Block Scheduling / F. Negative Personal Experiences

Synopsis prepared by Lee Risley
Introduction, an example, and contributors


A. Rationale for the Block Scheduling System
B. Variations of “Block” systems
C. Methods Useful for Block Instruction
D. Thoughts, Opinions, Concerns
E. Positive Personal Experiences
F. Negative Personal Experiences
G. Positive & Negative Observations
H. Block as Concerns FL Specifically
I. Further Reference Sources

F. Negative Personal Experiences

96/03 From-> "Marilyn V.J. Barrueta" <>
Subject: Re: Block Sched. help needed

>1. If your school is on a block schedule, what exactly is that schedule?

We have "regular" 7 period schedule on Monday, Thursday and Friday;
90-minute blocks on Tuesday (even classes) and Wednesday (odd); 3rd
period meets for normal amount of time (46 minutes) every day. Our
problem with 3rd has to do with our students that go to the Career
Center. Last year the block days were Wednesday and Thursday, which we

>2. Does the block schedule work for you? Why or why not? Anecdotal
>information here is OK, but if you can, please be specific - cite any data
>you may have to back up your position.

About the only plus I think we see is that this schedule gives variety
to the week. Of course people like the longer planning period, but
that's more a teacher plus than necessarily pedagogically good.

At least one of our teachers (Latin) who was originally pro-block now
wishes we could go to normal 6 periods.  Teachers of the beginning
levels have found it hard, and feel that more "filler" stuff is being

We have definitely found resistance on the part of the students toward
doing more homework on block nights, even though they have only half of
their classes to prepare for; loss of homework time is a problem for use
-- what we seem to see elsewhere is class time being given to do what
was previously homework.

Probably the best "evidence" I can give is that last year (our first
year), I had a level 4 class meeting every day at 3rd period, and 2
others meeting block. The 3rd period class was overall the weakest.
Literally a couple of weeks after beginning block (we began second
semester) the 3rd period began to pull ahead quite noticeably -- slow
and steady, it appears, wins the race. The same thing is happening this
year to the teachers who have that combination.

>3. Are there any data relating to student outcomes on the block? I'm thinking
>here of OPI results, AP test scores. SAT II scores - information about FL and
>other disciplines.

Having only had one AP exam relatively shortly after beginning, can't
offer anything here.

>4. My colleagues in the Music Department are hesitant. Not that they are
>against change, but we have a VERY STRONG music program (choral and
>instrumental) and they don't know of any block schedule schools with
>outstanding music programs. Do you know of any strong music programs
>in block schedule schools? Or do you know how a move to block has
>affected music programs?

Our music department went ballistic when this was originally proposed!
We, too, have a very strong, highly respected music program, and our
department head did a lot of investigating. His assessment was that no
one on a block schedule had a comparable program or results. Our choral
music person last year felt 90 minutes was too long to keep kids
singing, and that she had to do a lot of fill-in.

>I am somewhat familiar with Wasson HS's block and have visited their
>web site, but we're looking for as many kinds of input as we can find.
>Besides, I suspect that Wasson's 4x4 plan is too radical a departure for
>our fairly traditional faculty. But hey, convince me!

We talked to the dept. head at Wasson when we were considering all of
this, and determined that their FL program was not at all comparable to
ours; he was at that time not sure whether they had AP or not, but did
indicate in a written memo that if so, the AP had previously had to meet
after school or weekends -- not at all similar to ours.

Marilyn Barrueta


96/05 From-> "Helen V. Jones" <>
Subject: Re: Four period day/language retention

The high school where I teach is on AB block. I teach Span II and Span
IV-V...five classes. We have two on odd days and three on even. I hate
it. I am certain that after enough damage is done we will realize that
block scheduling is a huge mistake for FL

The science and math people love it...I have seen already in just one
year that the kids have not retained as much as in past years. (I have
been teaching for 28 years so I have a point of comparison.) There is
too much time between the contact with the teacher...sometimes I don t
see my students from Thurs. until the next Tues. Too long!



96/09 From-> Pamela Knapp <>
Subject: Block Scheduling

I've noticed that there's been a lot of discussion recently about Block
Scheduling. I have some observations to share. Our school is in its
second year of semester (4X4) scheduling, and we have encountered many
problems. I am the co-chair of The Block Scheduling Committee, and we
have our first meeting of the year next Thursday. We've invited parents
to attend, since last spring we had a meeting for interested parents and
had quite a few people show up.

