adjustments in assessment answers.
    • Misconception: Health only means being physically fit. Correction: Health includes mental and social wellbeing too. You can be physically fit but still have poor mental health, so all aspects must be considered.
    • Misconception: Wellbeing is the same as happiness. Correction: Wellbeing is broader; it involves feeling satisfied with life, having a sense of purpose, and managing emotions, not just being happy all the time.
    • Misconception: Only doctors can improve your health. Correction: You have significant control over your health through daily choices like diet, exercise, and stress management. Professional help is important, but personal actions are key.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of personal hygiene and safety (e.g., from Key Stage 3 PSHE).
    • •Familiarity with the concept of a balanced diet (e.g., from food technology or science lessons).
    • •No formal prerequisites, but an interest in helping yourself and others is beneficial.

    Key Terminology

    Essential terms to know

    • Know the most common types of dementia., Know the signs and symptoms of common types of dementia., Know about good practice in caring for an individual with dementia.
    • Understand what dementia is, Understand key features of the theoretical models of dementia, Know the most common types of dementia and their causes, Understand factors relating to an individual’s experience of dementia
    • Understand what dementia is., Understand key features of the theoretical models of dementia., Know the most common types of dementia and their causes., Understand factors relating to an individual’s experience of dementia.
    • Understand what dementia is., Understand key features of the theoretical models of dementia., Know the most common types of dementia and their causes., Understand factors relating to an individual’s experience of dementia.
    • Understand what dementia is., Understand key features of the theoretical models of dementia., Know the most common types of dementia and their causes., Understand factors relating to an individual’s experience of dementia.
    • Definition and core symptoms
    • Theoretical models
    • Types and causes
    • Individual experience factors
    • Person-centred support principles
    • 1. Understand what dementia is.2. Understand the most common types of dementia.3. Understand factors relating to an individual’s experience of dementia.
    • 1. Understand what dementia is.2. Understand the most common types of dementia.3. Understand factors relating to an individual’s experience of dementia.
    • Know the most common types of dementia., Know the signs and symptoms of common types of dementia., Know about good practice in caring for an individual with dementia.
    • Common Types of Dementia
    • Signs and Symptoms
    • Person-Centred Care
    • Effective Communication
    • Person-centred dementia care
    • Types and characteristics of dementia
    • Environmental impact on wellbeing
    • Effective communication strategies
    • Ethical practice in activity provision
    • Activity adaptation for cognitive decline
    • Know the most common types of dementia., Know the signs and symptoms of common types of dementia., Know about good practice in caring for an individual with dementia.

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