ࡱ> "$ !U@ kbjbj T d_Qrrr8"sLnsuuuuu$RBX>?????<?{ ldJQu u -4>@rku*OD0#TQ_`` ?\ n $9=5#= Teachers Notes Section 1  Please refer to the curriculum map for learning objectives for the Punjab theme. The resources have been designed for students at Upper Key Stage 2 and focus on developing geographical enquiry skills through an investigation into the peoples and environment of India with a particular focus on the Punjab region. Resources are divided into 2 key areas as listed below: Resource SectionKey Question being exploredSection 1:Where in the world is India?Section 2:Where is the Punjab? How has the climate and geography of the region affected the lives of the people who live there? Guidance concerning how to deliver the resources is provided within this document and is subdivided according to the 2 sections above. Each of the two sections of resources contain fact sheets to be used by pupils in lessons and activity sheets containing details of the tasks students should complete. Within each of the two learning areas listed above, teachers have been provided with a sequence of learning activities to deliver to a class of students, including starter activities, a main activity, a plenary activity and details of possible extension/further learning activities. Please note that the ideas provided in these notes can and should be adapted and differentiated to suit the ability and age of the children in question. The following symbols have also been used in the resources to make practitioners aware of preparation required before lessons and items to keep for future reference purposes.   Retain for future use Advanced preparation of materials required Starting the topic: Before teachers begin to deliver the material provided within the fact sheets and associated activity sheets it is recommended that a simple baseline assessment is first conducted with students. This should be completed before the actual lesson begins and will allow teachers to assess the progress made by the end of the topic. Some ideas for baseline activities are provided below: Baseline activity 1: The 60 second challenge This activity serves to highlight students pre-existing knowledge and also identifies stereotypes that may need addressing during the course of lessons. Students may have preconceived ideas about poverty in less economically developed countries such as India/Pakistan, many of these ideas will have been influenced by newspapers, TV and radio. Explain to students that they will be studying India and Pakistan over the next few weeks in their geography lessons. Explain that the first lesson will focus on looking at India and that before learning begins you would like to find out what their thoughts are by completing a couple of short activities. Working in small groups of 4-5, ask students to write down all the words they think of when they hear the word: India. Students can be asked to scribe responses onto sugar paper, responses can be retained by teachers for planning/assessment purposes. Once students have had time to note down ideas, gain feedback from the class in order to produce a class concept map of initial thoughts and impressions on the IWB. The listing produced as a class can be revisited at the end of the topic to gauge how students understanding has changed and deepened. Baseline activity 2: Encouraging Enquiry This activity is intended to identify gaps in and levels of, students prior knowledge by encouraging them to list questions to which they would like the answers and will also serve to enhance childrens learning by specifically answering questions children want the answers to. Again working in small groups of 4-5, ask children to think of anything they would like to know about India and to create a list of 3-4 questions. Children can be guided by using prompt words such as How, why, who, what, where, when? Encourage students to ask geographical questions by asking them to think about the human/physical landscape, weather, plants and animals of the country. Ask groups to feedback and make an extended listing of questions children would like to explore. This list of questions can be revisited during future lessons as appropriate, to assess whether answers have been found or require further investigation. Teachers will be aware that children may pose questions that require further research and are not covered within these resources and as such should allocate class time for exploring these questions with students if appropriate. If classes contain groups of pupils with extensive background knowledge of India (possibly through their own heritage and/or previous visits to the country) opportunity can be provided for their understanding to be shared. The two activities listed above form the introduction to the unit of work. Once they have been completed, teachers can begin guiding children through section 1 of the resources as detailed below. You may wish to omit some starter activities according to the prior knowledge of the students being taught and the class time available. Younger learners may benefit from time spent consolidating basic geographical knowledge as this will form the basis from which to scaffold their subsequent learning. Teachers Notes: Section 1 Key question: Where in the world is India?    