The administration didn't like this, because many of the parents had
some really tough questions and some very legitimate complaints. Our
principal even made the statement that this group was "too elite" and
that we needed to get a more diversified group. I guess we finally
convinced her that if members of the "diversified" group had any
interest, they'd have come to that evening meeting!

I have also found a lot of less than favorable comments out there, and
finally was able to see the results of some true research done in Canada
in the late eighties which shows that, for math and science, semester
scheduling is detrimental to the students' achievement. I cannot
remember the web address, but will look into it for you. There's also
"The Case Against Block Scheduling" by Jeff Lindsay. Again, I can't
remember the address, but I used "excite" as the search engine and typed
in "block scheduling." It brought me to all of this information.

Anyway, our school has had a real problem because the person who was in
charge of scheduling didn't know what he was doing, and our students'
schedules have been a real disaster for two years now. We were told that
one big advantage of the Block was that students would have the
opportunity to take more classes. Well, unless you have the staff to
offer new electives, and unless you have a scheduling person who's
knowledgeable, you might end up with what we have: students who receive
schedules with four classes and four study halls!

Since they don't get their schedules until two weeks after school gets
out (ugh!), they must then call the Guidance Department and schedule an
appointment to "fix" their schedules. What can happen then is that the
classes they'd originally signed up for are full, so they're forced to
take classes they have no interest in or are not prepared for. Last
year, a student who had failed Spanish 1 and the lowest level English
class the year before was told that he had to take - and pass! - Latin
in order to graduate. When I, as Department Head, complained, I was told
that he needed a credit and there were no other classes they could put
him in! I am not exaggerating when I tell you that at least 75% of our
students have had this kind of problem!

In terms of foreign language, I suggest that you request having the
first level -and possibly the second- offered in the more traditional 45
minute period throughout the year. Especially at the beginning level,
students need time to absorb what they've learned, and, even though I
could cover an entire lesson or two in one class period, I can't expect
them to know all of that material the next day. Also, some of our
students go an entire year before they take the next level of the
language. With beginners, this is very serious, because you almost have
to start over again.

With the upper levels, it seems to be less of a problem, although I
haven't had a gap of more than seven months. My current French 3 class
has had a gap of seven months, and it is taking them longer than I'd
thought to recall what they learned last year. Last year, Department
Heads were asked to poll their teachers to see if any of them would
volunteer to teach courses for forty-five minutes all year to back up
against the Band (another nightmare!) I was the only person who did
this, asking to have all level one classes, and even level 2, taught
this way. My department was in full agreement. Well, I was told that it
wasn't possible! Teachers who did not want to have this kind of schedule
were forced into it because of "numbers." When I complained, the answer
was simply "We just can't do it." I maintain that it could have been
done, since it seems that it is in other places. I think that we are
going to have a lot of parental support on Thursday!

Pam Knapp


96/09 From-> Denise Paige Way <4Ways@InfoAve.Net>
Subject: Re: Block Scheduling

In response to the Block Scheduling debate and particularly Pam Knapp's

I have taught under block scheduling (under protest) for three
years--A/B year-round 100-minute blocks. This year, we have an everyday
50-minute class to accommodate AP Calculus which needed everyday
exposure (that after, all, is an "important" subject). Well, one of my
French II classes was placed in the everyday class period, and the other
French II is a 95-minute every other day block so I'm seeing some
firsthand results of the differences--action research, if you will. My
50-minute everyday class is now two full (95-minute) class periods ahead
of the block after only five weeks of school. If this continues, the
everyday class will be about a month ahead at the end of the year. In the
beginning, I tried to keep them relatively together by slowing down in
one class and speeding up in the block; that didn't work--too much for
the block kids to absorb in one sitting! I have resigned myself to the
fact that I have two separate preps (on top of three others--French I,
III, and IV). I foresee problems in testing and using worksheets that
are already out there--more work for me. The block students also have
lower test scores because they do not get the everyday reinforcement and
don't study in between (big surprise!).

I love the everyday contact w/ my students which I think is so necessary
to be effective and to communicate w/ kids. I have always objected to
block scheduling for FL, but so many people sang its praises. This
experience has really cemented my original opinion.

