Jayhawk Planet 2020-2021

TRIO SES & STEM students participating in Preparing for International Careers, a faculty-led study abroad program in San JosĂŠ, Costa Rica.

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J AY H AW K PLANET The Newsletter for the University of Kansas Study Abroad Alumni and Friends

21

THE IM PAC T OF COV ID -19 ON EDUCAT I ON A BR OA D V I RT UA L SPA NIS H L AN GUAG E P R OG RA M While physical international travel was not possible during the summer 2020 term, students were able to engage cross-culturally virtually. The Universidad de San Andrés in Buenos Aires, Argentina provided students with the opportunity to earn 3 credits for SPAN 424 Advanced Composition and Grammar, a course required for both Spanish majors and minors.

Nine students participated in this program last summer and the program will be offered again during January 2021. Arianna Fallahian, a pre-med major, said working with Argentinian instructors provided her with a more global perspective to topics covered in class. Fallahian said that the perspective her professors offered made this class the most enjoyable and unique course she has taken while at KU.

2020 has been an exceptionally challenging year for international education and student travel. As COVID-19 rapidly spread around the world during the spring semester, Study Abroad & Global Engagement (SAGE) worked diligently to safely return nearly 200 KU undergraduate students who had been pursuing educational opportunities in 25 countries around the world. Through close collaboration with partner institutions and organizations abroad, students returning to the United States were able to complete their academic coursework online, enroll in additional KU courses as needed, and receive the support services essential to making the transition to a new learning environment and to reflecting on and making sense of the abrupt changes to their plans for their study abroad experience.

As it became clear that COVID-19 would be present for the foreseeable future, SAGE made the difficult decision to cancel all summer and fall 2020 international study, internship and research programs.

The suspension of travel affected approximately 800 KU students, forcing students to postpone, or in some cases forego, plans for international study during their undergraduate careers. It also posed a critical question to KU Study Abroad staff: How do we support global learning and ensure KU students achieve the global competencies necessary for academic and career success in the context of a worldwide pandemic, public health restrictions, and suspended travel?

In response to this question, SAGE chose to lean in to our existing programmatic strengths while creating new and innovative virtual international education opportunities. The Global Awareness Program (GAP), a campusbased certificate program comprised of language study, internationally-focused coursework, and internationally-oriented co-curricular activities, shifted to a fully online and interactive platform, allowing students to continue pursuit of international engagement. Through lectures, language exchange, cooking classes, musical performance, town halls and more conducted synchronously and asynchronously by local and international experts, KU students were able to grow in their cultural knowledge, expand their understanding of critical global issues, and develop cross-cultural communications skills.

Winter 2020-21 / Volume 21

Similarly, SAGE launched new creditbearing global remote internship programs and virtual study abroad programs.

Through global remote internships, KU students were placed with international companies, charities, and governmental organizations around the world aligned with each student’s professional interests and career goals. Through mentored work experiences, students collaborated and learned from professionals in an international context, acquired experience in their chosen field, and gained exposure to and appreciation for diverse work cultures and practices, all while staying local.

Virtual study and research abroad programs also provided global education opportunities to students in an online space. Through these programs, students completed coursework in a wide variety of disciplines through KU partner institutions abroad and took part in curated activities to foster learning, cross-cultural engagement, and student interaction with the host region, community or institution.

Activities varied by program and onsite partner, but typically included guest lectures by host country subject matter experts, virtual company/industry tours and interaction with executives, city tours and cultural activities, sporting “watch parties”, virtual buddy programs, virtual host families, and much more. Forty KU undergraduate students took part in virtual internship and education abroad programs during the summer term, and an additional 24 students will be participating in virtual programs in January 2021. Of particular note, virtual programming attracted students who for personal, financial or other reasons may not have chosen to participate in a more traditional international education experience.

The desire for international travel has not abated among KU students, and SAGE is optimistic that we will see a quick return to pre-pandemic levels of faculty, staff and student engagement in education abroad programs once travel is safe and accessible again. However, while 2020 presented challenges, it also drove innovative programming that will endure long beyond COVID-19 and that will have a meaningful impact on our students and institution for years to come.