Starter Activities: The following activities are intended to provide a lively and engaging opening to the topic and focus on building students general knowledge of the location of India and its physical and human geography. After completing the baseline activities, continue the lesson by asking students to identify where India and the UK are on a world map. This can either be completed as a class exercise with a large world map (many are available online). However students should also be given the opportunity to look at globes in order to see a three dimensional representation of the world to discover the direction, distance and size of India compared with their own country/the UK. Atlases can also be provided to small groups of children and provide a good opportunity to explore how to find information in them (with particular reference to the contents and index pages) as well as an investigation into the different types of maps they contain. Teachers may wish to explore different map projections with students. It has always been incredibly difficult for a spherical 3D world to be represented on a flat 2D piece of paper. All 2D maps distort shape, area, distance and direction, which can be very confusing for children and can give them unrepresentative views of the world and its constituent countries. As such you may wish to highlight to children that a globe is most representative of the earth, whereas there may be some distortion in the maps they see. Teachers can show students the Mercator, Peters and Eckert IV projections (in this order) to demonstrate how maps have slowly improved. A basic guide to these map projections is provided below for teacher information: Map ProjectionBasic information about this map projectionMercators Projection Produced by a Flemish cartographer in 1569, this map is a very distorted projection of the world. Eurasian and North American countries are dramatically enlarged. This map was never intended as a wall map and is now only really used as an example of early mapping. Peters ProjectionThis is an early equal area map produced by a German historian in the 1970s. This map represents each country more accurately in terms of its land area, but there are still some distortions (particularly in the shape and size of Africa). Eckert IV projectionAn equal area map recommended by the National Curriculum. There is less distortion on this map than the Peters projection.  As children will later produce their own map key, they should be aware of the function of a map key (to make a map easier to read) as well as the types of symbols used. Teachers can take this opportunity to play a simple symbol game with students. Divide students into small teams and ask them a series of questions based on the symbols and mapping conventions used in a world map (if it contains the appropriate level of detail). Questions that could be posed include: How can you tell which cities are capital cities? How can you tell the difference between high land and low land? How can you identify a river? Students can also pose their own questions to the rest of the class. Ask students to then identify which continent India and the UK are in (Asia and Europe respectively). Depending on the age and understanding of students, the concept of a continent may need to be clarified. A listing of key vocabulary has been provided in this document for your reference (definitions of these words can be found by typing them into the glossary section of the Unlocking the archives website), these definitions should be shared with students if required. If students require reinforcement of the concept of a continent, utilise the outline world map supplied (within the downloadable activities area of these resources) and ask children to shade in the 7 continents (North America, South America, Europe, Africa, Asia, Australasia/Oceania and Antarctica) using a complete world map as a reference point. The world map supplied shows the outlines of all of the countries of the world and as such will demonstrate visually to children that continents are land masses made up of smaller individual countries. Students can then be asked