ࡱ> xstuvwnfztEdPOΙPNG  IHDR'-IDATxmk!EQA vA{hL0% yyyyy|(h}Q.0D] `}FA v1@ b 4v@'h 8O4 pAh >(hDD] `}FA v1@ E@'h 8O(pAh >(h}Q.0> h O(hDQ.0>Ah `}F.]0FA v1@'b84 p'h O(hDQ 0>Ah `}F.D] `FA v1@ b84 p'h O(pAQ 0>Ah `}Q.0D] `FA v1@ b84 p'h 8O(pAQ 0>(h}Q.0D] `}FA v1@ br'h 8O(pAhTh `}Q.0D] `FA v1@ b84 @]0 E` .z2FA v1@']xFyK2>=Ov=oUUFA`FA v1@'b84 p'h O(hpAQ 0>Ah `}Q.0D] `FA v1@ b84 p'h 8O(pAQ 0>(h}Q.0D] `}v1@ b84 p'hjpAQ 0>Ah `}Q.0D] `FA v1@ b84 p'h 8O(pAQ 0>(h}Q.0D] `}FA v1@ b84v@'h 8O(pAh >(h}Q.0>A] `}FA v1@ E` 4v@'h 8O4 pAh >(hDQ.0>A] `}FA ]0 E` 4v@'rQy OӨ][}U||}Q.w}Q.0D] `FA v1@ b84 @'h 8O(pAh >(h}Q.0D] `}FA v1@ b 4v@'h 8O4 pAh >(hDD] `}FA v1@ E@'h 8O(pAh >(h}Q.0>A] `}FA v1@ E` 4v@'h 8O4 pAh >(hDQ.0>A] `}FA ]0 E` 4v@'b8O4 pAh O(hDQ.0>A] `}F.]0 E` v1@'b8O4 p'h O(hDQ.0>Ah `}F.]0FA v9mϨ>(h; >(h}Q.0D] `}FA v1@ b 4v@'h 8O4 pAh >(h}Q.0>A] `}FA v1 E` 4v@'b8O4 pAh O}Q.0>A] `}FA ]b 4v@'h 8O4 pAh >(hDQ.0>A] `}FA ]0 E` 4v@'b8O4 pAh O(hDQ.0>A] `}F.]0 E` v1@'b8O4 p'h O(hDQ.0>Ah `}F.]0FA v1@'b84 p'h O(hDQ 0>Ah `}F.D] `FA6gTy$4iV_U5_AhpAh >(h}Q.0>A] `}FA v1 E` 4v@'b8O4 pAh >(hDQ.0>A] `}FA]0 E` v1@'b8O4 pѧ>(hDQ.0>A] `}FѮv1 E` 4v@'b8O4 pAh O(hDQ.0>A] `}F.]0 E` v1@'b8O4 p'h O(hDQ.0>Ah `}F.]0FA v1@'b84 p'h O(hDQ 0>Ah `}F.D] `FA v1@ b84 p'h O(pAQ 0>Ah `}Q.0D]N3*_wyy/O4 县8O4 pAh >(hDQ.0>A] `}FA]0 E` v1@'b8O4 pAh O(hDQ.0>A] `}F.]0FA v1@'b8Sh O(hDQ.0>AhW]0 E` v1@'b8O4 p'h O(hDQ.0>Ah `}F.]0FA v1@'b84 p'h O(hDQ 0>Ah `}F.D] `FA v1@ b84 p'h O(pAQ 0>Ah `}Q.0D] `FA v1@ b84 p'h 8O(pAQ 0>(hAh `}F.D] `FA v1@'b84 p'h O(hpAQ 0>Ah `}Q.0D] `FA 'b84 p'h O(.0>Ah `}F.D] `FA v1@ b84 p'h O(pAQ 0>Ah `}Q.0D] `FA v1@ b84 p'h 8O(pAQ 0>(h}Q.0D] `}FA v1@ b84v@'h 8O(pAh >(h}Q.0>A] `}FA v1@ E` 4v@'h 8O4 pAhixywyy/<<<%IENDB`nbI vH/WnPNG  IHDRWJIDATx xUE1Ċ5T96锶9Жg&m:ezkL"V(X5jT8#q6jz՝&~yW\puU\AW{~+ms^L/Ku{SfzreX9۝SNt|R|}?_&d?C ҫ.ouLe kH/];jY%\ !< K,9 Z l~L^o`@^ k .OrR͋lWns5=~*.{ygQ芎z .W_: t bk$- osiqAw s8hX0ӟ/Domo70'7G.!r FK/HqR\|ܚeHn}rؕNenv mxLSj]p,OE \\j{lDE?:y]#{َnv}_}-27F̋hUJ?>`ϗk77P4hp'œ0LCJ}qE?KEK?\ T'ΣqA8.tEAHMrj:m)k.ګ"o?#\Gb}('l~L_ o`]DYsWƝj$'ѩW"AMu^{UpF4zV t9 \U^鑀*ivx^\):#aIk5 7Ёqk*l8`u G9?B>~p3|&zhP *QTapY8*~6Q@5sY!%ۀLQ gj>@5Jr.>< k69|.N*:cL޳ fO>κ+In8y7jg|j`ϗk76 \\>~6DW#8T'~9c&8(<\g\'?jn&~Zm/uMe-\v5q5{ItWDNLsN\~At!39Wj2[{:J9'8ݶ=긦N/w!InGoT׹-.5cG\`\~.lSsjt z/tT' 낀v^;<&갬iz'3hEk*7{h DuyF|IA <' a/ z^4VEaoL_HD?z^Wq8"N _,=}n]uu}<~r>+A@͑xMrW{@'\tUc8ρ&Wo)l }vWIW_MrOz4x(,I5?Z@ NhC8Lv;-xc S[\y'Qy9cjUuIqLǝ >-RH򺏀>S)|&:\6W]D>0 \ ˮ&rp'j4ǸV}ߎ\B=Xa>h% ݉vOsB2zFgu.8Q=3P!F'7' 4:֨FO߼Go^qq ~t!c1MuRlu4cknFWx'z^SsWNk\vuMT|̀Ue/Ϗ|n0d >ߗ@[wѥޖຫ| e&ϓϙ>G"ڛcvUd1r=MGtp^ڰo8[ n/!*}ͱSU |ަ{ 3yN}72'iTpu:uezqS=fww^uoGmv,n/h/ ng|_V>u: Xa-]wG._/993LűNXo9֙lٮ19tqכ⟿/\N}{Yl5% K>*\m1?.n@͆v}.ԛ@ {v GϠKMnwM] &ß/!ӟ3}ͱ#czyٱ$/^D2B6~FN@Se8,gރڗ<FH`5oګS0MrC}&n?0|1I =~.z Jk˰Ae?u:YST" SÓ1YZMx?Jއd(*}ͱ>chÙ ~f]ޟ k4V#}%IOO!:|IwfB#6Cs_uA?0ܖD{sJ{|+TvLI*Jp;OE8@~mNsfzLt-^6:c e޳?eMYI~'1o~G$Z<9'eY^?0N_;ў(hIN/ NJO1fs; w"?7x]u u b}y3˰68V#zcއd(*}K$c1vQԏPp>|?}w짘O ]sMmڢห ԑ ^2c" ݿ@׻5 ]=WBj j> ]չ(2WE>?/]M2Կropuuc 04:;9su~c]y`JW<윸K5.+uUVEEW͢(((߉ogf\_OO}>ީu=S?)((owՄx\b4 Zڦ&((~)-iN2 9Vd @!"ߪ'Xo|.xu9@uynv ^% e-8Z 8Cq/>]: 6-{2hA@Z Ђ@ @ hhA-  Ђ@ @K  Ђ@ Zhh--@  ZZh@ --@@  ZZh@ --@@ ZZ@ @ -hA@ ZZ@ @ hxZe}}߳CZh~xˇ"nwhAy;wݹZG?J@n:ydlzq}6z3aV5j(ZvܿJ֖t ?hAΓV\g^lS7Ok ӆX~M-Rjnow̎5y$Y=ƯםmwUĦ$hA0`ڎŦklSYFV5󖙶gb#ZZ VKZhz"eEQEQEsƮod`]7ή ߶cEE@{WZ0:|]:Ӭɥ(((JU#^ ՗]*Ǎ@dƸJWO:7()Fh)((*gͮq~|F#%kJOo7-b)Fc в.gM3Rc[3׍æC1kh1XC{~5Z>{؂Mdo-vX3_as - L-4}8.@ﳥ.%i/2knoNz[#k1}ӈUW#Gs=;9}cZ F{jۜYϲkoiv]\hw_pZU 7?k<-F2M֚W}M5;}tkyFEaET 6 ME-m9hZhfM_mrJ⮊ؔh'hAFWҔ!V+VZkG+@ -04m)ŵj9hZhS\ ў5{kR@ -0t5i<)jX1 -(cߎXT!V͟=OZhbjۺ76ʪtRi7NOgX-@и[lG a]WdUVY.CBb3 3o -@4,Lblb[cZ@ !nZaѫF[ծ*h-yh}UGtkd'N%ZmgCŕU& ǟcl׎ld afGPx1l ;]#ZZMbH&"iDV͞RȪSQ؎@-@ el`O{@kMdێqᠵl6s͊]^ջ]57sܐ;;f'mTzCj=b |wYcٚ5fӧvذtYyo=>5}oM CK#巖' elMFd |icYUYII8.#Կ%A-5{~5 ݯLdlb6 47n4=۬(qҥf~Mh_hƯf t얺[[R8Ӵ'e-Oo!Ȃ@ -h^?J\QO7nj4~ݹ{P^$E(`]6uԤAvڍl[6<Zh SjzGXkm#Z FYkӓY}jFdA|a5+Tbm0?9/^޿ȖFYd5,j}; Ђ@ @S0T0ՔiXIM%޲Kv(hdvԮ--<~yȪS jEZ[GWU(U8LޕX͘4.w֮j S~}FdՑ8Uu:Z, 0N)֗ӊk:}=w?p[]  bSYFdA:Յ:/V ?Xapm4 :Y4YA#Fduي* - k\b#mM>Xdi Xiqi[!9^#+X+6Ys= Ђ@ f͎lX]-OijpcG]awx_,6׷v'W[ڒAv=s\ Ђ@ QzJy:WHy݃l|_ 45w|ujF)똱0z=os9v [߲닓yγm- hޯZ鳋&NL-t4rI?TWZKD{FcZ+巖j e4hAp?Yj". Lm36&V3*+V׺jy}hxi;>SOjhii7NK`*XU`_u `.TZA ݿG쏶*l*t l(Ъp SZm[}C'o8_M )i-}tm*K`G Ucɲ, F}̞wQ֭)W2 V˗k5 KGirtM u*N[”{Ɔ.vg Wl@l-V{ZhÞMjJQh#v M)2iΟΊ< TcݸQ;f;9wϱ҆Xu2VݵWpZMO  M.Z7W6JV7koF4ocHy}nh$FPggcӂ5uRM\7?jZ/8Zhg7]FԐIkU3mT\쯅; 2֮pGz[Sf1;;uT[ТXe-,rCqMhLSzתBB;fڐ)B¯Bpowl3r0>w.2x鍦Xg78.ٲؔaB,rB.|T3 -2΍:G$ ?>sg Ђ@ >S G_5j*֩j 4ZW1rBMۢ]{֦KY(rdaFrw;iQF٬g1 hA0imCmnMLj(mp45XVtL ]'ZP fwat $X=Jk;?(.2+G 6~x|d i4W:qUM?V̨RF#3-^q.ƵF^+כW]'H#k{oFr[;ZN1.Ch1*D\>UkP RظIS,;:!UG\4O 8rmOYB\5kZzmt5paTwJ֖$lRSZWLhO2-~ AaML7uXZ):uF~xk,LҴiHlSm=|2Wlc}=fFz "M WWG>:@b-f={L*v* dr/5K̻dy^a_UW$ yvP42[f~Y, "geW\Xh$tQA|H7u8} 7r8 }h~e"\um G{+ ¸~?Z[]}% q;.+uU)knn(j /'kAң>]rqUްǑW^*4oEy_0%}d:y+}:﹪`Gw㻮}wt줝޿f67mߺf;vƯ?˩ۢ_aRZ$WDGVGZ|ͩuץ(jDW3\9UNz:y\p5#EQSzy%e33F2U6:\5zWwUU`i\cV!%tF~7 NzN?XR6q=¬Fk5jtD_;;5s~Oر~tٷ>=aZcJKOE؟lؒ%ov}ob4:\_;?cSvO|fTw@=5r԰I뽴UkYKKӟx::avO9银=__۪'c\ݨ=t]{BH7͚~m?A[%VQߟqo"k엳؛E^(u4v9ƣ1::N8**&&NeNLE%7@^?XoӷNOl[-Y5Sp ~O0\}ؕatJbUC4n j tސmj8u߽߳Z @{=;9U7dD4c3n™t^#lNb~84?C6~TVqý\/7#- !>XEo]-dp:U+*`k;'{GZe\rLo@?@dF^5kF?NnVX~{ C%t"\ 0V;G]wߋx5{lCf'>k3:M֛Mhit1Qp9MnHm. ` 'Zc5WSN«(WVf&Iי3Mf5ڴwUXs{3(_j{@jl&j)̘rĚݤMZ@ 䆿e4ϘU ZuAT)i[躢nAVSԯ5BZW) [5%9ӑ]͔_]͆,*Ma&|7 nQhAV"[eY?IG)JVkGkl6~TlSm.pBpVHUXfMN',5p C"y@ -~Rvfdž-d@PpqQDhUӍ5Xӏ.nVU^Tƙ=SoZhArh SG|Sg;ֻ@T)ja#S1^7ՔdMh_}n#vh$ Ђ@ u"wV#!Scvf#{@/D)jm?C{͎gvjtW}gF"/UQ^ ³BtK 8͛@ -0DGD{LuVݻ7hvfTh}T\gS7Of+d1r4h?GzqOn6ͩ%L]~G^l;HQZDP4UH`v9э h -KŸjr2xi~ LTEyKبJ1&0 vqK@!O蓧;j]S5P]Z@4d3ncTؾ@B©j3g7tfӄ5&YߏhA:F;ů;Yb] /}tul2M7޹k:s{z# 4m 9KbT՝0{u)+XRx 9@@2\ɶǩZh>Rm|>{vw.]kN: KS58~TVӎ9;in3|ѳガ"Zտߓ@ - j_ (j I2`HFa?iqq…XS(ŀ\}}A-@.Vӆ!>Ī!֚ ڞn6; UVYm`齣K]wuZ`(hdS#DbPbnVu)wxMqZ0;o;HHb.V]k+.'/0(jX&9ן#̮[k `(O bI2Eᴮάusm]@nV=Pˁ9-ag@O{uѾ}XMPu[{r'̎^5:iUgcM?@6f ޏkb!bv{ZZ}Vth<  ~fw\ar:gC.̾Qvf/w]}-iR_ `Av - @ Q B[yAzgy[ BNMM%Vwb{*wn6/;sY„a-X}4@7'+jtUvjʠr7fw=s*:őkG>DUS來yGrZ9v4[b':N!+~1~cizɦn#ȎZ5]w}h󇬽ȷ@{f{msYwe"!vDBHP\ f5UYPŖp/osd[n$5']yfm̖ǭ:8s}{_Ðkq|c5R㆖@,vm.ٸۮvڮUhό\M.-L"U9t%'A5W.6+8==xs`^ o ހmjԤaNII-vfnCFT# 9=7#գ-gr5E0 )]W-N05NQ Z /=$V ah1H@ wRد/zNnM]hmәZϩ ]]Ju~ٜ 1yjW]p}=D}g1ef2}5o:Z՞c77F*&F~/4ͯ5S+  bZ;v!08F\Y%DDHpW.uԪRpozw îw=v8'8۬h 2eIf7G9o?#t[?׷5S@oR,=c7VVKl/04}@0 3ڟsdpAA\kY^l Pf_Y e&]`W\}pf> ę~.BCΏ^{y j}ʂc\^jNOe4-T-^[hVsph1K͞ V );/WV:ښ;U"kFk]5ZXUbu.nd0!kRĖozsqQ[GLj~_c㡩K]{}p,2Ffuz0[`uș@{L&I=G# ]jTW4:t54b]^Qo:ypĨ57:0r (eԯ o& ͮ h{--l=(d}ׅ{>m6eJ[XjV_gѼ=ASl6:h !ÝA#M1)$Y h j{Sf.I5Jtàۯ#}&6nϥM~Jx h>$.Z͝`BӷNf?:~sv)*j4s<h&'AWSxm3ftCW\S.8aٳ͖,( #^ꄬ%xv6Hj˲^pFS(f0lhI*f2FTQPY{jDCctY#U+D[W^5b[UӨ)48L_k S7O{98 %uH޻!UUdDWxõtcntlpR{fo~kokظ_f@p[jip;jW[=s1RUb\~k9e @ 0) 1xaWKR4R>B}WjvW8f@یfK] @6Ok^ ?Wuy~(^ڟr:?`hVkؗ'g";2{ihi&v ڢg[88ej<OTdhGgTck9ڳsW+p5f7N6;^Z7욓~I+`V_VV!kݜd,@;|<h$9eDŽjM٬jC5FdHF=kY* zG]':n4RrGk t_:l{юk PFK5)>.yd e@{"d=ԇ=t ]J=׽v]`vby:E}ͭR[ OJrUarx_,6jV[-v`Zrh`IͰčFf:쌛f^@ -D4ZFRZ{;Q]fvb\~=Uy_e0; .4Bg<6W?quAuj j>zIYaֳ.3o[`OJ]Eʚ),7ćN=qщp׽`vg-/s)Ѱo*O9"ٵ?[1(*om{G.?ຉ.L2"OQEʽrmv[=靴n*+]wX6W_KbhP9fEW vS$-q2yl(+mvcwSN;}g<{v8n#^m}zG% ܪ=W_8uSE1B|fY1Fh?IT؂$#ji\cv 1?h$,>i[beʒ[mK;^ 5$WXC{~5ZL Z5왳tSU\5V;meJnb ;YV{@G1?oG.xt9ZBkp[2o;%WZj/,oV[r+Y[0ĪXFm?LTG͇/Ƅξ-䆇?cV{pJ\6 䴦7lCAV#+Xa,Z43AC~0:]B?`%/-z\$ܖn\䌽{c{]W0jV# Z` fG{.\p5Uaϭwh,5D4wN>v橱fPYZ@ #S-*_c(ܪRWu.;LdohWk'"@ ȉ4j%};hX&;uMd5Zk., Aݜd,@ Uu;+t/pFΔ S9wϱ a=kA7>F#jI­Ni?\3ZlËSnS`U!` k7'hyH9Kj5BFthMMMGĮȝ@K7Z]IZ:ROM^ޒwMV6Co 0VMV`MGZkG+'@U/_ hÈ {ޖX&wDŵ~m\1,7~uwʎ +X;V:Tk<-`HzTɺl[;Ņ\w=Y'h U/lOٱlSmkF< FW]͵{^g,灚5ƆjY]w@ - _&&fO-ӓ8Uذo-gY@9WzˮB#^|X_ǵ\jPiA·jڤ`v,m}l?Xc yh)@ 4g gmkaܕwP쿻Ci3VӅu)/mͣ @]]|k]B#F/\Bj]Z+]MIp6W!XE9KͶc[j{\+Y[Qx,1ahOx޳QAdڪ'Y%jwF.AVް}]ТRcmM:Yy0m5;ܳtyt՝"j9Ŷoʿ)8 4bkbW֭=M{b[t 7^h u  @qW#Ip9ˏO6: ;VQcUliY-v<$vwxMֳ> @ki2xf{}MXdS]lmUKle;m\[Ҁ{vc4lGZh#F:>Su7)κ}Vlp^/+nx={6U W7q9" @ -IiuҺIKckQkZ[ wuǧ88TѶ4b¦#6~M:kWox\z5%bx">ō~m\@Eޛ W (:]5@; 覾ֽ=A5nOE-y΋itqnV?4퉅 䯦7bSf:kFqSԙfaG.ZhV{>`FnZ乇]}UA\m|~_ԋe"<ɿ7k@U Ѷ'a@]YҖ>>0:onS6L8o-}/lgQX=<$f7Q.kV=ڬj5@aBH |o"Ў:T5ذ1m@F1P5 ơ(uUN4 M =4j-<@"wT=>bC}ꮑ[5Һۥ4z6-rWoG>~5JdrWO,STo] }Ց:+l7xslܶ{ۭkɴ!vx;ly+B~<5R@T>!WҌ0B؎;;hް`40Z"cP2$*% @,SdU.]Dc5+1@`2Gc,00X-,gi~{{ϧW}}o=}Ͽ̅.T3W>n9[UT/?Uz}C)L~/N /yw(={4oVz~fPϸT>zr9(1xLl'ʞ>֪;gcTo񏏛603;0?x kJ:3{Ρ]nrP昖:9OxϞ`nZJ:}'J5˾lbMnXh,>&t6wD^&1;׾W@Ә}JV/$uomf݉Nʆd#OC9SXlZ8w Thms{N9]y '̼@v5$-blԖӶEJ2H^J]:ؖ~B_k!Ak[&%b_`Xax7zt͘Sl\jNo-ׯu(c=t0l=&zg_-DGv69e{ϱ˼4zQe>M^\WW59GzTΉnݱu(o|qoORHȔZːc$Û&Ҍ$#NgPetqCK/4gNjZi?&C sx=+mʞ ߾6qc|Ƕ;(Ѧz/zez:Tca|Fȗ?2qdH5|9mHeC71匮=pgfkb?h̯\q1+Lzq]vZ)1;}2M]7j1Szːj ;1$Yttg]/N6n$ Z wVȇ;q1}4ţ2V,/q*ZC 0DC{Wj^d̡z4LW@2UO>󙾫&2$e{a5lU:euNuNeu~s?q'_ˉוϮl9 g܉Mcc3-4W P C 09Z ' n^`ٽlJUmv#հѵ[NҤ',{3/r L>#'^V=i>Zy2 圾(H56Cv<$Y[cC ТMLuKԓ*s!