A N NUAL REP ORT P LAC ES KU A M ON G TOP 2 5 IN ST IT U T IONS FOR STUDY A BR OA D PA RT IC IPAT IO N The University of Kansas ranks 22nd for undergraduate participation in study abroad among contributing public doctoral-granting higher education institutions, according to the 2020 Open Doors Report on International Education Exchange released earlier this week.

The Open Doors Report is an annual publication released by the Institute of International Education in partnership with the U.S. Department of State’s Bureau of Educational and Cultural Affairs. The report provides critical baseline data on the state of international education exchanges prior to the effects of the COVID-19 pandemic.

In the 2018-19 academic year, KU had 1,118 undergraduate study abroad students, which accounted for a 28.8 percent participation rate and contributed to the 22nd place ranking among 188 doctoral-granting public higher education institutions. From the Open Doors Report released in November 2019, KU moved up one place in the rankings and had 5.7 percent more undergraduate students participate in study abroad.

Among all 991 reporting institutions, KU ranks 57th in the total number of students studying abroad. In 2018-2019, a total of 1,323 graduate and undergraduate KU students participated in credit-bearing international activities, including overseas study, internships/practica, and research and service programs.1 The data in the Open Doors report does not include KU students who are not U.S. citizens or those who travel abroad for non-credit activities such as academic

conferences, athletic competitions and performances. When domestic students participating in credit and non-credit international activities are combined with international degree-seeking students studying abroad, a total of 1,426 KU students traveled internationally as part of their academic program in the 2018-19 academic year.

According to CASSIE - the Consortium for the Analysis of Student Success through International Education, students who participate in study abroad are 6% more likely to graduate in 4 years and earn a 0.12 higher GPA than otherwise similar students who did not study abroad. The positive effect of studying abroad is much stronger for students from underrepresented minorities, with 4-year graduation rates improving by 11.6%.2 These positive outcomes persist post-graduation as well. In a September 2020 report issued jointly by NAFSA: Association of International Educators, and Emsi, a global labor-market consulting firm, the employment and workforce benefits of education abroad include the development of soft skills such as communication, leadership, problemsolving and time management.3 These key soft skills and global skills are highly valued by employers and appeared in more than 31 million unique job postings in 2019.

primary goals of KU Study Abroad & Global Engagement is to grow both the number and diversity of students engaging in our programs, such that the population of students who study abroad mirrors the KU undergraduate student population across academic disciplines, student demographics, and other indicators,” said Angela Perryman, director of SAGE. “Initiatives such as KU’s participation in the ACE Internationalization Lab will directly support achievement of this goal.”

Nationally, 347,099 U.S. students studied abroad during the 2018-19 academic year, which was a 1.6 percent increase from the previous year and marked a continuation of ten consecutive years of growth in study abroad programs.

1 See all results at www.opendoorsdata.org.

2 See all results at usg.edu/cassie 3 Accessed at https://www.nafsa.org/policyand-advocacy/policy-resources/developingglobally-competitive-workforce-throughstudy-abroad.

“The correlation between education abroad and positive academic and career outcomes makes increasing student access to and participation in these experiences imperative. One of the

T HE UNIV E RSI TY OF KANSAS JOINS THE AM ER IC AN CO UNCIL ON EDU CATI ON’S INTER NATIO NALIZ ATION L AB The University of Kansas is one of 10 colleges and universities participating in the 18th cohort of the American Council on Education (ACE) Internationalization Laboratory, which provides customized guidance and insight to help colleges and universities achieve their internationalization goals.

Over the next 20 months, KU will develop strategies with the goal of long-lasting institutional change that will situate KU as a global leader among internationally engaged research universities.

KU has identified five broad areas of focus for enhanced internationalization and global engagement during the process: Curriculum, co-curriculum and learning outcomes Mobility for student, faculty and staff Research and teaching collaborations and partnerships abroad

“Our vision for the lab is to develop a transformational internationalization plan that broadly resonates, calls us to collective and collaborative action, and reflects our rich and complex diversity,” said Charlie Bankart, Associate Vice Provost of International Affairs.