to locate the United Kingdom/their own country and India within their respective continents. (Note: Alternatively, this activity can be extended into a Continent game in which the class is divided into 2 teams. Each child can be provided with two cards, one labelled A for Asia and one labelled E for Europe. Teachers should call out the name of a country within one of these two continents, students can then identify which continent they think the country is in and can hold up the appropriate card. Teachers should then count the number of correct answers in each team, share the correct answer and award points as appropriate. The first team to 50/100 points wins. This activity would make a fun general geographical knowledge activity just before playtime or lunchtime). Once students have located India, ask students to describe its location relative to the country within which they live. For example, children may explain that India is east of the UK and is found in South Asia, it is entirely north of the Equator and the Tropic of Cancer runs through it, they may also mention the countries with whom it shares borders and the oceans it is surrounded by). Using the images of modern India found within the gallery section of this theme (and listed in the box below for your reference), ask children to sort the images into those they think were taken in India and those they think were not. Children can work in small groups for this activity and multiple images can be printed from the gallery (but please note you will need to crop images to remove any accompanying contextual information) and also supplemented with images sourced from the internet if required. Images can be sorted into a Venn Diagram as below:    Once children have sorted images into groups, gain feedback from the class, encouraging children to provide explanations for their answers. Then explain to students that all images are of India. Explain that people naturally have stereotypes about places and people that make them feel a certain way. But we are going to try to discover for ourselves what India is really like. The images should be used to move children away from the stereotype of everybody in India being poor and can be used to bring students towards the understanding that poverty and wealth co-exist in the country (as indeed they do in every country, including Britain). This activity can be further extended by asking students to collect images of India from newspapers and magazines they have at home. Images collected can be sorted into images that were expected and unexpected and could lead to discussion based on the reasons for students opinions. Main Activity: Explain to children that they are going to be cartographers (map-makers) for the next hour and are going to draw a basic map of India using a fact sheet and an atlas to help them. Provide pairs of students with a copy of the student activity sheet entitled Make your own map - India. This sheet can be completed by students working in pairs (alternatively you may wish to provide each student with their own sheet). This contains a series of questions based on the human and physical geography of India, for children to answer, as well as accompanying tasks for completion of their map of India. Provide each student with a copy of the outline map of India entitled My map of India. This is a blank outline map of India that children will annotate whilst answering basic questions on the Make your own map - India activity sheet. Students will need to be provided with atlases to consult in order to be able to complete the activity. Atlases will need to contain a sufficiently detailed map of India to allow key cities, mountains and rivers to be accurately located. Note: Some older atlases within schools may contain out-dated city names for cities in India. In this case the extension activity described towards the end of these notes and based around historical and contemporary city names should be explored to provide students with the background understanding required, before you begin the mapping activities described here. Quick reference answers and further guidance concerning the questions in the activity sheet have been provided below: QuestionAnswerFurther Guidance and points to note Which 6 countries does India share borders with?Pakistan, Tibet, Nepal, Bhutan, Burma, BangladeshModern maps will show Tibet as an autonomous region within China. Some children may note that India is also bordered by the Indian Ocean. Which Ocean is found to the south of India?The Indian OceanChildren can use a blue crayon to shade the ocean. Name the sea found to the West of India.The Arabian SeaThe Arabian Sea is a part of the larger Indian Ocean Name the Bay found to the east of India.The Bay of BengalThe Bay of Bengal is also a part of the larger Indian Ocean What is the capital of India?New DelhiStudents can be encouraged to use a specific symbol to mark the capital city (atlases typically use a square, concentric circles or a star to denote the location of the capital city). Encourage students to refer to their atlases for selection of an appropriate symbol.Identify 5 other important cities in India and add symbols to your map explaining their importance.1) Mumbai (or Bombay) Indias Financial Centre and home to the Bollywood film industry. 