~ɾmUTo_=,rCLo_^w)vjB+'w@x `h6ukxzQ˩992nvoo_Ѷ/3L}5%4v9xHj-06oRWi?YZko92̅hqE^[M>M2`hC;gjĪwU}+j?]O'ܲy@; ZЎ"6~n&sh'/o<$YϷ05LZ,@h I>Rl (+9IJg|  -@hVA֐!Z=y~kWc -`hLZjoLng1wك ^4mCXcc5z -@h(-u1?a=3y0L:Ø Qm6 Z@wX1ǘ_h3=pe~`nC is1۷O;H^j Ϙ+<#ż9ړKcc~;=0:b:+? -`hK>1|ۘ[cc%Kby᱙0_,o\{W]*&^\ `Tm]fzϷ=͔oIZ ma>#UW!=4…_n\ViPo4*{%`s;M"r[m{=NwE蔡!ܴ)6}Uoޫ!222 yΪY{^Wk#nnr6T. ֫H; -@Vt6c֮W^(jbjxqWWnm a]M 0< {O~ۘ'1YC Mk:l3]n`)vx/Y3yϾqLZ p2IQk/ڿr_^h4Hltx[lo! K`h:(t-dl*;o̺6c>6n>C m#nH?2fV7NŦC'U5vmnՓzzכ M0چ*ZY+:kQ,͹}ZFl/=fkq{isM6XC Z/{UWV fig-Lw=w \-&w3ÚЋ -4fl׬W޼uh:Q`UEʫm}޷~L…Fo'@yicb?7YUY&W*z%"C ZHWĶ&‡n+Y[ˮ^{6ü7 Ur3u?~*/3Pͦʛϊ kH_ -`h'Oy3{1VM5,P&vUO1fU_b?`_}Ęo19C ZzlӘO@Zz'|ܛ=o3_>̘7xV~c 6s|.Vbh1]$rm'H*+|:_9w.jxǜ!^aowy^WȄ86x C;ٴ C 6]l&O~ט۬VBTZmYVi zmkWgB [l\zߊ - CԋV4'{gHcﻍh!˫LTm1}n;Ziul~gGB ) R<ƢT۷aǿ>XߐfAA;2Z3M[7ك?3?-{n{ͻ5}/{ff?c~o~i~a?5?y'M& ύڽ%}&gfWظs6޵ 6VXBAA{ݕU93iGͲh2d7ۢm-];fkլ֛fit;f02?ed~mVi*C;=غ&wL…w]k?&=  o_–cM|kyn~~͛MWf'߼[~ cxugzh!}zhC;عl͟}ic&hx+ˍ׼b-t~Vo՘/BsC1_c-9vA{ -L孷ycҘ㎋ zq??"hvBr۸s1_c̯ɸ6c~ZՊU/Xn03[ŋrc6n<ԘMlG10tC{L=;ξ-oݦ'z1+Vs<iBKF6iVeu='^ebc7<9o!$ZB7QziӋKW'ٞW -C A"m4'Zʘ͛1Z -t}RZ -:'Z>8 D`h0 y6ki]o#s' -@Vhd SւRW_mdI31Ksr;^Ug C瞋jѩ ]ߴІ Ƽ1ի=t0nSk1[sA cNƍmی`h0^YFۍY:6˧bEsu<1w`hC J7`̥Fwllr!㏏ԡZ -`hB=!2ZYYf{t1ZtՐd M3Zk╗5Yh3C yV Ri;ŋ']m9lYM7Ø- oZՙC Z !̛6ū/k?sύ1W`N:'vVonC;0Ҽ֤].RHC5O7mxEՊZЪZ`{~1=/RvmƜQ_WWgzmA -`h cuk<jod tvZlҲ9\=MlA}z[I/?XICeJZ]^Olx+5Z[T :U0脡iXANAҫ22:lC Z -wVs;jަR϶Kzu54=۫ Fa_(Fîի!̚ߜMpp -0Аg.gRmMb_B^f*՘ Z0y6HZ):5k8jHLS*;)Zzx5oW Oi8& Ui~Oά՛mը~C Z -@ P%VUCՙݒLov&^-f%S2ڻXy[ahC ZfXPez|^m7aXØoWÞUjs -1ZizgK^-LuuqoeVÜWWãeu뫡Ä=1Z&jձU7 {4$ZCS& t+3 -`dlP2W UWViȳjNo/a2zޫ2Z*YbWiC Z\ =WZ*;7=7,|Mu{(4C Ca.VbhFsJM?xbW9pl{}HTG:ҨӜMߑDF8*6x C 2WIOp6ol*POp/C `"keaNoT56Φƍ!^bhsi5ˇg10D Z`hCۢE;*|RaxNƃ>n_Ўv9;o~pS?}hoЂJ=v{AAA4{hgО|v14G;ivtݤ9> }l|jɒ]n, 2vi3n_N~A;Istӫ_yrLG7эv /hG7юnD޳ZX/DRэvtv эvJln< 8N~A;h'эv;pth'vt2IsF;N͂P3~!꿊Ri̱6Ƹ6N?Ɠ6G{m讲oXhi׏/GC!)!旼}etvR9^tP/ŵG[m|hiKC/eѐyh_꼧 1ϔ-ZЪaNM/p I.> DQ8:=an2cmױ77w}~.:y.k3ˤiCO#MuDO[Z~)ێWGHir;[g絣!P: 5y{ƇSՠO3߳c?[&6/j.&y}:wuh-m.ek3}VF}Ì#_ymi˴!io6!< M{mi>@pvOz xv굆Dl#m/jGCLPҶ} 8dۥBi̭rPԣp!wDs Lt^=١J,FeKQ<̫ }~Whڋ>ߔ-ޢ{{so im:G.?1etmGCۖ!>e M{mi>@pVOs0iq] xXQgA,ZAs"D<ns{M.ѕ|^wMڢ-:Is4m֩]ր2˶!iGCLmiHCnG˖2hhCnKۮ3BO_rOtOu6V^_77ͧ^uAV<~4O;:}LӍ接(^M+e7?yoЖ޼{{ԏ{Is4m֥]7GSuE{4$>hy- Iwh4/ӎ=䶴z HCf oD.&9 mݑ4{:ו_XO!4>ߛ=C?H72Ow73;l[ai3Ґt܎9^ M{mi>@VOғ37UtTn=#uylFjC]g9v^~-C[#fH7㋣xem4dݦiז;vhhCnKۮ3(e^sҰ'-htޯDפaAtf1ޠ;'ߠ0gFCcerж7eh+iyfS+. $}׋o*H琵时 }Ґw&7ih}^CSz';_i㉨xдk8ڬ:Aڋ>?Atѵҕ] %&:xG& mS}̽euHJ;]&m{* IDATlPr췱mPKyK5H]],K u'5e^G4L^)]unJ{:MGh2W^o~'U^&o^Ҽv-m/ea_l47 na-U&Wm֋3F0?IHH3*+|!1Ms?\Ez{}:};>ųoM~'mpOqZt8ߜt wspRSP h/+E.MiK?2Z|U&^e.EyE}U-eoBo}EeRU*uK}Ͷ!!u&8D_c}Ɵ(ӻk܅жgx9T^Qظ0ZJhZt84m|8ZznAz-eRV02C+}1C+qRC,w28ׯIL ԎUU?!&EPir|եYU-].4Q@Dܙ/oݘ;70ɢ]Ђ^yʹnBr(eԷUכE5yYl˛U6ӼHrXQS}ҰlѶK޵ZG7mh}eQ[;2Vsh/=6S19]9v~ĺƧ7cVDS){y]q5\9t#h AMUtY{=MZ'm4׵95|ߔ~y}u7]G8HeԷUכԾ.W M?4什6rXeڣ&uM6ۣ}h[Qk;ȽKL,[珀hOlgx8d<.zI;5#hh߈&WMK 9^p]B֞?79tWϬAKbw6i:c[5~/7=/ z5EHeԷUכҮZ47}i}vŧ6\ӺˤaQUh%rҶ/}| mS{=ǦBmhTEC;)ESKB#ڵ]zQs.a[ui,z{_4J mf(ԑ.M=0^!Q2W^oJ=aݸEi6uЖi]& ;G2f~^A]6Yu>6Ԏ5fw4W`I[=s|T Lpqc4uźgNpJgh+,rOޘ9эvtvhבvh'юnh'#(F;9юvt|F;hYw' -AAAATYZ'VF;h'NhÜth'vt#CE;ivth'4G;1u9Is4G; 8N~A;h'эvCE;юnhG;h'NhG7iv \G 8/hG;ivhG; Df /x'm췱ƽ68n\6[m|lOݦ㓮KK~16`㙆}GxƸmWpΕ6vX92=68ݛw6'ϻ49}?h;/ͷHORu@[ݷnM*OdWi_BTmMymimGEګhi;֚l'֤6]5ku|6fG.{}!i'SU>[6]gFwSO\Cp{}rηy.uF^.>tw6'3 \wR|?h9ein,STyvz=$uc6RiL*KCHsvv4o-ȷ+nV=6^6P/'s\:%<}#r6hRЮFb on;q|<糾40F)ñ>糾T{|-[gx֍e??J[/U t~1jfDlGMaUNJ}?w=:.`7 6x=+ x(I!ڬv=|y}vA>tz!vr>;L== ǎeq֧ /Sj[/U*b>캱4mՎ֑jKͫ{-#dΰLyiod83;rd=)ZOvzq䞰|Fc_(FЪ93Wx/=ꞜV{gPM= ӾǕ?7XVp%t~\ݲ偱dk8љ9} 2jmZ{Q22ګ!hR7ֺKl2MîHsvv4o-`Qz̽0_Z70E1;eb{š%Αk3pF M]ӝM8e8=;,/Q<4C{eC< m2y|G3_tdakOX/f2|y5QقImB~K1Wzנ0w68-cPp}qsW)Mk/[TyRF{z=U*[_Tm/>oS{uci.َ֝mu{}2C{O=wF'Ж-E#{REQTwz:{< ,D 9e;.k<]#`q޽C/Xz}q3l2ͅھO\,ﯢ'WIeIKYzګ֍[_TM旲oS{uci.ݎ֙mu{%l#dMSsh߳񄍙Ck &tf64 ^@/tǓ]'wTZ {'o]vzB3󾿳42HM2]6hS}* OePR7Mm.mjnl"}auAlʤϽ0_5Z6vְʱV0zZqYڨl)nhd㟎ʭ״Q<*zz2{jar֮c3 k|;Gθ'SOYQ*Ǿ4qor! `mBoR>#SMeRtAW&ܷ]f;:h-`Q4KF()5v=V0rޯ!RG^>{D :QO|^ߧ}S[tv; D놣 '<ĕ5UG|hϼyR}!jf"z(&nfk d?9z4u8R;6ݧ~)6o}֍umSŷ^쒡&Ҽ]V;DՖyv{T˻Kw 3c5y =}]H=]?{ygp9v4J'U:gP}ݓak5giݹvSmkWZ5\^wt/x܅9ߗ;L ߥ[`|g4EK(Mh_ʼ͛ez=$uo]d^C2eiCJvqXhiV[Z=@Qz,{/25U׷5X(zȊO'+oʀg89uD;ivF;NH:RN~A;Is9юn -Pэvtv эv]Dt> эvtv эv׬    M-+tvh'эvCkh0hG7/h'hGbhNhG7/h'юv -p)hG;iv&юv:"n_N~A;IstbhюnF;9ю#IshG7MuDבv N4G7ю!4wE%;yϱ6vٸs RO=^V);uj7֞p/xfzi^U61ne絜b-V1tT{mJmqY i^F{y=O{z啝Qy\Qۨ~WrWhJoFMio^7 O\6Ǖͮ\`hfֆ1_פ6e5_\_=8 (ރjOKuj7-&] /y4e5hGڸ4d{[ P"m'Q[nN ͫkٺ=z(͗Yzuo^oN/]>宮:۽e5jJ{[YoZQ^ogmt9[1Cz]_96^pOP渄?UHv2Ԙխ=aZ,U!:݌@^;ͫhQcvɐ~7k<_ڳ⇯Qm}i^ea׳i~ S/tiYw^oềmC[e\kFT^ϠelRG^=6~9xF\;a@*i5=8Ƭ z{W|6u^wWѢ\bV|ujjmGi^ea.4W>]zLy:7dh}]h֧UFmMu RF}:ҽJsv굆^oֆD K-W?og>ҔD 'wM?rO!8+͙x5qQ.q!GЪ0:SOsO<#o:=KQ<4^A~밵gy4e#U'jNٲ!y/x:6 ];:s?4/e뺶z/]{@^o O2>e5j6UmhQߺt}y%MwC{ S:jc:$~6x}>k3gF cMeӝM8UNzuXO_ xX(x:d">f^O4^MksEX:'$ H4]^巆j^o"}}Ӈ߰D^){:^ڎqi8ڕ 7myt-[׵׋\|M߼R|W}\kԴm^7 2Zn#}zgjCC3{h?9O3~}?2@큒ZV@KG^y3>5zyGqrcV=XR[CnF 7ZF0 obh꜠:a7(eҵl]7^6OVӽG@^oʠ mr瓿]UFMڦ{h˖Qߺ.s:(_>} V>^9fzhMV=Є̦3&Sᥗ>06A]Z|P9^BC{݌@^o"}l=CJ ̆ }u7yv'Btg34BZC2U˝Ojg꽔5j*Q7=LR4M>.^mMlv} \*y=$C[ThKah5jS{[zַ݆V[Hw2N5}c*47_;E:4tx{#KW]m7{; W1=9.5Vi{ q})V~pqC7>h\5]^jOጡӼj=5E㉨m-t9h/vӠiN@Ҽny=O{z4_t~K@^tѹ^up+wuMӋQ۪MiSF-ux2y3.`yThHh8&=Q,wqrOH_UY8S;hu=9Is&юv:"n_Ўv9юvtch1hG7эv /hG7ю2IshG7эvE.":F;N~A;F;k CKAAACK h'9IstV5}Sn_Ўn}tch1h'юnhG;p4G;ivthG;y@G7/h'9юvtch1hG7эvtvh9Is&юv:"a_LcmlV1;\xҽ{m1$Zڸ668]J.4hf:ǚoYhU?e絠vw@ڸ2C/mՃMh_uXG>3*:6-kխ^%W{VgX#6*o<_6^s9#{T/T^糏6n9C=rׯkWY3]|5/q=ųoEpkVM3_mTtsq߲Д1wp{}Z]g')]nNPK[`}02/y&^EG^;ve{:ޫTT{ikhM@/Ts\?M'C|y[_!xywPPL Zx oqa m4Fźq! %CN(~nPwD{(zN;_^>:BjL ר.*!/U-mk^ec]fCUߩ =-UʳxHYԛT J=49;iݖzW4 ICy0 m4Uwy~Ʒ,ԙ|UuuGG_ڪ^嗪׿J} O;R^uC{{RR>2ڶv ?|֓=^9Yh٫QE^{k)CC(.{mc;f2UسZD3>bjТ'ֱ!ڽ%hrX[JUt(CٲP=P}Z]W\ ;:c(wD{(z4 -TU&tWiCUttVFuiW ~rUGm[qc.g͙ JdF MeӝM8]D=U?,T/QU?u-Z0V@~c*-U8qTPL Zt׻V>R7%vS[<2|'\K_6lh xzøwST懣nN& A):S/è yO5!Z4ɊU|- unӍtסC;-i!U6' C/Uo} o;J^=ZujW ~^Wc m= ADVw:3k2fqFGS>аPcݓ-YoR>i2DA ˁ4(EZ!wsTY}Piڲy(U- uo{Z]W^uF+C/mՃMi$ _hں,ӎ׫Z{:ޫTjK{P)lz|92jK+Z=,Ue mT`hgVL*@ʘ*S.v}Q Wy+Eghxk|z#ꡭfD|#]( u^Mtpr#C/mՃMh4 _hھӁ>0W ~rUG4mtYCḏV0rp4uٙ2ghhUF>7h뮔7Ere?k {ѓ7Oo<-C57FVk:}Z_s8Ǚڢ C+mz2uA6̹eF;юn_NZ:RIshG7MuDh'9Ist r0hG7эv /hG7^NZ   tѴ9iG;юn_N~A;юc(oc+r3Ov$LK{{#{m&i d^ڇmW}N6qXYQ;h0fV8ߓ2/N$ð5 -4)lOcq{wWbh1ӹDZ=K C CzwY Q~@k?pEW?N̬as ?%I3P X=zW 6T49LC 8?='=IENDB`nEbwQs)ޘvPNG  IHDRaIDATx xTW>W؂ 4mS ڴEJ+hoUTZQQQhQ_y@H2O  @t(03'3Ϝ>3k=z/߬ZFPHڔq$cB)Tmd~D1dg"0{ %01m6LTɐ;bD$;c2^DAAAAAAAAa,Bz(J4Bi,* jsɜOeQw4=v|e#_QU#bW߾Lw%]e7=_z޻r?fO}${0=EO[8׾?اяs EX<P6;'}v jC1W#.4"{#hm1a$c(q0JHz WFR;OJmJ [{ՔƄqawYOe0U9û|Upo+U2L/a݀o=TxWaTdyӏ.ڗXBAӷv7p 8ǑaT{Tms'!swK2O&#T i[]ڊxg2-{JJ'DzWD#uM P%$wȺk`Mң#(vF0*s#GlOJ0 II|;w~RM F zQQa '?k_ Qm%!z K] Ѧ+ F-\S0%`4gꀞ${Z,F]@sO "aT 8tuuUP* jEFgԬ3Jc%wM2. (qO#Tmqn!0z}dd\- FO7/oUe uJlD05F.`Qbջ8ɝ^:'UGDwMè9Wep`t?:c` ?!.2GȨLB51^A:OJrw~12J~!L0;]:VBaix~ N^͒7z&Ѣ0 NqOޔr,[+'1cH.  ze׼MS{J6X{HQߑQQ-85f! j%f?%:QNa%l K o':jcev皚ΏUɌ :Y_iЁ4R120 KYatOz?zEFo@j]^rXѦL|A3NZK3WHN~(kr^Fv:(I%G~sH E  Ȩ`0z?ERt\EzF%vIoыQ(ђy,0z24Zw͍m#iGɮ(:xћ鏒ֲm5FZ ijbd4aF{-2"$2*詎s݇0*u2F5\cQ35b(FeF92D'[!WM./Qmu(G0*Y/vNaa4a;C 'E:QϴN[~`vm<#DI,0[Ȳ"T5ʛ2Fkt.-WD/Q`Tнܤ~'BF~ǛQF22J=(aO1f㈭.KI1bFF6oяloF3!D&蕒ڥqU]l_.u{~Wt0zmg"{ AE(w0yJ`Tк.}%0*衖߈,FF&>`po̎}x! Fk˹H3 Jk:F=dQ-`t$p FL=Ja/1s{(n^a amS.jys}έSƱ6ssa§ UՋ%aTT_e-3((FFyQ&Bok!2<.x1:0ED-9P %,0SB6nak@T^"ΙFY`T/T/F;*6jr^$%Yю@aԙ(-9i[rĹsV0z}ǧH\xFFQL}cGIC]>wHd4~3at(QFhwosk 1̋'5U9XhtUFGP*sE 1ЁQoR&2$Pmmܢ|"h^c|%a4כ  ƀeR& ){] Ee0~H~:0<. ?tRS+9/L5BF L!+T<;lyڙF?iO^AE5F12^(h}szFFڿiPQ>a D0z%>1.X"UK4Ǭ$+e;5u DYo*[ }ᬧPEW\@FX4Y!%ͪM;}\g-m~a2Qj@awމN74hHhĕP=P'ܢh" (bRSZ}¨HT+骵mU GJV{[;h?ƲAf\OoiaT k0: ~uKdTЦ f!NCF't@`f$\&GQi%v=P_\B~|E% ̛)/JkJ4P+;5вg/VNjgV5m EML0Z]Rw&`DIjEJa-C}¨DF=詆P HK X`Trn@W; .07*zh&Eɮ~A s_L%Qj0?&VPKFUQ͍ /c ؇K #jFE?2W TR PF}гEڍjDd}DbQٹQݎlk!0zך+3ȨpNbD 7cl{F?ȜXQQ3EFOYm0;&DQgqV0@{)JJՇPMȄ辺ISn9L7tn{\ :{T~^T˞$kZ :w=Byb{]ɘEaY_daa4a,Sc ı5?X"Ҡ'!赖EH *>g!Q/EvNXD=]] u}zu]VQ `TF/FFUG֨ -k 6#?9T(aT#m8+zӍߐ/шj!%QX`Rs)Ԯ)U%]ɚ+)y.TBbeTߝBE n5KdG ԆQ1^7X>2j }C F&$Cat=""Jd4j! *&rRhsUek)tyrI˴-QnQ0:0I)P%VF{.k5?#l[Z[v^o&ߢ_; %4`8*unvV]ؔ>`F#rho5I-qX`rf @EEF)v =+0BQASF%m- 2k|M&  F`x/:/V!#@@6UeIwDz"]8(0z D=y @ޣvca̿^`gdF?<6U: Qvdơ1"۶pr0E0F?(F)|B`pV$'z ~VĆnQAXjvQQQaԘ=s%r40 ZW[LJNȨ-Ue0JKv9 0zaR[].mw9YpnFsv-vk(|@`TZڱJ3Y`M4`t>hFOPZ9 ;F>p(n,r^ޟs]_`w`m?R`4Ȓޓͧ0J 0*EG G0*dQA۫d= D y~٪=E/MO5w-~6 ~36QQ`SwB"t) Jng^/$"R0*ۢo@jbўtvMYjad 1a${ He?I|HMs d[i*aT=Q|ُX>pg?ңv#wB`Vk c>jήsT Ȩע!-Q0JdR0%VЈEDF|K0weVXaaamA0*\\{4nc?ǤF'UB92E/(F{~ |XE,0ċQ5DR*G:nU9Crc)Y-?6nezR)xS<Zh?ڏq F>pFm7 Fə F?/ybm( qA!'v/-2aPm[F.E6znyQ^-xZ#J BD-,QyQ{фe2 "" j{ѓʱW0*hC]bR{`dT9j 0*Eӷ Ũhd Xء0g,yqԊ̒vhdFc\R]ύgD?Ύ0: E  ڏ>'c0n1!0*\\ mm"eٽ "Gksu) ̑Q>aQY{)iPt=W5q~L,_+ɪxy|׸?΍6UfeFF}LQi  !{w}F{"fuiW[[Ҡs4!#aV(Ԧ00ZF?6T}y=z0*xyi \0 RY P,0d*yFFFQo5.虃_^<ԨFFD| j&bB%2JN 3wKG GfQREyX ?y(U|Ϛ%2^"a%wr[|=Vk1رa7ܛڻ?' ;=uw Qr~jӟyF!