Denise Paige Way


96/10 From-> Julia Ann Fleming <>
Subject: Re: Research on block scheduling?

Our school has just begun the accelerated block- scheduling....the kids
get a year's credit for a semester's work at 90 minute a day meetings.
Our failure rate is very high and since scheduling is such a hassle, the
students remain in the class at the end of the term even though they
will not be successful the second semester. There is no time to do
enrichment activities much less re-cycle old skills. We do have the kids
for longer periods each day. We vary our activities because the kids'
attention span is so limited. Obviously, I am having a difficult
justifying it. The 90-minute planning period is great, but I don't
believe my students are getting their money's worth. Anyway, since when
is less (actual class time) better?

Julia Ann Fleming


96/10 From-> 4Ways@InfoAve.Net
Subject: Re: Research on block scheduling?

I don't have any HARD, empirical evidence on BS (appropriate
abbreviation, perhaps), but I do have the opportunity to conduct some
informal action research in my classroom this year since I have a
traditional every-day French II class for 50 minutes and an
every-other-day block French II for 95 minutes. The kids in the block
class are beginning to whine and complain that they wish they were in
the traditional class because some of them would really benefit greatly
from that every-day exposure and reinforcement. Unlike many on the list
who have sung the praises of BS, I would go back to the traditional
schedule tomorrow! I love seeing my students every day; I love having a
prep period every day instead of every other day; and I hate the fact
that I cover less material. To me the saying "less is more" is a myth, a
cute cover-up to justify a schedule that benefits administrators who
don't have to deal with as many class changes, which certainly makes
their lives easier. Less is and will always be less!

Denise Paige Way


96/11 From-> Clifton <>
Subject: Re: Block Scheduling

We are in our first year of a 4 x 4 block and I have serious
reservations about language retention. I've read the studies that say
there's little difference in a 3 month lapse and a 6 month lapse. I'm
skeptical. Our schedule is set up so that students have 90 min. of FL
every day for one semester (1 year's worth). For example, my first year
French students will complete their "year" in January. They will not
take second year French until fall semester'97 or winter '98. That
sounds like an awfully long time for a 16 year old to remember anything.
I think it would be better for our students if they could take their
first year of the language in the spring and continue the second year in
the fall, with 3rd and 4th years following as close in time as possible.
However, our principal is not yet in agreement with this. How are other
schools handling this problem?

I am also concerned about how much we're "covering". I've never worried
about that before, but we are going to be far from completing our first
year book. Where will they pick up in second year and with what text? (I
do not teach second year.) Our school system cannot afford extra first
year books.

Having 90 minutes is wonderful. One argument in favor of the 90 min.
block is that you know your students better. For me, that is not the
case because before I had them for 55 minutes a day all year long.
Science and art teachers love the longer blocks of time. Math and
foreign language teachers have the retention problem.

Jennie Clifton


96/11 From-> Pamela Knapp <>
Subject: block scheduling

I had sent a message to the list on this subject a couple of months ago,
but I notice that there are more requests for info coming in lately. Our
school is in its second year of block scheduling (four classes a day
each semester), and I would offer the following cautions:

*first, from my experience, the first level of the language should not
be offered for 90 minutes a day for a semester, but rather in the
traditional 45-50 minute class period. It is not possible for these
students to absorb two lessons a day, which is essentially what they are
supposed to do. I can find activities to keep them busy for the 90
minutes, but they do not have the ability to concentrate on learning new
material for a long period of time. I know that there is no way that I
can cover the level 1 curriculum in a semester. This makes it necessary
to finish level 1 in level 2, and can lead to the teacher trying to play
"catch up" in the following levels.

*"gapping" is a lot more serious than what we were led to believe when
we researched block scheduling. We have students who have level 1 first
semester this year and who may not have level 2 until February of 1998!
Nobody can convince me that these students will remember much of
anything!! It doesn't seem to be as bad at the upper levels, although I
haven't had kids go for more than seven months before picking up level 4
or level 5. This year, however, we'll have Spanish 4 and Spanish 5
classes second semester, so these kids will not have had the language
for a whole year.

*we were told that going to the block schedule would mean that we would
need to purchase fewer textbooks. Well, this year we have all of our
French 2 courses offered second semester, so this has not held true.

