NOTES FROM NIGEL
It is difficult to believe, but here we are at the end of the school year...how time flies! After the students leave on June 4, the staff will reflect on the year using a variety of metrics and anecdotal observations. Looking forward to this process, I found myself thinking about when I first came to Tesseract—or rather, when I was in the process of becoming part of the School. I pulled out my educational philosophy from 2002, when I was a candidate in the head of school search, which was an important part of matching the School's philosophy with my own. Bearing in mind that this is my original educational philosophy, I thought you might be interested in reading a section of it, which I have included at the end of this note.
Meanwhile, so much is going on here and over just the last few days there were many examples of students engaged in meaningful activities, such as when the fourth-graders presented their wonderfully creative inventions and the early childhood students performed for parents and faculty. After researching simple machines and inventors throughout history, the fourth-grade students learned the traits that all inventors have in common, and created their own inventions. The early childhood children performed “Where the Wild Things Are” for a standing-room only audience. The children sang and acted beautifully on stage in front of an animated auditorium of parents.
I also want everyone to know how proud I am of our middle and upper school community
. Spread out across the world—from California to Costa Rica, Arkansas to Athens, and spanning the Eastern Seaboard—all of the students in grades five through 10 recently enjoyed their annual class trips. And, I am pleased to report every single trip was a success, from the students’ outstanding behavior to the focus on academic and social responsibility. Our educators did a fantastic job planning and executing these trips, which you can read more about in this issue of The Independent, providing our students with uniquely rich and authentic experiences directly related to the curriculum. It is through authentic, hands-on learning opportunities like these that we connect with and engage students. I discuss this more in my May blog, which you can read at
http://schoolofthought.tesseractschool.org/.
Best,
Nigel
Excerpt From Nigel Taplin’s 2002 Educational Philosophy:
At the heart of the school’s mission lies its curriculum vision. During their years at school, students must master the fundamental reading, writing and mathematical skills in an age-appropriate, developmental, and social and emotional context. The curriculum should have a broad base, yet fit comfortably within a structured framework; most often and appropriately, this foundation will include an appreciation for western civilization, of 20th and 21st century thought and history, and of principles of biological and physical science, as well as exposure to diverse non-western influences. Just as importantly, the curriculum should include an appreciation of the arts to encourage self-expression, creativity and imagination, and a commitment to activities and teams where responsibility, cooperation and sportsmanship are learned. As well as preparing them for college, these
experiences should give them an understanding of society’s values, the differences between right and wrong, and the meaning of leading ethical and honorable lives as members of a global society.
LETTER FROM THE DIRECTOR OF MIDDLE AND UPPER SCHOOL
A visitor arriving at the Shea campus any day from April 19 to 23 would have thought that the teachers and students had taken a vacation, but nothing could be further from the truth. Tesseract’s class trips represent some of the most intense and rewarding learning that occurs at our school. Each of our trips is designed by a core educator who works to craft a trip that complements the subjects and topics taught in class. These educators accompany the students on the trips, teach during the trips, and bring the experience of the trips back into the classroom for additional learning. The last step is the most important, and we place the trips in April so that the educators have plenty of time to help the students apply their experiences on the trip to their classroom experiences. In this way we are working to teach the students their classroom learning is connected to the world
around them, and that learning extends beyond the classroom. This belief is an essential trait of individuals who become lifelong learners—a trait we believe is critical for students’ future successes.
Chris LaBonte
Director of Middle and Upper School
FIFTH-GRADE CLASS TRIP TO CALIFORNIA
The fifth-grade class trip to San Francisco and Point Bonita was a great success. The students started the trip with a tour of the California Academy of Sciences. There they learned about how the museum was one of the "greenest" buildings in North America, which included such features as natural lighting, recycled denim insulation and the living roof. Although, it was windy and cold, the students were able to go up onto the roof to see how a living roof works first hand. Their guides informed them that only plants that are native to California were planted on the roof. The student’s finished their stay at the museum by checking out the on-site penguins. Upon leaving the museum, the students headed for Chinatown
. In Chinatown they learned about the Chinese immigrant experience, toured a fortune cookie factory and visited a Buddhist monastery. They finished their day in San Francisco with a visit to Pier 39 for dinner before heading to Point Bonita camp.