(hS]7)2zd cFFh}+=@t= -Ui ^bQAw7l(#gwExݢ#K PGG'uhoOR辊$"I!t%KdV+C}鱳X`xmGFXtOP(0 ;=Aalg! })Ů9ިgQ[]fNm-2=ָB:9Ggы% $9c]E0*Z:2=m42z3+A^y)(o`7O7((¨`'b` y*BcKǚgXaTOVM(پhSmkjj!vxSWX`vRq܆1?y DЇoNt˹ sYߒQ*!j~@~I>acVhzخ? t.YP_4,B]BiкWր->FFgQ((UqBP=q\-djpZ(tBf742z١CaTIQQQQ#`c+ 6v{K|TgV^w. JQe>ATޒGtFBAbco*\I!+*VDFF{^ N 0Cڻ8 @ $6hy[:FVyaQ .EwGmULUHAzT:~T3g"h[6{7F\JzяBz8ƣP7F}0zn-MUMdj{J%FYύRhGFgUU,QYz)Q,0zhGjQ`T Paw0z(-wvߋ~c{xxӵFbGd&!2J'r(F5}YO/&xv^ʏTuk#ǨufyI)ޡpAK5 ޼F{ѕS|я[>pG?ޣv# SUCK+xEyFDG QJCdtܷ &=E%X`Y?tمS^襢5/zF ѫs|=@aLw}@EEFC;;𚎉tߓrSidY~+ha hXF"\s%ahr lEIAT2F~U1{j42z!e͎ h q(^U7(aaaڰo6 KX` F d7/gr#l4*zi<= :ns"%v=Rhސ=[AӔd@{0_: tA aTmu$F)}FmOѹv>+詎k)Pc^xQ7}ӪG!aF? g cM"YGj5]_wh(:ҟ8aaacuE}p)Qw}S FܳFovOjk\QZgMm낀荶 9nѣ(Ѩ$jI[ݣ0%h$eI]$ӼUPKFyёtK)0 ;=rOѣ̃6oG~G?C亃΋" Y`hZfD:O}W ,D+[9Fm1☣ ў226}ˉ`,A-¨KhFy~Jq+g0n~0zێ|>3고j=/|¨P=FO/R4#>Cw׽EQ]+Q8Wz}<m|O_oYfw5;L[Mي""" M&&n9r*lQc:~HdTآFEXQBHl,0*79DD{Q EeEh-;5KeE?sFyQBTrɂ/=tw0zh_+Ķ gH׸P=&I՘#h׽kX}V% |Y#dy@-oǎBAQ:~"W|%E>΋`bb!-+FF<000q]6:tß]7cGy,H;%kԫG')ߪviQ>! { xZ B=R89e|]rM`Cs@k !@{9. @. uyRs [ABň0*|׽P?=4cdun>;FqDE1>,0*97H=mJ<$(2*wO( ={B캰s7AuCy!00z9c4׀Y12JA F{m[G::X`t$ D#c)0zy=D"kk9OpN2o~ a ]j 0zpw0z():ٶbWoY9oA%24/2G㖲)h[fׄ{dGі4ޢGQ F׳9 s) 0zuvjKBf 42yRjto[leDQQQ`t\2Į?HJ (aWP=XV=kUJ-2:>ʷհ5FlpܝL+^O`^ʛoX?u"1=P=CYFXt-X^k0n^0Z# "г_[ЮԵF=t^Qw,腎ϫ0[9P{<<)FOؾ'ߢ7M.Da4"lعQ?0Y9cy}~IM_09vAa?{Fql}>RWS\g6 l}M ,.F [M H'Rn-zu<ߨ+$R4u D Aj0jo.IBalk+!j(_j'op)ɥZVtY 9@ 6]:-bAR4uFyatޝre0qt @h'QfV]ateN|^Yo-P-!Z6t[ڟ 4(}MdntuBAQF#X`TL߇,)dvCaTR.y8eBaRƋ}EEEF_qkYheQ6_oHjk:`8#x%[zn-]NvWm#赂O&hKvtF{-+v-4{QG3\>pԾSGa胙U'lZK|6"VK.m`Yﻳ/E]0 Ǟ#?󗡨 =ָBP ,0z.-F"vssBF$ ""k!{'ۼTUCs',jf@A Q`dF{Tnѣp5EQKX`vTkXaL?Q-]i$cF>Y d={>lWaN&mDZ%ť۴PU2N(u F062*뛐`'QѕPPNfQH!0\!9Qӕإ000 0{ηpG>Wp+Y߹|%g Q@d&QEz PgaD?,zRJshwIDhFoF FG!-U{ۧ=Y>Y~bĞަDWVP2xZ &{_,;?ҠԇhUF;’`c&5QL(0z 8F F a'/>)vP`f F;BA}qwu[ü`QWuwbwn^$>?]yc0 KQ.owLѤWFh\6X+˩0FY0QQQaTnR>8>y4Qwߦ+Ҡ_yhxEd\aTv^Tdau]EbuNK aVfV`=bOCMAUpA'b< vg m9ԅF>ږZobCaԩz9/a.ӽ3QQQ(KrZtGu%mJm_m|CYYua!n_2K?)~ܮ e0zlw~ sEy%^]mGY(~KNX @aQ4[~)aaaaa{_Al]jCg_4Q)Z#Fӿ|-5YX9K]/~܉Fu z^BEFmtmzڛ8V @̬hvj}p(IY,paO&S o61->W"-FB+רF',e}͵; 0*yi<]w1 Ia8rA0jHR]GE5L$8 @̬h˄y;.ڞS== }.7%JaB1yox*ig:g F6܁Ѯ1σ 흋S0e\ 0z)x]3B ""r*?0^=ѰTjKJ0Z퇛͓pB)}`mczfQ!Kõ;Ujjj6 &Fu+?~3uF0 δFf(0 ;mAخ6;ֿ!IAw8q-.Q^y6OLfYp.XRLa_DzӴF~@ݟ\:nգGS *KzJa GF0Haap a^oF'dBh(Ki{2q,:?n=!X`TkY|9wdt]0[L1Kڡ0kYarIA5+6O jo'6o[}kjS۵ V-i{b"=\iFg8Y>QTe}0y[0j O[ciscO[Mbtn >p%0~ a۞ݣFYlF000Bi,Ob`9Y]UJ noe[2S`&=X˃.gQy.CV /KC5FmP{0j0 ;Qe]}m~`ĆK 1r_ BbЍ~ޡ"`ݿ고7mv95Q`~~/GLB{] {+7(#`TRhle!""j%IjE徨ōhMFs_,0궷/kvV=0F3,0_a4-֊0jJ  Vh#QvS4õL+6< |(Gȼh A,~{IXYa(:/0 [or %mj`S!. ^2(((_0@9Ć}e*Ǖ, "5+.`ZCp(]]0座=h3`ԼPFYǁjw,`su3ՅѺ ;w'K_\$ *p aٜFl"rVuk9: @QvՅ@] \wiǵ:AF̋j`4균κ~Ks4Q`u uA5q C3(^ʛz=^a7 FFFV@ZMU7TC!.e0E}qXg1Pu<)N0:ah}@^)R>أv#C/].D{V1/T;9Y|?Z~}D]0 f]0i.2 a4+: rP`(.Z000 = iwM'j~p> <&0%1'`=/6􅠇k2mnDQ^`TPjSm,0zs"j5cPaw0ZCaOT:vzh[LV#05SH]uxVrW G0 yo``"K_zf&QrhN2UJ6ջIO`*6000*>˺_䂀!0Z+ao9_ g횇Is>a19Fy*ZǏt>KR{G¨5" bworc}z`t%\EFhKMh,0VM1$""" 513 ުV"06yL0j: X#ŲwE]sU#jV!)Z)}FFmW12P}^z9Bu> NQ[U Qwt+X#nY`O\gz ~""" fo8}`#ER0kXuiK`dTuf],0]$=hw=6 δǥkj(0ZA j'VEX>pU= lOQݏ%U9󪧬V|t^tѨpWwuTRF+)lBat,pj2.(ڝ=ޢץs`tF(Bϣ_5ꍂQ7Хa㤦J3`=GX?G!>zdewVt7F|Cq#C}L˄/HQ`~5}F+)۞RKm7*crB#e~/ۇ-_(^&|xk\ikk`dT:(^Xhl+F.Mq0]QQQm?>`TІBU  XV_t0j` ,!N¨#;Q:?Ms¨ sзB(, (hѭx@^0Zw0ZpՁъIжyVa0ǼFN%s3F1ua|Rު2Մc5uLUP%GZG)(()1q0zOk>007>,0zg-\h ,߬1Qp Y`3QMΚFE۽FY`pњJa au7 E~jF)}Fmxnm?쀶ͻVX[ydF(H2^?=C B+Z#Fӿdfk-((GFQYIP?0QIy-v> -}G JF#F}-eDhQh٤v͠+^Syi}dQ0ZJa`ko%J:븐IbJGFg>=IYos` G ~ &CE F^L0zIojT1F0icKHSt0Z:i>븸Q:[(Ua( JǭfZkļf9P]n|$aa/-xu0uե"FK#ײ,ج9" :Mc fJލ0&SP=]]~sDF9F?)]O0ziKh)hkRe]LhfQ@al׼F'%?  F{G0 S }kxMlgJFFht'FR@Ca4t=mUYP=3.B`ԞQQ]a3`Úځ{.`TS:*#UA wދOnƋQLD)ЎF[0z-Tפ멢IIh( or}K" De %VhIdQbC然knJ煖0,}p4q4(PTF-QI;{+^Wq&6ֱqrs4q E55&7¨u֡O~') c]QQ`dTc:emƄAaί3Y`T5mѵ6@¨(`Ba`h,H{,Ѯwn޶L&9]m褥PEmlV2k(F6ő+Xbb[+PB62F*f9$=v奃H?BaԾ%i{ Q?=mQQ`ޥy6 K^OPhid,+xFd+0NdGrW(NK.bv'(c+(N6&Im]# EGЏ; |hqw0ZLaat*H{g^5F/~@iKc^4Y4O>h:Pzg_밨 EF6ж˜j'9QMlw艢\a4nKd"D0<Fa4a8j=coJL޹zy p_ר F#7H:0Z4y)+^$byPv(~);QB#δ=Q@aUƙ=`D c]AQhQvuګn@Gʿh,} P~X0LGd헶T1(jP02v@aԙr } :t \qmZc`dF{4h(hԠnM!F#I,qHnhId+x(QPè{¨d~.bJHFFS0**$0 =}Zj Fˡ0V]ܝR[ytQF-6'gI+2O-lNQ`hb N׸"`l7Jd:/;0,݁Q?Q4[]-gh,}"YY555P~S@hU,0zl7ɶ,Z)-qPg٠J$E 1-<KgGWR;-nN'G n͈C`ŭza3X`TP$1!֤龒  Åkv 9[1KI]t bNa(.av0?y?z`ѭ- b-E΃-7(65`t bPs|FF鷍F%eA;|iqhSejg")x&AaTR}dFoR-E"(H}ipz7*6$UC^z^9w,,05F~qBA 1uQS\<%&w1-QG3?#[Aatvљ+!0\>;+) Sͧ0 ;͟ң@"+=n5@R@^0:Ρ(|B]ͣ0 hgE't}|CBao)q-fG[QA+RG$l_t 8] F2qфu*5&h(FqBwnhMem *-aZŶW!^fE'AAT$. I[oH̀:# s1_L0z]YעG'@QhQvەhXH;gI4{́+: 4Q@h%۪\P[.Q72J3DF/俬J*$H-H&KI- m jJ~(¨607H;y$n够tCxQw?FNVߏ44. ¨qѨp NhdfVxnK W6 yQ@d2_BPȰ˓D襭Ytrܩ/ SPܩ= lW .TNO7Z `uJ]͉N[B]͛JBu, 1+N#YDEx;>#ϝe, P]jqW%?0z6cOFEFs]$}ϫth/ *͉^0 FG:Yot](! *ɢq0n#gr+]C;TcK|FeHg(֥Gk͡Na4(`4( atjIrO$hg&t^D?uivՆQ7$X+[v(!9Fo%2z- N}I*^+]CU 0 GC`TV t a4`t_rcųA\#Yf@Ʊ_+nQ{ ,ePF΍#"VcgQ?ц"Ml N]k# 0 D Uc=>aTș;͎Q`;3jڸ7iXh? z] c`t:IO B@-`Μ}obֈѣPPFݾ ioϹIE?^<}jl_ۛgԳ&INHhKY,?5}F(Ry|פtq :/ ]@:r4Q@Zq>-.濄[(l0 [è2BdJos3k~=\$5nFI%&Bh+F+ K0J0 ů_CZ%FS"FӶtIvt`-, ¨ξ,fڪϜF* @(y`t_?5%NRY`'}  cnҏ΍OkG/u~ I՞"0kw0kZa4kZ2?Ioӭùkzh_3tU0F틑ԑ.fNO+nB$kk?.hKP t\q1aN'xP=Q˭:SY`fڣ{+TnwBaԞ^ 0zy" iCAlTb^?@0܇?VFE 쇗T/mY*0ʲ6 *荬rљۚ1=BFyR)vQ7 Fj:Ѷ3WC`Tc4SN Ԟ)fR%۞!mj꣙3WQ^%^h4 Fb _ F3(4W Y9FcJ}F3f+Jֈ\uuG: FVvk1)fB#vYs@; 0z<7]5è$ײG3+>yG)sP4hjȦ׹0?bY`g])L:# -;NFA#}뵍>#hg?u- D9hQhhf/H.?u!eї>Q0 /|#)uat'Q@E+uΗt^FcHz ay&EbU xΣ@^_A0jR͘Vy2R`\&';bXڪrݒ6Oc1SLc"0/uJ2:Jb):Yag[2 2c=KdTУoivԁBfF{%+c}Ew}g/FwX>p;bzθMy27D %hg? atGz#iuaT8hèCq]Mq^(^\ t, Fw,Q R[]_.jv(vt:G%& :vU{'l9#ѽ=P7#7) v5mHpMeP/S]PisFG/9}r)Ѯ%^(!¹L?=Z[a,  0XkL8Ȩ'z7q+Ѧl],Na4(`4( 0˻>P SeG.}b^w:24Q@hZ"%^Ȱ<(ov t Fݾe*+LJjkm`B+-z]Q`IK7RJ  W6?/XQQatefL>ٕJlhuG¨/XOֻ2Ì0jos~Kݵ46%g΍2FFֲO6RҠV/!bė+Q/ iVhQvS>!ϖvhJ)Q?_yTm2B D`PZ>R:"9ŦCZmMz+º 2FG2KIߴmBB )M]{"ꕝn}ߖKn1:J`@ 3_}S.QUx\\^e,n^FK\(`t;QvY`lw:c=n1uCj ` ,}"c0 hWOU?'~AQ}ScȔ0*mkW=ꭴ=o5JLoYOh\%keyF͔O6f%Is|/?yTs< F/o}Qƭ  Os]kumwn>/! bְ͵v_(Q<(JtlP0]Mb +mtH#w(/fQ/@d̕d}VPP]OsWeެ7 9[{G j20- ;ףv 8Ͻe/rr(֭FODu?.'AC_-}G2(&mq)cZT2gқۇ꽋o\֧3DF& W:a4at[BsO.7{C̅Q_pVi[at?糾!ڸ1 %T`M6J}*EF5ѫL$L38T @QvہѸ5.Z#y$ B9nl-՜M܌'jO+ODF[Vϭmgp_0 ?`7pu폓"i7葼0xh0h|I2S|(Sֳ|+Fo@6njEX! *=g+i)p_cn^#΍Oʏ4[ܵn'FRnQ`;F ϕ Te~L)+2?OuQFPۛ!cgc#G\(BHèPrkSmZ~^:5d*M[ Q!I+@Q 춧X7Nϼ|P"Cͅ#X FҠ[,خ5 F7ǯ`Q+2 Ig3Q1;J^޹&*=$2z;yi.qi[A[g$Byi@ĄA`[Գ^cь0:Cm߶pq#Ucy]#ԄtY[d\𾆗ΊD;^F7ϰB}F7Q`; 2:c)gv->fEwK]j `TcۧՅє$H+ ;B6ǗW˃0 7A) dsMy^K}F~ih/%mFF5QHM6ע [ݨ Q6.Pp0+x} h+sl9וw詌,Ss )F>p)FmO|0S!,o;]jEa5*ּFq)3>qjv $M#ocyPᛝ3h BOfTUNX Fv^gh|+ǒp50A} lwi`Q2aCf=2Z˅ d؛[0D/VɷWpo3uۢY TV{B>a+`7y77R:f+yH6͜;AS :/@ı3& v{s M3YƎ׋ƎB QMH`Qͳ?T2Ki_& E Gg[)~ Qў_LC?aaT[My4ۿ(}f>& YC[;A 0:D|CA5P.~S-'^74CGoj =>F79$Vaw0.춏 \y޹&} ~CQ`0zWxB~ `.0iؑ"W;,DatQX VD_tl}9Īҿ>t_V3l2[ߛy;~腴;@H+)ag2P/W?|G>dEF]Js+lO0N33<% VWE1yqrOs}=S FYOQ6ߎ~Wmeۍpؑ0p>datF"d˾=/DvPyO.mΔٷ5Q;Gj~0q<0\_Jj?o $f=\2}.1GQ/L7H3xؾOT=vG,cGb7 q`QAZJw~l~ձYro?2Z7οv9~3KE Q!}&Fg1IJQ q a4aIS`aGz;LUj,)O$e@4Lj`0Pp0쾋q >s?,*['sb톛e sqD`iP1}%@;Xط}g9J_z-Ӥ/'<pw\%V-:߄JvFX6귺P((((((((XY-\m) y#gw,qA֭ n<7MHy9*p ++ =gos.r<|bW]i~//Dc >"CwAx h W[*9-^R0.zBYLzc~DPX!:'YB64u(g`^q3ɮHh<n.& qu20]w}!EoZ_IENDB`(( / 00DTimes New RomanDArial" DCalibri"0DCourier New1@0.  @n?" dd@  @@`` 5'4     * !"#$%&'()*+,-./01234?b$fztEdPOΙ&b$I vH/Wnj&b$wQs)ޘvMb 0@dʚ;2Nʚ;<4dddd..HI.g4RdRdN ppp@ <4!d!d..HI.i)___PPT12 %0___PPT10 pp?  O             !"# $!%"&#'$(%)&*'+(,)-*.+/,0-1.2/304152(PK!V[Content_Types].xml (|N0H+8 (8ĪVEBpֻ3iVwbl VLly Ё9!u{yL IuF^k2#z cẽN`0[mb` \!#s,Hё9}~TU 6Ul¼;{-dۡx/ ftΓCR}o v|i@T;\/E_PK! K& _rels/.rels ( 0nS=H^DtiUۛc a)hěBUrdk)Dd gIDr*dS("QlT3Q4b̜'օ9I]e3\0ťQ.D=vtr5aƓI+D#V0;f[e!/PK!tableStyles.xml I0@Ὁwh}-CQ$ +w*!@he/?JXd45ݤ{c@qqi` yߥ?" dd@,|?" dd@   " @ ` n?" dd@   @@``@n?" dd@  @@``PR    @ ` ` p>>#PK![Content_Types].xml|N0H+r@%r(0r&7yܪ}{&i*T8f;L6VT-{V~n^{)@ŀ< uw}l IvVNLTL3pG|ﴉ`(UoȮy=J2:88Z )9kR /Ju"(\fhnX soiɶGgϤqsJ8 `ֳ'*e$ ީ3/zPK!*8 _rels/.rels 0DnzЃXmlo0of5OIw AN{cݠv=m 838yG 6U} ShLq`L)d=Ҍ\@.;3, ;$e͂): vq}j:zɥ'k茜(f,ƁXA6\m>PK!2T, !drs/slideMasters/slideMaster1.xml[0@+uȿU@2jFU48Ll#n]JWkc INN 8\__etPp,@ Ynt}u%$f3LSF _e| JC0ͥv[s`6( po3`脶NgNp̐r}EqHޥ]Bb /q&Ѳ]F80HczDx}zOl-LoS(9^Q>=ł [d ̯I({ǣv8?gZg$:)gg1rRI>:ܫKqb\d$!|7ɇ' 57 3vT 5t^8@O4Y,Nbi$c.TQH nCU: k($NS:E'd߅|YH2^eL2+ڃ&P2%Xy :,E?Mg5̳Y ǘW*N:J aħ |GKObIS*e;{k*ۦESYkGM_x}W;jbq;Y[s\Yxoŀ\U7Y hYN=!Uwۜ{i|}> Ͳ힞}^χk:CZ&ʛF3rfz`sMƥD7S9'||'a\bU&u}iTqեkFY֠^BZ gCz䎅ض^Sk2n WunYg Y٢բ!f_CPIѰdmqRK&- K6Izwns4Ͳ\zPK-![Content_Types].xmlPK-!*8 ,_rels/.relsPK-!2T, !drs/slideMasters/slideMaster1.xmlPK !!!(    f`T ??Rectangle 2  I. T Click to edit Master title style! !F  `T ??Rectangle 3j  I. RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S,   `0] ??Rectangle 4", & PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!: drs/shapexml.xmlVn6}/ Zh-ٲe,۶qLKT"UrEMÙ9s9Ï \>pwr Ɣɂ %yFyK?]f6e;i25zm5k?KJ`z-E^*I/J>kmWõ&U_>lKV Ý$N`pc_ "g $ljhg9Jxj}i<60`pheqb \e; 69~/G%d@#q?Clֿ(J0wJ65zS*ʨF&PjɄ5'ղp|CQ!] {3T9ӝ2Wbqp>.8-d8gyBOUQpy(WUUJ!WuUuZ9 vT*:><0*sPo@BpOh2i0J(x|jUI~LQ}F!!