2) Kolkata (or Calcutta) Was the capital of British India and a major port city. 3) Chennai (or Madras) Centre of the spice trade and also home to many cloth merchants. 4) Bangalore (or Bengalaru) The science and technology centre of India and home to many foreign companies 5) Hyderabad The computer technology capital of IndiaChildren should use symbols on their maps to enable the major industries associated with these cities to be identified. Children can be encouraged to look at maps showing industries in other countries, to enable them to gain a level of familiarity with the types of symbols used.What is the longest river in India?The BrahmaputraStudents will need to identify the river in the atlases supplied and will then need to sketch the course of the river onto their own maps. Teachers may wish to ask children to initially sketch the river in pencil and once an accurate course has been drawn, to then go over this in blue pencil.What is the highest mountain in India?KanchenjungaStudents will need to consult atlases to locate this mountain which is found on the border between India and Nepal. Students should be encouraged to use an appropriate symbol to denote the mountain.Capital CityCityMountainRiverOcean  ( ( (  Symbols and colours used by students on their maps must be listed in the key to accompany their maps. Teachers may wish to scribe key symbols onto the IWB for students to use. Examples of key symbols include: Plenary Activity: Provide each student with ready made flag cards as follows: A miniature Union Jack (if students live in the UK) or a flag representing the country within which they live. A miniature Indian flag Ask students to hold up the appropriate flag in response to the following questions (answers based on the UK have been provided for teachers in the table below, answers will require modification if India is being compared to a country other than the UK): QuestionCorrect Country1) Which country is the 7th largest country in the world?India2) Which country has 7000km of coastline bordering the Arabian sea and Bay of Bengal?India3) Which country has a population of over 1 billion?India4) Which country do you think has the higher literacy rate?UK5) Which country do you think has the higher life expectancy for members of its population and why?UK (Good healthcare, steady and varied food supply, cleaner living standards for most of the population)6) Which nations flag is always made of homespun cloth?India7) Which country contains the 3rd highest mountain in the world?India8) Which country has a population of approximately 60 million?UK9) This countrys capital city is only the 2nd largest city in the country.India (Bombay is the countrys largest city in terms of population).10) This country is a major producer of sugar cane, rice and wheat.India Questions can be supplemented by teachers with further facts learnt during the lesson. Responses will allow teachers to gauge what pupils have learned during the lesson and will feed into future planning by highlighting areas that need consolidation as well as students who may benefit from additional support. Extension Activities: A selection of ideas for further learning are provided below. The next lesson will go on to consider the Punjab region of India and Pakistan, as such it is recommended that a selection of starter, main and plenary activities suggested in this section of resources are also completed using Pakistan as a focus, to provide students with the requisite basic understanding. A fact sheet based on Pakistan has been provided for teachers to use in addition to modified versions of the main activity sheets to enable students to answer basic questions about, and draw a basic map of, Pakistan. A number of cities within India have altered their names since the independence of the country in 1947, older atlases within schools may contain old names for cities rather than their contemporary versions. As such teachers may wish to spend time exploring why place names change over time and what the correct current names for the Indian cities listed in the table below are. Answers have