{
  "version": 3,
  "sources": ["ssg:https://framerusercontent.com/modules/1PIJXG0WYAOrg34pyYRS/GIb7PCCCZ65SDuekCvtL/WfVBhbeBG-3.js"],
  "sourcesContent": ["import{jsx as e,jsxs as t}from\"react/jsx-runtime\";import{ComponentPresetsConsumer as n,Link as o}from\"framer\";import{motion as i}from\"framer-motion\";import*as r from\"react\";import{Youtube as a}from\"https://framerusercontent.com/modules/NEd4VmDdsxM3StIUbddO/KlXfwqVLqJFgyoG8dy7M/YouTube.js\";export const richText=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/t(\"p\",{children:[\"Earlier this month, we hosted our \",/*#__PURE__*/e(\"strong\",{children:\"Behaviour for Learning\"}),\" webinar, intending to shed light on the research behind best practices for behaviour management in the classroom. Presented by \",/*#__PURE__*/e(\"strong\",{children:\"Professor Toby Salt\"}),\" (Advisory Director AQA and former CEO of Ormiston Academies Trust), we were joined by a panel of esteemed guest speakers:\"]}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Dan Owen\"}),\", National Leader for Behaviour & Accountability, Academies Enterprise Trust\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Colin Franklyn\"}),\", Deputy Head SEMH teacher, Ealing Council\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Olivia Sheppard\"}),\", Account Manager & SEN lead, Zen Educate & former SEN Support Worker\"]})})]}),/*#__PURE__*/e(\"p\",{children:\"Each member of the panel made very insightful points over the course of the webinar, so we wanted to share with you a summary!\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"How do schools deal with behaviour?\"})}),/*#__PURE__*/e(\"p\",{children:\"Dan was keen to point out that there is potential for challenging behaviour in all schools, and that when schools have fewer disruptions it\u2019s because staff are alert and aware of the potential for how and when this may change:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CIn some schools, pupils behave really well (...) They're not schools where children are just naturally going to behave in the ways that the schools expect, they're the schools where a culture will have been built, usually over a long period of time. And if those schools retain that good behaviour, chances are someone in that school\u2019s got their eyes open to it. And they've been through peaks and troughs, because people don't do what we expect when we expect them to. And that's a really important thing to remember.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"Other schools, in Dan\u2019s view, are \u2018boiling frog\u2019 schools; they\u2019re not alert to the extent of their behavioural challenges until it\u2019s too late:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CThere are other schools though that I would put into the \u2018boiling frog\u2019 category, that don't realise behaviour in their school is not good enough. You could walk those corridors and say \u2018ah, people are so polite, children open doors for me.\u2019 Chances are on a Friday afternoon, the person teaching Year Nine art is suffering, and someone's decided that's okay, because it's the teacher\u2019s fault. Or \u2018yeah, that's just a hard year group, all the research shows Year Nine are really difficult, so it's inevitable we're going to have these things.\u2019 And sometimes those things get worse and worse. There's no really good empirical research on this, but we think it takes about six weeks for behaviour to go through the floor; for things to get so difficult that it takes a lot longer than six weeks to draw things back and to rebuild a really decent culture.\u201D\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Behaviour management ideas for your first day in a school as a supply teacher\"})}),/*#__PURE__*/e(\"p\",{children:\"A first day at a school can be daunting as a supply teacher, as it\u2019s difficult to know exactly what to expect. Colin detailed the merits of arriving early so you can prepare effectively from the start:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CYou don't really get to pick the school, so you're not sure whether it's a school that's highly organised and efficient, or a school that's, let's say, less organised and less efficient (...) So I think the first thing that's really important when you go into these schools is just to get in there early. I think most agencies will say, get there by 8:30. And that would give you about 20 minutes to get in, find out what you're doing. (...) I was called up once to go to a school where the teacher had fallen sick at nine o'clock, as the children were getting in. So I didn't get there until about half past ten. And I've walked into the classroom, and suddenly, the children are in charge. I had to work doubly hard, then, to try and get the children on my side.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"Colin also recommended reading the school\u2019s behaviour policy online before you arrive:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201COnce you know which school you're going to, read their behaviour policy online and look at that policy really clearly. It will tell you what their rules or their values are. Get to know what the routines are, about how they expect the children to be in the corridors, for example, there\u2019s silent corridors in some schools. What are the rewards and sanctions that the school already has? And if you can understand those things, you can start to bring that into the classroom and make that part of your behaviour management strategy. And I think that's really helpful because it makes you look credible, and makes you look like you are part of the school team. And I think that's really, really key to giving you that kudos when you start talking.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"He went on to detail the benefits of introducing yourself around school to members of the Senior Leadership Team and beyond:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CKnowing the name of a member of the senior leadership team is really important, starting to build some level of relationship \u2013 however superficially it might be. If you know, members of senior leadership teams, using their name, introducing yourself to them, and inviting them to come and pop in at some point during that day \u2013 preferably before the first break time \u2013 is important, because they can pop in and say \u2018Hi Mr Franklin\u2019, for example, \u2018how are you doing?\u2019 And I'll say, \u2018oh, good to see you again.\u2019 Suddenly, your credibility goes up, the children will start to think that the staff there know you. Also going to the classroom next door \u2013 I found that was really important. So I would always quickly go and introduce myself to the teacher next door. What that does for that teacher is it builds a very brief relationship. And it means that if they hear some noise next door, they're more likely to come round just to check in rather than just shut the door and ignore what's going on. They\u2019re quite superficial, but building those relationships with key adults is important for the children to see there's communication.\u201D\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Conceptualising behaviour\"})}),/*#__PURE__*/t(\"p\",{children:[\"A pupil is always communicating \",/*#__PURE__*/e(\"em\",{children:\"something\"}),\" through challenging behaviour, and it\u2019s up to staff to try to understand what that something is, explained Dan:\"]}),/*#__PURE__*/e(\"h6\",{children:\"\u201CAt its core, behaviour is a way of communicating something. It's really quite simple. I saw a tweet recently from Tom Bennett: \u2018sometimes when a child tells you to ... off, they're just telling you to ... off!\u2019 Absolutely, it's not acceptable. But they are communicating something. And you know what? If you're going to cross that line and use those words, there's something happening for that child that's important. There's something important for us to listen to with that.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"Although swearing is a more extreme example, Dan went on to say that it isn\u2019t the kind of poor behaviour that teaching staff find most challenging:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CLow-level disruption \u2013 that's probably not that strong \u2013 is going to be the thing that people put up against, most of the time. So at its core, that behaviour is a method of communication. It can be conscious (...) Children might be aiming to get kicked out of a lesson. They could all be doing things that are semi-conscious where they've got some notion of what they're trying to do, and it can be really quite subconscious, where we just have a young person who is full of adrenaline, and not really particularly in control, and what they're communicating with us is that they're not in control and need some help.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"On top of being aware of what a child might be trying to communicate, Dan offered some other practical solutions to mitigating low-level disruption.\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CSo what can we do to make sure that the reward of behaving well outweighs any negative immediate consequences? They've learned that they can do it in art. They've learned they can do it in PE, they've learned they can do it in the changing rooms or in B block They\u2019re learnt behaviours. So research shows us that a common orderly environment is the best environment for children to learn. Common orderly, doesn't mean it can't get exciting, doesn't mean it can't get noisy. It means calm and orderly, safe, and relatively predictable for pupils. Lateness and low-level disruption need to be taken hugely seriously. As an organisation pupils need to feel safe and valued really, really important because that creates a climate where behaviour is more likely to be good. Clear, high expectations at all times that everyone understands, with clear consequences that are fairly and consistently applied \u2013 while taking into consideration protected characteristics and reasonable adjustments at all, at all times. A culture of respect.\u201D\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Why do we care so much about behaviour for learning at Zen Educate?\"})}),/*#__PURE__*/e(\"p\",{children:\"Schools give feedback on Zen Educate with particular emphasis on behaviour management, so we want all our teaching staff to have as much understanding of behaviour for learning as possible, as Olivia explained:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CBehaviour management is one of the biggest things that our schools pick up on, and they have the option to give feedback on teachers at the end of the day. You can then publish that for all other schools to see. So it really does increase your chances of securing daily supply or long term roles as well. (...) There is a section on the platform where you can fill out what your approach to behaviour management is, and we do have a section on every booking confirmation that you receive, where you will have information or access to the school website. Have a quick read through and make sure you know exactly what the policies are and who any safeguarding leads are as well. That's everybody's responsibility.\u201D\"}),/*#__PURE__*/t(\"p\",{children:[\"Once again, we\u2019d like to thank Dan, Colin, Liv and Toby for taking part in this webinar. If you\u2019d like to see updates on future webinars, make sure you \",/*#__PURE__*/e(o,{href:\"http://twitter.com/zeneducate\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"follow us on Twitter\"})}),\"!\"]}),/*#__PURE__*/t(\"p\",{children:[\"You can watch the hour long webinar in full below!\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"div\",{className:\"framer-text-module\",style:{\"--aspect-ratio\":\"560 / 315\",aspectRatio:\"560 / 315\",height:\"auto\",width:\"100%\"},children:/*#__PURE__*/e(n,{componentIdentifier:\"module:NEd4VmDdsxM3StIUbddO/KlXfwqVLqJFgyoG8dy7M/YouTube.js:Youtube\",children:t=>/*#__PURE__*/e(a,{...t,play:\"Off\",shouldMute:!0,thumbnail:\"Off\",url:\"https://youtu.be/pyJOMsJZEX4\"})})})]});export const richText1=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/t(\"p\",{children:[\"On \",/*#__PURE__*/e(\"strong\",{children:\"Tuesday 27th April\"}),\", we hosted our \",/*#__PURE__*/e(\"strong\",{children:\"What Really Works With Staff Wellbeing?\"}),\" webinar to find out how school leaders can support staff wellbeing. Presented by \",/*#__PURE__*/e(\"strong\",{children:\"Helen Woodward\"}),\", former Head of School Improvement at the DfE, we proudly welcomed two well-respected speakers to share their insights:\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Liz Whetham\"}),\", Executive Headteacher at Holy Trinity CofE Primary, Calderdale, and Consultant Headteacher at Westminster Primary, Bradford\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Andy Mellor\"}),\", National Director of Wellbeing at the \",/*#__PURE__*/e(o,{href:\"https://schooladvice.co.uk/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Schools Advisory Service\"})}),\" (SAS)\"]}),/*#__PURE__*/e(\"p\",{children:\"Liz and Andy were full of pragmatic advice and resourceful ideas, so we wanted to give you a summary of some of their most interesting insights!\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Reducing workload\"})}),/*#__PURE__*/e(\"p\",{children:\"Unmanageable workloads play a big role in increasing stress among teaching staff. While teaching is a demanding role, Liz pointed out that there is arguably a cultural element among teachers which can exacerbate workload.\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CI was one of those teachers that would work through the night, such was the workload that I had. I think over the years we\u2019ve maybe become our own worst enemy in our profession. There\u2019s a kind of boastfulness, people post 'I\u2019ve done 3 hours marking tonight' on Facebook, someone else says 'well, I\u2019ve done 4 hours marking tonight.' It\u2019s almost a badge of honour.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"Liz went on to explain she discovered just how damaging unmanageable workloads can be for teachers when working on the Workplace Reduction Toolkit with the Department for Education.\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CWhen I started working on the Workplace Reduction Toolkit, so many of the workload surveys were showing that this was catastrophic for our profession. We couldn't maintain these levels of such high-pressured workload if we were to retain the best professionals. As a headteacher, it\u2019s been really important for me to try and ensure that the workload of all my staff in school was such that it didn't cause additional anxiety, or wellbeing issues for them.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"But what proven measures have school leaders taken to reduce workload? And, crucially, how can schools ensure measures to reduce workload aren\u2019t at the detriment of quality of teaching? According to Liz, the answers lie in **\u2018**doing less better\u2019. Considering which changes have the biggest impact on pupils can give clarity on what work should be prioritised, and which responsibilities may cause teachers unnecessary stress.\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CIt\u2019s quite an individual thing. We used to do subject newsletters to parents, and we realised that actually the impacts and outcomes for children was nothing. All it did was create anxiety in the staff in the 12 weeks leading up to the week of the newsletter.\u201D\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"How leaders and governors can improve staff wellbeing\"})}),/*#__PURE__*/e(\"p\",{children:\"Andy began with a challenge about where leadership for wellbeing is located within a school \u2013 that wellbeing isn\u2019t always led by the most obvious authority figures within a school.\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CThere\u2019s an assumption that it\u2019s led by school leaders and governors, but I\u2019ve visited some schools where wellbeing is actually led by a Teaching Assistant, or somebody else on the staff. Whoever a headteacher decides to lead wellbeing, it has to be somebody who has the power, authority and resources to make a difference.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"The definition of \u2018wellbeing\u2019 must be defined to avoid ambiguity, he continued:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CThe word wellbeing can mean all sorts of things to different people. Quite often, you\u2019ll hear someone say \u2018well, what\u2019s so-and-so doing for my wellbeing?\u2019 But it has to be shared; there\u2019s a shared responsibility for wellbeing. When I say it, the words that go through my head are \u2018trying to make sure that the staff in our school are the best version of themselves that they can be.\u2019 Let\u2019s be clear what we mean by wellbeing. Governors and school leaders need to be clear that there isn\u2019t a one-size-fits-all model here, it has to be contextually appropriate for your school.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"Andy emphasised the importance of personal context, and how the wellbeing of your staff may relate to their life outside of the school environment.\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201COne of the things I was acutely aware of as a school leader is that it\u2019s not just about building a wellbeing offer in school. It\u2019s also about supporting your staff with things that happen outside of school, because some of the things that happen in life affect the ability of staff to be the best version of themselves they can be. If I had my time again, I\u2019d look to have a really proactive conversation and ask \u2018what can I do for you as an individual to support your wellbeing?\u2019 (...) One of the starting points for school leaders and governors is to make sure that it\u2019s really carefully audited. Have individual meetings, but also have a conversation with all your staff. Occasionally, I come across schools that have bought wellbeing support for teachers, but nobody else in school. It\u2019s important that we think about wellbeing for everybody.\u201D\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Communicating wellbeing plans successfully\"})}),/*#__PURE__*/e(\"p\",{children:\"Naturally, not everyone feels the same about wellbeing, and proposals relating to wellbeing can sometimes be met with cynicism. The key to avoiding this, Andy said, is to involve all staff from the beginning and make planning wellbeing improvements a collaborative project in which everyone can have a say and feel heard.\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CDealing with the contextual issues in any one school is the way to go. If staff have been involved in the building of the plan, then they know what\u2019s in it, they know what they\u2019re working towards. I think it\u2019s really important to keep revisiting it in staff meetings, and to give staff the opportunity to feed back.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"Andy was quick, however, to mention that core school staff often work different hours from one another, and so can\u2019t be all in one room for a meeting at one time, but that there is software available to mitigate this:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CClearly, if you\u2019re having an academic staff meeting at 3:30pm on a Wednesday, your cleaner who works in the morning isn\u2019t going to be able to attend. You\u2019ve got to be creative about finding ways to engage with all staff to ensure that they can feed back on it. There are tools out there, and we at SAS have bought an audit tool for all of our schools to be able to access Edupod, a piece of software with which you can audit your wellbeing in school.\u201D\"}),/*#__PURE__*/e(\"p\",{children:\"Liz spoke about how communication between school leaders and parents can be useful to get a perspective from outside of schools. In some cases, asking parents can even help schools to discover novel suggestions for school plans that might not have been thought about otherwise, as Liz explained:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CIt was really interesting how the parents came up with the idea that it might be more useful to split our end of year report into two, so that we have some of it in February/March and some of it in June/July. This resulted in less workload for our staff, because we asked parents 'what information do you want to know about your child, and when do you want to know it?'\u201D\"}),/*#__PURE__*/t(\"p\",{children:[\"We\u2019d like to thank Liz, Andy and Helen once again for taking part. If you\u2019d like to see updates on future webinars, make sure you follow us on \",/*#__PURE__*/e(o,{href:\"http://twitter.com/zeneducate\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Twitter\"})}),\"!\"]}),/*#__PURE__*/t(\"p\",{children:[\"You can watch the hour long webinar (followed by a Q&A session) in full below!\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"div\",{className:\"framer-text-module\",style:{\"--aspect-ratio\":\"560 / 315\",aspectRatio:\"560 / 315\",height:\"auto\",width:\"100%\"},children:/*#__PURE__*/e(n,{componentIdentifier:\"module:NEd4VmDdsxM3StIUbddO/KlXfwqVLqJFgyoG8dy7M/YouTube.js:Youtube\",children:t=>/*#__PURE__*/e(a,{...t,play:\"Off\",shouldMute:!0,thumbnail:\"Off\",url:\"https://youtu.be/UfSjA3hxOm8\"})})}),/*#__PURE__*/t(\"p\",{children:[\"To hear more from Liz, listen to \",/*#__PURE__*/e(o,{href:\"https://www.youtube.com/watch?v=JT4-QShJ13Y&list=PLvLI0iquAAPJz9kDBEcmiGGyx2i533u9l\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Doing Less Better\"})}),\", the first episode of our podcast series, 10 with Zen. You may also be interested in episode 6, \",/*#__PURE__*/e(o,{href:\"https://www.youtube.com/watch?v=zmuwLxV8maw&list=PLvLI0iquAAPJz9kDBEcmiGGyx2i533u9l&index=7\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"What Works in Wellbeing?\"})}),\" with Nancy Hey, Executive Director at What Works Centre for Wellbeing.