ۃRrlQ;[o=)*a$/a%7l[f)3AcT&;Og}NvA;E ASᓝRaG^?>/04w%{0:?wLsJo#k&&}lDB tLКQLp0&%W_ _)]'fU"Z6 "q6)xy8ۉžqΰC#ۑZ3r-`WL! ꔗl._6GKsS}RR*i.] oXk3gqž}fM6un<FoџILyZptzY:Re3l߃J4źxU=[i(<zPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!: )drs/shapexml.xmlPK-!drs/downrev.xmlPKV I. P   0   ` T ??Rectangle 5". ( PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!~XV  drs/shapexml.xmlVn6}/ Z(dɲUn gϴDEl(R(Ic']EypHq8kTL 7>FT`1_VVQ.3m۟LeN WZ7+ZF6TY)UM4lQB |hP&-mQf7 a 5zOs)s7XPޔ ^S䡢hgxw` @j4 ,gdώ(MaÊcU':ֶ`5~\' 29G%2G&1FQ УF4!9H~ !1j*F +׭6=?ar8F.Usra}W`V)?@1_.qEhEbMW$^ "D!&+ *.D*J7\,TP¨3,)9WhO8yzz#9xf;0gaFċVQ쥉? #?JUk&)H 2alF&5B@ϕa(lh¸[_x 'OKxEåƫ7Qgw]ڜ}eʏ;ÆTf#;n[T0S8 H 2&^D#ܐն"7}T;i{ {zUp~MigO@@Q'ӪUḼz֐?ň&mAj$<]K(p9hͰ>-ve&7CoD5=j0NZZw4d~{K=Lg;G|-hyM "W%d-kԏb@D`qozFm vL=RMiMa1\1LN 713Mɵc /.$f|/k9tZZy!ן:߇]}y]Lx=r -"+Ql"&O]juc29_.1#bOPBn ' s!)^Ф9|fj?()Knk=甀**[Y|ycיFׯmq$9{`5m={YQt^H8Z yETKmZ\\%U &m&'wPK!idrs/downrev.xmlDOK@Ga؍-E ր=i k~{z~lp:PgW qmÕ}qy*&dg2ps{^a*%9SrcY86`/rqh B=T~m3-__,"Tˏ]m9? ŊWj%߃ڽ?Cc'AOPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!~XV  )drs/shapexml.xmlPK-!idrs/downrev.xmlPKvV  I. R      `T ??Rectangle 6"  PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!"drs/shapexml.xmlVn6?C(XAg0kZb5RTd0CRtPIn& //}{?|g-OsK~8_n!<,qX|<ʹm.v$Vf:ٖմ= 8+VZUx5-sU~\I.$)s`Bƫ,ۊ3 +ݵ=_`3OxS[.-y?݁wʁTciD=4@VeW_WGbҁ)ĉ  na894N 8Nj#q0!3'"ߏC?tH'c"ђl'&ތhE#Qc)_J~eYUouoUsdV(`пU!BL;Y&η؋$r`p#o>w/i䎖x8i:(t[9NR]fRPgH2cPҾw(i\Ӑ /VH,ؒz&9xdRU~y v؍Ѝx(VJAzUd807i]HU։3-AM0 $P=qz(0tpṳ2u/R4/fl" Odzg @oD|GRx8pi^JKhu.)k-YqLmГГr'nM;z AQV~&x^^7bf\9JD!C u]T(kƮ#vpbWxEn[ubƎk*?V'7elZ__ 'H" xEt"17&k 5;PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!")drs/shapexml.xmlPK-!Tzodrs/downrev.xmlPKt!V I. h*   <  c $ ? ̙33[ PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V6 ݐ7= o|XYQl\!~Iyd\FTwn pA~%E!jg v0$ٿʖ1߸^' I՟SkEWy0…AWPڡJNϰ2N.(K+DbU+)M卋kkm6‡^G.揾nճjsEȋь`æh0i p`Cww1ΪbzP㳘J(MuHW(%mUkjcdc${3i}tЖ!1lp{xAo౐o q ^exArRA0k,u;z!gkO W @@z¿gf=k N~U4T.^=e`~tUgTģ_ʉڦ Wisnɒ\쁾Y;]D;ȄB P!^'^^qQpQBDAtt@@xO9I׷IQB a]fDem*䶗A=S4Qavȱ{%^`8Lֿ"i˭|ν ökTbV*+NL2b5$ MaDc %enb+!2~# RN.pҙTnQk:Yښl1>Q٦8ssxNe+ ;sϪ, QZ v _~CCE$CyG8Pw'Ѯq'8jI8)߸"'faUضGa­CODqµCqMvS[BovVp[;|49-ԣxb|7^eԝx`F9O0Vs=Q#0Y4@rz4}=3=P !ib'x1-&TEIsl~4[M N qTɴ6QgÆB!l,K nTT1.Ւm*063K)Im޹E$/ [ۡo6ފpOV:@ScB*_Lna? l̫BfױЪp`D~Sb!%_YDr,Ҧ3(Ҵc[Dr|-42-"X/ p+XiEw Y`c ؠ'#6f܁٫?ֳ 72JEb1\:٣5 6Ao6AF*[W Gf8܁7, asbKӱ+ۜyG>laE Z R6X5\NSwlsZVaPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!m'theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] : PK!M[Content_Types].xml|N0 EHC-jaj; +,Kq:=ig ,?ϵYD&oDzCwO-gkcg$./XQ{jsԈHt䒦AFP0skfx(壓8?.C(ũ{R(Mb˳7{-IF#{_R'dK0FFjr'"&@_'PK!p8ܾ8 _rels/.rels 0Dnz x%ٶ6 (тqLݾQ(NAU ioo'tGHL m^W16 AJMȅ8a22~`Or[;,lij@搛}YMGBh ]pϔ{J Loc!"rPK!{!drs/slideLayouts/slideLayout1.xmlUn!}@'k㵳5i\;eqxk}X:n՗̙sf`rij\)0b˧)~\^1Ȋ%oϟ&%[v0-2,YCLJ85OYe/nDzE.qoW쫢IA A&4}6LOm5T ĸ%w}rQ7- ( Q!IX=Вm\0zi1z&x߷sx:uY`+D4 )bqDJHѸH_Vi-c.(cEoS9Hʋ>0n}H*(mB8FQHE:hhJ6P4^hU}X; $!AKT3 o)fau ,J ɓ Z#0vnv%8}FN!Vqu̠@%@N@A2Y͉!DRȐw7X[}7VTr +I=qMp+ [ /aߐhNt{Bܡ# l[ FSL>~Yss8 |]qɟ WyzI7|;#0wD?b-a’;_Lq"5r72wWƾD j6FWWU([' (?UtuvrH>}jlK'M, ^jZˆAs^췔A-5g9X93H 0C*j``%H\KL}ξ瞩& (> a oO#f [O9IW$Q LE*ڇ#7+s6)nUPBρ I~',iNe1;ĕُ1>lV\_f=/RC\čЦ~Må9z\ûx%aJ+̢eQQҳL ܉()M3'O_E̼ =2cFF)6$dku*g 8ZO&8^aJs%f!c(n(ӽHMU.q,XHa1ZR+rU~~]۽8^v9x@l͝>+w0'PK-!M[Content_Types].xmlPK-!p8ܾ8 ._rels/.relsPK-!Uzq!drs/slideLayouts/slideLayout1.xmlPK~PK!M[Content_Types].xml|N0 EHC-jaj; +,Kq:=ig ,?ϵYD&oDzCwO-gkcg$./XQ{jsԈHt䒦AFP0skfx(壓8?.C(ũ{R(Mb˳7{-IF#{_R'dK0FFjr'"&@_'PK!p8ܾ8 _rels/.rels 0Dnz x%ٶ6 (тqLݾQ(NAU ioo'tGHL m^W16 AJMȅ8a22~`Or[;,lij@搛}YMGBh ]pϔ{J Loc!"rPK!VzK!drs/slideLayouts/slideLayout1.xmlXr6}L׎u˙ح(&R ZA@Ywwt/2 ,gz% c3Q]7bB:<;_^bݩ67ޣӯYgN ;zM9,]2Ot߻*0-w$ţHI 2h&Ixb7:9`H72U 3i$w'b\>@)I`%" CyaMƁ~`XB]|[A%V %w}+9D9[' A)T㡎o3^La||?*U,%VGT(*gQ*0r.W9I\WG1eYy g:h1s ay,,g>~ʐz΁"Q跜G ^4M*WGaHX6Xa 2{+F]fxG:h*}I]4bV@||Ri%TĮJP!j%„g]hRy[.~J_L'bb"q&zd+^%geye F馛\'Γhht0MNn|-T^KTG:[z-y6(Mxoy-7(^ z F'aM+lnBv"b̋/;: >YP D15\ PK-!M[Content_Types].xmlPK-!p8ܾ8 ._rels/.relsPK-!VzK!drs/slideLayouts/slideLayout1.xmlPK1PK!M[Content_Types].xml|N0 EHC-jaj; +,Kq:=ig ,?ϵYD&oDzCwO-gkcg$./XQ{jsԈHt䒦AFP0skfx(壓8?.C(ũ{R(Mb˳7{-IF#{_R'dK0FFjr'"&@_'PK!p8ܾ8 _rels/.rels 0Dnz x%ٶ6 (тqLݾQ(NAU ioo'tGHL m^W16 AJMȅ8a22~`Or[;,lij@搛}YMGBh ]pϔ{J Loc!"rPK!.$} !drs/slideLayouts/slideLayout1.xmlW]0}wGge]w@hö&4$mX(_{՛]ɖb}0ʬ3#"\ 6_g7t/4:rd0Ӝ~-+&FjTL. Ѡ~){'Ӈ ݐ(Ʃu^TcUՠ&}oj S[,KAK,,` SW+ŘAU-;en)2CRxf 08~hۨr~EDfۛOl i6j:Mgw,8 ͫƣ_ ;BsFW bLDHioKol諜4׆5x8|mc =D"'߄#01acEc{# s[MDpTDN^sL "ߣ8&|Rc!a9~Cc< 4ABd՗% ([|ђ#5S e gXJ&;1m>Ng#5 8MY.y#BÊZq>1 뒤tLC qϩNQGIomiKJ~tۈzFgc;<5f _:KXv| N.a%l8WCIp()SmI՝ɶbwM'Rd-=mm=~?{0{Z>(LMb>bscvf+#q+y~+k h9w48+jfهx7P:7݂xMvo1_ ͍fкV)WBdG#B먧>efM{ktIҋOOzd7 ~|xG[ ?Z7 '2wҏ[0l7ƥY|'}3d{(?Oc>\^b(m%W(vK>B { PK-!M[Content_Types].xmlPK-!p8ܾ8 ._rels/.relsPK-!.$} !drs/slideLayouts/slideLayout1.xmlPKRpuPK!M[Content_Types].xml|N0 EHC-jaj; +,Kq:=ig ,?ϵYD&oDzCwO-gkcg$./XQ{jsԈHt䒦AFP0skfx(壓8?.C(ũ{R(Mb˳7{-IF#{_R'dK0FFjr'"&@_'PK!p8ܾ8 _rels/.rels 0Dnz x%ٶ6 (тqLݾQ(NAU ioo'tGHL m^W16 AJMȅ8a22~`Or[;,lij@搛}YMGBh ]pϔ{J Loc!"rPK!aBp!drs/slideLayouts/slideLayout1.xmlRN0#-&x^VjqvClk=x\uFVahb6LYs{,D%hgU{X,zw"Z3略ʡH[܋ዼ0X>F'Fx4A!Rn|9nU R=`?9K4l X˭.C]b `;Tjl~7oYSQx0 O *42z&+ S]d_T\Y?`RXTS_[9*O3_1PK-!M[Content_Types].xmlPK-!p8ܾ8 ._rels/.relsPK-!aBp!drs/slideLayouts/slideLayout1.xmlPK`PK!M[Content_Types].xml|N0 EHC-jaj; +,Kq:=ig ,?ϵYD&oDzCwO-gkcg$./XQ{jsԈHt䒦AFP0skfx(壓8?.C(ũ{R(Mb˳7{-IF#{_R'dK0FFjr'"&@_'PK!p8ܾ8 _rels/.rels 0Dnz x%ٶ6 (тqLݾQ(NAU ioo'tGHL m^W16 AJMȅ8a22~`Or[;,lij@搛}YMGBh ]pϔ{J Loc!"rPK!lі!drs/slideLayouts/slideLayout1.xmlSn0?'s( Rm.Ill%" rJ%%%iC.|,g;z1R/WRծn_,r(ϟ6^ESI0 JyUQ7At-\xE7swZV#tj5~sCKI@Ǧqaa#KѳZjΚQ =ײb`ja1D1lCNxAu"e1̰ EOya5BWm@b(%?٘FN =kT7wX. ^.M&E˹ZL>_TMP;u&,n\=&xAP&ҁF.H}} pQ5~-{A._vqfJ||{7sKLi^&-`=]÷ns_z$UPK-!M[Content_Types].xmlPK-!p8ܾ8 ._rels/.relsPK-!lі!drs/slideLayouts/slideLayout1.xmlPK2PPK!M[Content_Types].xml|N0 EHC-jaj; +,Kq:=ig ,?ϵYD&oDzCwO-gkcg$./XQ{jsԈHt䒦AFP0skfx(壓8?.C(ũ{R(Mb˳7{-IF#{_R'dK0FFjr'"&@_'PK!p8ܾ8 _rels/.rels 0Dnz x%ٶ6 (тqLݾQ(NAU ioo'tGHL m^W16 AJMȅ8a22~`Or[;,lij@搛}YMGBh ]pϔ{J Loc!"rPK!{u!drs/slideLayouts/slideLayout1.xmlX]H}ߪ]' (5;yL@;mZGK0.T%U">ǾMe6},a=O/wcg!Od&Nև~w|'ךFV|jEZ~WHy^"g+Rzv~KyYf^Vq :.AH(΋ -+Q >vIrVv" ܶ,e<s\ŅI/hm>|?*ZpyT,,z1EBv !l;h;E[͂fpD-Aguzx);/#zSu"4N_ I/ 7ƌyLؕ)}A9gbe:}s2]cflǃkG\"~3T'^]Mb/BY6!{܇ 8`"{ey"8 WI|eZ2ƚ}iJo1" GJ͐*,+v=zb3=&<LBAHhpi@VpQmNq]wV:;*3ƫVt?T +^[6yc?k@vlqMF &Qlk5ുwj )Z UMQ*Nkj$|.TFPK-!M[Content_Types].xmlPK-!p8ܾ8 ._rels/.relsPK-!{u!drs/slideLayouts/slideLayout1.xmlPK@ZPK!M[Content_Types].xml|N0 EHC-jaj; +,Kq:=ig ,?ϵYD&oDzCwO-gkcg$./XQ{jsԈHt䒦AFP0skfx(壓8?.C(ũ{R(Mb˳7{-IF#{_R'dK0FFjr'"&@_'PK!p8ܾ8 _rels/.rels 0Dnz x%ٶ6 (тqLݾQ(NAU ioo'tGHL m^W16 AJMȅ8a22~`Or[;,lij@搛}YMGBh ]pϔ{J Loc!"rPK!pZ'q !drs/slideLayouts/slideLayout1.xmlWR0}ߙLߵR@ 6خiIb=IDf}_ M=tp,8ҹàu|&~/цr)0X1~]GC!tLAfLN2VP},K&>L}w4,h.^c/!+VOHx3zWuDNIE9TKf.'_'-b&|buG+o}N[GwH:x%~dt:&Gə#5J̶9Q9ŪD:ੲn uy"xĸZb\ƕ;z^pd+՘m4 D$H >QQpJrjs{7J&ܱ_:iO!>RH)7ۑ`Yh |^{SŅ\ bBbZ:_ cn碆q2˽  1! n:æ#tuM}EQ][cLUz!Đ3xQr#0g0;%HyQwyzQ` q( p pV <$J59&{ /( pt(Qv/_V;G pr!TH~(Wk ^AUj4EѾLPK-!M[Content_Types].xmlPK-!p8ܾ8 ._rels/.relsPK-!؊/ !drs/slideLayouts/slideLayout1.xmlPK PK!M[Content_Types].xml|N0 EHC-jaj; +,Kq:=ig ,?ϵYD&oDzCwO-gkcg$./XQ{jsԈHt䒦AFP0skfx(壓8?.C(ũ{R(Mb˳7{-IF#{_R'dK0FFjr'"&@_'PK!p8ܾ8 _rels/.rels 0Dnz x%ٶ6 (тqLݾQ(NAU ioo'tGHL m^W16 AJMȅ8a22~`Or[;,lij@搛}YMGBh ]pϔ{J Loc!"rPK!WfV!drs/slideLayouts/slideLayout1.xmlo '@Ni$}hI+ĬP/w`[&^/w;QE3>>qZJ?Ͼp 8{rԖ^U7/%x-‹Ƣq mQ9Iڍ*&yN7ՈuD*Y͞fzIC {Kٚ%#t男Xihha-BFt@J۵Cqve.ݷKduz^Yj27mVrq| %`HNP.0-UQ?#E>"8J]F3t8Ƈ:S [#=ӆw6ŜYG>D]xd{OL2>&Dϴa  J+qE݄BBÎaXt,CINN%8V* %LACwdMl@`mTEAL*u_6)2@ Tplؿ#LS!P Cߨ u-ԯ͋ */7GO2Sw>zԱ݁}hSе@_"-YE4}5bPK-!M[Content_Types].xmlPK-!p8ܾ8 ._rels/.relsPK-!WfV!drs/slideLayouts/slideLayout1.xmlPKPK!M[Content_Types].xml|N0 EHC-jaj; +,Kq:=ig ,?ϵYD&oDzCwO-gkcg$./XQ{jsԈHt䒦AFP0skfx(壓8?.C(ũ{R(Mb˳7{-IF#{_R'dK0FFjr'"&@_'PK!p8ܾ8 _rels/.rels 0Dnz x%ٶ6 (тqLݾQ(NAU ioo'tGHL m^W16 AJMȅ8a22~`Or[;,lij@搛}YMGBh ]pϔ{J Loc!"rPK!$H!drs/slideLayouts/slideLayout1.xmlO0'!?Q[$ `pvߝ퐲1 Es},.-'=S2/DՍ.gE@l.W_,dy}K`]e3Fak>$lөao`(q?(HAx3S,¿ܷjW ZB!a^G'Z!۬jwmu8 RKѿC:kVΔmWh":wUwÜ/wU2Ҽ{nK2h[!b4Hd@[Nqb8{ZĴ3 1kT/tՍ!?6LcG#r7G2Q?PEo|p2D:Dh_dPivgƈNd$?;m?.X4A4 \Uĸ?^̫Pi~Ryۚ\vK &^8VPK-!M[Content_Types].xmlPK-!p8ܾ8 ._rels/.relsPK-!