been provided for teacher reference. Students could complete this short activity for homework using internet based research. The completion of this activity would make old class atlases more usable. Previously known asNow known asCochinKochiMadrasChennaiJullenderJalandharPoonaPuneTrivandrumThiruvananthapuramBenaresVaranasiBombayMumbaiBangaloreBengalaru (a very recent name change) Encourage children to produce a fact sheet about the United Kingdom, using the India fact sheets supplied as templates. Research can be completed using the internet and information texts such as atlases and encyclopaedias. An outline map of the United Kingdom could be supplied for children to annotate with key geographical features of the landscape. This map could then be compared to the maps of India/Pakistan produced by students previously. There is much additional information within the India and Pakistan fact sheets provided. This information could be used as the basis of a short presentation by students comparing India and Pakistan to the UK. Students can be directed to websites such as those operated by the UN Statistics Division, the Foreign and Commonwealth Office and the BBC in order to obtain data based on the UK. Details of these websites can be found within the links section of this theme. Presentations can be enhanced by sourcing images for use from the World Wide Web. Ideas for Cross Curricular Links: Literacy Traditional Indian folk stories. Numeracy A study of Indian currency and a comparison to the currency of the UK. Numeracy - A study of large numbers and place value as an extension of the population statistics considered. Science Consider plants and animals that are native to India and compare these to species that are native to the UK. If teachers are exploring the spice trade with students, they may wish to look at the plants that produce the spices. History/PSHE The fight for independence. Indias struggle for independence from the British can be used to explore the issue of equal rights, the right to be politically active and free speech. Geography The Spice Trade. Teachers may wish to explore the stories of the explorers who brought spices from India to the rest of the world. Geography A brief introduction to plate tectonics and the building of mountain ranges such as the Himalayas. Art Children can develop their own rangoli patterns (these are usually created during the Diwali festival), henna designs (traditionally used to decorate womens hands at weddings). Islamic art may be another avenue to explore this type of art does not depict people or animals, but focuses on nature. Art An exploration of traditional rug and carpet designs. RE Consider the main religions practiced in India and their major beliefs and traditions (specific festivals such as Diwali, Ramadan and Holi could be explored as part of these studies). This could lead to a consideration of Britains multicultural society and visits to a range of places of worship in the local area. PSHE Consider childrens rights through an investigation into the lives of working children and the proliferation of cheap goods in the west (children could look at the labelling on clothing they own and consider why these items have been produced so far away). Are there differences in opinion amongst different countries on child labour? Design & Technology Preparation, cooking and tasting of traditional foods from India (with a focus on the Punjab region). Simple foods to begin with include: Samosas (savoury triangular pastries), burfi (sweetmeats) and chapattis (the traditional bread of the Punjab). Teachers may wish to encourage students to find out what sorts of Indian foods are sold in the supermarket as part of this exercise. Stories to share with students: The Tiger Child: A folktale from India (By Joanna Troughton, Puffin, 1950). A tale from the state of Orissa explaining why tigers eat their food uncooked and why cats live with people. Stories from India (By Anna Milbourne, Usborne, 2004). A retelling of 16 traditional Indian tales for young audiences (including stories of Hindu Gods and Godesses). Rama and the Demon King (By Jessica Souhami, Frances Lincoln, 1997). A lively retelling of the traditional tale of Rama and Sita. Childrens stories from India (By Joanna Whiteley & N Wadia, Ivory Shell, 1998). Traditional stories from India (By Vayu Naidu, Wayland, 2006). A good book to read aloud to 7-11 year olds. The text also contains a tale from the Ramayana. Jazeeras Journey (By Lisa Bruce, Mammoth, 1995). Jazeera moves to Britain with her parents, leaving her grandmother behind in India. This text explores the relationship between grandmother and grand-daughter through their letters to one