\"]})]});export const richText2=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/t(\"p\",{children:[\"On the 2nd of March 2021, Zen Educate hosted a webinar on \",/*#__PURE__*/e(\"strong\",{children:\"Effective Children's Safeguarding During Covid-19\"}),\". Hosted by \",/*#__PURE__*/e(\"strong\",{children:\"Helen Woodward\"}),\", Former Head of School Improvement for the DfE, the webinar explored:\"]}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Current children\u2019s safeguarding concerns and how to help ensure the best outcomes\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"The most significant protective factors amongst children and young people\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Lessons learned from serious case reviews\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"How to manage emotional responses\"})})]}),/*#__PURE__*/e(\"p\",{children:\"Helen was joined by a special guest panel for the webinar:\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Cathy Graham\"}),\", Headteacher & Education Representative on Trafford's Education Improvement Board\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Rafik Iddin\"}),\", Independent Safeguarding & Social Work Consultant\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Hayley Cameron\"}),\", Education Safeguarding Manager for \",/*#__PURE__*/e(o,{href:\"https://cognus.org.uk/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Cognus Limited\"})}),\", who provide education services for children and young people in the London Borough of Sutton\"]})})]}),/*#__PURE__*/e(\"p\",{children:\"We hope you find this summary useful.\"}),/*#__PURE__*/e(\"h1\",{children:/*#__PURE__*/e(\"strong\",{children:\"What are the most important considerations for school leaders prioritising children's safety and wellbeing at the moment?\"})}),/*#__PURE__*/e(\"h6\",{children:\"\u201CA lot of it is knowing your families, and also keeping really creative lines of communication open to people.\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Cathy Graham\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary\"}),\": Many children have been home learning and away from school for weeks during the pandemic, so the context for safeguarding has changed. Not only did all classroom communication move online, but family lives were disrupted by unemployment, mental health challenges, and in some cases bereavement. COVID-19 regulations have also meant many organisations that schools ordinarily work with when safeguarding children \u2013 such as health visiting teams \u2013 have been unable to function as normal. While children\u2019s safety is of the same paramount importance to schools as it was before the pandemic, the actions schools take to ensure this have needed to change.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insights\"}),\": \u201CWe're all aware of our vulnerable children, but the pandemic has impacted on families in such a range of different ways\u201D, said Hayley. This has meant vulnerable children have needed a higher level of support, which in turn has created pressure on staffing resources.\"]}),/*#__PURE__*/e(\"p\",{children:\"Cathy mentioned reduced home visits from health visiting teams presented a real challenge to their school. In the understandable absence of home visits, the school decided to implement doorstep visits to children to check in on their wellbeing.\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities\"}),\": In order to provide the higher level of support needed by children who have been directly affected by the pandemic, regular contact with both children and their families is important. Cathy emphasised the importance of \u201Chaving regular check-ins and creating the opportunities for children and their families to really open up and feel safe in reaching out. Some are more comfortable with doing this and others, so it really is up to us to reach out.\u201D\"]}),/*#__PURE__*/e(\"p\",{children:\"In addition to doorstep visits, Cathy spoke of how their school had been sending links to both students and parents, via Facebook and email, signposting them to local support. This way, \u201Cif they don\u2019t feel they can say something directly to us, they do have somewhere else that they can tap into\u201D, Cathy explained.\"}),/*#__PURE__*/e(\"h1\",{children:/*#__PURE__*/e(\"strong\",{children:\"What are the most significant protective factors for children and young people?\"})}),/*#__PURE__*/e(\"h6\",{children:\"\u201CI always think of the author Alice Walker, who said \u2018children need a witness\u2019. And that can be one person \u2013 could be a teacher, could be a teaching assistant, or a social worker \u2013 somebody they feel they can talk to.\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Rafik iddin\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" There are many protective factors for children and young people. Rafik talked about the importance of: \",/*#__PURE__*/e(\"strong\",{children:\"being aware of lived experiences\"}),\", \",/*#__PURE__*/e(\"strong\",{children:\"ensuring children and young people have at least one trusted adult they can confide in\"}),\", and \",/*#__PURE__*/e(\"strong\",{children:\"ensuring there are staff around who are alert to the changing demeanors of children\"}),\" which may indicate concerns.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insights:\"}),\" \u201CSafeguarding is not the responsibility of just one person\u201D, Rafik explained. \u201CIt's everybody's responsibility. This was a key message from the Laming inquiry into the death of \",/*#__PURE__*/e(o,{href:\"https://publications.parliament.uk/pa/cm200203/cmselect/cmhealth/570/570.pdf\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Victoria Climbi\\xe9.\"})}),\" This case was tragic in so many ways. Victoria got the best of responses from an unregistered childminder and a taxi driver, who noticed particular aspects of her presentation, of her demeanour, her injuries, and they wanted to do something more.\u201D\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" Rafik emphasised whilst recognising the outcome was tragic, we can learn about \",/*#__PURE__*/e(\"strong\",{children:\"tenacity\"}),\" from the childminder and taxi driver in the case of Victoria Climbi\\xe9: \u201CSometimes there\u2019s one particular person who says \u2018you know, I'm not going home until I've seen this child. I'm going to keep phoning until I get the right response.\u2019 So the issue of tenacity is really critical.\u201D\"]}),/*#__PURE__*/t(\"p\",{children:[\"If you have ongoing concerns about children that remain unresolved, there are several things you can do and take responsibility for. Rafik explained it\u2019s crucial to \",/*#__PURE__*/e(\"strong\",{children:\"uphold a consistent record-keeping system\"}),\", \",/*#__PURE__*/e(\"strong\",{children:\"have a strong understanding of your local escalation processes and arrangements\"}),\" (knowing who your representative is on the Local Safeguarding Children Board and what collaborative arrangements exist between schools, police, social care and health), and to \",/*#__PURE__*/e(\"strong\",{children:\"maintain communication\"}),\" with the appropriate people. He also brought up the usefulness of a \",/*#__PURE__*/e(o,{href:\"https://books.google.co.uk/books?id=f1eNBQAAQBAJ&pg=PT51&lpg=PT51&dq=matthew+syed+%22probe+alert%22&source=bl&ots=zwf8iJ6bl6&sig=ACfU3U1VZfmm--32F-b9Ddab_IWZMumtOQ&hl=en&sa=X&ved=2ahUKEwjL58vQqabvAhWPYcAKHemqBIYQ6AEwEHoECBAQAw#v=onepage&q&f=false\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"\u2018PACE\u2019 system\"})}),\" in approaching unresolved concerns: \",/*#__PURE__*/e(\"strong\",{children:\"Probe\"}),\", \",/*#__PURE__*/e(\"strong\",{children:\"Alert\"}),\", \",/*#__PURE__*/e(\"strong\",{children:\"Challenge\"}),\", \",/*#__PURE__*/e(\"strong\",{children:\"Emergency\"}),\", as detailed below.\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Reporting & raising concerns - PACE\"})}),/*#__PURE__*/e(\"p\",{children:\"(Source: Black Box Thinking - Matthew Syed)\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Probe\"}),\" your own knowledge / information. Gather it and get it into a succinct and clear format.\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Alert\"}),\" - raise your specific concerns.\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Challenge\"}),\" if your concerns are not fully addressed or if further concerning evidence emerges. Be aware of changes and increased risk.\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Emergency\"}),\" - What to do if you have specific and immediate concerns about the safety and welfare of a child or young perso\"]})})]}),/*#__PURE__*/e(\"h1\",{children:/*#__PURE__*/e(\"strong\",{children:\"How can we manage our emotional responses to communicate properly and make the right decisions?\"})}),/*#__PURE__*/e(\"h6\",{children:\"\u201CThings don't always go to plan, but it's about being able to reflect and learn from them and recognising how stress and anxiety can impair your ability to make informed decisions.\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Hayley Cameron\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" Children's safeguarding engages us at an emotional level - and so it should. But how can we manage our internal emotional response in ways that help us communicate effectively and also help make our decision-making robust? Hayley spoke of how stress and anxiety can limit our decision-making, and Cathy detailed how recruiting a strong, experienced safeguarding team within schools can help to alleviate problems of this nature.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insights:\"}),\" Hayley explained that \u201Cif you don't give yourself space, and you don't have opportunities to talk through, and really think \u2018what went wrong?\u2019, that's when the issues can arise.\u201D Hayley also spoke about reflective supervision, and how it can benefit particular safeguarding workers to have people around to speak to, but as Cathy pointed out, some members of school leadership teams can struggle to find this: \u201CRecently, we've had to deal with quite a horrific case. The social workers have regular supervision with their managers to support them with the case, and the school nurse has support through their health team, and it sort of left me questioning \u2018well, who does that for me as a Headteacher?\u2019\u201D\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" For Cathy, having a Safeguarding Governor with a great deal of safeguarding experience has provided her with the extra support needed to make informed decisions: \u201CI'm very lucky because one of my Chairs of Governors was in the Child Protection Unit for the police, and she's our Safeguarding Governor. I find her very helpful as a sounding board for things, but not everybody has someone in their governing body with that sort of experience.\u201D As Hayley summarised, \u201CIt's about involving the right people.\\\"\"]}),/*#__PURE__*/t(\"p\",{children:[\"You can \",/*#__PURE__*/e(o,{href:\"https://www.youtube.com/watch?v=P7_PqD8w3CU&t=192s\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"watch the webinar in its entirety here\"})}),\".\"]}),/*#__PURE__*/e(\"p\",{children:\"We\u2019d like to thank Hayley, Cathy, Rafik and Helen once again for their time and insight on this crucially important and sensitive issue.\"}),/*#__PURE__*/t(\"p\",{children:[\"If you have any feedback on the webinar or anything else, please get in touch via \",/*#__PURE__*/e(o,{href:\"https://twitter.com/ZenEducate?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"our Twitter page\"})}),\" and we\u2019ll get back to you. You might be interested in our \",/*#__PURE__*/e(o,{href:\"https://www.zeneducate.com/safeguarding\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"children\u2019s safeguarding policy\"})}),\" or signing up to \",/*#__PURE__*/e(o,{href:\"https://app.zeneducate.com/school-sign-up\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"post an open vacancy\"})}),\" for free.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]})]});export const richText3=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/t(\"p\",{children:[\"We\u2019ve had really positive feedback from our 3rd February 2021 webinar \",/*#__PURE__*/e(o,{href:\"https://www.youtube.com/watch?v=oTRMbwBBlDU\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"Catch Up Funding - How to Use it Effectively\"})})}),\", hosted by Professor Toby Salt (Regional Chair of Governors at the Academies Enterprise Trust and former CEO of AQA, formerly the Assessment and Qualifications Alliance). Below are some of the insights discussed on the day by our 3 special guests:\"]}),/*#__PURE__*/t(\"p\",{children:[\"\u2022 \",/*#__PURE__*/e(\"strong\",{children:\"Demi Daniel\"}),\" - Curriculum Strategy Unit, DfE (Department for Education)\"]}),/*#__PURE__*/t(\"p\",{children:[\"\u2022 \",/*#__PURE__*/e(\"strong\",{children:\"Stephen Morales\"}),\" - Chief Executive, Institute of School Business Leadership\"]}),/*#__PURE__*/t(\"p\",{children:[\"\u2022 \",/*#__PURE__*/e(\"strong\",{children:\"Dr. John Stephens\"}),\" - CEO, Bright Futures Educational Trust\"]}),/*#__PURE__*/e(\"p\",{children:\"The webinar focussed on:\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"why the catch up funding is being allocated,\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"how schools can make informed decisions about the needs of their students; and\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"how the catch up funding can actually be spent.\"})})]}),/*#__PURE__*/e(\"p\",{children:\"We hope you find this summary and the resources linked useful!\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Why is it being allocated?\"})}),/*#__PURE__*/e(\"h6\",{children:\"\u201CIn a nutshell, for schools, it\u2019s money given to you to help you support your pupils to catch up.\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Demi Daniel\"}),/*#__PURE__*/t(\"p\",{children:[\"The package totals around \",/*#__PURE__*/e(\"strong\",{children:\"\\xa31.3 billion\"}),\", and is intended to support pupils to catch up with gaps in their learning due time away from school. Demi highlighted that catch up funding comes from 2 sources: the government\u2019s own \",/*#__PURE__*/e(o,{href:\"https://www.gov.uk/government/publications/catch-up-premium-coronavirus-covid-19/catch-up-premium\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"catch up premium scheme\"})}),\" from the Department for Education (DfE) and the \",/*#__PURE__*/e(o,{href:\"https://nationaltutoring.org.uk/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"National Tutoring Programme (NTP)\"})}),\". The catch up premium totals \\xa3650 million, or \\xa3240 per pupil in special schools and alternative provisions, and \\xa380 per pupil in mainstream schools. The NTP was launched in November 2020 to provide high-quality tuition for disadvantaged and vulnerable pupils and accounts for \\xa3350 million of the total figure. \u201CYou should have received your first instalment, which is 25% of the total, in the autumn term\u201D said Demi, before explaining the remaining 75% will be paid in instalments split between the late Spring and Summer terms respectively. On top of this, an extra \\xa3300 million has been committed by the government for further down the line.\"]}),/*#__PURE__*/t(\"p\",{children:[\"The DfE are also mitigating learning loss and the need for catch up by supporting schools and colleges to deliver high-quality remote education. They have provided schools with a support package to deliver quality remote education, signposted via the one-stop-shop \",/*#__PURE__*/e(o,{href:\"https://www.gov.uk/guidance/get-help-with-remote-education\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Get Help With Remote Education\"})}),\" page. This includes a wide range of resources and CPD which will equip schools to access technology, use technology effectively and support the effective delivery of the curriculum.\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"How can we make informed decisions about the needs of children and young people?\"})}),/*#__PURE__*/e(\"h6\",{children:\"\u201CThe most effective way of using this funding is always going to depend on context.\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Dr. John Stephens\"}),/*#__PURE__*/e(\"p\",{children:\"There are no hard and fast rules for how schools should spend their funding. Demi pointed out that because schools have several things to consider, catch up funding was designed with this flexibility in mind: \u201C[Catch up funding is] very flexible, because we believe that school leaders will be able to see the needs in their school and to act in accordance to it.\u201D What, then, should be considered to make sure these needs are met? Dr. John Stephens laid out the 4 things that schools should ask themselves:\"}),/*#__PURE__*/t(\"ol\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(0, 0, 0)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"What \",/*#__PURE__*/e(\"strong\",{children:\"data\"}),\" have we got to help us \",/*#__PURE__*/e(\"strong\",{children:\"understand our students\u2019\"}),\" current situations?\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"How are we going to \",/*#__PURE__*/e(\"strong\",{children:\"prioritise\"}),\" to make the \",/*#__PURE__*/e(\"strong\",{children:\"most impact on the most student\"}),\"s?\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"What will this look like \",/*#__PURE__*/e(\"strong\",{children:\"if we do it well\"}),\"?\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"How are we going to know that we\u2019re \",/*#__PURE__*/e(\"strong\",{children:\"on the right track\"}),\"?\"]})})]}),/*#__PURE__*/t(\"p\",{children:[\"The answers for each question will be different for every school. John recommended the resources provided on the \",/*#__PURE__*/e(o,{href:\"https://educationendowmentfoundation.org.uk/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Education Endowment Foundation (EEF) website\"})}),\" to help. \u201CWe\u2019ve found both their support materials and the underpinning evidence really useful. They\u2019re very accessible, they\u2019re practical, and they're pragmatic, and they've helped us to keep it pretty simple, because we've all got enough to do at the moment.\u201D\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"How can it be spent?\"})}),/*#__PURE__*/e(\"h6\",{children:\"\u201CYou need to build and develop a very robust narrative to support your tailored strategy.\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Stephen Morales\"}),/*#__PURE__*/t(\"p\",{children:[\"Stephen spoke of how the gap between more and less advantaged children has grown as a result of the pandemic, citing data from the \",/*#__PURE__*/e(o,{href:\"https://www.suttontrust.com/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Sutton Trust \"})}),\"and the EEF, and that this is one of the biggest challenges for schools to address. The DfE recommends spending some of the money on \",/*#__PURE__*/e(\"strong\",{children:\"1:1 tuition\"}),\" for children who are falling behind, and Stephen touched upon investing in \",/*#__PURE__*/e(\"strong\",{children:\"resources\"}),\", \",/*#__PURE__*/e(\"strong\",{children:\"technological equipment\"}),\", \",/*#__PURE__*/e(\"strong\",{children:\"extended school time\"}),\", \",/*#__PURE__*/e(\"strong\",{children:\"extra teaching capacity\"}),\", \",/*#__PURE__*/e(\"strong\",{children:\"extracurricular programmes\"}),\" and/or \",/*#__PURE__*/e(\"strong\",{children:\"summer programmes\"}),\", all depending on school requirements. The money can even be saved by schools to spend in the future if they see fit.\"]}),/*#__PURE__*/t(\"p\",{children:[\"Stephen mentioned that future OFSTED visits will feature conversations about how schools are bringing students back into mainstream education, and that from Summer 2021 OFSTED will be looking at the impact on schools of catch up premium spending. Stephen advised that school leaders ensure they are confident in their ability to justify their spending. \u201CIf you\u2019ve brought the right actors into that conversation - your governors, your trustees, that leadership triangle that I talk about of \",/*#__PURE__*/e(\"em\",{children:\"Pedagogy, Business and Governance\"}),\" working seamlessly together - then I think you\u2019re on a much surer footing.\u201D\"]}),/*#__PURE__*/e(\"p\",{children:\"Ensuring pupils with SEND (special educational needs and disabilities) are effectively supported also needs careful consideration. Dr. John Stephens spoke of how school and trusts with SEND pupils may already have plans in place that can be used to inform catch up spending:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CIf you\u2019ve got pupils with special education needs and disabilities, especially those that have got an Education Health and Care Plan (EHC), you will already have in place some specific planning. (...) If you\u2019ve already got a really clear plan, what you need to do is look at the new context and the impact of that new context.\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Dr. John Stephens\"}),/*#__PURE__*/e(\"p\",{children:\"John gave a personal example from Bright Futures Educational Trust, where there were already plans in place for students with SEND. The new context of COVID-19 meant that students were missing out on particular therapies they would ordinarily get in school, and so the trust decided to spend some of the catch up funding to mobilise some of those specialist therapies in order for students to access them from home. \u201CWhat are the key things that we can do for these students that will have the most impact and have the least demand on parents?\u201D\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Want to make your catch up premium count with cost effective, flexible tutoring?