*since students take quizzes and tests more frequently, and since
there's more opportunity for group and partner work, some of which I
grade, teachers have lots more papers to correct in a shorter period of
time! Although I have a 90 minute prep period every day, I find it
impossible to prepare for three different levels and get my paperwork
done. It's not unusual for me to have at least two hours of correcting a

I think that the most crucial element of block scheduling is the actual
schedule itself. We have unfortunately had someone do our scheduling who
is incompetent in this area, and our students have had incredible
problems with their schedules. This can be very serious, because if they
cannot get into elective courses they want to take, the guidance
counselors often "suggest" a foreign language, even when the kid is
seriously learning disabled! Parents and students are told that the kids
will have more opportunities to take more classes; unless your school
intends to hire extra staff to teach these new electives, you'll end up
with overcrowded classes. Think about it: even though each teacher picks
up an extra section (we teach three classes each semester, six per
year), kids must select seven and most choose eight, so they're all
adding one or two classes to their schedules.

We have a lot of dissatisfied parents and teachers. We have a block
scheduling committee, of which i am co-chair, and we are looking into
how we might change the schedule for next year. We made a commitment to
the block for a three year period, but I can't see how we can justify
continuing with this system when so many problems have been identified.
I have a friend who teaches on the year-long rotating block (four niney
minute classes one day, four different classes the next) and she hates
it! She has SIX different classes, so she has six preps! She is
exhausted and says that she is not as good a teacher as she was on the
traditional schedule. I can certainly see why with six classes to keep

Pamela Knapp


96/11 From-> "Helen V. Jones" <>
Subject: Re: Block Scheduling

According to Jeremy Van Nieuwenhuyzen:

>I have not enjoyed block scheduling for the most part. We have it only once
>a month. I can use it for special things, movies that I want to show, etc., but
>it ends up not falling on opportune times anyway. It has worked nice for
>doing some things with testing. Those are my thoughts!

How lucky you are to only have it once a month! We have AB alternating
four days a week and on Friday all eight classes. (At least in theory we
do. Fridays are usually pre-empted by assemblies, staff development,
teacher/parent conferences, etc.)

I hate it. There are weeks that I won't see my 1st year students from
Wednesday until the next Monday, or my 2nd year students from Thursday
until the following Tuesday. I insist that daily reinforcement is
absolutely necessary in the early years.



97/01 From->
Subject: Re: Block Scheduling


We have a 3 block schedule. 100 minute blocks. Its horrible. Its not
easy, the kids get antsy. But I doubt our school will ever change. If
you can help don't choose this plan.

Abril Banos


97/05 From-> Clifton <>
Subject: Re: How to teach in block??

We are completing our first year on a 4 x 4 block schedule. Having 90
minutes / class is great, but as Sue said retention may become a
problem. Our principal has agreed to help us try to schedule the first
year of a language in the spring, the second year in the fall, and the
third in the spring. Since we haven't tried this, and it will take a few
years for us to cycle through all our current students, I can't say how
it will work.

Assessment cannot always be done by testing. The students complain that
they have too many tests, for often they will be tested every 2 - 3
days, depending on the subject.

The longer periods give lots of time for practice and "lateral"
activities but the students are not getting as much instruction as
before. I feel that our 3rd year will become what our 2nd year used to

All in all, I don't like the block. I fear that it is a form of "dumbing
down". This year, because we are offering more electives, we lost
teaching positions: 1 in math, 2 in English, 1 in science . . . but our
vocational classes are full.

Jennie Clifton


97/05 From-> "Marilyn V.J. Barrueta" <>
Subject: Re: How to teach in block??

In the latest of our three different "scheduling committees"
(administration is determined to keep forming committees until "we get
it right"), virtually everyone on the committee, including those who are
block advocates, agreed that their experience has been, both from
observation and from student reports, that no more work is done is a
block class -- students are simply given twice as long to do the planned
work. It would appear from some descriptions here that this phenomenon
is not just local.



97/05 From-> "Helen V. Jones" <>
Subject: Re: 8 block scheduling

According to Jane Holmgren:
>Is there anyone who is satisfied with block scheduling? I am especially interested
>in the 8 block. With the number of people subscribing to FLTEACH I am
>surprised that there are fewer than 10 responses to this question. Unless
>Administrations have every teacher fooled by believing that this is the way to
>proceed in education. Please respond negatives and positives. We really need to
>have this input.