$H!drs/slideLayouts/slideLayout1.xmlPK< Default Design h` (     v02] ??Text Box 456 n 8-9 May 2006  _ G     v2] ??Text Box 55Y6 wAnuradha K. Rajivan" _G     x@T ?Rectangle 1D  I. EExperts Seminar Food for Education Potential and Limitations of Public Feeding for Social Equity: Experience from India (Right to food & social equity) ~ _GGEVEG$E r   x1] ?Rectangle 25 K I. &Anuradha K. Rajivan Rome, 8-9 May 2006>'0 _G$G$ ' <  c $ ? ̙33"4  0 p(      vp ??Text Box 456 n 8-9 May 2006  _ G     vT ??Text Box 55Y6 wAnuradha K. Rajivan" _G  3   xT ?Rectangle 1 I. gStructure of Presentation  _G1    xT ?Rectangle 2 D+f I.B:___PPT9 dFFE concept and issues on objectives FFE  a partial tool Social equity  a subsidiary aim Objectives and instrument mismatch Public investment in feeding: the case of India, focus Tamil Nadu On social equity; FFE & social equity Measuring effects on social equity FFE: Potential and limitations Conclusion38  _$G$G$ G$"G$AG$%G$"G$G$ G$ 3H<  c $ ? ̙33"    @ (     vT ??Text Box 456 n 8-9 May 2006  _ G     v5] ??Text Box 55Y6 wAnuradha K. Rajivan" _G  J   x ?Rectangle 1y I. ~21. FFE: Concept, background & issues on objectives3 _3E 3   xT ?Rectangle 2D+ I.___PPT9xp ~Consists of: Feeding children at school Providing take-home food  generally dry rations - linked to a child continuing in school Broadly covers population ages 5+ to 16+; most in primary school ages Generally state or donor funded, sometimes with community participation What it is - a direct food/nutrition intervention What it is not  food/nutrition security through raised incomes managed prices of grain through a PDS which also influences market prices  8 " _u8 oP_8 _F8 " _8 _H8 " _8 _28 " _8 _18 " _Y8 oP_8  _ GGYGGEG G G G  G1GG0GGIGG Hh<  c $ ? ̙33" P)(     vՌ ??Text Box 456 n 8-9 May 2006  _ G     vь ??Text Box 55Y6 wAnuradha K. Rajivan" _G  9   x0׌ ?Rectangle 1 I. mVery basic in human development  _ G1 o   x ?Rectangle 2 I.~v___PPT9XP kFood addresses survival and sustenance - hunger, malnutrition, morbidity, mortality Freedom from want - In modern times, with food surplus globally and declining prices a concern, people should be able to take food security for granted Budget / donor support thru national / sub-national governments for those who cannot take it for granted should be supported nT8 " _8 _8 " _8 oP_8  _}8 oP_8 " P_SGGGGG| G  G lHh<  c $ ? ̙33"z    ` (     v ??Text Box 456 n 8-9 May 2006  _ G     vp ??Text Box 55Y6 wAnuradha K. Rajivan" _G  1   x ?Rectangle 1 I. ePrimary objective of FFE? _E    x ?Rectangle 2D I.~___PPT9`X Is it for Education: promotion of enrolment, attendance, retention, learning? Food security: combat hunger, malnutrition? The primary aim seems education  as the term FFE itself implies Donors tend to value school feeding for funding support state funding for education is seen as more legitimate than food food per se is seen as more in the primary domain of a household operationally easier, children assemble at school everyday grain availability 8 " _p8 oP_8 _A8 " _8 _98 " _8 oP_ GCG+GG@G G 8G@G@G:GG Hh<  c $ ? ̙33":  pv(     v ??Text Box 456 n 8-9 May 2006  _ G     v ??Text Box 55Y6 wAnuradha K. Rajivan" _G  /   x ?Rectangle 1 I. cLack of goal clarity?  _G1    xP ?Rectangle 2u I. r Question: Are we using instrument  A for objective  B ? When resources (money, technical & administrative capacity) are limited, objectives need to be clear Absence of goal clarity has led to conceptual problems & difficulties in assessing FFE schemes; outputs rather than outcomes have tended to be measured F8 _98 " _8 _e8 " _8 _8 " _$8 _G8GGdGGGG : H<  c $ ? ̙33"  Q I   (      v ??Text Box 456 n 8-9 May 2006  _ G     vp ??Text Box 55Y6 wAnuradha K. Rajivan" _G  8   x ?Rectangle 1 I. l2. FFE addresses only one side  _G1 4   x ?Rectangle 2 D+ I.___PPT9x 0Education: primarily addresses demand Hunger/malnutrition: addresses food supply In either case it is partial Also the additional issue of substitute meal vs additionality additionality is NOT the whole meal, but only extent to which it is more than home food Hence the expected impact on either objective is limited  need for realistic expectations Needs to be factored in when evaluations are plannedF&8 " _8 _+8 " _8 _8 " _8 _>8 " _X8 oP_8 _[8 " _8 _58 " _%GG*GGGG= G  WGGZGG5G Hh<  c $ ? ̙33"O  $(  $ $  v@ ??Text Box 456 n 8-9 May 2006  _ G   $  vP ??Text Box 55Y6 wAnuradha K. Rajivan" _G  ^ $  x ?Rectangle 1 I. F3. Social equity  a subsidiary aim$ _$E $ $  x ?Rectangle 2n I.JB___PPT9$ In most cases other benefits are secondary   also rans Social equity, including parental attitudes, cohesion FFE is rarely designed primarily for these While important, whether FFE is the best instrument is an open question Here we are even more in the realm of changing minds (more than education and hunger-nutrition)98 _ 8 " _8G-GG*GGG`G B H< $ c $ ? ̙33"/ (k(  ( (  v ??Text Box 456 n 8-9 May 2006  _ G   (  v ??Text Box 55Y6 wAnuradha K. Rajivan" _G  Z (  x ?Rectangle 1 I. B4. Mismatch between objective & instrument in all cases: educationC _CE C (  xp ?Rectangle 2Jr I.NF___PPT9(  n*Should scarce resources be invested in FFE or teachers, buildings, books, toilets teaching-learning techniques, training curriculum development hostel facilities for the poor / marginalsied scholarships, stipends, bicycles, uniforms livelihood support, so children are free to be in fulltime school.8 " _8 oP_-G$#G&GG-G*GBG +Hh< ( c $ ? ̙33" ]U,(  , ,  v ??Text Box 456 n 8-9 May 2006  _ G   ,  v C ??Text Box 55Y6 wAnuradha K. Rajivan" _G  V ,  xpC ?Rectangle 1 I. <Mismatch between objective & instrument: hunger-malnutrition = _=E =" ,  xP ?Rectangle 2Jr I.NF___PPT9(  Should scarce resources be invested in FFE or Most vulnerable population, below 36 months, P/L women, adolescent girls Children outside school who may be the worst off: dropouts, beggars, migrants, destitute, chronically ill or disabled Combating a host of non-food factors that affect nutrition outcomes: wat-san, deworming, immunisation, infectious diseases, parity, knowledge deficits4.8 " _8  _I8 oP_8  _v8 oP_8  _8 oP_-GIGvGG Hh< , c $ ? ̙33" 0$(  0 0  vE ??Text Box 456 n 8-9 May 2006  _ G   0  vPE ??Text Box 55Y6 wAnuradha K. Rajivan" _G  ; 0  xF ?Rectangle 1 I. oWhich ministry will choose FFE?"  _ G1 h 0  xG ?Rectangle 2Jr I.NF___PPT9(  FEducation Ministry  low probability Social welfare, Women and Child  somewhat higher probability Social Justice / SC-ST  low probability%8 " _8 _>8 " _8 _)8 " _$G$G$=G$G$)G$  H< 0 c $ ? ̙33"W    4 (  4 4  vP ??Text Box 456 n 8-9 May 2006  _ G   4  vG ??Text Box 55Y6 wAnuradha K. Rajivan" _G  ^ 4  xPP ?Rectangle 1` I. D5. Public investment in feeding: the case of India, focus Tamil Nadu E _EG( E 4  x ?Rectangle 2' I.___PPT9x :India  population 1.1 billion in 28 states/UTs something like 25 countries, with enormous diversity and social inequities Population of a few individual states in India Andhra Pradesh 76 million Tamil Nadu 62 million Compare with population of countries like Philippines 87.9 million; Republic of Korea, 47.5 million Nepal 27.7 million; Malaysia 24.4 million Sri Lanka 20 million08 " _K8 oP_8 _/8 " _08 oP_8 _*8 " _y8 oP_/GJGG. G  GGG)G9G)GG Hh< 4 c $ ? ̙33"  ) ! 8 (  8 8  vR ??Text Box 456 n 8-9 May 2006  _ G   8  v S ??Text Box 55Y6 wAnuradha K. Rajivan" _G  D 8  xS ?Rectangle 1 I. x*Basis for inferences&   _G1  8  xR ?Rectangle 2u I.~v___PPT9XP lField based experience with technical knowledge Two decades of direct programme experience in India (particularly in Tamil Nadu ), a country with persistent social inequalities largely linked to caste and sex Absence of research, especially, controlled impact evaluation  but some studies available (Dreze & Goyal, 2003) TN, a southern state of India where public feeding schemes have become the norm; scaling up to national level Conceptualising, designing Phased scaling up Implementation, monitoring, management Evaluation Policy for a malnutrition free state08 " _8 _8 " _8 _q8 " _8 _n8 " _8 oP_/GGGGpGGm G  GG&G G%G 7Hh< 8 c $ ? ̙33"  D < <(  < <  vU ??Text Box 456 n 8-9 May 2006  _ G   <  vPU ??Text Box 55Y6 wAnuradha K. Rajivan" _G  9 <  xV ?Rectangle 1` I. mWhy is the TN Case of Interest?  _ G1 & <  xW ?Rectangle 2\  I.^V___PPT980 Feeding children through visible, public funding is near universal from the preschool age to high school  developed after a long history Centres function every day Buildings in place Earmarked staff in place (cook, helper, organiser  women predominate) Staff training budgeted for Equipment in place (scales, utensils, mats& ) 8 " _8 _8 " _8 oP_GGGGFGG-G IHh< < c $ ? ̙33"    @0 (  @ @  v0W ??Text Box 456 n 8-9 May 2006  _ G   @  vY ??Text Box 55Y6 wAnuradha K. Rajivan" _G  9 @  x`Y ?Rectangle 1 + I. mWhy is the TN Case of Interest?  _ G1 v @  xPZ ?Rectangle 2 y  I.___PPT9ld Feeding takes place almost without interruptions NMP for the 2+ with complementary feed for younger ages Take home for remote/inaccessible locations All ingredients of FFE, and beyond FFE ages  even though the primary aim is seen as combating hunger and malnutrition Menu nourishing and varied  rice, sambar, different vegetables, weekly egg, supplements Health linkages conceived and established Attention to nutritionally vulnerable groups P/L, AGs Below 24 months18 " _8 oP_8 _Y8 " _8 _*8 " _8 _-8 " _8 oP_0G7G+GvGGXG G ) G  G,GGG Hh< @ c $ ? ̙33"R    D (  D D  vZ ??Text Box 456 n 8-9 May 2006  _ G   D  v[ ??Text Box 55Y6 wAnuradha K. Rajivan" _G  9 D  x0\ ?Rectangle 1` I. mWhy is the TN Case of Interest?  _ G1  D  x ] ?Rectangle 2y  I.zr___PPT9TL Second generation issues seen: pop relocation  need to relocate some centres gap identification & filling for remote locations alternate staffing patterns - two vs one worker model top down vs participatory, local bodies quality issues coming up with near universalisation growth monitoring, records maintenance are issues private nursery schools & the English medium TN treated as something of a  model in India: De facto right to food, a soft right8 " _R8 oP_8 _/8 " _%8 oP_G.G1G5G'G3G1G,GG. G  %G Hh< D c $ ? ̙33"C    H (  H H  v] ??Text Box 456 n 8-9 May 2006  _ G   H  v`^ ??Text Box 55Y6 wAnuradha K. Rajivan" _G  . H  x^ ?Rectangle 1 I. bIndia: Going Beyond TN _E  H  xZ ?Rectangle 2'+ I.___PPT9h` nSupreme Court Orders of Nov 28, 2001: all state governments to introduce cooked MDMs in primary schools within six months Most states missed the deadline; some could not / did not comply Judicial intervention based NMPs may not be the best way The logistics, management and budgets can be mind-boggling Yet, this contributed to a steady expansion of school lunches as most states, after some reluctance, complied (Rajasthan, Karnataka & even Bihar, UP) But political has been highly variable  even though critical for quality & sustainability Hence the evolution of feeding schemes in TN is of interestjz8 " _8 _A8 " _8 _98 " _8 _;8 " _8 _8 " _8 _[8 " _8 _<8 " _yGG@GG8GG: G   G GGZGG<G b H< H c $ ? ̙33"c    0L (  L L  vP_ ??Text Box 456 n 8-9 May 2006  _ G   L  v` ??Text Box 55Y6 wAnuradha K. Rajivan" _G  2 L  x@a ?Rectangle 1` I. fConcept of right to food  _G1  L  x_ ?Rectangle 2y  I.nf___PPT9H@ Legitimacy vis--vis legal enforceability Soft vs hard rights  soft established much earlier in TN Full legitimacy, public expectation, political commitment, budget allocations But in spite of court rulings, not well established in other parts of India In case of non-performance can a poor recipient take legal action? And against whom? Parents? School? State? Is it realistic? le8 " _N8 oP_8 " _)8 oP_8 " P_)G:GMGKGTGGG G  ~Hh< L c $ ? ̙33"@  @P|(  P P  va ??Text Box 456 n 8-9 May 2006  _ G   P  v c ??Text Box 55Y6 wAnuradha K. Rajivan" _G  M P  x ?Rectangle 1k I. 3Evolution of Direct Nutrition Investments in TN - 1 4 _4G1 4 P  xP ?Rectangle 2 I.nf___PPT9H@ lProviding food outside the home  not new 1956 school mid-day meals in Madras State Govt + voluntary contributions 200,000 children, 8000 schools 1961 CARE (Bulgar wheat) 1,600,000 children, 30,000 schools*8 " _8 _*8 " _>8 oP_8  _8 " _#8 oP_)GG)GGG G  G  # G  Hh< P c $ ? ̙33" 0(PT(  T T  v`D ??Text Box 456 n 8-9 May 2006  _ G   T  vpc ??Text Box 55Y6 wAnuradha K. Rajivan" _G  M T  xd ?Rectangle 1k I. 3Evolution of Direct Nutrition Investments in TN - 2 4 _4G1 4 T  xb ?Rectangle 2Jn I.JB___PPT9$ 1967  Central Kitchens Radical change from school based feeding Problems with HMs managing noon meals Teaching time lost Variations in quality This was preferred by many But costs increased & logistics were harder8 _8 " _G$(G%GGGG,G  H< T c $ ? ̙33"Z  `X(  X X  vd ??Text Box 456 n 8-9 May 2006  _ G   X  v@f ??Text Box 55Y6 wAnuradha K. Rajivan" _G  M X  xf ?Rectangle 1k I. 3Evolution of Direct Nutrition Investments in TN - 3 4 _4G1 4 X  xe ?Rectangle 2J I.  1975 ICDS  pilot, then expansion, focus on the preschool ages 1980 TINP  pilot, then expansion & WB-ICDS III 1982  independently, the Noon Meal Programme introduced for rural preschoolers Largest, visible, centre-based feeding scheme outside the home 8 _?8 " _8 _08 " _8 _P8 " _8 _?8 " _8 _G>GG/GGOG G > G   G  G   H< X c $ ? ̙33"$    p\` (  \ \  v0g ??Text Box 456 n 8-9 May 2006  _ G   \  vh ??Text Box 55Y6 wAnuradha K. Rajivan" _G  M \  xi ?Rectangle 1k I. 3Evolution of Direct Nutrition Investments in TN - 4 4 _4G1 4 \  xg ?Rectangle 2JD I.nf___PPT9H@ P First time the hardest to reach population covered  preschoolers (2-5 years) Early focus was only on combating hunger But over the years serious efforts made to combine food provisioning with health, immunization, growth monitoring, pre & post natal care, & health-nutri education With TINP-ICDS integration coverage from 6 monthsp8 _N8 " _8 _)8 " _8 _8 " _8 _28 " _GMGG(GGG G 2G P H< \ c $ ? ̙33" &`(  ` `  vi ??Text Box 456 n 8-9 May 2006  _ G   `  v@k ??Text Box 55Y6 wAnuradha K. Rajivan" _G  M `  xk ?Rectangle 1k I. 3Evolution of Direct Nutrition Investments in TN - 5 4 _4G1 4 `  xj ?Rectangle 2J'n I.JB___PPT9$ Coverage of beneficiaries expanded over time Rural preschoolers Urban preschoolers Primary school children Older school children up to 15 years or Class X 1983  OAP, destitute, widows 1995  P/L women 8 " _$8 _,GGGG/GGGG  H< ` c $ ? ̙33"    d# (  d d  v0l ??Text Box 456 n 8-9 May 2006  _ G   d  vm ??Text Box 55Y6 wAnuradha K. Rajivan" _G  4 d  xn ?Rectangle 1k I. hThree features of interest  _G1 n  d  xl ?Rectangle 2'V I.___PPT9 JONE Sustained political will  public policy attention with budgetary allocations Hunger-malnutrition entered political discourse & remained on the political agenda for over 4 decades, fully backed by funding This, in spite of contrary advice of experts (too populist); finance department (too expensive); and bureaucrats (operations too massive & complex) TWO Pressure from below  programme v. popular, almost a right Difficult for a facility to remain closed without public reaction & immediate enquiry THREE While political will triggered demand from below, the demand, in turn, contributed to the RETENTION of political will over time Regardless of the party in power FR8 " _8 oP_8 _8 " _8  _?8 " _V8 oP_8 _8 " _!8 oP_8 " P_QG~GG G   G >GUGGG G  $G$ Hh< d c $ ? ̙33"2 11))hX1(  h h  vn ??Text Box 456 n 8-9 May 2006  _ G   h  vP ??Text Box 55Y6 wAnuradha K. Rajivan" _G  x h  vP ??Text Box 6 DDirect NMP coverage in TN beyond GoI sanctioned ICDS Projects, 2003 LD _ _CGG E l h DA??Picture 7N- h  v0R ??Text Box 8wbm Scheme > _GG  f h  vR ??Text Box 9w1 m Number of Centres l _ _ GGG  i h  xpS ??Text Box 10w ,m Number of Children l _ _ GGG  g  h  xT ??Text Box 11wm Number of Adults l _ _ GGG  d  h  xT ??Text Box 12wm Total Covered l _ _GGG  7  h  xPU ??Text Box 13b# ICDS - General > _GG  ,  h  xU ??Text Box 141 # 10421 < _GG  -  h  xV ??Text Box 15 ,# 417236 < _GG  - h  x0W ??Text Box 16# 121713 < _GG  0 h  x X ??Text Box 17# 538,949 >  _GG  0 h  xX ??Text Box 18bb  ICDS - WB <  _ GG  , h  x`Y ??Text Box 19b1  19500 < _GG  - h  xZ ??Text Box 20b , 821754 < _GG  - h  xZ ??Text Box 21b 273035 < _GG  3 h  x@[ ??Text Box 22b  1094,789 @  _GG  < h  x[ ??Text Box 23 b  Other Urban Centres > _GG  * h  x\ ??Text Box 24 1  718 < _GG  , h  x ] ??Text Box 25 ,  29309 < _GG  + h  x] ??Text Box 26   3105 < _GG  1 h  x`^ ??Text Box 27   32,414 @ _GG  ? h  x_ ??Text Box 28 bG  Total-Pre School Centres < _GG  , h  x ??Text Box 29 1 G  30639 < _GG  . h  x ??Text Box 30 ,G  1268299 <  _GG  - h  x@ ??Text Box 31 G  397853 < _GG  3 h  x ??Text Box 32 G   1666,152 @  _GG  ; h  x ??Text Box 33 b  Total School Centres < _GG  ,  h  x  ??Text Box 34 1  40437 < _GG  . !h  x ??Text Box 35 ,  6389589 <  _GG  * "h  x` ??Text Box 36   Nil < _GG  3 #h  x ??Text Box 37    6389,589 @  _GG  4 $h  x ??Text Box 38;b  All Centres >  _ GG  / %h  x@ ??Text Box 39;1  71,076 > _GG  4 &h  x ??Text Box 40; ,  7,657,888 @  _ GG  2 'h  x ??Text Box 41; 397,853 @  _GG  2 (h  x  ??Text Box 42;  8,055,741 >  _ GG  b )h  x ??Text Box 43a >Source: Department of Social Welfare, Government of TamilNadu :? _=G G ? < h c $ ? ̙33"e l(  l l  v ??Text Box 456 n 8-9 May 2006  _ G   l  v ??Text Box 55Y6 wAnuradha K. Rajivan" _G  l l DA??Picture 6s ̙33"D  p(  p p  vQ ??Text Box 456 n 8-9 May 2006  _ G   p  v` ??Text Box 55Y6 wAnuradha K. Rajivan" _G  - p  xp ?Rectangle 1 I. a6. On Social Equity  _G1  p  xPp ?Rectangle 2 I.zr___PPT9TL A rather critical issue in South Asia (e.g. India, Nepal, also in others) India marked by a varna-jati (caste) system Compounded by other inequalities Sex based inequities, ideas of masculinity Rising issues of religious tolerance Cumulative inequalities operate and persist, more so in some parts Caste, largely social, based on purity-pollution Class, largely economic, rich-poor Power, positions of control over othersJ8 " _8 oP_8 _C8 " _|8 oP_IG+G G*G$GGB G  0G"G(G Hh< p c $ ? ̙33"   | t (  t t  vr ??Text Box 456 n 8-9 May 2006  _ G   t  v s ??Text Box 55Y6 wAnuradha K. Rajivan" _G  7 t  xs ?Rectangle 1 I. kState Policy on Social Equity  _G1 h t  xt ?Rectangle 2 I.