\"}),\" Take a look at \",/*#__PURE__*/e(o,{href:\"https://www.zeneducate.com/catch-up-tutoring\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Zen Educate\u2019s catch up offering\"})}),\" - book qualified teachers for small-group tutoring or as supply cover to free up class teachers\"]}),/*#__PURE__*/t(\"p\",{children:[\"You can watch the webinar in its entirety here:\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"div\",{className:\"framer-text-module\",style:{\"--aspect-ratio\":\"560 / 315\",aspectRatio:\"560 / 315\",height:\"auto\",width:\"100%\"},children:/*#__PURE__*/e(n,{componentIdentifier:\"module:NEd4VmDdsxM3StIUbddO/KlXfwqVLqJFgyoG8dy7M/YouTube.js:Youtube\",children:t=>/*#__PURE__*/e(a,{...t,play:\"Off\",shouldMute:!0,thumbnail:\"Off\",url:\"https://youtu.be/oTRMbwBBlDU\"})})})]});export const richText4=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/t(\"p\",{children:[\"On the 20th January 2021, Zen Educate hosted a \",/*#__PURE__*/e(o,{href:\"https://www.youtube.com/watch?v=CF0cxXMOy9M\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"Towards Positive Mental Health and Wellbeing\"})})}),\" webinar. With special guest speakers \",/*#__PURE__*/e(\"strong\",{children:\"Helen Woodward\"}),\" (Former Head of School Improvement at the Department for Education) and \",/*#__PURE__*/e(\"strong\",{children:\"Peter Vaughan-Fowler\"}),\" (Operations Executive and \",/*#__PURE__*/e(o,{href:\"https://www.teachfirst.org.uk/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Teach First\"})}),\" Ambassador), we looked to explore what steps can be taken to better manage our mental health and wellbeing.\"]}),/*#__PURE__*/e(\"p\",{children:\"The focus of the webinar was specifically mental health and wellbeing for teaching staff, with detail around living and working in times of profound change, recognising stress in others, and what to do when it feels like the world is too much. We hope you find this summary, the resources linked, and the webinar itself as helpful as we did!\"}),/*#__PURE__*/e(\"h1\",{children:\"Living and working well in times of profound change\"}),/*#__PURE__*/e(\"h6\",{children:'\"Can we experience our emotions as a potential area for learning?\"'}),/*#__PURE__*/e(\"h6\",{children:\"Helen Woodward\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" Helen kicked off the webinar with an appropriate statistic: \",/*#__PURE__*/e(o,{href:\"https://www.england.nhs.uk/mental-health/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/t(i.a,{children:[/*#__PURE__*/e(\"strong\",{children:\"1 in 4\"}),\" adults\"]})}),\" will experience mental health difficulties every year. With our lives now more restricted than we ever previously imagined and the emotional support of 1-to-1 conversation diminished, it\u2019s important for us to reassess how to prioritise our own \u2013 and other people\u2019s \u2013 mental health and wellbeing.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insights:\"}),\" Something often overlooked in addressing mental health is the practice of \",/*#__PURE__*/e(\"strong\",{children:\"noticing\"}),\"; taking a step back and considering the fundamentals of your experience: \",/*#__PURE__*/e(\"em\",{children:\"thoughts\"}),\", \",/*#__PURE__*/e(\"em\",{children:\"emotions\"}),\" and \",/*#__PURE__*/e(\"em\",{children:\"physiology\"}),\". Helen detailed the importance of noticing these elements of experience by referencing psychologist R.D. Lang, who wrote\"]}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"em\",{children:\"\u201Cthe range of what we think and do is limited by what we fail to notice. And because we fail to notice that we fail to notice, there is little we can do to change; until we notice how failing to notice shapes our thoughts and deeds.\u201D\"})}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" It\u2019s absolutely crucial to be attentive and honest about our emotional states and journeys. When we view our emotions as predispositions for action, we can \u201Cview emotions as potential areas for learning\u201D, Helen said. And of course, emotions (especially strong ones) are extremely hard to pinpoint and even harder to control. The model below helps to illustrate how acceptance of facticity (what we assess as unchangeable), possibility (what we assess as changeable), and uncertainty (what we cannot predict with confidence), can lead to us taking more productive and positive actions.\"]}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"Some Basic Moods of Life, Alan Sieler (2007)\"})}),/*#__PURE__*/e(\"img\",{alt:\"\",className:\"framer-image\",height:\"192\",src:\"https://framerusercontent.com/images/yhZUO2TVTwvT5RIHRgOodfCWBBg.png\",srcSet:\"https://framerusercontent.com/images/yhZUO2TVTwvT5RIHRgOodfCWBBg.png?scale-down-to=512 512w,https://framerusercontent.com/images/yhZUO2TVTwvT5RIHRgOodfCWBBg.png?scale-down-to=1024 1024w,https://framerusercontent.com/images/yhZUO2TVTwvT5RIHRgOodfCWBBg.png 1860w\",style:{aspectRatio:\"1860 / 384\"},width:\"930\"}),/*#__PURE__*/t(\"h1\",{children:[/*#__PURE__*/e(\"br\",{}),\"Recognising stress in others\"]}),/*#__PURE__*/e(\"h6\",{children:'\"Some stress can be good and beneficial for us (...) but too much stress in others is something that we need to be aware of\"'}),/*#__PURE__*/e(\"h6\",{children:\"Peter Vaughan-Fowler\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" Peter detailed the importance of acknowledging how stress can sometimes be an ally. Stress produces adrenaline, which can help prepare us to excel in the classroom and beyond. However, that isn\u2019t to say that stress is inherently a good thing. It can manifest itself as a whole host of mental and physical health problems - some of them life-threatening. It\u2019s important to be able to see the warning signs of too much stress in others and ourselves.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insights:\"}),\" What are the warning signs of too much stress? In terms of physical problems, \",/*#__PURE__*/e(o,{href:\"https://www.nhs.uk/conditions/stress-anxiety-depression/understanding-stress/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"NHS guidance\"})}),\" lists headaches, dizziness, muscle tension and stomach problems among others. Excessive stress can also cause constant worrying, overwhelm and forgetfulness. School closures have meant that warning signs have been more difficult to identify in colleagues. As Peter put it, \u201Cit\u2019s easy to put on a brave face for a video call\u201D.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" In the absence of face-to-face conversations, encouraging healthy and honest conversation can be as simple as subtle changes in language. Peter gave the fantastic example of slightly changing a stock greeting to make it more personal: saying \u2018how are you today?\u2019 instead of simply \u2018how are you?\u2019. This may seem trivial, but while \u2018how are you\u2019 is a pleasantry to which many of us would reply \u2018I\u2019m fine thanks\u2019, adding in \u2018today\u2019 encourages the person you\u2019re asking to give a more nuanced and honest response. This can help to create productive and supportive chat without asking personal questions.\"]}),/*#__PURE__*/e(\"p\",{children:\"Additionally, to help others with their mental health it\u2019s important to consider your own. Peter recommended maintaining self-care in order to cultivate a healthy mindset to be able to help others. This can be as simple as eating a varied diet, maintaining friendships, exercising, practicing thankfulness, or spending some time outdoors. \u201CSelf-care and self-compassion are not things that are selfish\u201D, said Peter, \u201Cbut rather selfless, because they put us in a position where we can be most resourceful and really help other people to be resourceful too\u201D.\"}),/*#__PURE__*/e(\"h1\",{children:\"What about when the world is just too much?\"}),/*#__PURE__*/e(\"h6\",{children:'\u201CNone of us have immunity against this. It starts with emotional stability\"'}),/*#__PURE__*/e(\"h6\",{children:\"Helen Woodward\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" Feelings of overwhelm and helplessness do not discriminate. \u201CFrankly, it happens to all of us\u201D, Helen explained, and went on to describe how when we have feelings of overwhelm, returning to a place of emotional stability is our best first step. Although achieving emotional stability is a lot easier said than done, there are manageable habits of focussing on breathing, noticing and naming our thoughts and emotions that make a great starting point.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insights:\"}),\" Helen frequently made reference to the work of American professor and lecturer Dr. Bren\\xe9 Brown, in particular her writing discussing \u2018risers\u2019. Risers are people who recognise when they are emotionally overwhelmed and engage their curiosity. Brown argues their learning to rise begins, again, with \",/*#__PURE__*/e(\"strong\",{children:\"noticing\"}),\"; noticing your thoughts, emotions and physiology. Connecting with your body and being curious is key: Helen suggested asking yourself questions like \u201CWhat\u2019s going on with me? Why has this got me riled up?\u201D, and recommended \",/*#__PURE__*/e(\"em\",{children:\"grounding\"}),\" to help achieve a more relaxed state. The most common form of grounding is to focus on breathing, but whatever helps you ease into a state of calm is helpful. You can read more about Bren\\xe9 Brown\u2019s writing on risers \",/*#__PURE__*/e(o,{href:\"http://resultscoachingglobal.com/learning-to-rise/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"here.\"})})]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" Clarify and ground your story by writing down your thoughts, emotions and physiology: \u2018my emotions are\u2026\u2019, \u2018in my body I\u2019m experiencing\u2026\u2019, \u2018my thinking on this matter is\u2026\u2019, \u2018my beliefs are\u2026\u2019, \u2018my actions are going to be\u2026\u2019. This may seem like quite a small, flippant gesture, but putting these fundamental parts of your existence into words will help to create better self-understanding. Being factual about your experience can be a step in the direction of an outlook open to possibility, and can help gain a better understanding of yourself. For acting in your best interests when feeling overwhelmed, Helen also recommended (where possible) \",/*#__PURE__*/e(\"em\",{children:\"waiting\"}),\" before acting. For example, if you\u2019re feeling very anxious and upset, acting too quickly can lead to doing something you might regret, or doing something not as well as you might be able to later on. \u201CIs this something I need to act on quickly? If there\u2019s a fire, then obviously yes! But is this something I can do tomorrow, can I leave it for a day? I can\u2019t tell you how many times I\u2019ve been so glad I waited a day before I did something. It\u2019s really important to have that bit of space to yourself to think things through.\u201D\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"You can watch the webinar in its entirety below:\"}),/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"div\",{className:\"framer-text-module\",style:{\"--aspect-ratio\":\"560 / 315\",aspectRatio:\"560 / 315\",height:\"auto\",width:\"100%\"},children:/*#__PURE__*/e(n,{componentIdentifier:\"module:NEd4VmDdsxM3StIUbddO/KlXfwqVLqJFgyoG8dy7M/YouTube.js:Youtube\",children:t=>/*#__PURE__*/e(a,{...t,play:\"Off\",shouldMute:!0,thumbnail:\"Off\",url:\"https://youtu.be/CF0cxXMOy9M\"})})})]});export const richText5=/*#__PURE__*/e(r.Fragment,{children:/*#__PURE__*/t(\"p\",{children:[\"We\u2019d like to introduce you to \",/*#__PURE__*/e(o,{href:\"https://linktr.ee/10withzen\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"10 with Zen\"})})}),\", Zen Educate\u2019s brand new podcast series. We wanted to provide you with short, informative and insightful content and we\u2019ve been really looking forward to showing you the result! It\u2019s out now, and you can find it on \",/*#__PURE__*/e(o,{href:\"http://linktree.com/10withzen\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"Spotify\"})})}),\", \",/*#__PURE__*/e(o,{href:\"http://linktree.com/10withzen\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"Apple Podcasts\"})})}),\", \",/*#__PURE__*/e(o,{href:\"http://linktree.com/10withzen\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"Youtube\"})})}),\", \",/*#__PURE__*/e(o,{href:\"https://linktr.ee/10withzen\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"Google Podcasts\"})})}),\" and \",/*#__PURE__*/e(o,{href:\"http://linktree.com/10withzen\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"Soundcloud\"})})}),\".\"]})});export const richText6=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/t(\"p\",{children:[\"In our first episode, \",/*#__PURE__*/e(\"strong\",{children:\"Doing Less Better\"}),\", presenter Helen Woodward talks with Liz Whetham about \",/*#__PURE__*/e(\"strong\",{children:\"teacher workload\"}),\". Liz, who is Executive Headteacher at Holy Trinity CofE Primary, Calderdale, and Consultant Headteacher at Westminster Primary, Bradford, gives her insight on how a combination of effective planning, thoughtful governance and a rethinking of school policy can save teachers valuable time and reduce their workload. Here are some key insights from the podcast:\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Improving planning to improve teacher workload\"})}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" Teacher workload has been a topic of discussion for a long time within the education sector, and in recent years there has been a push in reducing workload for teaching staff. When considering a school\u2019s workload management, strategy is the first area to address.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key Insights:\"}),\" As a member of the Department for Education workgroup who wrote the \",/*#__PURE__*/e(o,{href:\"https://www.gov.uk/guidance/school-workload-reduction-toolkit\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Workload Reduction Toolkit\"})}),\" in 2018, Liz knows there was a collective movement working toward reducing teacher workload in the UK prior to the pandemic. Just under half of schools nationwide had plans in place to reduce teacher workload. It\u2019s the \",/*#__PURE__*/e(\"em\",{children:\"planning\"}),\" that Liz stressed is the first port of call in managing workload, especially since crisis management has become yet another additional responsibility for teachers.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" While it goes without saying that crisis management takes precedence at a time like this, Liz praised the school leaders still finding time to fit workload reduction into their planning:\u201Cthat\u2019s continued to happen this year, especially with the schools that I\u2019ve had the privilege of working with. I\u2019ve been indebted to those headteachers who continue on their workload reduction journey, even at such a difficult time.\u201D\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"How Governance plays its part\"})}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" Governors contribute so much to schools, but sometimes governance can be overlooked as an area that can increase teacher workload. Liz argued that it\u2019s important for governors to be aware of the implications of their requests on schools and their leadership teams.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key Insights:\"}),\" \u201CI hear too many stories from schools saying \u2018well my governors want to know this, my governors want to know that\u2019, but really in terms of strategic direction of the school, that\u2019s not really required\u201D Liz explained. The wellbeing of a school\u2019s staff is the responsibility of its governors, and it\u2019s important to keep the governors as informed as possible so that any requests are in the wider interest of the school.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" Being frank with governors about their impact on workload can be difficult for obvious reasons, but there are plenty of resources to ensure that conversation is objective and not personal. \u201CFortunately, the National Governors Association has been really supportive. They\u2019ve produced a \",/*#__PURE__*/e(o,{href:\"https://www.nga.org.uk/Knowledge-Centre/Best-use-of-Resources/Staffing/Teacher-workload-and-wellbeing/NGA-guidance-Managing-teacher-workload-and-wellbei.aspx\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"wellbeing audit\"})}),\", and therefore it kind of removes a little bit of the emotion. (...) it would be a good idea that any headteacher that thinks it could be a tricky conversation with their governors starts with that NGA toolkit.\u201D\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Why sometimes ditching is better than tweaking\"})}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" When looking for areas of improvement within a school, some aspects of policy may be better off kept as they are, while others might need to be changed. Liz argues that there is a third, sometimes overlooked option - ditching policies altogether!\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key Insights:\"}),\" \u201CDon\u2019t do things for doing things\u2019 sake.\u201D Liz shared a colourful example of one school she visited enacting policies for no other reason than they had always done so: \u201Cthey were talking about why they did a particular thing regarding data, and the conversation went around the whole room and to the head, and the head said \u2018\",/*#__PURE__*/e(\"em\",{children:\"I\"}),\" don\u2019t know why we do it.\u2019 (...) Do we really need all the policies we\u2019ve got?\u201D\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" COVID already seems to have left its legacy on schools, exposing some schools\u2019 policies as being purely customary. One notable example, as Liz points out, is pupils changing back their clothes after PE lessons. \u201CAt primary, from a hygiene point of view we\u2019re pretty much alright with children coming in their PE kit, and I\u2019ve heard a lot of schools say this is the legacy of the current situation that they\u2019re going to continue with, because less time is lost from getting changed.\u201D Liz finished this point up memorably and poignantly: \u201Cthese are some legacies (...) we can take forward for when we get back to normal - I think the phrase is \u2018\",/*#__PURE__*/e(\"strong\",{children:\"back to better\"}),\"\u2019 that we should be aiming for\u201D.\"]}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/t(\"strong\",{children:[\"We\u2019d like to thank Liz again for her time and insight. You can listen below \u2013 look out for new episodes soon!\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{})]})}),/*#__PURE__*/e(\"div\",{className:\"framer-text-module\",style:{\"--aspect-ratio\":\"560 / 315\",aspectRatio:\"560 / 315\",height:\"auto\",width:\"100%\"},children:/*#__PURE__*/e(n,{componentIdentifier:\"module:NEd4VmDdsxM3StIUbddO/KlXfwqVLqJFgyoG8dy7M/YouTube.js:Youtube\",children:t=>/*#__PURE__*/e(a,{...t,play:\"Off\",shouldMute:!0,thumbnail:\"Off\",url:\"https://youtu.be/JT4-QShJ13Y\"})})})]});export const richText7=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/e(\"p\",{children:\"Earlier this week, Zen Educate hosted a joint webinar with Prestolee Multi-Academy Trust, discussing the ECF (Early Career Framework) and how to develop effective career development for Newly Qualified Teachers (NQTs).\"}),/*#__PURE__*/t(\"p\",{children:[\"With the ECF (a DfE programme for new teachers) set for its nationwide rollout in September 2021, we invited a \",/*#__PURE__*/e(\"strong\",{children:\"panel of experts\"}),\" to discuss the entitlement for NQTs and the responsibilities for schools, as well as some broader issues around Initial Teacher Training and broader support for NQTs:\"]}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Professor Sam Twiselton OBE\"}),\", Founding Director, Sheffield Institute of Education at Sheffield Hallam University\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Mike Tonge\"}),\", CEO, Prestolee Multi-Academy Trust\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Victoria Unsworth,\"}),\" Headteacher, Barton Moss Primary School\"]})})]}),/*#__PURE__*/e(\"p\",{children:\"The panel gave their insights into how Initial Teacher Training (ITT) has been affected by COVID measures, what the Early Career Framework (ECF) means for schools, and the unique value NQTs can bring to schools.\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"How ITT has been affected through national lockdowns and restrictions\"})}),/*#__PURE__*/e(\"h6\",{children:\"\u201CYou cannot compensate for the loss of that third major teaching practice, but what you can do is mitigate all of that experience. We have a moral imperative to make sure that these trainees succeed\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Mike Tonge\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary\"}),\": The usual structure of most Initial Teacher Training programmes has, like almost everything, been changed dramatically by measures put in place as a result of the pandemic.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insights\"}),\": Mike pointed out that NQTs who have undergone ITT are already graduates, so it\u2019s important to remember that when considering the effects of lockdowns on ITT. Academic abilities are already proved to some extent. But one of the most crucial aspects of ITT training is ensuring that a process of reflective practice is encouraged \u2014research, practice, delivery, reflection \u2014 and this process has been disrupted, as the \u2018practice\u2019 step was taken out altogether during school closures.\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"img\",{alt:\"\",className:\"framer-image\",height:\"768\",src:\"https://framerusercontent.com/images/mMAme1clhYSWGwrT9xI95PfFDU.png\",srcSet:\"https://framerusercontent.com/images/mMAme1clhYSWGwrT9xI95PfFDU.png?scale-down-to=512 512w,https://framerusercontent.com/images/mMAme1clhYSWGwrT9xI95PfFDU.png?scale-down-to=1024 1024w,https://framerusercontent.com/images/mMAme1clhYSWGwrT9xI95PfFDU.png 2048w\",style:{aspectRatio:\"2048 / 1536\"},width:\"1024\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities\"}),\": While Mike acknowledged the challenges ITT programmes have faced as a result of lockdowns, he offered a solution to the reduced teaching practice, as implemented by Prestolee\u2019s own SCITT. This is to mitigate the loss of the \u2018practice\u2019 stage with extra \u2018research\u2019 by:\"]}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"Providing much more \",/*#__PURE__*/e(\"strong\",{children:\"curriculum-specific\"}),\" knowledge\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"Providing more \",/*#__PURE__*/e(\"strong\",{children:\"delivery models\"}),\", particularly based around assessment practices\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"Providing lots of \",/*#__PURE__*/e(\"strong\",{children:\"live lessons\"}),\" for the NQTs to work through\"]})})]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"The unique value that NQTs can bring to schools and how NQT mentoring works\"})}),/*#__PURE__*/e(\"h6\",{children:\"\u201CThe training was different, but it wasn't necessarily a weaker training. The NQT was ready to hit the ground running\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Victoria Unsworth\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary\"}),\": Victoria detailed how the NQT hired by her school earlier this year has brought fresh ideas to their role by being committed to reflective practice. The panel agreed unanimously that there is a collective responsibility throughout schools to look after NQTs, and that it doesn\u2019t lie solely with NQT Mentors.