Faculty and staff policies and practices Administrative leadership, structure and staffing Winter 2020-21 / Volume 21

STUDY ABROAD & GLOBAL ENGAGEMENT THANKS THE FOLLOWING PEOPLE FOR THEIR SUPPORT: Joel Abrahamson & Dorea Ruggles Abrahamson Rachel Alexander Kristen Ambrose Charlie & Abigail Ambrose Sandra Arbuthnot & Michael Michaud Arbuthnot Raymond Ardery Andrew Arnone & Maria Angeletti Arnone Dawn Aronoff Haines Jane Averill & Bruce Osen Averill Taylor Avery Jessica R. Baker James Barnes Charles & Nancy Batchelder Daniel Berg Abigail Berkery Carol Kalin & George Bevan Casey Biggs Judi Harris & Bill Reetz George Blankenau Margo Bogossian Jan Bolinger Zach Bookman Robert & Magdalena Boroujerdi Jardon Bouska Jennifer Brackhan Christopher Brandon Glenn Brandt Megan Bricks Scott Brown Joan Budd Taylor Burch & Lisa Howell Burch Janet L. Buttery David Byrd James Castagno David Clarey & Jean Wayne Cynthia Cogil Bridget Compton Juliann Crider Wisbrock Margo Crist Rebecca M. Crooks Deborah Davies & Marc Lowenstein Julia L. Doan Mary Dolembo Thomas Edward & Mary Beth Doughty Myrl Duncan Jordan Edwards & Elizabeth Corley Edwards Andrea Eickholt Lauren Erickson William Erni Alexander & Whitney Escalante Kathryn Favrow Jeff Fendorf Cristelle Fornesi Rachel A. Forrest Kaitlyn Foster David Frey & Helen Hao Cheng William & Laura Frick Kathleen Gerber Elaine E. Gitles Mary Jo Glanville Paula Godwin Shannon Green-Kingery

Winter 2020-21 / Volume 21

CROSS-D EPA RT M EN TA L COLLABOR AT ION P R OV ID ES G R EATE R ACCESS TO ST UDY A BR OA D Study abroad provides students with the opportunity to take part in unique courses, research and internship experiences; aids in the development of intercultural communication competencies and foreign language fluency; encourages perspective taking, engaging with difference, and leading across cultures; and supports students in acquiring the soft skills needed to thrive in today’s workforce.

With the many benefits of international education, ensuring equitable access to study abroad across the KU community is important.

Over the past several years, Study Abroad & Global Engagement (SAGE) has developed a series of major and identityspecific print and online resources to aid students in exploring opportunities for internationalizing their KU degree and selecting programs that meet their individual needs and aspirations. More recently, the department has focused on broadening our advocacy networks on the KU campus and supporting more in-person engagement opportunities for diverse students. As part of this initiative, SAGE has partnered with TRIO SES & STEM (TRIO) to provide targeted advising and programming to better meet the needs of students in underrepresented communities.

In order to be eligible to be a part of the TRIO program, an individual must be a first-generation college student, meet federal guidelines for low-income status, or have a documented disability.

Dr. Julie Hamel is a TRIO SES Student Success Specialist at KU who leads a

spring study abroad program in Costa Rica specifically for TRIO students with limited international travel experience. In addition, Hamel regularly advises students with whom she works on study abroad opportunities.

“Our students often tell us that they had never considered that studying abroad would be accessible to them. I try to bring up study abroad opportunities with every student I meet, and I try to assess what they might perceive as barriers to participation, such as cost, not knowing how to find a program, not having a passport, and anxiety about international travel,” said Hamel. “I feel it is important to address their perceptions about studying abroad first, and then we move into exploring actual programs, looking at budgets, and discussing how this could actually become a reality for them.”

Both SAGE and TRIO are dedicated to providing students with the information they need to feel comfortable and safe in their decision to study abroad. One initiative the departments have jointly pursued is increasing opportunities for TRIO students to connect with their peers who are alumni of KU study abroad programs. Beginning in fall 2019, SAGE and TRIO have supported a joint student advising position to increase engagement with the TRIO community. Aurora Sanchez has held this position since August 2019.

Sanchez graduated with her bachelor’s degree in May 2020 and is currently pursuing her master’s in accounting at KU. Sanchez says the most fulfilling aspect

of her role as a peer advisor is finding new ways to connect with students and showing them how study abroad can be feasible regardless of their background or financial status.

“Coming to KU as a first-generation Hispanic student was already extremely out of my comfort zone. Neither of my parents had ever heard of study abroad and I hadn’t given college much thought prior to becoming a Jayhawk,” said Sanchez. “I didn’t know anyone who had gone abroad either, so I believed it was impossible for me personally and financially.”