This is my 29th year of teaching Spanish in high school and my second
teaching in blocks (ABABC, 90 min. periods, 4 per day, except Friday when
we are supposed to have all 8 classes for about 35 mins.)

I despise blocks; I think that, after a few years in place, we will find
that foreign languages have suffered. There is no opportunity for daily
reinforcement. Since the Friday schedule is often disrupted for pep
rallies, parent conferences, assemblies, etc., there are times that we
won't see our Thursday class until the next Tuesday. Can you imagine
trying to teach Level I without daily contact?

What everybody was so concerned about was the fact that kids couldn't
maintain attention for 90 minutes and that traditional teachers would
try to lecture for the full hour and a half. Most of us never did
lecture the whole period anyway, so that has not been the problem.

One of our math teachers (they don't like blocks either) is doing
calculations of how much contact time we have lost over the whole year.
We suspect it is considerable.

Helen Jones


97/05 From->    Denise Paige Way  <>
Subject: More Block Feedback

After four years of the A/B alternating block, I can say with certainty
that my French III and IV students are extremely weak in comparison to
my previous 13 years of teaching. I am having greater difficulty reading
articles and novels with them because they lack the amount of foundation
students used to receive under the traditional schedule. Their writing
and speaking skills show large gaps as well.

I'm sorry I'm not a team player on this. I despise the block. Yes, we
had two training workshops before we implemented it. Yes, I went into it
optimistic, but the idea of having "more" time for projects that so many
teachers on this list claim is a fallacy. We do not have more *total*
time; we have less. I find time is wasted because you have those extra
minutes per class. Under the traditional schedule, I was far more
efficient because I knew I had 50 minutes to achieve a certain number of
activities; it was fast-paced. Maintaining that pace in 100 minutes leads
to information overload for the students, not to mention a harried
teacher at the end of the day. In addition, having to delete topics I
used to cover makes me angry.

I agree with Jennie that the block is a form of "dumbing down" which
only benefits administrators who have more down time between classes to
kick back while the burden of discipline falls squarely on the teachers.
How does teaching less benefit our students? So many lose sight of the
student at the end of the equation. If I didn't care about the students,
I would love the block. I'm not saying that those of you who like it
don't care about your students. I'm just saying that for me personally
the block receives failing grades.

Denise Paige Way


97/05 From->
Subject: Re: 8 block scheduling

I am about to finish my first year of block schedule-we use the
alternating block schedule-Periods 1,2,3 and 4 meet on black days and
periods 5, 6, 7, and 8 meet on gold days. Period 6 is our resource
period where students spend 30 minutes in homeroom and then are
able(with a pass) to go to other teachers for help.

I have not had a lot of difficulty adjusting to the block because as
foreign language teachers we tend to change our activities during the
course of class. What I have found however is that the students haven't
done too well-they seem to under the misconception that because they
don't meet a particular class, they can just forget about it.

Retention has not been very good but I also blame the book that we are
using for the first time-Ven Conmigo. Many of my students come in to get
their assignments when they were absent from class but many simple say
"I forgot". It is heavenly having a 90 minute preparation period every
day...... but the jury is still out as to whether I think that the block
schedule is best for students particularly in foreign language.



97/05 From-> Pamela Knapp <>
Subject: block scheduling

As a teacher currently in the second year of a 4X4 block, I agree
completely with Helen Jones, Denise Paige Way and Marilyn Barrueta! It
is not the way to go for foreign languages. Less is not more, and don't
let anyone try to convince you that this is true! Ruth Cahoon's school
has obviously found an ideal solution, with students spending more than
just one semester on the novice and intermediate levels. I could live
with that, but not with what we have now.

Pam Knapp


97/07 From->
Subject: Re: 4X4 Schedule and Language Program

Just an anecdote:

I was giving a training talk at the 4-H Camp where I work in the summer.
Nearing the end of the talk, I said, "Well, I think we've covered dealt
with this topic sufficiently, especially since the mind can only
comprehend what the rear end can endure."

One perceptive 16 year old junior counselor quipped, "Yeah, they should
have told that to the people who invented block scheduling!"

My sentiments exactly.