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insights\"}),\": A part of an NQT\u2019s development is dependent on their mentor. The role of NQT Mentors is to support and guide NQTs; Sam and Victoria both pointed out that a mentor\u2019s work with an NQT is a long process, and that it\u2019s crucial for a mentor to be empathetic in their support, guiding them through their respective relationships with pupils, colleagues and parents. They should also \u201Cidentify their strengths and support their areas of focus\u201D Victoria adds. \u201CWe don\u2019t want people to give up teaching when it\u2019s the best job in the world.\u201D\"]}),/*#__PURE__*/e(\"p\",{children:\"The Early Career Framework has strong implications for the role of NQT Mentor. As Sam put it, \u201Cthe role of the NQT Mentor has been there forever, but what happens from next year is that it gets properly recognised\u201D. This is because of the increased funding and training being put into the development of the mentor role by the ECF. She hopes that this will cause a greater recognition of the role, \u201Cbecause it needs to, because it\u2019s so important\u201D.\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities\"}),\": Sam recommended that schools:\"]}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Ensure that NQT mentors are highly trained\"}),\", as it\u2019s a crucial and sometimes overlooked aspect of school improvement. As well as the expected result of providing better NQT support, improving NQT Mentor training can improve the \",/*#__PURE__*/e(\"em\",{children:\"mentor\u2019s\"}),\" teaching practices through the behaviours they\u2019ve learned in their mentoring.\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Where possible, provide 2 mentors for an NQT\"}),\". \u201COne of the things that can be problematic if you\u2019re the only mentor, and you see yourself as the only person that\u2019s there to support an NQT, is that you\u2019re having to wear two hats. You\u2019re going to have to be involved in the assessment of the NQT, as well as the emotional support. Sometimes what an NQT needs is a shoulder to cry on.\u201D\"]})})]}),/*#__PURE__*/t(\"p\",{children:[\"Victoria emphasised the importance of collective responsibility with supporting NQTs: \u201Cit\u2019s everyone\u2019s responsibility to support NQTs, it\u2019s everyone\u2019s responsibility to be there for each other. It really is a joint collaborative approach. I often, in NQT time, \",/*#__PURE__*/e(\"strong\",{children:\"sit with them\"}),\", support them, guide them, \",/*#__PURE__*/e(\"strong\",{children:\"rearrange meetings\"}),\" so we can be there for them.\u201D\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Demystifying the Early Career Framework\"})}),/*#__PURE__*/e(\"h6\",{children:\"\u201CI don't blame people for being a little bit confused - it\u2019s coming in as a national thing for absolutely everybody from next September\u201D\"}),/*#__PURE__*/e(\"h6\",{children:\"Professor Sam Twiselton\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary\"}),\": The Early Career Framework (ECF) will be an entitlement for all NQTs from September 2021. It will provide 2 years of new, fully-funded training, development materials and more. The ECF will extend the process of teacher training by 2 years to at least 3 years in total.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key Insights\"}),\": Although it\u2019s not being rolled out nationwide until September, the ECF is currently being piloted around the country by 4 different providers: The Education Development Trust, University College London Institute of Education, Teach First and Ambition Institute. Its trial incarnation has been providing a mix of online training, face-to-face training, self-study and time with mentors. All of this is fully-funded, so there are no hidden fees for schools.\"]}),/*#__PURE__*/e(\"p\",{children:\"In Sam\u2019s words, the ECF is designed as a \u2018seamless progression\u2019 from ITT. The 2 years of training provided by the ECF is set to bring the UK in line with other high-performing systems elsewhere in the world, as this will mean that all NQTs will receive a minimum of 3 years\u2019 training. \u201CWe all know you can\u2019t train to be a teacher in a year\u201D said Sam, \u201Cit\u2019s a ridiculous assumption that you can!\u201D\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities\"}),\": The providers for September\u2019s national rollout are not yet confirmed - whichever bidders are successful will have to adopt one of the four slightly different models currently being trialed by the providers.\"]}),/*#__PURE__*/e(\"p\",{children:\"Sam recommended that schools review the pilot models to see what can be expected from the final product in September. We\u2019ve collated them all here for you:\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(o,{href:\"https://www.early-career-framework.education.gov.uk/edt/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Education Development Trust\"})})})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(o,{href:\"https://www.early-career-framework.education.gov.uk/ucl/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"UCL\"})})})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(o,{href:\"https://www.early-career-framework.education.gov.uk/teachfirst/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Teach First\"})})})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(o,{href:\"https://www.early-career-framework.education.gov.uk/ambition/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Ambition Institute\"})})})})]}),/*#__PURE__*/t(\"p\",{children:[\"You can watch the Webinar in full below:\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"div\",{className:\"framer-text-module\",style:{\"--aspect-ratio\":\"560 / 315\",aspectRatio:\"560 / 315\",height:\"auto\",width:\"100%\"},children:/*#__PURE__*/e(n,{componentIdentifier:\"module:NEd4VmDdsxM3StIUbddO/KlXfwqVLqJFgyoG8dy7M/YouTube.js:Youtube\",children:t=>/*#__PURE__*/e(a,{...t,play:\"Off\",shouldMute:!0,thumbnail:\"Off\",url:\"https://youtu.be/Px7gKHA0p9o\"})})}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/t(\"strong\",{children:[/*#__PURE__*/e(\"br\",{}),\"This is Sam's second partnership with Zen Educate webinars. Watch her last appearance on the topic of\"]}),\" \",/*#__PURE__*/e(o,{href:\"https://www.youtube.com/watch?v=b_P0z8JDdr8&t=1755s\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"developing professional profiles for NQTs\"})})}),\" \",/*#__PURE__*/e(\"strong\",{children:\"for free. If you're interested in developing your recruitment process, our\"}),\" \",/*#__PURE__*/e(o,{href:\"https://www.zeneducate.com/resources/schools/diversity-in-education-recruitment-key-insights-from-school-leaders\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"last webinar\"})})}),\" \",/*#__PURE__*/e(\"strong\",{children:\"on diversity in education recruitment might interest you too. To stay tuned with webinar announcements and workshops, follow\"}),\" \",/*#__PURE__*/e(o,{href:\"https://twitter.com/ZenEducate\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"strong\",{children:\"our Twitter\"})})}),/*#__PURE__*/e(\"strong\",{children:\".\"})]})]});export const richText8=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/e(\"p\",{children:\"Having a strong friendship group can be a huge factor in protecting children against bullying. But even the most well-intentioned Teaching Assistants have to consider whether they\u2019re supporting or inhibiting children with SEND from making these vital social links. As part of Anti-Bullying Week 2020, Zen\u2019s SEN lead, Olivia, suggests some ways TAs can help.\"}),/*#__PURE__*/t(\"p\",{children:[\"While many children and young people find support from Teaching Assistants helpful in making friends, \",/*#__PURE__*/e(o,{href:\"https://repository.uel.ac.uk/download/7001f4fc36066a577c0f25d0cf1d3003d48e8103c36251fcdfa38f969319e5ef/2786444/Abigail%20Wilson.pdf\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"some have expressed\"})}),\" that having a TA has done the opposite: \",/*#__PURE__*/e(\"em\",{children:\"hindered\"}),\" their ability to form friendships with their peers. Having a secure friendship group is one of the most notable \",/*#__PURE__*/e(o,{href:\"https://www.researchgate.net/publication/266469846_Responding_to_Bullying_Among_Children_with_Special_Educational_Needs_andor_Disabilities\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"protective factors against bullying\"})}),\", so what can TAs do differently to ensure they aren\u2019t isolating children from their peer groups?\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(o,{href:\"https://www.anti-bullyingalliance.org.uk/sites/default/files/uploads/SEND_bullying_Literature_Review.pdf\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"A report from the Anti-Bullying Alliance\"})}),\" has shown that around:\"]}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"12%\"}),\" of children with SEN \",/*#__PURE__*/e(o,{href:\"https://www.anti-bullyingalliance.org.uk/tools-information/all-about-bullying/groups-more-likely-experience-bullying/sen-disability/what-does\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"reported\"})}),\" being bullied before age 7, compared to just \",/*#__PURE__*/e(\"strong\",{children:\"6%\"}),\" of their peers.\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"62%\"}),\" of children who went on to access Child and Adolescent Mental Health Services (CAMHS) said bullying was one of the main reasons for needing support.\"]})})]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"The benefits of specialist support\"})}),/*#__PURE__*/e(\"p\",{children:\"Teaching Assistants (TAs) or Learning Support Assistants (LSAs) are critical in supporting children and young people in schools. While their main focus is helping improve academic attainment and delivering therapies, TAs and LSAs can facilitate social development as well.\"}),/*#__PURE__*/t(\"p\",{children:[\"Many children and young people say having a TA in their class \",/*#__PURE__*/e(o,{href:\"https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/812507/Deployment_of_teaching_assistants_report.pdf\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"makes them feel confident\"})}),\" in accessing learning activities adapted to meet their individual needs. Having a TA can \",/*#__PURE__*/e(o,{href:\"https://books.google.co.uk/books?id=ccCgBgAAQBAJ&pg=PA145&lpg=PA145#v=onepage&q&f=false\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"also make children feel safe \"})}),\"in school because a TA being there gives them one consistent person in school to talk about personal issues and difficulties with, including bullying. Some ways of enriching a child with SEND\u2019s learning experience as a TA include:\"]}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"breaking lessons down\"}),\" into accessible chunks\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"incorporating sensory and movement breaks\"}),\" for children who are easily overwhelmed\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"delivering individual therapies\"}),\" to support speech and language, physical movement or emotional support.\"]})})]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Encouraging positive friendships\"})}),/*#__PURE__*/t(\"p\",{children:[\"Children and young people with SEND have \",/*#__PURE__*/e(o,{href:\"https://www.researchgate.net/publication/266469846_Responding_to_Bullying_Among_Children_with_Special_Educational_Needs_andor_Disabilities\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"reported\"})}),\" or have been observed to be largely taught away from the rest of the class, sometimes on a one-to-one basis. This can make children feel withdrawn from their peers and mark them out as 'different'. For some, this isolation causes them to feel wary of approaching others to make friends.\"]}),/*#__PURE__*/t(\"p\",{children:[\"Instead, TAs could encourage students with SEND to \",/*#__PURE__*/e(\"strong\",{children:\"take part in group activities\"}),\" in the classroom, where possible, to help them integrate with the rest of the class. For example:\"]}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"When working with children who are non-verbal, find alternative ways for them to communicate ideas\"}),\" and thoughts to the group, such as a Picture Exchange Communication System (PECS) or a whiteboard.\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"During group projects, \",/*#__PURE__*/e(\"strong\",{children:\"have the child take ownership of a task they can complete for everyone in the group\"}),\". For example, on a craft project with younger children, this could be something like glueing or cutting out.\"]})})]}),/*#__PURE__*/e(\"p\",{children:\"This way, the child will feel a greater sense of achievement and integration compared to completing a whole task isolated from the rest of the class.\"}),/*#__PURE__*/e(\"p\",{children:\"While a child with SEND may need support in accessing learning materials in the classroom, they could be capable of playing either independently or with other children in the playground. There may be some children who need gentle encouragement to play with others and may benefit from some independent play away from their TA.\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Delegating tasks\"})}),/*#__PURE__*/t(\"p\",{children:[\"Another way in which TAs or teachers can help children with SEND integrate into the class is by \",/*#__PURE__*/e(\"strong\",{children:\"giving them class responsibilities where appropriate\"}),\". If there is an opportunity for a child to hand out snacks or books, support that child in picking 1 or 2 other children in the class to help out. This can help facilitate relationship building and communication between peers.\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Pairing children up appropriately\"})}),/*#__PURE__*/e(\"p\",{children:\"Finally, it\u2019s important to encourage staff to be mindful when pairing children up for work. Ensure groups are created based on common or mutual interests, as well as academic ability. Having something in common to talk or communicate about will help children with SEND feel safe. For many, particularly for children with autism who often have a fascination with a certain topic, being able to speak about their passion with a fellow classmate can help them to develop their social skills and self-confidence.\"}),/*#__PURE__*/e(\"p\",{children:\"It\u2019s crucial that everyone in a class understands and values disability and difference. By minimising isolation from others, delegating tasks for group activities and fostering connections between children with mutual interests, Teaching Assistants can help children with SEND develop the friendship groups they deserve and protect them from bullying.\"})]});export const richText9=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/e(\"p\",{children:\"Supporting diversity in teaching and school leadership positions is a challenge for the education sector, but also an opportunity to deliver better representation for children in schools.\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(o,{href:\"https://www.youtube.com/watch?v=RbEXkx3XDx4&feature=youtu.be\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"In our webinar,\"})}),\" we welcomed three passionate leaders to share valuable insight into inclusive education recruitment practices:\"]}),/*#__PURE__*/t(\"p\",{children:[\"\u2022 \",/*#__PURE__*/e(\"strong\",{children:\"Nicole Reid,\"}),\" CEO, New Wave Federation\",/*#__PURE__*/e(\"br\",{}),\"\u2022 \",/*#__PURE__*/e(\"strong\",{children:\"Karen Burns,\"}),\" CEO, Victorious Academies Trust\",/*#__PURE__*/e(\"br\",{}),\"\u2022 \",/*#__PURE__*/e(\"strong\",{children:\"Kemi Arogundade,\"}),\" COO, Association of BAME Business Leaders in Education\"]}),/*#__PURE__*/e(\"p\",{children:\"The panel spoke about the importance of diversity and discussed the exciting opportunities that school leaders have to support BAME staff.\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CChildren should understand diversity is something to celebrate, not\\xa0to\\xa0tolerate\u201D\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" Staff often reflect and mirror the community the school is serving. If it isn\u2019t a diverse context and population, it can be difficult to recruit candidates from different backgrounds. That gives schools an even bigger responsibility to expose young people to different backgrounds and cultures so they\u2019re prepared for society.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insight:\"}),\" It can be helpful to consider the needs of the school and how a diverse staff can improve social awareness and multiculturalism. Children need to understand diversity just as much as they need Maths and English - these are key skills that come together to give them the ability to adapt well to different communities and cultures when they leave school.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" Diversity can be an acceptable basis for recruitment. It should be possible to make bold statements about who you want to recruit, in the same way you\u2019d advertise for a great maths leader or a great science teacher. Children's learning comes first and foremost, but reflecting on why your post is or isn\u2019t attracting candidates from different backgrounds is important to address.\"]}),/*#__PURE__*/e(\"h6\",{children:\"\u201CConscious or unconscious bias can affect our judgement\u201D\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" The panel described having a willingness to acknowledge bias and where our own bias stems from. It should be approached with complete honesty and transparency. People tend to develop their own bias based on their own lived experience, and these can be worked on so you approach decision-making with a scrutinised self-awareness and really acknowledge your own unconscious bias.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insight:\"}),\" It can be helpful to have practical measures in place, such as removing personal data. Therefore, you only see an educator's ethos and what they can offer pupils. Then have a face-to face-interview and give candidates an opportunity to talk about what they can offer pupils. That\u2019s when their ability will come across the most. Be mindful that you challenge assumptions based on qualifications or characteristics, and factors such as name bias.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities:\"}),\" Zen introduced an \",/*#__PURE__*/e(o,{href:\"https://www.zeneducate.com/resources/schools/introducing-anonymise-helping-make-hiring-fairer\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Anonymise feature\"})}),\" to encourage blind recruitment. It is an effective way to recruit more diverse staff. Removing identifying factors such as age, ethnicity and gender from an application, before shortlisting, can make it easier for candidates to feel like they are judged on merit and not their protected characteristic.\"]}),/*#__PURE__*/e(\"h6\",{children:'\u201CCreate opportunities for BAME teachers and make that known in a very structured\\xa0way\"'}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Summary:\"}),\" Platforms such as Twitter provide proactive opportunities to speak to educators from different cultures and backgrounds. Using these resources, you and your staff can develop the language and confidence to engage in matters, whether that is diversifying the staff body or student curriculum, or dealing with children\u2019s questions or misunderstandings about diversity.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Key insight:\"}),\" Have a tiered system in place so educators know exactly what they need to do to progress further, or what professional development they need to strengthen their experience. Make sure BAME employees know progression routes available to them, the skills and expertise they can develop and support them to have the courage, determination and self belief to access that professional development.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Opportunities\"}),\": Look internally at existing staff who may not yet have experience for the roles they aspire to. They can be supported through mentorship, coaching, increased opportunities for networking or work shadowing. Having active allies in the profession can be a great benefit.\"]}),/*#__PURE__*/e(\"p\",{children:\"We hope you feel inspired to deliver ethical recruitment to the school community you serve.\\xa0As\\xa0Nicole\\xa0said:\"}),/*#__PURE__*/e(\"h6\",{children:\"\u201CAs educators, you need to educate yourself and think about what having a diverse body of staff means to you. Then you will know when to do the right thing.\u201D\"}),/*#__PURE__*/e(\"div\",{className:\"framer-text-module\",style:{\"--aspect-ratio\":\"560 / 315\",aspectRatio:\"560 / 315\",height:\"auto\",width:\"100%\"},children:/*#__PURE__*/e(n,{componentIdentifier:\"module:NEd4VmDdsxM3StIUbddO/KlXfwqVLqJFgyoG8dy7M/YouTube.js:Youtube\",children:t=>/*#__PURE__*/e(a,{...t,play:\"Off\",shouldMute:!0,thumbnail:\"Off\",url:\"https://youtu.be/RbEXkx3XDx4\"})})}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]})]});export const richText10=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/e(\"p\",{children:\"Help your school systematically reduce unconscious bias from recruitment and supply decisions with our new Anonymise feature.