At Point Bonita students spent their days hiking the Marin Headlands. They visited Rodeo Beach and learned about tide pools and resource distribution in terms of the food web. They visited the camp's organic garden and learned about the two types of composting. After having a discussion about all the work that goes into bringing food to our plates, the students worked together to have a no waste breakfast on the last day of the trip. While there the students also hiked to Point Bonita Lighthouse
and learned about the history and importance of lighthouses. The students particularly enjoyed visiting the sea mammal rehabilitation center, where many sea lions and other sea mammals are brought if they are injured or abandoned when they are young. The nighttime activities included skits where each group of students worked on a folk tale explaining animal adaptations. Students also went on a night hike where they saw stunning views of the San Francisco skyline. Overall, the students experienced so much in just four days.
Ted Strickland
Fifth-Grade Educator
SIXTH-GRADE CLASS TRIP TO HEIFER INTERNATIONAL
The sixth-grade students recently experienced their class trip to Heifer International in Arkansas. The main focus of the trip was socioeconomic sustainability.
Before the trip, the students were introduced to Heifer International and the 12 Cornerstones of how Heifer operates. They read a modern Armenian folk tale, which highlighted a true story of a group of school children who received cows as part of their agriculture club. This story emphasized Heifer's cornerstone of "Passing on the Gift." Passing on the Gift occurs when the offspring of a recipient's livestock is "passed on" to another family in need (the gift that keeps on giving).
The majority of the sixth-grade trip took place at Heifer Ranch, about a half hour outside of Little Rock. Heifer Ranch is an educational facility designed to immerse participants in the lifestyles from around the world while learning about Heifer International's mission to end hunger and poverty. In a hands-on learning experience to discover the issues of population, resource distribution, quality of life and standard of living, students spent the night in what is called the "Global Village."
Through a lottery, the students were randomly assigned to experience living in a home in Guatemala, Zambia, Thailand, Appalachia, an urban slum or a refugee camp. Each "family" was given limited resources to make a fire and meal for the evening. Even though each family did not have all the resources they needed, there were enough resources within the entire village for everyone (just like the real world). Their challenge was to find a way to get the resources they needed. They could trade items or labor for resources; some families pooled their resources together and shared. Many of the students had "ah-ha!" moments as they realized the challenges that millions of people face on a day-to-day basis.
In addition to the Global Village experience, the students were ableto see first hand the types of livestock that Heifer donates to families around the world and how to take care of them. The students had morning chores of cleaning out the pig and duck pens, feeding the animals, walking and milking the goats and managing the zero-grazing pens. They also were engaged in a range of challenge-course activities to challenge and strengthen their communication and problem-solving skills.
The trip ended back in Little Rock, where the students toured the Heifer International Headquarters, which is a certified "green" building. The students were able to see the types of innovative architecture and local materials used to create the least impact to the environment as possible.
The students maintained a wonderfully positive attitude during the entire trip, and we had several comments from people during our travels about how well behaved and engaged our students were. It was a fantastic trip that the students are sure to carry with them for a long time to come.
Tami McDaniel
Sixth-Grade Educator
SEVENTH-GRADE CLASS TRIP TO THE EAST COAST
The seventh-grade class trip is directly linked to the language arts and history curricula. The trip follows the development of American history from its Puritan beginnings to our modern government.
The class trip started in Plymouth, where students visited recreations of the Mayflower and Plimouth Plantation. Next the students visited Concord, where the first shots of the American Revolution were fired. The day ended in Salem where they visited the Witch Trials Memorial and participated in an interactive play about the trials.
The next day was spent following the Freedom Trail through downtown Boston. The next stop after that was Philadelphia. The day started with a visit to the National Constitution Center and then on to a foot tour throughout Historic Philadelphia, ending at the Liberty Bell and Independence Hall.
The last two days of the trip were spent in our nation's capitol. The students visited the National Archives and got to see the actual Constitution and Declaration of Independence. Then, students spent the day in small groups visiting the Smithsonian Museums. The day ended with a dramatic evening monument tour.
The last day of the trip started with a visit to the U.S. Capitol, and the last stop was the Holocaust Memorial Museum. Through this trip we are able to bring a year's worth of studying to life for the students. They've read the stories and researched the events but through these experiences are actually able to follow in the steps of our founding fathers.