___PPT9tl Positive discrimination (reservation) in education, employment, land allotment, elections, etc., tries to counter social inequalities Traditionally, economic instruments used for social objectives with differing degrees of success for advancement of the historically deprived Change has certainly happened, but progress uneven: by states, sectors, rural-urban Variations may be partly explained by differing amounts of pressure from above & below success in minimiszing  elite capture among those benefiting from quotas mindset changes Question: To what extent can FFE contribute?"8 " _8 _8 " _8 _T8 " _8 _'8 " _8 oP_8 _-8 " _GGGGSGG& G  0GIGGG-G KHh< t c $ ? ̙33"    x* (  x x  vPu ??Text Box 456 n 8-9 May 2006  _ G   x  v`t ??Text Box 55Y6 wAnuradha K. Rajivan" _G  J x  xu ?Rectangle 1` I. ~0FFE & Social Equity: Alternate Extreme Positions 1 _1G$ 1_ x  xq ?Rectangle 2@\+ I.^V___PPT980 -Mismatch between objective and instrument Food is for combating hunger-malnutrition Social equity needs mindset changes, not food Education, IEC, incomes, social policies are better instruments Processes like urbanisation contribute Food is an excellent entry point for a number of agendas, equity included It is an attractive item for everyone, more so in poor communities (think of a seminar with no lunch or refreshment breaks; or a flight where you have to carry / buy your own food) Positive effects on children Promotes daily social interaction Equality between boys and girls in rations Teachers, helpers/cleaners, cooks, parents are influenced Can contribute to social equity :*8 " _8 oP_8  _J8 " _y8 oP_8  _)G)G-G?G&GGIGGG!G*G9GGG Hh< x c $ ? ̙33"@   || (  | |  vv ??Text Box 456 n 8-9 May 2006  _ G   |  vpx ??Text Box 55Y6 wAnuradha K. Rajivan" _G  ? |  xx ?Rectangle 1 I. s%Evidence from India: Overall messages & _&G( &  |  x0w ?Rectangle 2@ I.___PPT9 :RNoon meal programs have the potential to contribute to all three: hunger-nutrition, education & social equity But the effects ARE NOT AUTOMATIC - they depend upon the design, quality of implementation, budget  proofing ; hence the criticality of Pressure from above (political will) Pressure from below (community) Administrative and technical capacities budgets Poor design & implementation can DO MORE HARM THAN GOOD, including children falling ill due to unhygienic / improper cooking Take home rations have the least potential for social equity One needs to have realistic expectations abt effects There are a number of  other contributory factors Social change takes timen8 " _8 _8 " _u8 oP_8  _}8 " _8 _=8 " _8 _58 " _L8 oP_mGGG$GG'GG G |GG<GG4G2GG Hh< | c $ ? ̙33"? {(     v`y ??Text Box 456 n 8-9 May 2006  _ G     vz ??Text Box 55Y6 wAnuradha K. Rajivan" _G  *   x@{ ?Rectangle 1 I. ^Tamil Nadu, 1974  _G1    xy ?Rectangle 2n I.JB___PPT9$ Headmaster manages school meals Uses help of teachers Distracts from teaching High variations in quality from school to school Daily struggle for school management Gap  no dedicated staff (CARE, 1974)8 " _ 8 _G$G$G$0G$$G$G$ G  H<  c $ ? ̙33"  W O (     v } ??Text Box 456 n 8-9 May 2006  _ G     v{ ??Text Box 55Y6 wAnuradha K. Rajivan" _G  ,   x} ?Rectangle 1 I. `Chhattisgarh, 2003  _G1 F   x0| ?Rectangle 2 I.jb___PPT9D< Cooking in a soot covered classroom, swarming pupils, utensils inadequate, cook struggles, gets children to help Teacher wishes school feeding is stopped  distracts children, classroom turns filthy after food, there is no teaching after lunch Gap  inadequate funding, infrastructure & management, political will (Ref: Dreze & Goyal, 2003)q8 " _8 _8 " _8 _F8 " _8 _pGGGGEG G  W H<  c $ ? ̙33"  x p  (     v`~ ??Text Box 456 n 8-9 May 2006  _ G     vP ??Text Box 55Y6 wAnuradha K. Rajivan" _G  )   x ?Rectangle 1 I. ]Rajasthan, 2003  _G1 j   x ?Rectangle 2 I.___PPT9tl Well managed logistics & monitoring, political will in place But identical meal everyday (ghoogri  boiled wheat & jaggery) Poor infrastructure Upper caste children bring home food Privilege or discrimination? Gap  under funding=8 " _8 _?8 " _8 _8 " _8 _%8 " _8 oP_8 _8 " _<GG>GGGG$ G  GGG Hh<  c $ ? ̙33"    02 (     vP ??Text Box 456 n 8-9 May 2006  _ G     vЬ ??Text Box 55Y6 wAnuradha K. Rajivan" _G  %   x@ ?Rectangle 1 I. Y TN, 2003-05  _ G1    x ?Rectangle 2 I.nf___PPT9H@ JGoI traditional focus  Hunger; GoTN focus  shifted from Hunger to Nutrition Funding  first call on the state s resources (prohibition lifted) TN is perhaps the only State in India with An official GO for a Malnutrition Free State (Apr 2002) A corresponding Nutrition Policy (Nov 2003) Long history & expansion based on the ICDS & NMPbN8 " _8 _C8 " _8 _+8 " _8 oP_MGGBGG*G7 G  + G  1 G  SHh<  c $ ? ̙33"    @N (     v@1 ??Text Box 456 n 8-9 May 2006  _ G     v1 ??Text Box 55Y6 wAnuradha K. Rajivan" _G  %   x02 ?Rectangle 1 I. Y TN, 2003-05  _ G1    x0 ?Rectangle 2 I.___PPT9h` FAddresses intra-household issues  removes existing  social biases Universal feeding contributes to common dining and socialisation of children at a very early age (as against targeted feeding) Which is better depends on the primary objective Preference for Dalits, widows among staff But caste based habitations and population locations result in segregation and barriers  promotes inequality Take home rations don t counter intra-household differences and food sharing limits hunger-nutrition benefits Community watch and participation helps retain regularity and quality vD8 " _8 _8 " _18 oP_8 _*8 " _8 _n8 " _8 _n8 " _8 _F8 " _8 _CGG~G0G G ) G  GmGGmGGEGG GHh<  c $ ? ̙33"    PW (     v 3 ??Text Box 456 n 8-9 May 2006  _ G     v2 ??Text Box 55Y6 wAnuradha K. Rajivan" _G  N   x3 ?Rectangle 1 I. 67. Measuring implications of feeding for social equity7 _7E 7   x ?Rectangle 2 I.___PPT9ph Very little research available (contrast with education & hunger links which are much better researched) Centre/school based meal programs can reduce as well as continue & even increase existing inequities; in some cases they  reveal latent inequalities (tumblers) making young children aware To measure impact we can assess  Equity inside schools / feeding centres Equity outside schools / feeding centres Former is easier to influence and assess; the latter is more longer term, sustainable, but influenced by a number of other factors as well We first look at indicators for the former; but here context is alli8 " _8 _8 " _8 _"8 " _Q8 oP_8 _8 " _8 _D8 " _hGGGG!G' G  ( G  GGGDG lHh<  c $ ? ̙33"C    ` (     v6 ??Text Box 456 n 8-9 May 2006  _ G     v5 ??Text Box 55Y6 wAnuradha K. Rajivan" _G  6   x07 ?Rectangle 1 I. jIndicators: Classroom/Centre  _G1    x 8 ?Rectangle 2u'D I.___PPT9h` fIs feeding universal or selective? Selective may be  efficient for the other objectives, but can contribute to social in-equality Do children have similar plates, tumblers? Instances of Dalit children drinking by cupped hands Do they sit together while eating? Separate or common seating arrangements Is the same food served to all? Incidence of bringing own food or going home for lunch (the well off) Are there separate water pitchers for different social groups? Dalit and non Dalit (Rajasthan)<#8 " _`8 oP_+8 " _58 oP_#8 " _(8 oP_ 8 " _F8 oP_?8 " _ 8 oP_"G_G*G4G"G'G G  E G  >G G Hh<  c $ ? ̙33"  pV(     v8 ??Text Box 456 n 8-9 May 2006  _ G     v9 ??Text Box 55Y6 wAnuradha K. Rajivan" _G  +   x`9 ?Rectangle 1 I. _Indicators: Staff  _G1    x5 ?Rectangle 2 I.nf___PPT9H@ hSelection criteria for cooks, helpers/ cleaners, organisers any preference for / bias against disadvantaged groups (caste, widows, abandoned) What proportion from disadvantaged groups (e.g., lower castes, single parent), by staff category Are cleaners predominantly from the more disadvantaged; cooks from the less Staff composition by sex Share of females under different categories Are females under-represented in higher paying postsn<8 " _R8 oP_a8 " _L8 oP_8 " _a8 oP_;GQG`GKGG+ G  5 G  Hh<  c $ ? ̙33" A9(     vP: ??Text Box 456 n 8-9 May 2006  _ G     v; ??Text Box 55Y6 wAnuradha K. Rajivan" _G  .   