another. Grandpa Chatterji (By Jamila Gavin, Mammoth, 1994). The story of a wonderful grandfather who comes to visit his grand-children in England. Listing of key geographical vocabulary: Continent Country Weather Climate Human geography Physical geography Landscape Compass Points: North, East, South, West Scale Map/Atlas/Globe Map Key Less/More Economically Developed Border Ocean/Sea/Bay Equator Tropic of Cancer   Resources to print from site: Teachers Notes Section 1 Outline world map Modern images of India (print 1 set per table) India Country Fact Sheet (1 copy between 2 students) Student Activity Sheet Make Your Own Map India (1 copy between 2 students) Student Activity Sheet My map of India (1 copy per student) Pakistan Country Fact Sheet (1 copy between 2 students) Student Activity Sheet Make Your Own Map Pakistan (1 copy between 2 students) Student Activity Sheet My map of Pakistan (1 copy per student) Extra resources required: Atlases Globes A large world map Flag cards for India & the UK (1 set per child) Selection of newspapers and magazines (optional) Images of India sourced from the web (optional) NOT INDIA INDIA POSSIBLY INDIA Modern images to print from the gallery for this exercise: Mumbai harbour Tea estates of Kerala Periyar National Park The Taj Mahal The Golden Temple Brigade Road in Bangalore A rural scene from the Punjab A traditional farm of the Punjab Sugar cane planting 10) Bangalore shopping centre 11) A Punjabi market 12) A Punjabi street scene   ^wxy'̴w^wOwOOhNi5>*CJOJQJaJ1jhNi>*CJOJQJUaJmHnHsH uhNi>*CJOJQJaJjhNi>*UmHnHuhNi5CJOJQJaJhNiCJOJQJaJh~fOJQJ.jhSCJOJQJUaJmHnHsH uhNih5CJOJQJaJhNihNi5CJOJQJaJhSjhSUmHnHsH u  r r Zr r azkd$$Ifl0#   t0644 la $Ifgd' gdNigd$a$gdNi$a$gdS dgkgk l {{ $Ifgd' zkd$$Ifl0#   t0644 lal m n Q R ,-.r  r r r r r r r w$a$gdNigdNizkd$$$Ifl0#   t0644 la ./^_`abcdxy'WXr r r r r r r r r r r r r r r r r r  $h^ha$gdNi $ & F a$gdNi$a$gdNi$a$gdNi $^a$gdNi^gdNigdNi&+XY  Z[Zkcdetuܿ|m`Sh-5CJOJQJaJhNi5CJOJQJaJhNi5>*CJOJQJaJh-5>*CJOJQJ\aJh-CJOJQJ\aJ1jhNiCJOJQJU\aJmHnHsH uhNiCJOJQJ\aJhNi5>*CJOJQJ\aJhNi6CJOJQJaJhNiCJOJQJaJ.jh-CJOJQJUaJmHnHsH u !"  nocdefghijklr r r r r r r r r r r r r r r r r r r r r r r r r $a$gdNi^gdNi & F gdNigdNi$a$gdNilmnopqrstur r r r r r r r r r r r r r r r r r r r r r r r r r r $a$gdNigdNi$a$gdNi####M((,+T+112/2`2!3234˿}mm]QQQEQh*CJOJQJUaJmHnHsH uhNi5>*CJOJQJaJ.jhJSCJOJQJUaJmHnHsH uhNiCJOJQJaJhNi5>*CJOJQJ\aJhNi5CJOJQJaJ.jh-CJOJQJUaJmHnHsH u####r r r r r r r r r r r r r  { $$Ifa$gd' $ & Fa$gdJS$a$gdNi###$$ {{ $$Ifa$gd' skd$$Ifl0  U064 la$$$%% {{ $$Ifa$gd' skdK$$Ifl0  U064 la%%%t&u& {{ $$Ifa$gd' skd$$Ifl0  U064 lau&v&w&M(((((#)$)-r y r nr nr nr br br r yr  $^a$gdNi $ & Fa$gdNi $ & Fa$gdNi$a$gdNiskdu$$Ifl0  U064 la --U0V0W011144444444 4!4"4$4%4&4'4r  r r r r r r r r r r r r r r r $a$gdNi $ & Fa$gdNi $h^ha$gdNi $^a$gdNi$hh^h`ha$gdNi4444"4#4$44477$<= >>>>3?4???@@AABBB-CCCDFܲܘ܌|ppppppڱڱڱڱڱpp䴳ϴ䴳ϴ*䴳ϴ5>*䴳ϴ4*CJOJQJUaJmHnHsH uhNiCJOJQJaJ.jhNiCJOJQJUaJmHnHsH u('4(4)4*4+4,4-4.4/40414243444667777888E:F:5;6;r r r r r r r r r r r r  $h^ha$gdNi $ & F a$gdNi$a$gdNi6;$<== > > > > >>>>>C>D>r r Zr r r  $$Ifa$gd' $a$gdNi $^a$gdNi $ & F a$gdNiD>E>v>>>2?3?qeeA ZeA ZeA ZeA Z $$Ifa$gd' kd $$IflF     t06    44 la3?4?`?q???qeeA ZeA ZeA Z $$Ifa$gd' kd$$IflF     t06    44 la????@@qeeA ZeA ZeA Z $$Ifa$gd' kd>$$IflF     t06    44 la@@?@Q@@@qeeA ZeA ZeA Z $$Ifa$gd' kd$$IflF     t06    44 la@@@@AAqeeA ZeA ZeA Z $$Ifa$gd' kdr$$IflF     t06    44 laAA*BABBBBB-CJCCqe\A Z\A Z\A Z\A Z\A Z\A Z\A Z\A Z $Ifgd' $$Ifa$gd' kd $$IflF     t06    44 la CCCGDDD EEBFA ZA ZA ZA Z\A Z A Zkd$$IflF     t06    44 la $$Ifa$gd' $Ifgd' BFCFjFwF>GqeeA Ze A Z $$Ifa$gd' kd@$$IflF     t06    44 laFFG3G>?dzٳܳɳ϶Ϧϖρoϴܲb5>*䴳ϴ䴳ϴa"?ϳܳڳ$$&#$/$*CJOJQJ\aJh+CJOJQJaJhNiCJH*OJQJaJhbR?hNi5CJOJQJaJhbR?CJOJQJaJhNiCJOJQJaJ.jhbR?CJOJQJUaJmHnHsH u$^HH I"I"J#J,J*CJOJQJ\aJhQ CJOJQJaJh+CJOJQJaJhNiCJOJQJaJh*AhNiCJOJQJaJ=KTLTSTZT{{ $$Ifa$gd' xkd$$Ifl08  t0644 laZT[TeTT{{ $$Ifa$gd' xkd$$Ifl08  t0644 laTTTNVOVuXvXwXXXYr tr r i r r r r ^r ^r  $ & Fa$gdNi $ & F a$gdNi $ & F a$gdQ $a$gdNixkd*$$Ifl08  t0644 la YYsZ8[[6\h]]^>`aaabRcc%ddeFfGfofyfr r r r r r r r r r r r r r r r r r r r r r  $ & Fa$gdNi $ & F a$gdNi$a$gdNi $ & Fa$gdQ $ & Fa$gdNi $^a$gdNiGfofxfTgUgcgdgeggghgjgkggggggggjhhhhi2i]isiiwmwcRwc!h.thNi5>*ϴaϳϴϴJϴ.ُϴ5>*䴳ϴ*CJOJQJ\aJhNiCJOJQJ\aJh=hNiCJOJQJ\aJ"h=hNi5>*CJOJQJaJyffffffffffg&g-g;gCgTgUgVgWgXgYgZg[g\g]g^g_gr r r r r r r r r r r r r r r r r r r r r r r r r r $a$gdNi $ & Fa$gdQ $ & Fa$gdNi_g`gagbgcgdgfgggigjgkggggghjhhh2isitiiiir r r r v:(6(6(6(6(6(6(6(6(6(((6(6 & Fgd-gdNi $ & Fa$gd-gdF$a$gdNiiiiiDjEjOjPjVjWjfjgjhjijqjjjjkkkkk½½½¹¬}qhjqfCf#Ǟ$@";U>#c$@"дgiz5mS6-"9D HV{>[NaÆaO_%@"$T}&c.QwE?}4lD-HD eI{;kQ-kg/ cB$@"дt<(cL. 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