Tina Kanelos
Middle School Social Studies Educator
EIGHTH-GRADE CLASS TRIP TO COSTA RICA
The 2010 eighth-grade class trip to Costa Rica was enriching both academically and culturally. The students studied multiple topics related to their Spanish class, such as history, culture and language. Topics in Tesseract’s science curriculum, like biodiversity and adaptations, volcanoes and sustainability, were also weaved into the trip experience.
The first topic that students explored was the history of Costa Rica. They discussed how Costa Rica came to be a tourist attraction and how many locals depend on visitors to make a living. They learned other noteworthy characteristics of the country, like that Costa Rica had just elected their first female president and that the country does not have an armed force. In addition, the children had the opportunity to visit a women’s cooperative called CASEM. This cooperative is led by a group of strong-willed, independent female founders who had to battle the machismo mentality in their country. They were originally not allowed to work outside of their home and now organize and run a gift shop with handmade crafts and artwork. Students found many differences between Costa Rica and the United States as they analyzed the history of both regions.
This year the students had the opportunity to take Costa Rican language, dance and cooking classes in the Monteverde region. They learned the colloquiums of the area, enjoyed learning the Merengue and Salsa, and sampled the many healthy food items that they prepared. They also visited a local school where they conducted interviews with students and completed a service project. Additionally, students had the opportunity to shop and use local money in two different Costa Rican towns, Santa Elena and Fortuna. Although many native residents spoke English, students were encouraged to stretch their comfort level and speak Spanish as much as possible.
Although most teenagers do not get to stay in this special place, the eighth-graders were able to take a three-day hike down into the Children’s Eternal Rainforest
to study native plants and animals. Not only did they learn about the physical and behavioral adaptations that allow the organisms to survive in the their specific locations, but scientist Mark Wainwright also educated them on the biodiversity of the area and showed them many examples of unique organisms, such as glass frogs and tarantula wasps, that the students would never find at home. In addition, they got to participate in a rafting trip along the Penas Blancas River where they saw howler monkeys, crocodiles and more. As a highlight of the trip, the group also ziplined across the canopy, overcoming fears and taking in breathtaking views. The students were intrigued by the variety of life that they encountered.
The students also had the privilege of visiting the famous Arenal Volcano. They learned the history and geology behind this special landmark and witnessed its daily eruptions. They had seen a night view of bright red, oozing eruptions from the biological station down in the Children’s Eternal Rainforest, but once they got closer to the volcano, they were able to hear its rumblings, smell its smoke, and observe its daytime rock-tumbling eruptions. The students saw firsthand why the Arenal Volcano brings so many tourists to the area.
The last stop on the trip was the Rancho Margot Model Farm. The owner created his dream farm with concepts of sustainability at the core. His employees and volunteers share his vision and help him put his ideas into practice. On the farm the students got to witness many environmentally sustainable practices, such as composting, methane-heating and using hydroelectricity. They also saw the social and economic sides of sustainability in the value the farm pays to fair trade and democratic process. Students not only took a tour of the farm, but they also spent an afternoon participating in activities, such as clearing brush, using natural fertilizers, feeding animals and even scooping manure. The children learned an appreciation for sustainable practices and enjoyed the beauty and fresh foods that the farm had to offer.
Overall, the eighth-grade class trip to Costa Rica was a huge success. The students were fully engaged in the activities and gained much Spanish and science knowledge throughout their nine-day experience. The trip was an adventure of a lifetime.
Krista Gavlinski
Middle School Science Educator
A PARENT'S PERSPECTIVE ON THE EIGHTH-GRADE CLASS TRIP
I am not sure what I liked most about the eighth-grade trip to Costa Rica, there was so much beauty, so much learning and so much excitement, but I do think I saw the prettiest view of my life. It was when we were rounding the downhill bend to the San Gerardo Biological Station. This is a 2.5-mile each way hike, that, by the way, it pays to be a bit in shape for. Suddenly, as I was taking that curve, I felt as if my heart stopped. Stretching out across the sun-kissed horizon were hills, a lake, clouds--and an active volcano, Arenal, which just hours later we would learn spews red-hot lava, smoke and rocks. I felt at that moment as if I was looking back a million years onto an untouched landscape of utter beauty. It was, for a lot of us, breathtaking.