x0< ?Rectangle 1 I. bIndicators: Location  _G1 .   x: ?Rectangle 2r I.NF___PPT9(  Coverage in better off vs worse off villages / urban areas Coverage in tribal / remote areas Coverage in all-girls & all-boys schools Share of habitations/schools not covered by category Government, aided, private 8 " _8 oP_8  _:G$!G$(G$4G$GG Hh<  c $ ? ̙33"C (     v< ??Text Box 456 n 8-9 May 2006  _ G     v`> ??Text Box 55Y6 wAnuradha K. Rajivan" _G  M   x> ?Rectangle 1 I. 5Indicators: Lunchtime routine, work sharing or burden6 _6E 6   x = ?Rectangle 2\ I.^V___PPT980 What ideas / habits is lunchtime routine imparting (equity, hygiene, etc.) Are students encouraged / used to help in the feeding / cleaning Picking up own plate etc. Cleaning premises Are there differences between boys & girls Are there differences between social groups*K8 " _8  _A8 " _8 oP_JG$G@G$GG*G,G Hh<  c $ ? ̙33" &(     v@ ??Text Box 456 n 8-9 May 2006  _ G     vP@ ??Text Box 55Y6 wAnuradha K. Rajivan" _G  :   xA ?Rectangle 1 I. n Indicators: Effects on education ! _!G1 !k   xB ?Rectangle 2r I.NF___PPT9(  I%Differential effects on enrolment, attendance, retention, performance Girls vs boys; some evidence that girls benefit more in enrolment but not in performance (Design issues? Do teachers/parents pay more attention to boys?) More vs less advantaged social groups Retention after primary school F8 " _8 oP_8  _EG$G%GGG &Hh<  c $ ? ̙33"  r j  (     vB ??Text Box 456 n 8-9 May 2006  _ G     v0B ??Text Box 55Y6 wAnuradha K. Rajivan" _G  -   x C ?Rectangle 1 I. aIndicators: Outside  _G1 `   xP? ?Rectangle 2D I.zr___PPT9TL 4Share and characteristics of non-participants Share worse off/better off Share female Share disadvantaged groups, locations Perceptions among community (participant & non-participant households, teachers& ) Reasons for participation or otherwise Is it considered a threat to prevailing social hierarchy; too much intermingling (example of sand throwing)? Health hazard (poor hygiene, food hard to digest) Other.8 " _N8 oP_8 _R8 " _8 oP_-GG G%GGQ G  &GlG1GG Hh<  c $ ? ̙33"  9 1 (     vE ??Text Box 456 n 8-9 May 2006  _ G     vE ??Text Box 55Y6 wAnuradha K. Rajivan" _G  7   xF ?Rectangle 1 I. kIndicators: Behavior Outside   _G1    xG ?Rectangle 2 I.___PPT9xp ]Time spent for homework, domestic chores By sex and social status Indicators for those in hostels Is social equity more prevalent in centre / school situation rather than outside Is it less acceptable in other social-cultural contexts Participating in each others vital events, cultural or religious occasions Sharing food outside school Marriage )8 " _8 oP_8  _ 8 " _8 _Q8 " _8 _88 " _p8 oP_(GGG G   G PGG7GJGG G ^Hh<  c $ ? ̙33"  P H  (     v0G ??Text Box 456 n 8-9 May 2006  _ G     vI ??Text Box 55Y6 wAnuradha K. Rajivan" _G  9   x`I ?Rectangle 1 I. m8. FFE: Potential & Limitations  _ G1 2   xPJ ?Rectangle 2 I.~v___PPT9XP Clearly FFE has some potential to counter inequalities  social and to an extent economic But this is not automatic - it can also exacerbate & reveal inequalities  thrust them in the face of children Design and quality of implementation, including sensitising staff as part of their training becomes critical if beneficial effects are to be promoted Food is attractive, more so to children, and those from poorer households an excellent entry point for socialization but perceptions about FFE and hence the effects depend critically on how the concerns of quality, administration and equity are managed Z8 " _8 _o8 " _8 _8 " _8 _J8 " _8 oP_8  _YGGnGGGGI G  *GGG `Hh<  c $ ? ̙33"  _ W  (     vJ ??Text Box 456 n 8-9 May 2006  _ G     vK ??Text Box 55Y6 wAnuradha K. Rajivan" _G  6   x0L ?Rectangle 1 I. jFFE: Potential & Limitations  _G1 D   x M ?Rectangle 2 I.~___PPT9`X Starting only at school going ages misses out the early years for nutrition impacts for cognitive development for socialization TN example demonstrates that it is possible to have sustained publicly funded interventions in much earlier age groups  with concomitant benefits Food is only one instrument it is unlikely to be the primary instrument for equity but given the special socio-cultural value of  communal dining , it has the potential to be a powerful tool >8 " _B8 oP_8 _8 " _8 _8 " _8 oP_8  _=GGGGGG G G6GlGG Hh<  c $ ? ̙33" {(     vL ??Text Box 456 n 8-9 May 2006  _ G     vN ??Text Box 55Y6 wAnuradha K. Rajivan" _G  6   xO ?Rectangle 1 I. jFFE: Potential & Limitations  _G1 h   x ?Rectangle 2r I.NF___PPT9(  FA combination of pressure from above and below is a strong contributory factor for quality and sustainability (budget proofing) Politically, public feeding has proved to be a winner in TN, but this has not caught on in many other parts of India until recent judicial intervention 8 " _8 _8 " _8 _8  _GGGGG  H<  c $ ? ̙33"A  }(     vO ??Text Box 456 n 8-9 May 2006  _ G     v! ??Text Box 55Y6 wAnuradha K. Rajivan" _G  6   x! ?Rectangle 1 I. jFFE: Potential & Limitations  _G1    x" ?Rectangle 2 I.z___PPT9\T pTrade off between objectives needs to be better investigated E.g., equity would require universal feeding while hunger or education objectives could do with sharp targeting Donor dependence limits longer term sustainability It is unlikely that any ministry of education would use limited funds for FFE rather than teachers, buildings or books Evaluation studies are limited, especially those evaluating social equity=8 " _p8 oP_8 _48 " _8 _w8 " _8 _J8 " _<GoGG3G G v G  GJG Hh<  c $ ? ̙33"  9 1  (     v" ??Text Box 456 n 8-9 May 2006  _ G     v`$ ??Text Box 55Y6 wAnuradha K. Rajivan" _G  6   x$ ?Rectangle 1 I. jFFE: Potential & Limitations  _G1    x% ?Rectangle 2 I.nf___PPT9H@ Recognise that food is being given because food aid is available Schools are the focus because that is convenient Hence education becomes the  front objective Nutrition impacts for school children were not always demonstrated; there was a shift to addressing classroom hunger When FFE phase out was recommended there was increased interest in investigating other benefitsA8 " _8 _18 " _8 _.8 " _8 _u8 " _8 _`8 " _@GG0GG-GGt G   G ` G  y H<  c $ ? ̙33"p     (     v@& ??Text Box 456 n 8-9 May 2006  _ G     vP% ??Text Box 55Y6 wAnuradha K. Rajivan" _G  '   x& ?Rectangle 1 I. [ 9. Conclusion  _G1     xp# ?Rectangle 2 I.___PPT9ph RClarity in primary and secondary objectives, including latent and patent ones is essential Identify primary aims of donors and recipient governments / NGOs  what are the differences? Realistic expectations  FFE addresses only one side of the education and hunger-nutrition objectives, it is only one meal with less additionality effects (substitute meal, sharing) Not the best instrument for any First step towards designing appropriate evaluations Visible publicly funded feeding has potential and limitations  India provides a rich canvas of diversified experience which should be studied Identify indicators  inside and outside centres  customised for the local context[8 " _8 _]8 " _8 _8 " _U8 oP_8 _8 " _8 _T8 " _ZGG\GGG G  4 G  GGGTG Hh<  c $ ? ̙33">  0z(     v ??Text Box 456 n 8-9 May 2006  _ G     v' ??Text Box 55Y6 wAnuradha K. Rajivan" _G  %   xp( ?Rectangle 1 I. Y Conclusion   _ G1    x0 ?Rectangle 2J' I.z___PPT9\T ~lA 2-pronged strategy - Prevention of inequity based mindsets among the young Management of preexisting biases Public feeding, whether at school or outside has the potential to reduce inequalities; but could also increase them The positive effects would depend on design and implementation Other primary instruments are essential, to which feeding can contribute8 " _W8 oP_8 _t8 " _8 _?8 " _8 _I8 " _G G*G GGGsG G > G  GIG mHh<  c $ ? ̙33" IA@(     v) ??Text Box 456 n 8-9 May 2006  _ G     v* ??Text Box 55Y6 wAnuradha K. Rajivan" _G  l  DA??Picture 6J_ <  c $ ? ̙33"rP0К L\XH8):5BL8V^2h^rzۈl)  .N:pCKdSV[0fo|P;%59Oh+'0 `h  PowerPoint PresentationGoogleKristie Neeser1Microsoft PowerPoint@V@?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abdefghijlmnopqryRoot EntrydO)Pictures Current UserkSummaryInformation(PowerPoint Document(DocumentSummaryInformation8c