\"}),/*#__PURE__*/t(\"p\",{children:[\"Whether we acknowledge it or not, hiring bias is part of our daily lives and adversely affects many more than it should. It\u2019s common knowledge that many of our biases are implicit \u2014 we don\u2019t realise we are acting in a biased way. What\u2019s more, there\u2019s evidence to suggest that attending \",/*#__PURE__*/e(o,{href:\"https://www.bbc.co.uk/sounds/play/m0002rkq\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"training specifically to raise awareness of unconscious bias can even have negative effects\"})}),\". When it\u2019s difficult to change our own thinking and instincts, one acknowledged way towards fairer outcomes is to design better systems for hiring.\"]}),/*#__PURE__*/e(\"img\",{alt:\"\",className:\"framer-image\",height:\"357\",src:\"https://framerusercontent.com/images/0mXbBI2EfB0sTEQAzrfH9LO60.png\",srcSet:\"https://framerusercontent.com/images/0mXbBI2EfB0sTEQAzrfH9LO60.png?scale-down-to=512 512w,https://framerusercontent.com/images/0mXbBI2EfB0sTEQAzrfH9LO60.png?scale-down-to=1024 1024w,https://framerusercontent.com/images/0mXbBI2EfB0sTEQAzrfH9LO60.png 1688w\",style:{aspectRatio:\"1688 / 714\"},width:\"844\"}),/*#__PURE__*/e(\"p\",{children:\"Find the new Anonymise toggle by search for long or short-term roles\"}),/*#__PURE__*/t(\"p\",{children:[\"At Zen Educate, we help thousands of teachers, teaching assistants, cover supervisors and others get out to work that suits them in both long-term and short-term supply roles. As such, \",/*#__PURE__*/e(o,{href:\"https://www.zeneducate.com/resources/zen/zen-educate-taking-action-to-stand-up-against-racism\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"we recognise we have a responsibility\"})}),\" for promoting fair and ethical recruitment practices that supports diversity. To help with this our recent release enables all school users to anonymise teacher and TA profiles on daily supply searches and when recruiting for long-term roles. Simply hit the Anonymise toggle before making a search.\"]}),/*#__PURE__*/e(\"img\",{alt:\"\",className:\"framer-image\",height:\"481\",src:\"https://framerusercontent.com/images/qD6HMJFhnykiQnSKbnUNBmT9Wyg.png\",srcSet:\"https://framerusercontent.com/images/qD6HMJFhnykiQnSKbnUNBmT9Wyg.png?scale-down-to=512 512w,https://framerusercontent.com/images/qD6HMJFhnykiQnSKbnUNBmT9Wyg.png?scale-down-to=1024 1024w,https://framerusercontent.com/images/qD6HMJFhnykiQnSKbnUNBmT9Wyg.png 1710w\",style:{aspectRatio:\"1710 / 962\"},width:\"855\"}),/*#__PURE__*/e(\"p\",{children:\"With and without Anonymise switched on\"}),/*#__PURE__*/e(\"p\",{children:\"With Anonymise switched on:\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Profile photos will be replaced by initials\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Names are removed\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Instances of names or nicknames and gendered words such as he/she, him/her are obscured in profile summary text\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Professional profiles are available but CV download is restricted\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Your favourites and those who\u2019ve worked at your school before won\u2019t be anonymised\"})})]}),/*#__PURE__*/e(\"p\",{children:\"Once switched on, your preference will remain for future sessions unless you turn it off.\"}),/*#__PURE__*/e(\"img\",{alt:\"\",className:\"framer-image\",height:\"331\",src:\"https://framerusercontent.com/images/S8sDpLSDPP68YuAw3hRFfKsss.png\",srcSet:\"https://framerusercontent.com/images/S8sDpLSDPP68YuAw3hRFfKsss.png?scale-down-to=512 512w,https://framerusercontent.com/images/S8sDpLSDPP68YuAw3hRFfKsss.png?scale-down-to=1024 1024w,https://framerusercontent.com/images/S8sDpLSDPP68YuAw3hRFfKsss.png 1622w\",style:{aspectRatio:\"1622 / 662\"},width:\"811\"}),/*#__PURE__*/e(\"p\",{children:\"Anonymised text in teacher profiles\"}),/*#__PURE__*/t(\"p\",{children:[\"There\u2019s good evidence to suggest that building in systems for fairer recruitment has a significant impact. A \",/*#__PURE__*/e(o,{href:\"https://gap.hks.harvard.edu/orchestrating-impartiality-impact-%E2%80%9Cblind%E2%80%9D-auditions-female-musicians\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"well-known study\"})}),\" addressed the gender imbalance in orchestras. Simple additions like a screen to hide candidates from a jury during early auditions increased the percentage of female candidates progressing to later rounds. Analyses suggest that \u201Cthe transition to blind auditions from 1970s to the 1990s can explain 30 percent of the increase in the proportion of females among new hires and possibly 25 percent of the increase in the percentage of females in the orchestras.\u201D\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(o,{href:\"http://csi.nuff.ox.ac.uk/?p=1299\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Another study\"})}),\", by the Centre for Social Investigation at Nuffield College, involved sending fake job applications for roles. The study found that it takes, on average, 60% more applications for British citizens from ethnic minority backgrounds to get positive responses from employers than the white majority group with otherwise identical CVs and cover letters.\"]}),/*#__PURE__*/t(\"p\",{children:[\"Just as concerning, \",/*#__PURE__*/e(o,{href:\"https://www.natcen.ac.uk/media/20541/test-for-racial-discrimination.pdf\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"a 2009 study by the National Centre for Social Research\"})}),\" (pdf) found that people with white sounding names were 74% more likely to receive a positive response than applications from people with an ethnic minority name.\"]}),/*#__PURE__*/e(\"p\",{children:\"Clearly, there\u2019s a lot of work to be done.\"}),/*#__PURE__*/e(\"p\",{children:\"We\u2019re proud of the diversity of the 1000s of teaching professionals who we\u2019ve helped find work and also of the Zen Educate team. The ability to anonymise profiles is a small step towards reducing bias and better hiring decisions. We\u2019ll continue to work on ensuring that our service provides equal opportunities for as many people as possible.\"}),/*#__PURE__*/t(\"p\",{children:[\"If you have suggestions for more that we can do, please \",/*#__PURE__*/e(o,{href:\"https://zen-educate.helpscoutdocs.com/article/8-contact-us\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"get in touch\"})}),\".\"]})]});export const richText11=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/e(\"p\",{children:\"Following the return of some children to schools in June, reviewing our plans for the return of all year groups in September is challenging. School leaders and governors are spending hours pouring over changing guidance and problem solving through the intricate challenges of social distancing in a school environment.\"}),/*#__PURE__*/e(\"p\",{children:\"How do we manage social distancing in class? How will we manage hand washing? What about masks? How can we manage lunch time and catering? We\u2019re all learning as we go along. As more children return, the unexpected and unplanned for will inevitably require us to think again.\"}),/*#__PURE__*/e(\"p\",{children:\"One more challenge will be staff scheduling. Not all teachers who are needed back in school will be able to make it. Some may have concerns about the health of their own children or family members, others might make it to work at first but then have to self-isolate if they start displaying symptoms of Covid-19. Larger schools may find it easier to cover, but some smaller schools will find it very challenging.\"}),/*#__PURE__*/e(\"p\",{children:\"A further staffing challenge will result from the students\u2019 knowledge gaps when they return. Some students will have had the resources and support to engage well with learning during the lockdown. The time away from school has already lasted longer than the summer holidays. Headteachers are already reporting regression in some younger children\u2019s language development. Some students will need significant support to get back on pace with their peers. In an effort to narrow the knowledge gaps within classes additional intervention groups and 1-1 support will be needed, requiring more staff than usual.\"}),/*#__PURE__*/e(\"p\",{children:\"Good, reliable supply teachers are a natural resource for schools to turn to when addressing these staffing challenges and to build resilience into their scheduling at such a sensitive time. Whether you need an experienced teacher to replace a staff member or someone with specific subject knowledge to boost intervention quality, a good reliable supply teacher can provide great support for the children and school.\"}),/*#__PURE__*/e(\"p\",{children:\"Relying on supply teaching presents a number of challenges in the best of times, and there are some specific challenges school leaders can usefully consider in the current situation.\"}),/*#__PURE__*/e(\"p\",{children:\"Caring responsibilities or having to self-isolate due to symptoms may mean there are fewer supply teachers available than usual. Additionally, the staffing challenges described above are likely to affect many schools, so demand for supply teachers is likely to be high, affecting availability even further. Low availability always raises questions about quality - how experienced are they and how right will they be for my school?\"}),/*#__PURE__*/e(\"p\",{children:\"If you find yourself needing to book a supply teacher you\u2019ve never met before, what are the options available to you to learn about their experience before they arrive at your school? This becomes especially important if your goal is for them to lead intervention groups.\"}),/*#__PURE__*/e(\"p\",{children:\"So, with all these challenges, how can booking supply teachers be successful?\"}),/*#__PURE__*/e(\"h3\",{children:/*#__PURE__*/e(\"strong\",{children:\"1. Book in advance\"})}),/*#__PURE__*/e(\"p\",{children:\"As supply teachers often rely on same-day or one-day-prior bookings, booking them 1-2 weeks in advance, if possible, gives you a much better choice. In normal times, schools understandably try to avoid the additional cost of booking supply teachers and then often only book them as a last resort. With only a few weeks left till the end of the school year, and a lot of the supply budget unused due to the lockdown, schools could shift this approach and prioritise getting their choice of supply teachers by booking them in advance.\"}),/*#__PURE__*/e(\"h3\",{children:/*#__PURE__*/e(\"strong\",{children:\"2. Read the teacher\u2019s CV\"})}),/*#__PURE__*/t(\"p\",{children:[\"Supply agencies are often like a \u2018lucky dip\u2019, you ask for a teacher for a specific year group or subject, get confirmation and hope for the best. Could you raise the bar and look for specific experience to more effectively meet the needs of the children and school? What if you have no time for that? This is a problem if you\u2019re scrambling last-minute and your agency is going to take time sending you CVs. If you\u2019re booking in advance or using an online platform like \",/*#__PURE__*/e(o,{href:\"https://www.zeneducate.com/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Zen Educate\"})}),\", the CVs of all the available teachers are already there for you to see, as well as reviews from other schools that have booked them in the past.\"]}),/*#__PURE__*/e(\"h3\",{children:/*#__PURE__*/e(\"strong\",{children:\"3. Group resources\"})}),/*#__PURE__*/e(\"p\",{children:\"The challenge you\u2019re trying to solve is staff shortage. The added complexity in solving it is that you might still be unsure about which subject areas you need to cover and when. Some of the other schools in your area will be in the same position, so why not reduce your uncertainty by collaborating with them?\"}),/*#__PURE__*/e(\"p\",{children:\"As a group, you can book a teacher in advance for a specific date and then provide the specific subject and location the evening prior to the booking. This way you get your choice of teacher and reduce the risks you might perceive with making bookings in advance. You could talk with your Account Manager at Zen Educate about which schools you would like to collaborate with on this.\"}),/*#__PURE__*/e(\"p\",{children:\"There will be many challenges in the upcoming weeks, and staff scheduling will be one of them. Taking advantage of the transparency of availability and teaching experience that Zen Educate offers is one of the ways schools can change their approach to booking supply teachers during to guarantee better availability and higher quality.\"}),/*#__PURE__*/e(\"p\",{children:\"If you\u2019d like to know more you can contact us on 020 3870 4413. We can help plan out potential staffing needs and find the solutions that will work for you.\"}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"em\",{children:\"Zen Educate is an ethical alternative to traditional supply agencies currently working in London, Manchester and Birmingham. They are a Certified Social Enterprise and Crown Commercial Services Supplier.\"})})]});export const richText12=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/e(\"p\",{children:\"Three school leaders joined us for a webinar to share their insights and past experiences with remote interviewing. The speakers were:\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Stephen Priest, Principal of the British International School of Tbilisi\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Rebecca Dunne, Deputy CEO of Prestolee MAT\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"James Blackwell, Headteacher at Jericho Primary School\"})})]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"The webinar is linked at the bottom\"}),\" but here are some of their key insights for you broken down by what they found worked well, what they learnt from the process, and a key insight.\"]}),/*#__PURE__*/e(\"h4\",{children:/*#__PURE__*/e(\"strong\",{children:\"Stephen Priest, Principal of the British International School of Tbilisi\"})}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"What worked well:\"})}),/*#__PURE__*/e(\"p\",{children:\"Limiting the number of people you have on the panel. Two active participants is sufficient. More can distract the candidate and is not conducive to meaningful discussion.\"}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"Key finding:\"})}),/*#__PURE__*/e(\"p\",{children:\"Having a two stage interview process is critical. It helps to conduct a formal interview and an informal conversation. The informal conversation can be hosted by a less senior member of staff. This creates a more relaxed environment for the candidate to ask questions that they wouldn\u2019t ask the Principal.\"}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"Key insight:\"})}),/*#__PURE__*/e(\"p\",{children:\"A good way to give the candidate a sense of your school without them being there is to show them a part of the school virtually with a mobile device. This can be a great way to stimulate discussion.\"}),/*#__PURE__*/e(\"h4\",{children:/*#__PURE__*/e(\"strong\",{children:\"Rebecca Dunne, Deputy CEO of Prestolee MAT\"})}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"What worked well:\"})}),/*#__PURE__*/e(\"p\",{children:\"Consider your questions and how you present yourself on video carefully. Understand you may not be coming across on camera as you would do face to face - as it's hard to convey personality. Take this into account and consider how you can introduce yourself, your interests and background to build rapport and help the candidate feel at ease.\"}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"Key finding:\"})}),/*#__PURE__*/e(\"p\",{children:\"Video requires you to be more proficient and precise with your questions. This enables you to get the information you really need from a candidate without meeting them.\"}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"Key insight:\"})}),/*#__PURE__*/e(\"p\",{children:\"Be mindful that the last few months have affected people in different ways. You don\u2019t know about their personal journey over these last few months. Having that awareness and expressing empathy will help you to make candidates feel comfortable.\"}),/*#__PURE__*/e(\"h4\",{children:/*#__PURE__*/e(\"strong\",{children:\"James Blackwell, Headteacher at Jericho Primary School\"})}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"What worked well:\"})}),/*#__PURE__*/e(\"p\",{children:\"Hosting an introductory meeting with the candidate before the formal interview and tasks. This gives an opportunity to express school values, ethos and culture. It also puts the candidate at ease and gives them useful information to ask their own questions during the interview.\"}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"Key finding:\"})}),/*#__PURE__*/e(\"p\",{children:\"That you should become familiar with the technology before conducting remote interviews. Lots can go wrong, so it\u2019s important you\u2019re able to anticipate, diagnose and solve problems quickly.\"}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"Key insight:\"})}),/*#__PURE__*/e(\"p\",{children:\"Resist the temptation to overhaul your set tasks. This process might be new to you, your colleagues and the candidate. Consistency in the tasks will mean you can focus on the candidates\u2019 performance, not the task selection itself.\"}),/*#__PURE__*/e(\"div\",{className:\"framer-text-module\",style:{\"--aspect-ratio\":\"560 / 315\",aspectRatio:\"560 / 315\",height:\"auto\",width:\"100%\"},children:/*#__PURE__*/e(n,{componentIdentifier:\"module:NEd4VmDdsxM3StIUbddO/KlXfwqVLqJFgyoG8dy7M/YouTube.js:Youtube\",children:t=>/*#__PURE__*/e(a,{...t,play:\"Off\",shouldMute:!0,thumbnail:\"Off\",url:\"https://youtu.be/C8Et8ofwSlc\"})})})]});export const richText13=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/t(\"p\",{children:[\"The \",/*#__PURE__*/e(o,{href:\"https://www.greatscienceshare.org/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Great Science Share for Schools\"})}),\" ( GSSfS) is a unique campaign that seeks to inspire children to take the lead in science and scientific inquiry. It has gained a following of over 63,000 children from 11 different countries over the five years it\u2019s been running.\"]}),/*#__PURE__*/e(\"p\",{children:\"At Zen Educate we\u2019re delighted to be sponsors of this amazing project.\"}),/*#__PURE__*/e(\"p\",{children:\"I interviewed Dr Lynne Bianchi (Campaign leader for GSSfS and Director of the Science & Engineering Education Research and Innovation Hub at the University of Manchester) to find out how the GSSfS will work this year so children and teachers at school or at home can get involved. And, I took the opportunity to ask Lynne about her favourite primary science resources.\"}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Helen:\"}),\" \",/*#__PURE__*/e(\"strong\",{children:\"Firstly Lynne, you\u2019re very clear The Great Science Share for Schools is not cancelled! So, tell us what\u2019s happening this year?\"})]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Lynne\"}),\": There are 3 main ways to get involved:\"]}),/*#__PURE__*/e(\"p\",{children:\"Each week we share a new theme to inspire children and young people to think about and get curious. You can find these on our website - we\u2019re really hoping that lots of questions will be shared by uploading them or posting them on Twitter or Facebook. To help this there are some creative Question Makers too!\"}),/*#__PURE__*/e(\"p\",{children:\"A brand new Great Science Groove-Along \u2013 this is a way to share science through movement and music. It\u2019ll be a bit of fun where you can film yourselves joining in by 5th June, and then we\u2019ll link them all together for a World Premier on 16th June!\"}),/*#__PURE__*/e(\"p\",{children:\"16th June 2020 will be the day to really work up to \u2013 it\u2019ll be Great Science Share Day \u2013 where we will encourage young people to share science they love \u2013 it can be something they\u2019ve done before in school or at home, something they\u2019ve watched or something new they do on the day!\"}),/*#__PURE__*/t(\"p\",{children:[\"It\u2019s important to register on the website \",/*#__PURE__*/e(o,{href:\"https://www.greatscienceshare.org/#about-1\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"here\"})}),\" so you can receive the news, the 2020 certificate and be included in a free prize draw.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Helen\"}),\": \",/*#__PURE__*/e(\"strong\",{children:\"It all sounds amazing! Some parents may be unsure if their children can join in from home as they may not have many science resources. What will children need at home to be able to join in?\"})]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Lynne\"}),\": If you watch the video \",/*#__PURE__*/e(o,{href:\"https://youtu.be/VAKrxJT_mME\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"here\"})}),\" you can see the film made by the young people at the Derby High School who were asking questions about seed dispersal \u2013 that was something they wanted to share, and they shared it with some children in Nepal. Just having a piece of paper and a paper clip were the only resources they needed! There\u2019s so much you can do with basic household items at minimum or no cost and many free resources have been shared with us too. There\u2019s lots of help. It\u2019s important everyone feels they can share \u2013 this isn\u2019t competitive \u2013 it\u2019s just about everyone taking part. If you can\u2019t do a new investigation tell us about one you\u2019ve done before or one you\u2019ve seen on TV.\"]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Helen\"}),\": \",/*#__PURE__*/e(\"strong\",{children:\"What if we\u2019re really stuck for ideas? Are there two or three resources you can suggest that will help us think?\"})]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Lynne:\"}),\" Absolutely!\"]}),/*#__PURE__*/t(\"ol\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(0, 0, 0)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"Have a look at Dr Chips Daily Dose \",/*#__PURE__*/e(o,{href:\"https://drchips.weebly.com/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"https://drchips.weebly.com/\"})}),\" There\u2019s a timetable and online science sessions for primary children every week. Everyone is welcome to join in.\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"The \",/*#__PURE__*/e(o,{href:\"https://padlet.com/seerihmanchester/lwm3x71u1z8t\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Great Science Share Padlet\"})}),\" is another great place\"]})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"Don\u2019t forget to have a look at our \",/*#__PURE__*/e(o,{href:\"https://seerih-innovations.org/science4families/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Science 4 Families\"})}),\" too!