The rainforest, narrated by the wonderfully knowledgeable Mark Wainwright, revealed many delights, not the least of which were the many tiny tree frogs. The students had seemingly complete buy-in on this trip. All were engaged, enthralled, learning. Some who may not normally volunteer to answer questions had their hands thrust in the air, hoping to be called upon. Some people liked the view of Arenal the best, which was a gleaming red we could view from the Station's porch at night. The lava on Arenal's side was set amid a glory of twinkling stars and, closer to earth, flitting glow worms and light-up-at night cricket bugs.
For the students, the river rafting, as well as the zip lining through the jungle canopy, were mentioned as highlights. Also, this group became a family during their coveted "downtime," most joking, conversing, sharing space. It was a pleasure to be with them.
I could go on, and this is a bit hyperbolic, but the Costa Rica trip is one of a lifetime.
Laurie Merrill
Sixth & Eighth-Grade Tesseract Parent
FRESHMAN CLASS TRIP TO THE MEDITERRANEAN
For the second time in as many years I have had the distinct pleasure of accompanying our students on the freshman humanities class trip to the Mediterranean. This trip is nearly twice as long as our other class trips and allows our students to take full advantage of the extensive work in their humanities class.
Tesseract’s upper school trips are designed to enable the students take a highly active role. For example, each of our freshmen was responsible for researching a specific time period and a specific emperor. Throughout the trip everyone would rely on this person for insight and information related to that student’s area of expertise. Each student was also responsible for serving as a tour guide through one of the major archeological sites. This intense preparation allowed our students to experience Italy and Greece
more thoroughly and more richly. For example, having read about the role of the Oracle of Delphi in both “The Iliad” and “The Tragedy of Oedipus,” they appreciated the honor and power that these oracles had in the culture, and they were able to have a spirited discussion about the influence of the gods on the lives of “man” while sitting at the feet of the oracle’s podium. In addition to their prior reading, each student also brought a eulogy that he or she had written in class, for someone who had “passed to the underworld.” During their time in Italy they were able to visit the same cave that Virgil described in “The Aeneid,” the cave with a river at the bottom–what some believe is the river Styx. Here our students brought eulogies that they had written for people who had “crossed the river.”
They each read their eulogy one at a time as we waited in silent reverence.
The entire class trip was filled with moments like these, where the strong preparation and natural curiosity of our students allowed them to make connections and develop an authentic appreciation of their surroundings. Our students returned with a greater appreciation for richness of the history and culture of the region and a better understanding of its importance for our own culture. Many of them also left stating that they not only wanted to return to Italy and Greece, but that they wanted to live there. While on the trip, our students kept a class blog, which you can read at http://tesshumanities.blogspot.com/.
My sincere thanks go out to Lisa D’Onofrio, Evelyn Montanez-Ramirez, and Dave Whitson for all of their work.
Chris LaBonte
Director of Middle and Upper School
SOPHOMORE CLASS TRIP - MATH AND SCIENCE IN CALIFORNIA
The 10th-grade students had an excellent math and science trip as they traveled throughout California visiting college and national laboratories. Without a doubt, our students distinguished themselves as intelligent, interested and enthusiastic students. They discovered the difficulties of working long hours in a lab while at the University of California Santa Barbara (UCSB) nanotechnology facility
. After a quick introduction, the students donned clean suits and entered the lab to begin chemically forming microresisters. This process involved many specific and careful steps to prepare the surface of a silicon chip, deposit a layer of aluminum on it, set up a mask and burn a resister pattern into the mask. For a more detailed look at the process, visit the Shea campus lobby and view the posters created by the students. The last day of the lab they altered the process, created a hypothesis and then, without support from teachers or lab personnel, performed the entire process on their own.
After the nanochip camp, the students traveled to Los Angeles where they met Linda Chilton, the education program coordinator for the University of Southern California (USC) Sea Grant Project
. Linda introduced them to several professors who took the studentsto their labs and introduced them to ongoing research. These projects included work with copepods (the fruit fly of the sea), DNA and RNA sequencing to discover how changes in the ocean and stresses on mussels affect their DNA sequences and inheritance, and geochemistry studies and changes in ocean chemistry. At one point a professor apologized for possibly teaching at too high of a level, he did not realize our students were high school students! He felt the quality of their questions indicated a higher level of maturity and education. The next day the students met Linda at the dock and sampled water. They then boarded a boat for a trip to Catalina Island where they again sampled the water. Students then had the opportunity to compare plankton types and amounts at each location as well as water pH. In addition,
they visited the touch tank and learned about the local fauna. The students also went on a hike and learned about indigenous plants and their use as food. Finally, they visited ongoing research classes.