Sanchez first learned about study abroad through her University 101 course during her first semester at KU. A SAGE peer advisor presented on the upcoming study abroad fair, which encouraged Sanchez to attend the event and learn about the range of opportunities available to her. At the fair, Sanchez received information about the first study abroad program in which she participated Preparing for International Careers in San José, Costa Rica led by Dr. Hamel. Sanchez said she was initially intimidated by the idea of the experience of interacting with professionals abroad, but ultimately this ended up being one of her favorite parts of her program. Sanchez says studying abroad challenged her to step outside of her comfort zone and encouraged her to participate in opportunities she never imagined were possible for herself before her time at KU. Following her experiences in Costa Rica, Sanchez embraced international travel.

In summer 2019 she participated in the CIMBA Italy program in Paderno de Grapa, Italy, where she completed six credit hours in business core courses. For each of her

study abroad programs, Sanchez received grants and need-based scholarships to fund a portion of her program costs.

This not only made the programs more affordable to her, but it also put her on track to complete her bachelor’s degree one year early. Sanchez says she feels fortunate that her participation in these programs expanded her global perspective and also enabled her to explore and embrace her own identity.

As a peer advisor, Sanchez seeks to share her experiences with students like her who may believe study abroad is inaccessible. She works to meet students in the places and spaces that are comfortable to them in order to facilitate open and honest conversations about study abroad as a first-generation or minority student. Sanchez divides her time equally between the SAGE and TRIO offices, enabling students to meet with her in either location for walk-in advising services. She engages regularly in social media outreach, and this fall Sanchez hosted an Instagram Live session targeted towards students who follow either the SAGE or TRIO social media accounts.

Sanchez also ensures study abroad materials are available to students through the TRIO office and maintains active involvement in SAGE’s Global Jayhawks campaign tailored to celebrating KU’s international community both on and off campus.

Sanchez knows that studying abroad can seem unattainable to students, but her biggest piece of advice for students in the TRIO community is to utilize the resources available to them through both departments. She encourages students to challenge themselves and to learn more about opportunities that may be unfamiliar to them. Students may end up being pleasantly surprised, as she was, by the vast range of programs and services available to help support their international education endeavors.

THANK YOU! Michael Gresser & Hannelore Lieck Gresser Jordan Groskurth & Claire Hinrichsen Groskurth Michael Grothusen Beth Gurney Wendy & Jeffrey Haas Gregory Hamel & Julie Chubbuck Hamel Sandra & Phillip Hannon Elizabeth A. Hansen David & Jodi Hanson Judi Harris & Bill Reetz Kelley Hayden Eliza Hemmer Kayley Hemmy Chase Hems Conrad Henderson Glenda Hernandez Harrison Hetler Bradford & Jana Hoffman Larry Horner & Donna Manning Horner Nicole Horton Ronald Horwege Joshua Hoskins & Jacy Hurst Erin Hubert Miaomiao Huo Jacy Hurst & Joshua Hoskins Gabrielle Jacobi James Jones David & Julie Jones Dalton Jorns Janet Justus Robert Kafalenos Rene & Anthony Kaufman Kristopher Keller & Kimberly Loeffert Keller Glen Kemper William Kidder Frank & Nancy Kirk Bradley Klee Nathan Ladd Lauren & Tyler Lagaly Josephine Lea John League Zoe Lemke Tracie Lewis Stephen & Terry Lightstone Paul & Susan Lindahl Michael Locey Heidi Lundervold Limpert Lauren Maibach Nicholas Manoogian Charle Marvin & Betsy Wilson Marvin Mark McBride Kristen McClintic Mercado Emma McElhaney Jackson McElroy Vanja & Jennifer Mehmedovic Erin Menaker Thomas Mertz Christine Metz Howard Paul Miller & Julia Brown Kelly Miller Meghan Miller Paul Monson Cale Moore & Jackie Langdon Susan Morgenthaler Paige Murphy Christine Nance