Bill Heller


97/07 From-> Lori Albright <>
Subject: Re: AB block teachers - info requested

Unfortunately, I'm not responding with good news about the AB schedule.
We have completed 2 years using this system and though I like the longer
period (85 min.) it does not balance out the fact that I only see them
every other day. Every class period we have to try and remember what we
learned 2 or 3 days before. I teach beginning level Spanish to mainly
9th and 10th graders. It's hard for them to sustain the momentum. I also
have more students not do their homework ( which may only amount to 10
minutes of their time) because they think they have 2 days to do it in.
I 'm interested in hearing any good news about this schedule. At out
school everyone likes it except the FL teachers.

Lori Albright


97/07 From-> Julie Hamrick <>
Subject: Re: AB block teachers - info requested

I teach on the block schedule, but it's not the alternative version
(though on some days we all feel pretty academically alternative :)). I
see my students every day for 90 minutes (except when lunch splits a
period in half) for 18 weeks. The biggest disadvantage is that most
students are not able to take two levels of a language in one school
year. In other words, they take French I in the fall, and French II in
the fall of the following school year (or worse - the following

The effects of any sort of immersion environment that you create during
the 90 minute period are completely reversed during those "lost months."
Not to mention the fact that you simply don't get through enough
material. Sure, there is more time to structure great communication and
cultural activities, but not enough time for homework and review. I'm
also giving a quiz on something new pretty much every other day --
needless to say, the students aren't really doing enough at home to
prepare themselves.

On the other hand, my own day is quite a bit easier. I only teach three
90-minute classes a day (one 90-minute planning period) which gives me a
manageable load of 60 - 75 students.

I know this doesn't answer your question on AB block schedules, but in
case you're thinking of implementing the 4X4 block, think very
carefully. This system really hurts foreign language programs.

Julie Hamrick


97/09 From-> Dorothy Raviele <>
Subject: Re: block schedule/planning

I hope you all have been given a prep period every day. We have started
block A/B this year and we are all teaching 6 classes. Average student
load is 130 -140. We have one prep period every other day. We have named
these days our "pee" days because when there is no prep time on the
other days there is no "pee" time either. Oh, we can go to the bathroom
and have other luxuries during our 20 minute lunch break. Do I sound
angry? Just a tad.
hope that the rest of the world who is moving to block scheduling in an
effort to create a more humane environment does not follow in our

Dot Raviele


97/10 From-> Julia Ann Fleming <>
Subject: Re: block schedule/planning

A more humane environment???!!!

We're cheating the kids of an education ... and that is humane? (My
comments are directed at the whole concept of block-scheduling and not
to you personally:)

Our school district opted for the accelerated block schedule. The kids
do a whole year's work in a semester's time! Yeah, right!!!! We teachers
do have a planning period every day and our class counts are low.. around
75-90 kids per day.

BUT. one of the advantages of the block was to get to know the kids
better since we have them for 90 minutes a day. Worse than the opposite
actually occurs...We have to use every possible minute of instruction
time for just that. There is no time for enrichment activities. Even
worse, the kids come and go so fast that we hardly get to know them as
individuals when it is time for the new session (new course).

As far as retention on the part of the students, there is practically no
time for assimilation of the material, and so each class enters weaker
than the one before.

It saddens me that our leaders believe that this system is better for
the kids. In all practicality they are saying to teach less is better.
The part missing from this equation is the comparison of the total
capabilities of these kids at the end of their coursework with those who
were taught under the previous schedule. We've dumbed down our curriculum
to make the results look good, but in the end, the kids come no where
close to the level of mastery the other kids had.

Julia Ann Fleming


97/10 From-> George & Denise Way <4Ways@InfoAve.Net>
Subject: Re: block schedule/planning

There are those of us on this list who have railed against the block for
the last year or so. I, too, suffered through four years of A/B block
with a prep every other day--not good for mental health. The first year
we taught six classes with *no* prep; technically we all had a common
prep at 2:30 when the kids left. HA! Who could move at that point? Then
there were the meetings that ate up that time as well.

I have remedied my situation by leaving the district altogether and
going to the middle school level in another district where classes are
47 minutes long. I feel like I've died and gone to heaven. What I have
accomplished in five weeks is incredible compared to what I did in high
school on the block. My students speak better and are farther along in
the book. There is no comparison in my eyes.

I truly sympathize with you and hope you can guard your sanity and your
enthusiasm. I know that not everyone can leave one district and go to
another as easily as I did, but it is an option.


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