From USC students traveled to the Berkeley campus for a tour and a visit to the integrated biology department. The admissions director for that department discussed admission processes with the students. In addition, a graduate student studying the tuca tuca, an Argentenian rodent, discussed her research with the students and introduced them to an actual tuca tuca. The next day they visited the Advanced Light Source at Berkeley to learn about a syncrotron, tour the facility and visit with scientists who are experimenting using the light source.
We ended our trip by visiting Six Flags Discovery Kingdom and using geometry, trigonometry and physics to evaluate the heights, lengths and acceleration of roller coasters.
While in California, the students blogged about their experiences at http://tesseractstudent.org/groups/california/.
Michelle Kramer
Upper School Science Educator
LETTER FROM THE DIRECTOR OF LOWER SCHOOL
Engaging Minds, a Tesseract Hallmark
It is easy for those of us who experience Tesseract on a daily basis to take for granted the high level of engagement evident throughout our learning environment. On those occasions when Tesseract is seen through the eyes of a visitor, we realize the incredible gift of a Tesseract education. Walking through classrooms, the library and the outdoor play spaces, one sees children enthusiastically engaged in life and learning. You may see children creating a new game during recess or considering the reliability of an online resource while conducting research in the library. Through a variety of projects, in both direct instruction and during guided practice, Tesseract students are led to question, compare and think outside the box. From our early childhood students who are encouraged as they explore materials and ideas in an environment thoughtfully planned to engage them, through lower
school projects which include research, inventions, original science experiments, the creation of model communities and so much more, we are engaging minds and inspiring dreams each day.
Kathleen Dunne Millar
Director of Lower School
LEADERSHIP STUDIES IN SECOND GRADE
In second grade, students study the concept of leadership by learning the characteristics that make someone a “good leader,” and which characteristics would not make someone a good leader. They also discuss and learn how to apply these good-leadership qualities into their daily lives. Each student selects a leader he or she would like to learn more about, and as the students research leaders, they are also introduced to the idea that famous people may not be leaders. After researching their leaders, each student then gets to do an oral presentation as their leader. The students dress as and speak in first person as their leaders. At the end of this theme, the students are able to identify and demonstrate positive leadership qualities and have an understanding of past and present leaders and what made them good leaders.
Adrienne Springfield
Second-Grade Educator
LOWER SCHOOL INVENTIONS
The fourth-graders have been researching simple machines and various inventors throughout history. The students learned about the traits that all inventors have in common including: a strong work ethic, the willingness to put their work above all, a sense of perseverance and the ability to learn from their mistakes. They also learned about what inspires an inventor to invent, including events in their lives that necessitate their creations. Armed with this background, the students designed and created their own inventions, including detailed three-paneled posters explaining their inventions and actual working prototypes or scale models. The students documented their processes closely with descriptive Inventor's Logs, and were careful to plan their final products step-by-step, making adjustments or changes along the way if necessary. Students were able to see first-hand the
forethought, flexibility and hard work that is required to bring a new idea into existence. Parents, faculty and the whole lower school study body were invited to an exciting Invention Fair presented by the fourth-graders.
Lauren Ross
Fourth-Grade Educator
INTRODUCING TESSERACT’S NEW SCHOOL COUNSELOR
We would like to introduce you all to Vicktoria Patzer, Tesseract’s new school counselor. Vicktoria is a marriage, family and child therapist (LAMFT), and is currently employed at a private practice, non-profit organization and teaching court-ordered courses for high-conflict divorce/families at Arizona State University. Victoria works with families utilizing techniques such as parent-child interaction therapy, play/sand tray therapy, and Emotionally Focused Therapy (EFT) for couples.
Victoria has joined Tesseract to offer student support and guidance. She will be in the classrooms next year focusing on numerous exercises that will enable students to develop and implement new healthy skills. This includes coping skills (learning how to manage such things as rejection, disappointment, failure and sadness), conflict resolution, building self-esteem, appropriate communication via technology, setting boundaries, building character/integrity, parent-child and parent-educator communication, friendships, goal setting and positive attitudes—Vicktoria is a firm believer in the power of positive attitude!