Winter 2020-21 / Volume 21

THANK YOU! Marilee Neale Margot Jean Nelson Lauren Newstrom Isabel Nogues Leah O’Brien Patrick O’Connor Patricia O’Day Shrilon Ortiz Amanda Thomas Ostreko David Oswald Deborah Ott Richard Paegelow & Chris Tang Sallie Pagels Wolf Patricia Parrent John Pascarella & Mary Carlson Pascarella Christine Pederson Angela Perrymen John & Cecile Petermann Julie Peters Knudtson Victoria Pitcher Sickinger Julia C. Pitner Brittney Railsback Lauren Ray Peter Rebori Marianne Reed & Timothy Weston David & Christie Reynolds Paul & Michelle Rieger William Robinson & Jean Hardy Robinson Sennett Rockers & Akiko Imakawa Rockers Stephen Rockower Marilyn Roelse Debora Roessler Leslie Rose Thomas Rudkin & Janette Crawford Rudkin Claire Rzonca Christopher & Joyce Saricks Leah Schmidt Mark & Susan Schmidtberger Margaret Schneider Steven Schnell & Lisa Kahn Schnell Jessica Skinner Lori Slater Justin Smith Gary & Martha Smith Lucas Snyder George Stafford & Clare Cain Stafford Anne Tangeman Nelson & Melanie Townsend Nicholas Traverso Sondra & John Troup Susan Twombly Cynthia Ulery Meyer Susan Vernon Meier Eric Vidoni Thomas & Heather Vrabac Anne Wallace Marti Walsh Michelle Ward Brad & Katie Weiner Linda Weir-Enegren Timothy Weston & Marianne Reed Allan & Edna Wicker Veronica Wilson Richard & Mary Linna Woods Meagan Young Kyoim Yun

Winter 2020-21 / Volume 21

SC HO LARS H IP S E NABLE STU DE NT TO STUDY ABROAD TH RE E TIME S .

Access to international education for all KU students is a priority for Study Abroad & Global Engagement. Each year, through the generous support of donors and friends, SAGE offers more than $200,000 in student scholarships. Access to funding is critical as 75% of study abroad participants utilize some form of financial aid or scholarships in any given application cycle.

Shannon Kirkman, a senior at KU, attributes her ability to study abroad multiple times to the funding she received for each of her education abroad experiences. Kirkman participated in her first study abroad program in Berlin, Germany the summer after her freshman year, taking courses in history to apply toward her minor. She then pursued an eight-week internship in Toronto, Canada during the summer of 2019, followed by a full semester of environmental studies coursework in Freiburg, Germany in the fall of 2019.

“There were more opportunities for me to apply for grants and scholarships for study abroad than there were for just staying in Kansas,” said Kirkman. “For my two summer programs in Berlin and Toronto I received summer Pell Grants, as well as the GAIN Travel Grant to cover my airfare. I also received the $10,000 Collins Study Abroad Scholarship for my semester in Freiburg.”

Kirkman is planning to graduate in December 2020 with a degree in environmental studies and a minor in history. Her decision to study abroad in Germany was influenced by her interest in the language, as well as the country being globally-renowned for its environmental movements and sustainability practices.

During her internship in Canada, Kirkman was able to gain unique professional experience by script writing for an educational game that teaches families about climate change and how to reduce their carbon footprint. Kirkman says her study abroad experiences reaffirmed the career path she wants to pursue and also provided her with invaluable opportunities to grow her professional network.

Kirkman currently works as a peer advisor in the Study Abroad office. In this role she helps students select programs and prepare for a new and exciting chapter in their lives. As a low-income student who is highly involved with TRIO SES & STEM, Kirkman understands the value of

providing a supportive space for students seeking advising opportunities.

“Having a community of other lowincome students and staff who understand your struggles helps encourage you”, said Kirkman. “Students shouldn’t be worried about being turned away if they have big ambitions. They need a supportive environment with people who will work with them to reach their goals.”

Kirkman believes that each of her study abroad programs provided her with new knowledge and helped her achieve a more well-rounded education while at KU. As a result, she is passionate about helping other students have similar life changing experiences. Kirkman says her biggest advice for other low-income students who are considering education abroad is to do their research as early as possible and take advantage of financial aid and scholarship advising services available through Study Abroad & Global Engagement.

“Students considering going abroad should talk to their academic and financial aid advisors early on to make studying abroad once - or multiple times – possible.”

36 Y E A R S O F PR O MOT ING AND P R E S E RV I NG G ER MA N When University of Kansas students arrive for the Summer Language Institute in Holzkirchen, Germany, they are greeted by a band and parade in front of City Hall. In northern Germany, when KU study abroad students reach Hamburg, they are escorted by a fire brigade for the hour and half journey to the small town of Eutin.