\"]})})]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Helen\"}),\": \",/*#__PURE__*/e(\"strong\",{children:\"Anything else you\u2019d like to share with us Lynne?\"})]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"strong\",{children:\"Lynne\"}),\": I just want to share a great big vote of thanks for Zen Educate staff and friends \u2013 it\u2019s the first time we\u2019ve worked together, and it\u2019s been so positive. We value collaboration immensely and when it works it really is GREAT! \u263A\"]}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"strong\",{children:\"Helen: Huge thanks from all of us at Zen Educate, Lynne. We\u2019re delighted to support this amazing project and look forward to the 16th of June and The Great Science Share for Schools!\"})})]});export const richText14=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/t(\"p\",{children:[\"This the third and final part of a series of posts that Janet Green, \",/*#__PURE__*/e(o,{href:\"https://www.forestschoolassociation.org/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"em\",{children:\"Forest School Practitioner\"})})}),\", has delivered on the benefits of Outdoor Learning. The previous two posts covered: \",/*#__PURE__*/e(o,{href:\"https://www.zeneducate.com/resources/schools/playing-and-learning-outdoors-part-1-of-3-building-dens-what-you-ll-need-and-how-children-can-play-safely\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:/*#__PURE__*/e(\"em\",{children:\"building dens safely\"})})}),\" and \",/*#__PURE__*/e(o,{href:\"https://www.zeneducate.com/resources/schools/playing-and-learning-outdoors-making-stick-pets-and-learning-about-knots\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/t(i.a,{children:[\"making \",/*#__PURE__*/e(\"em\",{children:\"stick pets with household items\"})]})}),\". Here, using the example of calculating the age of trees Janet shows how we can assess children\u2019s learning. We asked Janet:\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"How can we make sure we are assessing for learning, whilst outdoors?\"})}),/*#__PURE__*/t(\"p\",{children:[\"\u201CStructure and planning are key for teachers to assess children\u2019s learning but outdoor learning can pose different challenges to classroom learning and can be outside of a teacher\u2019s comfort zone. However, the benefits of outdoor learning are becoming clearer with Ofsted stating, \u201CWhen planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils\u2019 personal, social and emotional development\u201D.\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/t(\"p\",{children:[\"Outdoor learning can be good for emotional and mental well being and gives the opportunity for experiential learning which helps children who may currently feel constrained indoors.\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Finding the age of a tree\"})}),/*#__PURE__*/t(\"p\",{children:[\"During this activity, we will be calculating how old trees are.\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"p\",{children:\"You will need:\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"The maths formula\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"A tape measure\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"A notebook and pen\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"A calculator\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"Twig and leaf ID sheets to enable you to identify the tree (\",/*#__PURE__*/e(o,{href:\"https://www.woodlandtrust.org.uk/blog/2020/03/tree-id-kids/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"free to download here\"})}),\")\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]})})]}),/*#__PURE__*/t(\"p\",{children:[\"First choose your tree. Use the ID sheets if you are not sure which species it is, as you might need to know this before you start measuring. Have a look at the tree before you calculate its age and ask yourself some of these questions:\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Does the bark have distinguishing marks on it?\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Does it have any damage?\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Does it look healthy?\"})})]}),/*#__PURE__*/t(\"p\",{children:[\"Asking these questions will help you include nature based learning alongside the numerical core of the lesson.\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/t(\"p\",{children:[\"Now, with your child, have a go at guessing the age of the tree. This is a fun activity to include as I imagine everyone's guess will be quite off the first time around but will narrow down the more times you do it.\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/t(\"p\",{children:[\"The simplest way to to measure the age of a tree is to use this formula, but it is more of an approximate measure:\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"em\",{children:/*#__PURE__*/t(\"strong\",{children:[\"Calculate the approximate age of a tree by dividing the circumference (cms) by 1.5 if the tree is in woodland or 2.5 if the tree is in parkland.\",/*#__PURE__*/e(\"br\",{})]})})}),/*#__PURE__*/t(\"p\",{children:[\"You can find the circumference by wrapping your tape measure around the tree trunk and getting your child to record what circumference it is.\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/t(\"p\",{children:[\"If you want a more accurate measurement you will need to use the leaf and twig ID sheets to determine the type of tree you are measuring. This is a perfect opportunity to evidence learning with your child as you can build up the list of trees they can identify using these sheets.\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/t(\"p\",{children:[\"Once you know which tree you are measuring then follow this formula:\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/t(\"p\",{children:[/*#__PURE__*/e(\"em\",{children:\"_Circumference (inches) divided by \uD835\uDF0B (3.14) = diameter_\"}),\"*\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"em\",{children:/*#__PURE__*/t(\"strong\",{children:[\"Diameter X tree growth factor = tree age\",/*#__PURE__*/e(\"br\",{})]})})}),/*#__PURE__*/e(\"p\",{children:\"Here is a list of tree growth factors so you can get started straight away:\"}),/*#__PURE__*/t(\"p\",{children:[\"![](/img/Screenshot 2020-04-24 at 15.07.20.png)\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/t(\"p\",{children:['Using this fun, engaging activity you can evidence children\u2019s learning in multiple ways. From creating quizzes on tree species to asking children to describe or show you the process to measure the age of a tree. There are many opportunities to create fun outdoor lesson plans.\"',/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/t(\"p\",{children:[\"A huge thank you to Janet from all of us at Zen Educate for sharing this series with us. If you have photos of your outdoor activities we\u2019d love to see them so do share them on Twitter @ZenEducate or you can email them to us at: support@zeneducate.com\",/*#__PURE__*/e(\"br\",{}),/*#__PURE__*/e(\"br\",{className:\"trailing-break\"})]}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"em\",{children:/*#__PURE__*/t(\"strong\",{children:[\"Please ensure all outdoor activities are conducted in accordance with current government guidelines on social distancing.\",/*#__PURE__*/e(\"br\",{})]})})}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"em\",{children:\"*the growth factors were generated originally by dividing the diameters of many individual trees by their actual age (by counting the rings in the trunks after felling). These original measurements and factors were measured in inches. So for accuracy the diameter needs to now be converted from cms to inches to ensure your answers are correct\"})})]});export const richText15=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/e(\"p\",{children:\"Spring is here and while schools are closed and people are indoors, there are many creative ways to be engaged and have fun whilst learning outdoors.\"}),/*#__PURE__*/t(\"p\",{children:[\"In part 2 of our \",/*#__PURE__*/e(o,{href:\"https://ncfrnlhhriymvw.preview.forestry.io/resources/schools/outdoor-learning-changing-the-way-we-view-classrooms-during-covid-19\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Outdoor Learning Series\"})}),\" Janet Green,\",/*#__PURE__*/e(o,{href:\"https://www.forestschoolassociation.org/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\" Forest School Practitioner\"})}),\", has been helping us find out more about outdoor learning. In this post we ask Janet:\"]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"What resources and equipment will we need to start our outdoor learning?\"})}),/*#__PURE__*/e(\"p\",{children:\"\u201CA barrier to outdoor learning that is often raised is the lack of resources, be it money to buy resources or ideas of what to do once outside. However, equipment does not necessarily need to be bought. We can engage with the outdoors as it stands by using natural resources which keeps costs very low.\"}),/*#__PURE__*/e(\"p\",{children:\"Of course some outdoor activities will need resources but I try to use household items that most of us have lying around. As for ideas of what to do once outside, learning outdoors can start with something simple. You just need to give it a go and see if it catches the imagination of your children!\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Keeping it simple in outdoor activities - Stick Pets!\"})}),/*#__PURE__*/e(\"p\",{children:\"Stick pets are a really fun and simple way to get your children outdoors, having fun and learning at the same time. They are decorated sticks that anyone in the family can make to take on walks and personify in fun ways. Take Bob for example, who lives in the Rhubarb patch at the bottom of my garden:\"}),/*#__PURE__*/e(\"img\",{alt:\"\",className:\"framer-image\",height:\"342\",src:\"https://framerusercontent.com/images/3pcXHFBd7appzuKho8p7SzVM04.png\",srcSet:\"https://framerusercontent.com/images/3pcXHFBd7appzuKho8p7SzVM04.png?scale-down-to=512 512w,https://framerusercontent.com/images/3pcXHFBd7appzuKho8p7SzVM04.png?scale-down-to=1024 1024w,https://framerusercontent.com/images/3pcXHFBd7appzuKho8p7SzVM04.png 1536w\",style:{aspectRatio:\"1536 / 684\"},width:\"768\"}),/*#__PURE__*/e(\"p\",{children:\"What you will need:\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"A stick, preferably one that is no bigger than your forearm\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"A piece of string (about 1 meter in length)\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Some creative decorations - think coloured pipe cleaner, googly eyes, coloured pens and felt tips\"})})]}),/*#__PURE__*/t(\"p\",{children:[\"Once you have found your preferred stick, get your child to tie the string around it. I find the best knot for this, and the opportunity for a lot of people to learn a new one, is \",/*#__PURE__*/e(o,{href:\"https://www.animatedknots.com/timber-hitch-knot\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"the timber hitch\"})}),\" as it is strong enough to pull your stick, but easy enough to untie.\"]}),/*#__PURE__*/e(\"p\",{children:\"Now you and your child can get creative with any design you would like. Give your stick pet eyes and a mouth with the coloured pens and wrap pipe cleaners around the \u2018body\u2019. However you decide to do it, make it your own!\"}),/*#__PURE__*/e(\"p\",{children:\"Once you have finished the design of your new companion make sure to take it for walks and find a home for it in your garden.\"}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"em\",{children:/*#__PURE__*/e(\"strong\",{children:\"Please ensure all outdoor activities are conducted in accordance with current government guidelines on social distancing.\"})})})]});export const richText16=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/e(\"p\",{children:\"Spring is here and daylight is increasing. More than ever this is a time to make the most of gardens and walks to explore, exercise, and learn outdoors as the Easter break approaches.\"}),/*#__PURE__*/t(\"p\",{children:[\"At Zen we\u2019ve been talking with Janet Green, Forest School Practitioner, and this is the first of a series of posts exploring outdoor learning and play. In this post we\u2019re going to address a question teachers often ask Janet, and we hope you learn something for \",/*#__PURE__*/e(o,{href:\"https://www.zeneducate.com/jobs/teacher\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"your next teaching role!\"})})]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"\u2018How can we ensure the safety of children whilst doing fun outdoor learning activities?\u2019\"})}),/*#__PURE__*/e(\"p\",{children:\"We\u2019ll explore the question and then apply it to an activity.\"}),/*#__PURE__*/e(\"p\",{children:'\"Keeping our children safe is paramount in both teaching practice and for parents. With a common sense approach, and sound risk assessment, safety can be planned for and managed. When you move learning activities outdoors it\u2019s useful to consider these three questions:'}),/*#__PURE__*/t(\"ol\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(0, 0, 0)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Are there any obvious hazards that can be moved such as litter or sharp objects?\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Are there any hazards that children need a clear instruction to stay away from for example a pond, river, litter or poisonous plants?\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"What physical boundary do you need in place to keep children safe? (Is there a fence, how does the group stay together? Will you head counting regularly?)\"})})]}),/*#__PURE__*/e(\"p\",{children:\"I try to have these in mind when leading outdoor learning activities and also share these questions with the children so they can develop their awareness of keeping safe.\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"How can we do this in practice? Den Building with your children\"})}),/*#__PURE__*/e(\"p\",{children:\"Inside or outside, you can build a den. You may be able to get out to the local woods, if not then you can build at home in your garden or even in your front room.\"}),/*#__PURE__*/e(\"p\",{children:\"What you\u2019ll need:\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Some branches and sticks (if you are in the woods)\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Some pegs\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"A few metres of string\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Cushions and a couple of sheets (for the garden)\"})})]}),/*#__PURE__*/e(\"p\",{children:\"Get these together and you are ready to go!\"}),/*#__PURE__*/e(\"p\",{children:\"Before you start, take stock of any safety risks, or even better, involve the children in this discussion to develop their understanding and even have a little fun whilst doing it!\"}),/*#__PURE__*/e(\"p\",{children:\"Things to include in your risk assessments might be:\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"What clothing should you wear?\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"What trip hazards will there be?\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"How can you stay safe when lifting large branches?\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Where will you wash your hands afterwards?\"})})]}),/*#__PURE__*/e(\"p\",{children:\"The risks will of course depend on what activity is, and where it takes place. Within the school grounds, on a walk or in your back garden, the most common risks to be considered are slips, trips and falls. These are everyday risks, and having a simple first aid kit available (qualified first aider in school) are both really important.\"}),/*#__PURE__*/e(\"p\",{children:\"If you are going outside to use branches nearby, a sturdy tree would be good to build your den against. You may want to make a teepee design like the one below:\"}),/*#__PURE__*/e(\"p\",{children:\"However, if you are opting to stick to the garden, sheets might be the best option. If so then you could secure a den either using pegs, or perhaps string. If you have a tree in your garden you could use that as the main pillar or just build around something as simple as a table andchairs.\"}),/*#__PURE__*/e(\"p\",{children:'Once you have built your den, perhaps you could play a board game in it or have a picnic. Enjoy!\"'}),/*#__PURE__*/e(\"p\",{children:/*#__PURE__*/e(\"em\",{children:/*#__PURE__*/e(\"strong\",{children:\"Please ensure all outdoor activities are conducted in accordance with current government guidelines on social distancing.\"})})})]});export const richText17=/*#__PURE__*/t(r.Fragment,{children:[/*#__PURE__*/e(\"p\",{children:\"With schools closed and parents working from home some fantastic, forward thinking companies have offered free resources for parents and teachers.\"}),/*#__PURE__*/e(\"p\",{children:\"We\u2019ve split them into tools for parents to teach their children from home and resources for teachers to teach their students via E-learning programs. We hope this helps teachers and parents of children in primary schools from EYFS to year 6 to continue the academic year. There will be a follow up blog to include some of the best resources geared for secondary school students. Whether you are a parent or teacher to children of any age range - we have got you covered.\"}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Resources for parents with primary school children\"})}),/*#__PURE__*/e(\"h4\",{children:/*#__PURE__*/e(\"strong\",{children:\"Twinkl\"})}),/*#__PURE__*/e(\"p\",{children:\"Twinkl is a publishing house for parents to help their children learn and now includes free school closure packs filled with learning activities.\"}),/*#__PURE__*/e(\"p\",{children:\"School closure packs designed and approved by qualified teachers which include engaging illustrated activities with easy to understand topics\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"A new set of learning activities posted everyday to ensure new lesson plans each day\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"Guest presenters like Joe Wicks (delivering some great P.E lessons) or live sessions so children can feel involved in the learning. Here is a link to some brilliant 5 minute workout videos by Joe Wicks \",/*#__PURE__*/e(o,{href:\"https://www.twinkl.co.uk/resources/twinkl-move\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"here\"})})]})})]}),/*#__PURE__*/e(\"h4\",{children:/*#__PURE__*/e(\"strong\",{children:\"Daily audio book from David Walliams\"})}),/*#__PURE__*/e(\"p\",{children:\"David Walliams, comedian turned children's book author, has pledged to release one audiobook everyday for 30 days to help keep the nation positive during this uncertain time.\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"Everyday at 11:00 AM he releases an audiobook written and performed by himself\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"These hilarious short stories, including \u2018Grubby Gertrude\u2019 and \u2018Bertha the Blubberer\u2019, are perfect lunchtime listening for the family\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"They are an engaging way of getting children excited about literature and provides something that the whole family can look forward to\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"Some parents have shared how the reward of relaxing and listening to the story together has helped motivate children to focus on a learning activity before the story Click the link for his latest on, \u201CHumbert the Hungry Baby\u201D, give it a listen to hear one of the \",/*#__PURE__*/e(o,{href:\"https://www.worldofdavidwalliams.com/elevenses/\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"\u201Cworlds worst children\u201D\"})})]})})]}),/*#__PURE__*/e(\"h2\",{children:/*#__PURE__*/e(\"strong\",{children:\"Resources for teachers in primary schools\"})}),/*#__PURE__*/e(\"h4\",{children:/*#__PURE__*/e(\"strong\",{children:\"TTS\"})}),/*#__PURE__*/e(\"p\",{children:\"This publishing house has lesson material created for teachers by teachers and is ideal for anyone wanting to set work for primary school children.\"}),/*#__PURE__*/t(\"ul\",{style:{\"--framer-text-alignment\":\"start\",\"--framer-text-color\":\"rgb(41, 68, 81)\",\"--framer-text-stroke-width\":\"0px\",\"--framer-text-transform\":\"none\"},children:[/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"TTS has kindly put together three free curriculum specific education packs for EYFS, KS1, and KS2 students - this includes over 40 learning activities to support with teachers during school closures\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/e(\"p\",{children:\"There are age specific activity books for EYFS, KS1, and KS2 learning for teachers to easily tailor the learning packs they provide for home learning\"})}),/*#__PURE__*/e(\"li\",{\"data-preset-tag\":\"p\",children:/*#__PURE__*/t(\"p\",{children:[\"To download each of the three activity books mentioned above, along with the respective answer books, \",/*#__PURE__*/e(o,{href:\"https://www.tts-group.co.uk/home+learning+activities.html\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"click here\"})})]})})]}),/*#__PURE__*/e(\"h4\",{children:/*#__PURE__*/e(\"strong\",{children:\"EYR (Early Years Resources)\"})}),/*#__PURE__*/e(\"p\",{children:\"This is a great place to find free resources for younger children.\"}),/*#__PURE__*/t(\"p\",{children:[\"From den making kits, to ideas for ways to celebrate a broad range of holidays, there's so much to discover completely free of charge. \",/*#__PURE__*/e(o,{href:\"https://www.earlyyearsresources.co.uk/downloadables-c275\",motionChild:!0,nodeId:\"WfVBhbeBG\",openInNewTab:!1,scopeId:\"contentManagement\",smoothScroll:!1,children:/*#__PURE__*/e(i.a,{children:\"Take a look here\"})}),\".\"]})]});\nexport const __FramerMetadata__ = {\"exports\":{\"richText1\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText4\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText7\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText17\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText16\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText6\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText15\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText9\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText8\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText2\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText5\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText11\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText14\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText10\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText13\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText12\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"richText3\":{\"type\":\"variable\",\"annotations\":{\"framerContractVersion\":\"1\"}},\"__FramerMetadata__\":{\"type\":\"variable\"}}}"],