Vicktoria will also be sharing monthly topics in the Independent and participating in a question and answer piece on parenting issues, or pertinent student behaviors and attitudes. All questions submitted will be treated anonymously. Vicktoria wants you all to know that she “believes in the value of relationships; therefore, she supports all the members not just the individual.” She “will work towards developing, strengthening, and supporting positive communication among students with their peers, academia, and of course their families, establishing and solidifying healthy, happy relationships.” Vicktoria may be reached at 602.793.8700.
TESSERACT TIGERS SPORTS NEWS
The Tesseract upper school baseball players joined with the AZ Heat this season to compete in the Charter Athletic Association (CAA) Class A Baseball League. Sam Ettenson, Chris Guido, Nathan Landau and Jordan Reichlin lead the team to a successful seventh place season finish. The AZ Heat won its first game of the tournament beating Heritage Academy before falling to top ranked Kingman Academy. Great job, guys!
Upper school athletics were celebrated this month at the annual Tesseract Sports Banquet.
Our upper school girls volleyball team recognized Laura Berry as Most Valuable Player, Tamara Skinner (who joined us from PVC Prep) as Most Inspirational and Barrett Coughlin as Most Improved. The team had a successful season and made it to the CAA playoffs. Good work, ladies!
Our upper school boys basketball team recognized Hunter Priniski as Most Valuable Player, Arron Long-Lewis as Most Inspirational and Jake Fann as Most Improved. Congratulations!
Our upper school girls basketball team had an unprecedented year and earned the title of CAA Champions. The team recognized Casey Rarrick (Mojave) and Carly Rose (Desert Canyon) as Most Valuable Players, Wasnaa Adnan as Most Inspirational and Laura Berry as Most Improved. Way to go, ladies!
We look forward to more sports opportunities for our athletes and continued success next year.
Amy Hurley
Athletic Director
CAA ALL-STAR BASEBALL GAME
Congratulations to Nathan Landau! A Tesseract ninth-grader, Nathan, along with four of his classmates, played baseball for the AZ Heat this season. The AZ Heat went to the second round of the playoffs and lost a tough 3-2 game against Kingman Academy, who then went on to win the championship. Nathan was selected by his coach as the Most Valuable Player, and was asked to participate in the Charter Athletic Association All-Star Game on May 22. In the third inning, Nathan hit the first pitch he saw off the wall in right center. He went 1 for 2 with a walk and scored a run, and his team won 10-1!
TESSERACT SUMMER LEARNING ADVENTURES
Sign Up Now, For Tesseract Summer Learning Adventures!
Summer is rapidly approaching, and now is the time to register to reserve your children's spots in the Tesseract Summer Learning Adventure of your choice.
Our program is open to students across the Valley, so please invite your children’s friends! Offerings include sports, Digital Filmmaking, Musical Theater, Underwater Adventures, Mysteries & Puzzles, field trips, guest speakers and more.
The complete Summer Learning Adventures brochure can be downloaded here or at http www.tesseractschool.org/learning-summer_programs.htm. Please contact Natalie Hirst, summer program coordinator, at 480.991.1770 or nhirst@tesseractschool.org with any questions.
SUMMER SPORTS CAMP
Be sure to join us this summer for Summer Sports Camp and get ready to play! Summer Sports Camp is now enrolling for one-week sessions held July 12-16 and July 19-23. Each week we will be playing a variety of sports including volleyball, indoor soccer, basketball, rock climbing and more. This is a great opportunity to be active and have fun with your friends!
For more information, contact Amy Hurley at 480.385.3673 X130.
LOVE YOUR SCHOOL? TELL A FRIEND!
When we meet with prospective families, we always ask how they found out about Tesseract School. While we receive a variety of answers, the one we are the most pleased to hear is, “From a friend.”
We truly appreciate your support, and hope that you will continue to share your love of Tesseract School by encouraging friends, relatives and others you know to contact us if they are looking for a school for their children.
Thank you!
DOOZY OF A DEAL
Enjoy savings of 50 to 70 percent or more on the local products and services you want and raise funds for Tesseract at the same time!
When you visit Doozy of a Deal, 7.5 percent of each purchase you make goes to Tesseract. Just go to www.doozyofadeal.com and select Tesseract as the benefitting organization for your purchases.
For more information about this program, click here.
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