Andrea Meyertholen, assistant professor of German at KU, credits these towns’ enthusiastic welcomes to the relationships Bill Keel has cultivated over the years.

Since 1980, Keel, professor of German, has directed 36 Summer German Language Institutes in Holzkirchen and Eutin.

“It’s hard to imagine either program would exist without Bill,” Meyertholen said of the institutes, which have become a summer staple for the towns. “He has been instrumental in building programs and keeping connections. He is such a people person. He’s very good at finding opportunities for students and cultivating friendships.”

Keel began his teaching career at KU in 1978 and in 1980 led his first Summer Language Institute. His leadership in these roles has provided 8-week, transformative study abroad experiences for students seeking intensive language immersion opportunities or for those students who may be unable to study abroad for a full year or semester. During his tenure leading the Summer Language Institutes, Keel has taken a total of 700 undergraduate students to Germany.

“What I remember best about Bill Keel is that he never ran out of stories and each was better than the last,” said Brandon Wiederholt, a former student of Keel and participant in the Summer Language Institutes in Eutin (2017) and Holzkirchen (2018). “He endowed every experience and story in a way that students could not help but be swept away.”

During her time at KU, Meyertholen has been impressed by the network of alumni that has formed around the Summer Language Institute experience, many of whom continue to remain in contact with Keel. “These former students want future students to have the same positive experience they did,” Meyertholen said.

“We’ve received a lot of donor support to make it financially feasible to study abroad, and that’s a testament to the experience these former students have had.”

In addition to his leadership of study abroad programs, Keel sought opportunities to engage the broader Lawrence community in language learning and cultural exchange. Keel was instrumental in fostering the Sister City relationship between the cities of Lawrence and Eutin. During one of his early programs in Eutin, Keel recalls German colleague Helmut Scheewe remarking that the study abroad program was a one-way street. “He said, ‘you bring KU students over here, but we don’t bring any students to Lawrence,’” Keel recalled.

The conversation ignited in Keel the idea of establishing a framework for broadening the cultural exchanges between the two cities. Several years later in the mid-1980s, while the city of Lawrence was looking to form a Sister City relationship, a suggestion was made for the city to send a proclamation of gratitude and friendship to mark the 25th anniversary of the Holzkirchen program.

Since a proclamation was already being drafted for Holzkirchen, Keel said, a second one was added for Eutin. “We took the proclamations to both cities. There wasn’t much hoopla in Holzkirchen, but in Eutin they took it seriously,” he said.

The following year, the two communities began exploring a partnership in earnest and in 1989 the Lawrence City Commission and Eutin’s city government approved a formal Sister City agreement. The partnership between the two cities has resulted in more than 2,000 exchanges, including participation from more than 500 high school exchange students, five marriages, five-year delegation visits from local dignitaries, internships and the sharing of art and music.

“It really was and still is very important and Bill is a great part of that on both sides. It’s not just mere words, but deeds that he has put into this,” said Jim Morrison, lecturer and academic program associate at the German department. “The Sister City relationship, Summer Language Institutes, German dialect conservation, that’s really where his legacy stands.”

Kelsey Norris participated in an internship in Tokyo, Japan, during Summer 2019.

Keel retired from KU at the end of the fall 2019 semester, yet the programs and partnerships he established in Eutin and Holzkirchen will endure for years to come.

Winter 2020-21 / Volume 21

Lippincott Hall 1410 Jayhawk Blvd., Rm. 108 Lawrence, KS 66045-7515

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28.8% OF KU UNDERGRADUATE STUDENTS STUDY ABROAD PRIOR TO GRADUATION* 171 UNDERGRADUATE STUDENTS COMPLETED THE GLOBAL AWARENESS PROGRAM (GAP) CERTIFICATE IN ACADEMIC YEAR 2019-20. 17% OF THESE STUDENTS EARNED GAP WITH DISTINCTION KU RANKS 22ND IN THE NATION AMONG PUBLIC RESEARCH INSTITUTIONS FOR UNDERGRADUATE PARTICIPATION IN STUDY ABROAD* NEARLY 1,500 KU STUDENTS STUDY & TRAVEL ABROAD EACH YEAR *Open Doors, Institute of International Education, November 2020.

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