  "mappings": "sUAAyS,IAAMA,EAAsBC,EAAIC,EAAS,CAAC,SAAS,CAAcD,EAAE,IAAI,CAAC,SAAS,CAAC,qCAAkDE,EAAE,SAAS,CAAC,SAAS,wBAAwB,CAAC,EAAE,mIAAgJA,EAAE,SAAS,CAAC,SAAS,qBAAqB,CAAC,EAAE,4HAA4H,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,8EAA8E,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,4CAA4C,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,iBAAiB,CAAC,EAAE,uEAAuE,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,gIAAgI,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,qCAAqC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,yOAAoO,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,yhBAA0gB,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,yKAAgJ,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,q4BAAw1B,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,+EAA+E,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,gNAA2M,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,0wBAAgwB,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,6FAAwF,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,4vBAA6uB,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,8HAA8H,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,grCAA+mC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,2BAA2B,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,mCAAgDE,EAAE,KAAK,CAAC,SAAS,WAAW,CAAC,EAAE,uHAAkH,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,ofAAge,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,0JAAqJ,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,ioBAA6mB,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,sJAAsJ,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,6hCAAygC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,qEAAqE,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,oNAAoN,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,qtBAA2sB,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,qKAAwKE,EAAEC,EAAE,CAAC,KAAK,gCAAgC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,sBAAsB,CAAC,CAAC,CAAC,EAAE,GAAG,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAC,qDAAkEE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,MAAM,CAAC,UAAU,qBAAqB,MAAM,CAAC,iBAAiB,YAAY,YAAY,YAAY,OAAO,OAAO,MAAM,MAAM,EAAE,SAAsBA,EAAEG,EAAE,CAAC,oBAAoB,sEAAsE,SAASC,GAAgBJ,EAAEK,EAAE,CAAC,GAAGD,EAAE,KAAK,MAAM,WAAW,GAAG,UAAU,MAAM,IAAI,8BAA8B,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeE,EAAuBR,EAAIC,EAAS,CAAC,SAAS,CAAcD,EAAE,IAAI,CAAC,SAAS,CAAC,MAAmBE,EAAE,SAAS,CAAC,SAAS,oBAAoB,CAAC,EAAE,mBAAgCA,EAAE,SAAS,CAAC,SAAS,yCAAyC,CAAC,EAAE,qFAAkGA,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,0HAA0H,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,aAAa,CAAC,EAAE,+HAA+H,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,aAAa,CAAC,EAAE,2CAAwDA,EAAEC,EAAE,CAAC,KAAK,8BAA8B,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,0BAA0B,CAAC,CAAC,CAAC,EAAE,QAAQ,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,kJAAkJ,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,mBAAmB,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,+NAA+N,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,iZAA8W,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,uLAAuL,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,0dAA2c,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,2bAA4a,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,sRAAuQ,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,uDAAuD,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,gMAAsL,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,+VAAsU,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,2FAAiF,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,0nBAAmkB,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,qJAAqJ,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,+3BAAk1B,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,4CAA4C,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,mUAAmU,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,wVAA+T,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,gOAA2N,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,+dAAsc,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,ySAAyS,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,+XAAqX,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,4JAA+JE,EAAEC,EAAE,CAAC,KAAK,gCAAgC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,SAAS,CAAC,CAAC,CAAC,EAAE,GAAG,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAC,iFAA8FE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,MAAM,CAAC,UAAU,qBAAqB,MAAM,CAAC,iBAAiB,YAAY,YAAY,YAAY,OAAO,OAAO,MAAM,MAAM,EAAE,SAAsBA,EAAEG,EAAE,CAAC,oBAAoB,sEAAsE,SAASC,GAAgBJ,EAAEK,EAAE,CAAC,GAAGD,EAAE,KAAK,MAAM,WAAW,GAAG,UAAU,MAAM,IAAI,8BAA8B,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeN,EAAE,IAAI,CAAC,SAAS,CAAC,oCAAiDE,EAAEC,EAAE,CAAC,KAAK,sFAAsF,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,mBAAmB,CAAC,CAAC,CAAC,EAAE,oGAAiHF,EAAEC,EAAE,CAAC,KAAK,8FAA8F,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,0BAA0B,CAAC,CAAC,CAAC,EAAE,yEAAyE,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeK,EAAuBT,EAAIC,EAAS,CAAC,SAAS,CAAcD,EAAE,IAAI,CAAC,SAAS,CAAC,6DAA0EE,EAAE,SAAS,CAAC,SAAS,mDAAmD,CAAC,EAAE,eAA4BA,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,wEAAwE,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,wFAAmF,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,2EAA2E,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,2CAA2C,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,mCAAmC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,4DAA4D,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,oFAAoF,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,aAAa,CAAC,EAAE,qDAAqD,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,wCAAqDA,EAAEC,EAAE,CAAC,KAAK,yBAAyB,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,gBAAgB,CAAC,CAAC,CAAC,EAAE,gGAAgG,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,uCAAuC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,2HAA2H,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,2HAAiH,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,cAAc,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,SAAS,CAAC,EAAE,6pBAA8oB,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,yRAA+Q,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,sPAAsP,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,gdAAsc,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,2UAA4T,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,iFAAiF,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,0PAA4N,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,aAAa,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,2GAAwHA,EAAE,SAAS,CAAC,SAAS,kCAAkC,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,wFAAwF,CAAC,EAAE,SAAsBA,EAAE,SAAS,CAAC,SAAS,qFAAqF,CAAC,EAAE,+BAA+B,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,oMAAkMA,EAAEC,EAAE,CAAC,KAAK,+EAA+E,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,sBAAsB,CAAC,CAAC,CAAC,EAAE,+PAA0P,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,mFAAgGA,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,yTAAgS,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,6KAAqLE,EAAE,SAAS,CAAC,SAAS,2CAA2C,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,iFAAiF,CAAC,EAAE,oLAAiMA,EAAE,SAAS,CAAC,SAAS,wBAAwB,CAAC,EAAE,wEAAqFA,EAAEC,EAAE,CAAC,KAAK,yPAAyP,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,yBAAe,CAAC,CAAC,CAAC,EAAE,wCAAqDF,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,WAAW,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,WAAW,CAAC,EAAE,sBAAsB,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,qCAAqC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,6CAA6C,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,2FAA2F,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,kCAAkC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,WAAW,CAAC,EAAE,8HAA8H,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,WAAW,CAAC,EAAE,kHAAkH,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,iGAAiG,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,iMAAuL,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,gBAAgB,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,+aAA+a,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,2uBAAmsB,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,2gBAA6f,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,WAAwBE,EAAEC,EAAE,CAAC,KAAK,qDAAqD,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,wCAAwC,CAAC,CAAC,CAAC,EAAE,GAAG,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,+IAA0I,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,qFAAkGE,EAAEC,EAAE,CAAC,KAAK,wFAAwF,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,kBAAkB,CAAC,CAAC,CAAC,EAAE,mEAA2EF,EAAEC,EAAE,CAAC,KAAK,0CAA0C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,qCAAgC,CAAC,CAAC,CAAC,EAAE,qBAAkCF,EAAEC,EAAE,CAAC,KAAK,4CAA4C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,sBAAsB,CAAC,CAAC,CAAC,EAAE,YAAY,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeQ,EAAuBV,EAAIC,EAAS,CAAC,SAAS,CAAcD,EAAE,IAAI,CAAC,SAAS,CAAC,8EAAsFE,EAAEC,EAAE,CAAC,KAAK,8CAA8C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,8CAA8C,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,0PAA0P,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,UAAkBE,EAAE,SAAS,CAAC,SAAS,aAAa,CAAC,EAAE,6DAA6D,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,UAAkBE,EAAE,SAAS,CAAC,SAAS,iBAAiB,CAAC,EAAE,6DAA6D,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,UAAkBE,EAAE,SAAS,CAAC,SAAS,mBAAmB,CAAC,EAAE,0CAA0C,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,0BAA0B,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,8CAA8C,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,gFAAgF,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,iDAAiD,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,gEAAgE,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,4BAA4B,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,mHAAoG,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,aAAa,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,6BAA0CE,EAAE,SAAS,CAAC,SAAS,iBAAiB,CAAC,EAAE,iMAAyMA,EAAEC,EAAE,CAAC,KAAK,oGAAoG,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,yBAAyB,CAAC,CAAC,CAAC,EAAE,oDAAiEF,EAAEC,EAAE,CAAC,KAAK,mCAAmC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,mCAAmC,CAAC,CAAC,CAAC,EAAE,+pBAAqpB,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAC,4QAAyRE,EAAEC,EAAE,CAAC,KAAK,6DAA6D,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,gCAAgC,CAAC,CAAC,CAAC,EAAE,wLAAwL,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,kFAAkF,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,gGAAsF,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,mBAAmB,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,ugBAA6f,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,eAAe,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,QAAqBE,EAAE,SAAS,CAAC,SAAS,MAAM,CAAC,EAAE,2BAAwCA,EAAE,SAAS,CAAC,SAAS,+BAA0B,CAAC,EAAE,sBAAsB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,uBAAoCE,EAAE,SAAS,CAAC,SAAS,YAAY,CAAC,EAAE,gBAA6BA,EAAE,SAAS,CAAC,SAAS,iCAAiC,CAAC,EAAE,IAAI,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,4BAAyCE,EAAE,SAAS,CAAC,SAAS,kBAAkB,CAAC,EAAE,GAAG,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,4CAAoDE,EAAE,SAAS,CAAC,SAAS,oBAAoB,CAAC,EAAE,GAAG,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,oHAAiIE,EAAEC,EAAE,CAAC,KAAK,+CAA+C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,8CAA8C,CAAC,CAAC,CAAC,EAAE,iSAAwQ,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,sBAAsB,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,sGAA4F,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,iBAAiB,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,sIAAmJE,EAAEC,EAAE,CAAC,KAAK,+BAA+B,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,eAAe,CAAC,CAAC,CAAC,EAAE,wIAAqJF,EAAE,SAAS,CAAC,SAAS,aAAa,CAAC,EAAE,+EAA4FA,EAAE,SAAS,CAAC,SAAS,WAAW,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,yBAAyB,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,sBAAsB,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,yBAAyB,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,4BAA4B,CAAC,EAAE,WAAwBA,EAAE,SAAS,CAAC,SAAS,mBAAmB,CAAC,EAAE,wHAAwH,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,wfAA2fE,EAAE,KAAK,CAAC,SAAS,mCAAmC,CAAC,EAAE,wFAA8E,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,oRAAoR,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,8VAA0U,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,mBAAmB,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,4iBAAkiB,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,kFAAkF,CAAC,EAAE,mBAAgCA,EAAEC,EAAE,CAAC,KAAK,+CAA+C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,sCAAiC,CAAC,CAAC,CAAC,EAAE,kGAAkG,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAC,kDAA+DE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,MAAM,CAAC,UAAU,qBAAqB,MAAM,CAAC,iBAAiB,YAAY,YAAY,YAAY,OAAO,OAAO,MAAM,MAAM,EAAE,SAAsBA,EAAEG,EAAE,CAAC,oBAAoB,sEAAsE,SAASC,GAAgBJ,EAAEK,EAAE,CAAC,GAAGD,EAAE,KAAK,MAAM,WAAW,GAAG,UAAU,MAAM,IAAI,8BAA8B,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeK,EAAuBX,EAAIC,EAAS,CAAC,SAAS,CAAcD,EAAE,IAAI,CAAC,SAAS,CAAC,kDAA+DE,EAAEC,EAAE,CAAC,KAAK,8CAA8C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,8CAA8C,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,yCAAsDA,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,4EAAyFA,EAAE,SAAS,CAAC,SAAS,sBAAsB,CAAC,EAAE,8BAA2CA,EAAEC,EAAE,CAAC,KAAK,iCAAiC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,aAAa,CAAC,CAAC,CAAC,EAAE,8GAA8G,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,uVAAuV,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,qDAAqD,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,oEAAoE,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,gBAAgB,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,gEAA6EA,EAAEC,EAAE,CAAC,KAAK,4CAA4C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBH,EAAEI,EAAE,EAAE,CAAC,SAAS,CAAcF,EAAE,SAAS,CAAC,SAAS,QAAQ,CAAC,EAAE,SAAS,CAAC,CAAC,CAAC,CAAC,EAAE,8TAA0S,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,8EAA2FA,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,6EAA0FA,EAAE,KAAK,CAAC,SAAS,UAAU,CAAC,EAAE,KAAkBA,EAAE,KAAK,CAAC,SAAS,UAAU,CAAC,EAAE,QAAqBA,EAAE,KAAK,CAAC,SAAS,YAAY,CAAC,EAAE,2HAA2H,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,KAAK,CAAC,SAAS,qPAA2O,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,0lBAA2kB,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,8CAA8C,CAAC,CAAC,CAAC,EAAeA,EAAE,MAAM,CAAC,IAAI,GAAG,UAAU,eAAe,OAAO,MAAM,IAAI,uEAAuE,OAAO,uQAAuQ,MAAM,CAAC,YAAY,YAAY,EAAE,MAAM,KAAK,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAS,CAAcE,EAAE,KAAK,CAAC,CAAC,EAAE,8BAA8B,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,8HAA8H,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,sBAAsB,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,6cAAmc,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,kFAA+FA,EAAEC,EAAE,CAAC,KAAK,gFAAgF,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,EAAE,uVAAwU,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,qpBAAylB,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wkBAA+iB,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,6CAA6C,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,kFAA6E,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,gBAAgB,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,+cAAqc,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,0TAA6TA,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,kPAAgPA,EAAE,KAAK,CAAC,SAAS,WAAW,CAAC,EAAE,mOAA2OA,EAAEC,EAAE,CAAC,KAAK,qDAAqD,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,OAAO,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,stBAAmpBA,EAAE,KAAK,CAAC,SAAS,SAAS,CAAC,EAAE,mjBAAghB,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,kDAAkD,CAAC,EAAeA,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,MAAM,CAAC,UAAU,qBAAqB,MAAM,CAAC,iBAAiB,YAAY,YAAY,YAAY,OAAO,OAAO,MAAM,MAAM,EAAE,SAAsBA,EAAEG,EAAE,CAAC,oBAAoB,sEAAsE,SAASC,GAAgBJ,EAAEK,EAAE,CAAC,GAAGD,EAAE,KAAK,MAAM,WAAW,GAAG,UAAU,MAAM,IAAI,8BAA8B,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeM,EAAuBV,EAAID,EAAS,CAAC,SAAsBD,EAAE,IAAI,CAAC,SAAS,CAAC,sCAA8CE,EAAEC,EAAE,CAAC,KAAK,8BAA8B,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,aAAa,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,0OAAwOA,EAAEC,EAAE,CAAC,KAAK,gCAAgC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,SAAS,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,KAAkBA,EAAEC,EAAE,CAAC,KAAK,gCAAgC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,KAAkBA,EAAEC,EAAE,CAAC,KAAK,gCAAgC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,SAAS,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,KAAkBA,EAAEC,EAAE,CAAC,KAAK,8BAA8B,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,iBAAiB,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,QAAqBA,EAAEC,EAAE,CAAC,KAAK,gCAAgC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,YAAY,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,GAAG,CAAC,CAAC,CAAC,CAAC,EAAeW,EAAuBb,EAAIC,EAAS,CAAC,SAAS,CAAcD,EAAE,IAAI,CAAC,SAAS,CAAC,yBAAsCE,EAAE,SAAS,CAAC,SAAS,mBAAmB,CAAC,EAAE,2DAAwEA,EAAE,SAAS,CAAC,SAAS,kBAAkB,CAAC,EAAE,0WAA0W,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,gDAAgD,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,+QAA0Q,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,wEAAqFA,EAAEC,EAAE,CAAC,KAAK,gEAAgE,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,4BAA4B,CAAC,CAAC,CAAC,EAAE,oOAA4OF,EAAE,KAAK,CAAC,SAAS,UAAU,CAAC,EAAE,sKAAsK,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,gcAAua,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,+BAA+B,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,gRAA2Q,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,ucAAoa,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,2SAA8SA,EAAEC,EAAE,CAAC,KAAK,gKAAgK,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,iBAAiB,CAAC,CAAC,CAAC,EAAE,2NAAsN,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,gDAAgD,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,yPAAyP,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,sWAAqVA,EAAE,KAAK,CAAC,SAAS,GAAG,CAAC,EAAE,qGAAiF,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,+qBAAopBA,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,4CAAkC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,CAAC,0HAA6HE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,MAAM,CAAC,UAAU,qBAAqB,MAAM,CAAC,iBAAiB,YAAY,YAAY,YAAY,OAAO,OAAO,MAAM,MAAM,EAAE,SAAsBA,EAAEG,EAAE,CAAC,oBAAoB,sEAAsE,SAASC,GAAgBJ,EAAEK,EAAE,CAAC,GAAGD,EAAE,KAAK,MAAM,WAAW,GAAG,UAAU,MAAM,IAAI,8BAA8B,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeQ,EAAuBd,EAAIC,EAAS,CAAC,SAAS,CAAcC,EAAE,IAAI,CAAC,SAAS,4NAA4N,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,kHAA+HE,EAAE,SAAS,CAAC,SAAS,kBAAkB,CAAC,EAAE,yKAAyK,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,6BAA6B,CAAC,EAAE,sFAAsF,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,YAAY,CAAC,EAAE,sCAAsC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,oBAAoB,CAAC,EAAE,0CAA0C,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,qNAAqN,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,uEAAuE,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,mNAAyM,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,YAAY,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,SAAS,CAAC,EAAE,gLAAgL,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,8fAAkfA,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,MAAM,CAAC,IAAI,GAAG,UAAU,eAAe,OAAO,MAAM,IAAI,sEAAsE,OAAO,oQAAoQ,MAAM,CAAC,YAAY,aAAa,EAAE,MAAM,MAAM,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,uSAA8Q,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,uBAAoCE,EAAE,SAAS,CAAC,SAAS,qBAAqB,CAAC,EAAE,YAAY,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,kBAA+BE,EAAE,SAAS,CAAC,SAAS,iBAAiB,CAAC,EAAE,kDAAkD,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,qBAAkCE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,+BAA+B,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,6EAA6E,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,kIAAwH,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,mBAAmB,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,SAAS,CAAC,EAAE,4TAAuT,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,okBAAuhB,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,0dAAic,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,iCAAiC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,4CAA4C,CAAC,EAAE,iMAAyMA,EAAE,KAAK,CAAC,SAAS,eAAU,CAAC,EAAE,qFAAgF,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,8CAA8C,CAAC,EAAE,iXAAmV,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,iSAAqRE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,+BAA4CA,EAAE,SAAS,CAAC,SAAS,oBAAoB,CAAC,EAAE,qCAAgC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,yCAAyC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,yJAA0I,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,yBAAyB,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,SAAS,CAAC,EAAE,iRAAiR,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,gdAA2c,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,+bAA6Y,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,uNAAkN,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,kKAA6J,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAsBA,EAAEC,EAAE,CAAC,KAAK,2DAA2D,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,6BAA6B,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAsBA,EAAEC,EAAE,CAAC,KAAK,2DAA2D,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,KAAK,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAsBA,EAAEC,EAAE,CAAC,KAAK,kEAAkE,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,aAAa,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAsBA,EAAEC,EAAE,CAAC,KAAK,gEAAgE,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,oBAAoB,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAC,2CAAwDE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,MAAM,CAAC,UAAU,qBAAqB,MAAM,CAAC,iBAAiB,YAAY,YAAY,YAAY,OAAO,OAAO,MAAM,MAAM,EAAE,SAAsBA,EAAEG,EAAE,CAAC,oBAAoB,sEAAsE,SAASC,GAAgBJ,EAAEK,EAAE,CAAC,GAAGD,EAAE,KAAK,MAAM,WAAW,GAAG,UAAU,MAAM,IAAI,8BAA8B,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeN,EAAE,IAAI,CAAC,SAAS,CAAcA,EAAE,SAAS,CAAC,SAAS,CAAcE,EAAE,KAAK,CAAC,CAAC,EAAE,uGAAuG,CAAC,CAAC,EAAE,IAAiBA,EAAEC,EAAE,CAAC,KAAK,sDAAsD,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,2CAA2C,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,IAAiBA,EAAE,SAAS,CAAC,SAAS,4EAA4E,CAAC,EAAE,IAAiBA,EAAEC,EAAE,CAAC,KAAK,mHAAmH,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,IAAiBA,EAAE,SAAS,CAAC,SAAS,8HAA8H,CAAC,EAAE,IAAiBA,EAAEC,EAAE,CAAC,KAAK,iCAAiC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,aAAa,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,SAAS,CAAC,SAAS,GAAG,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAea,EAAuBf,EAAIC,EAAS,CAAC,SAAS,CAAcC,EAAE,IAAI,CAAC,SAAS,iXAAuW,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,yGAAsHE,EAAEC,EAAE,CAAC,KAAK,sIAAsI,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,qBAAqB,CAAC,CAAC,CAAC,EAAE,4CAAyDF,EAAE,KAAK,CAAC,SAAS,UAAU,CAAC,EAAE,oHAAiIA,EAAEC,EAAE,CAAC,KAAK,6IAA6I,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,qCAAqC,CAAC,CAAC,CAAC,EAAE,wGAAmG,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAEC,EAAE,CAAC,KAAK,2GAA2G,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,0CAA0C,CAAC,CAAC,CAAC,EAAE,yBAAyB,CAAC,CAAC,EAAeJ,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,KAAK,CAAC,EAAE,yBAAsCA,EAAEC,EAAE,CAAC,KAAK,gJAAgJ,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,UAAU,CAAC,CAAC,CAAC,EAAE,iDAA8DF,EAAE,SAAS,CAAC,SAAS,IAAI,CAAC,EAAE,kBAAkB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,KAAK,CAAC,EAAE,uJAAuJ,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,oCAAoC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,kRAAkR,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,iEAA8EE,EAAEC,EAAE,CAAC,KAAK,sJAAsJ,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,2BAA2B,CAAC,CAAC,CAAC,EAAE,6FAA0GF,EAAEC,EAAE,CAAC,KAAK,0FAA0F,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,+BAA+B,CAAC,CAAC,CAAC,EAAE,6OAAwO,CAAC,CAAC,EAAeJ,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,uBAAuB,CAAC,EAAE,yBAAyB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,2CAA2C,CAAC,EAAE,0CAA0C,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,iCAAiC,CAAC,EAAE,0EAA0E,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,kCAAkC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,4CAAyDE,EAAEC,EAAE,CAAC,KAAK,6IAA6I,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,UAAU,CAAC,CAAC,CAAC,EAAE,iSAAiS,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAC,sDAAmEE,EAAE,SAAS,CAAC,SAAS,+BAA+B,CAAC,EAAE,oGAAoG,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,oGAAoG,CAAC,EAAE,qGAAqG,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,0BAAuCE,EAAE,SAAS,CAAC,SAAS,qFAAqF,CAAC,EAAE,+GAA+G,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,uJAAuJ,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wUAAwU,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,kBAAkB,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,mGAAgHE,EAAE,SAAS,CAAC,SAAS,sDAAsD,CAAC,EAAE,qOAAqO,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,mCAAmC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,mgBAA8f,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,sWAAiW,CAAC,CAAC,CAAC,CAAC,EAAec,EAAuBhB,EAAIC,EAAS,CAAC,SAAS,CAAcC,EAAE,IAAI,CAAC,SAAS,6LAA6L,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAEC,EAAE,CAAC,KAAK,+DAA+D,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,iBAAiB,CAAC,CAAC,CAAC,EAAE,iHAAiH,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAC,UAAkBE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,4BAAyCA,EAAE,KAAK,CAAC,CAAC,EAAE,UAAkBA,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,mCAAgDA,EAAE,KAAK,CAAC,CAAC,EAAE,UAAkBA,EAAE,SAAS,CAAC,SAAS,kBAAkB,CAAC,EAAE,yDAAyD,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,4IAA4I,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,mGAAyF,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,mVAAyU,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,oWAAoW,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,wYAA8X,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,oEAA0D,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,4XAA4X,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,ocAA+b,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,gBAAgB,CAAC,EAAE,sBAAmCA,EAAEC,EAAE,CAAC,KAAK,gGAAgG,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,mBAAmB,CAAC,CAAC,CAAC,EAAE,iTAAiT,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAS,+FAA0F,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,UAAU,CAAC,EAAE,sXAAiX,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,EAAE,0YAA0Y,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,eAAe,CAAC,EAAE,gRAAgR,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,sHAAsH,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAS,yKAA+J,CAAC,EAAeA,EAAE,MAAM,CAAC,UAAU,qBAAqB,MAAM,CAAC,iBAAiB,YAAY,YAAY,YAAY,OAAO,OAAO,MAAM,MAAM,EAAE,SAAsBA,EAAEG,EAAE,CAAC,oBAAoB,sEAAsE,SAASC,GAAgBJ,EAAEK,EAAE,CAAC,GAAGD,EAAE,KAAK,MAAM,WAAW,GAAG,UAAU,MAAM,IAAI,8BAA8B,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeN,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAee,EAAwBjB,EAAIC,EAAS,CAAC,SAAS,CAAcC,EAAE,IAAI,CAAC,SAAS,+HAA+H,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,0TAA8SE,EAAEC,EAAE,CAAC,KAAK,6CAA6C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,6FAA6F,CAAC,CAAC,CAAC,EAAE,2JAAsJ,CAAC,CAAC,EAAeF,EAAE,MAAM,CAAC,IAAI,GAAG,UAAU,eAAe,OAAO,MAAM,IAAI,qEAAqE,OAAO,iQAAiQ,MAAM,CAAC,YAAY,YAAY,EAAE,MAAM,KAAK,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,sEAAsE,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,4LAAyME,EAAEC,EAAE,CAAC,KAAK,gGAAgG,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,uCAAuC,CAAC,CAAC,CAAC,EAAE,6SAA6S,CAAC,CAAC,EAAeF,EAAE,MAAM,CAAC,IAAI,GAAG,UAAU,eAAe,OAAO,MAAM,IAAI,uEAAuE,OAAO,uQAAuQ,MAAM,CAAC,YAAY,YAAY,EAAE,MAAM,KAAK,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wCAAwC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,6BAA6B,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,6CAA6C,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,mBAAmB,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,iHAAiH,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,mEAAmE,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,6FAAmF,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,2FAA2F,CAAC,EAAeA,EAAE,MAAM,CAAC,IAAI,GAAG,UAAU,eAAe,OAAO,MAAM,IAAI,qEAAqE,OAAO,iQAAiQ,MAAM,CAAC,YAAY,YAAY,EAAE,MAAM,KAAK,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,qCAAqC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,qHAA6HE,EAAEC,EAAE,CAAC,KAAK,mHAAmH,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,kBAAkB,CAAC,CAAC,CAAC,EAAE,wdAA8c,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAEC,EAAE,CAAC,KAAK,mCAAmC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,eAAe,CAAC,CAAC,CAAC,EAAE,+VAA+V,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAC,uBAAoCE,EAAEC,EAAE,CAAC,KAAK,0EAA0E,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,yDAAyD,CAAC,CAAC,CAAC,EAAE,oKAAoK,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,iDAA4C,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,uWAAwV,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,2DAAwEE,EAAEC,EAAE,CAAC,KAAK,6DAA6D,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,EAAE,GAAG,CAAC,CAAC,CAAC,CAAC,CAAC,EAAec,EAAwBlB,EAAIC,EAAS,CAAC,SAAS,CAAcC,EAAE,IAAI,CAAC,SAAS,gUAAgU,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,yRAAoR,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,8ZAA8Z,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wmBAA8lB,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,kaAAka,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wLAAwL,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,gbAAgb,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,sRAAiR,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,+EAA+E,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,oBAAoB,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,shBAAshB,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,+BAA0B,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,4eAAqeE,EAAEC,EAAE,CAAC,KAAK,8BAA8B,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,aAAa,CAAC,CAAC,CAAC,EAAE,oJAAoJ,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,oBAAoB,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,6TAAwT,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,iYAAiY,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,iVAAiV,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,mKAA8J,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,KAAK,CAAC,SAAS,6MAA6M,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeiB,EAAwBnB,EAAIC,EAAS,CAAC,SAAS,CAAcC,EAAE,IAAI,CAAC,SAAS,wIAAwI,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,0EAA0E,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,4CAA4C,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,wDAAwD,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,qCAAqC,CAAC,EAAE,oJAAoJ,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,0EAA0E,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,mBAAmB,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,4KAA4K,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wTAAmT,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wMAAwM,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,4CAA4C,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,mBAAmB,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,uVAAuV,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,0KAA0K,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,0PAAqP,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,wDAAwD,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,mBAAmB,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wRAAwR,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,yMAA+L,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,6OAAwO,CAAC,EAAeA,EAAE,MAAM,CAAC,UAAU,qBAAqB,MAAM,CAAC,iBAAiB,YAAY,YAAY,YAAY,OAAO,OAAO,MAAM,MAAM,EAAE,SAAsBA,EAAEG,EAAE,CAAC,oBAAoB,sEAAsE,SAASC,GAAgBJ,EAAEK,EAAE,CAAC,GAAGD,EAAE,KAAK,MAAM,WAAW,GAAG,UAAU,MAAM,IAAI,8BAA8B,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAec,EAAwBpB,EAAIC,EAAS,CAAC,SAAS,CAAcD,EAAE,IAAI,CAAC,SAAS,CAAC,OAAoBE,EAAEC,EAAE,CAAC,KAAK,qCAAqC,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,iCAAiC,CAAC,CAAC,CAAC,EAAE,6OAAwO,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,6EAAwE,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,kXAAkX,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,QAAQ,CAAC,EAAE,IAAiBA,EAAE,SAAS,CAAC,SAAS,0IAAgI,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,0CAA0C,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,4TAAuT,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wQAAyP,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,uTAAyR,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,kDAA0DE,EAAEC,EAAE,CAAC,KAAK,6CAA6C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,MAAM,CAAC,CAAC,CAAC,EAAE,0FAA0F,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,+LAA+L,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,4BAAyCA,EAAEC,EAAE,CAAC,KAAK,+BAA+B,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,MAAM,CAAC,CAAC,CAAC,EAAE,ssBAA+oB,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,sHAAiH,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,QAAQ,CAAC,EAAE,cAAc,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,eAAe,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,sCAAmDE,EAAEC,EAAE,CAAC,KAAK,8BAA8B,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,6BAA6B,CAAC,CAAC,CAAC,EAAE,wHAAmH,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,OAAoBE,EAAEC,EAAE,CAAC,KAAK,mDAAmD,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,4BAA4B,CAAC,CAAC,CAAC,EAAE,yBAAyB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,2CAAmDE,EAAEC,EAAE,CAAC,KAAK,mDAAmD,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,oBAAoB,CAAC,CAAC,CAAC,EAAE,OAAO,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeJ,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,KAAkBA,EAAE,SAAS,CAAC,SAAS,uDAAkD,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,SAAS,CAAC,SAAS,OAAO,CAAC,EAAE,+PAAsO,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,6LAAwL,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAemB,EAAwBrB,EAAIC,EAAS,CAAC,SAAS,CAAcD,EAAE,IAAI,CAAC,SAAS,CAAC,wEAAqFE,EAAEC,EAAE,CAAC,KAAK,2CAA2C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,KAAK,CAAC,SAAS,4BAA4B,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,wFAAqGA,EAAEC,EAAE,CAAC,KAAK,yJAAyJ,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAsBF,EAAE,KAAK,CAAC,SAAS,sBAAsB,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,QAAqBA,EAAEC,EAAE,CAAC,KAAK,wHAAwH,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBH,EAAEI,EAAE,EAAE,CAAC,SAAS,CAAC,UAAuBF,EAAE,KAAK,CAAC,SAAS,iCAAiC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAE,mIAA8H,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,sEAAsE,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,6eAA4dE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,wLAAqME,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,2BAA2B,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,kEAA+EE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,gBAAgB,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,mBAAmB,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,gBAAgB,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,oBAAoB,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,cAAc,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,+DAA4EE,EAAEC,EAAE,CAAC,KAAK,8DAA8D,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,uBAAuB,CAAC,CAAC,CAAC,EAAE,IAAiBF,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,+OAA4PE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,gDAAgD,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,0BAA0B,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,uBAAuB,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,iHAA8HE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,0NAAuOE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,qHAAkIE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,KAAK,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,CAAC,mJAAgKE,EAAE,KAAK,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,gJAA6JE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,2RAAwSE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,uEAAoFE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAcE,EAAE,KAAK,CAAC,SAAS,iEAA0D,CAAC,EAAE,IAAiBA,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,KAAK,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,CAAC,2CAAwDE,EAAE,KAAK,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,6EAA6E,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,kDAA+DE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,6RAAqSE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,mQAA2QE,EAAE,KAAK,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,UAAU,gBAAgB,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,KAAK,CAAC,SAAsBF,EAAE,SAAS,CAAC,SAAS,CAAC,4HAAyIE,EAAE,KAAK,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,KAAK,CAAC,SAAS,yVAAyV,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeoB,EAAwBtB,EAAIC,EAAS,CAAC,SAAS,CAAcC,EAAE,IAAI,CAAC,SAAS,uJAAuJ,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,oBAAiCE,EAAEC,EAAE,CAAC,KAAK,oIAAoI,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,yBAAyB,CAAC,CAAC,CAAC,EAAE,gBAA6BF,EAAEC,EAAE,CAAC,KAAK,2CAA2C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,6BAA6B,CAAC,CAAC,CAAC,EAAE,wFAAwF,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,0EAA0E,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,qTAAgT,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,6SAA6S,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,uDAAuD,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,+SAA+S,CAAC,EAAeA,EAAE,MAAM,CAAC,IAAI,GAAG,UAAU,eAAe,OAAO,MAAM,IAAI,sEAAsE,OAAO,oQAAoQ,MAAM,CAAC,YAAY,YAAY,EAAE,MAAM,KAAK,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,qBAAqB,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,6DAA6D,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,6CAA6C,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,mGAAmG,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,uLAAoME,EAAEC,EAAE,CAAC,KAAK,kDAAkD,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,kBAAkB,CAAC,CAAC,CAAC,EAAE,uEAAuE,CAAC,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,wOAA8N,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,+HAA+H,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,2HAA2H,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeqB,EAAwBvB,EAAIC,EAAS,CAAC,SAAS,CAAcC,EAAE,IAAI,CAAC,SAAS,yLAAyL,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,kRAAqRE,EAAEC,EAAE,CAAC,KAAK,0CAA0C,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,0BAA0B,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,oGAA0F,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,mEAA8D,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,mRAA8Q,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,eAAe,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,kFAAkF,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,uIAAuI,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,4JAA4J,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,4KAA4K,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,iEAAiE,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,qKAAqK,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,wBAAmB,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,oDAAoD,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,WAAW,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,wBAAwB,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,kDAAkD,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,6CAA6C,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,sLAAsL,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,sDAAsD,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,gCAAgC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,kCAAkC,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,oDAAoD,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,4CAA4C,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,mVAAmV,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,kKAAkK,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,oSAAoS,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,mGAAmG,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAsBA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,2HAA2H,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAesB,EAAwBxB,EAAIC,EAAS,CAAC,SAAS,CAAcC,EAAE,IAAI,CAAC,SAAS,oJAAoJ,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,6dAAwd,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,oDAAoD,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,QAAQ,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,mJAAmJ,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,+IAA+I,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,sFAAsF,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,6MAA0NE,EAAEC,EAAE,CAAC,KAAK,iDAAiD,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,MAAM,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,sCAAsC,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,gLAAgL,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,gFAAgF,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,2JAAuI,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,wIAAwI,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,oRAAuRE,EAAEC,EAAE,CAAC,KAAK,kDAAkD,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,mCAAyB,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,2CAA2C,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,KAAK,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,qJAAqJ,CAAC,EAAeF,EAAE,KAAK,CAAC,MAAM,CAAC,0BAA0B,QAAQ,sBAAsB,kBAAkB,6BAA6B,MAAM,0BAA0B,MAAM,EAAE,SAAS,CAAcE,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,wMAAwM,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBA,EAAE,IAAI,CAAC,SAAS,uJAAuJ,CAAC,CAAC,CAAC,EAAeA,EAAE,KAAK,CAAC,kBAAkB,IAAI,SAAsBF,EAAE,IAAI,CAAC,SAAS,CAAC,yGAAsHE,EAAEC,EAAE,CAAC,KAAK,4DAA4D,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,YAAY,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,CAAC,EAAeF,EAAE,KAAK,CAAC,SAAsBA,EAAE,SAAS,CAAC,SAAS,6BAA6B,CAAC,CAAC,CAAC,EAAeA,EAAE,IAAI,CAAC,SAAS,oEAAoE,CAAC,EAAeF,EAAE,IAAI,CAAC,SAAS,CAAC,0IAAuJE,EAAEC,EAAE,CAAC,KAAK,2DAA2D,YAAY,GAAG,OAAO,YAAY,aAAa,GAAG,QAAQ,oBAAoB,aAAa,GAAG,SAAsBD,EAAEE,EAAE,EAAE,CAAC,SAAS,kBAAkB,CAAC,CAAC,CAAC,EAAE,GAAG,CAAC,CAAC,CAAC,CAAC,CAAC,EAChg/IqB,EAAqB,CAAC,QAAU,CAAC,UAAY,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,UAAY,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,SAAW,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,UAAY,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,WAAa,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,WAAa,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,UAAY,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,WAAa,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,UAAY,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,UAAY,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,UAAY,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,UAAY,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,WAAa,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,WAAa,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,WAAa,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,WAAa,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,WAAa,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,UAAY,CAAC,KAAO,WAAW,YAAc,CAAC,sBAAwB,GAAG,CAAC,EAAE,mBAAqB,CAAC,KAAO,UAAU,CAAC,CAAC",
  "names": ["richText", "u", "x", "p", "Link", "motion", "ComponentPresetsConsumer", "t", "Youtube", "richText1", "richText2", "richText3", "richText4", "richText5", "richText6", "richText7", "richText8", "richText9", "richText10", "richText11", "richText12", "richText13", "richText14", "richText15", "richText16", "richText17", "__FramerMetadata__"]
}