ࡱ> u5@Nbjbj22XXSNl   VAVAVA8AbB pzh:D^D"DDDTTTGyIyIyIyIyIyIy${R*~my {\T"T{\{\myDD*zfff{\rD DGyf{\Gyf$ffrnT 4 oD.D ;cVA`nq@z0pz ozbo o oT(WfX<YTTTmymy 4VAMfd VA The 8th European Conference on Psychological Assessment 31.08.-4.09.2005. Budapest DEPRESSION SCALE FOR CHILDREN AND ADOLESCENTS - SDD: EVALUATION OF PSYCHOMETRIC PROPERTIES* Anita Vuli-Prtori, Izabela Sori & Ivana Macuka Department of Psychology, University of Zadar, Croatia ABSTRACT Objective: To examine the psychometric properties of the Depression Scale for Children and Adolescents (SDD). Method: An 26-item questionnaire SDD was first administered to Croatian schoolchildren (N=2225) and children referred to a pediatric clinic for psychological examination (N=137). In the second part of this study the SDD and a number of personality and psychopathology questionnaires were administered to find out relations with other psychological constructs (N=329). Results: Factor analysis yielded two factors that have also been found in other researches: cognitive symptoms and emotional symptoms of depression. The reliability (internal consistency) of SDD was satisfactory ((=0.895). Furthermore, support was obtained for the validity of the SDD: the scale correlated in a theoretically meaningful way with the associated psychological construct, as well as with the results on the measures of some other factors related to depression. Conclusion: The SDD show to be reliable and valid self-report measure for screening depressive symptoms in children and adolescents. INTRODUCTION Depression refers to a set of emotions and behaviors such as sadness, unhappiness, blue feelings, poor appetite, insomnia, etc. Child and adolescent depression represents a significant mental health concern because these problems are often associated with psychological difficulties, school problems, low self esteem and increased risk for other serious conditions including anxiety, suicide, substance abuse, etc. Depressive disorders are often unrecognized and underdiagnosed, especially due to masked symptom manifestations through externalized behaviors (aggression, hyperactivity, social problems with peers and friends). Structured interviews have been used to diagnose depressive disorders in children, but they are time-consuming, they require trained interviewers, and their validity still needs further research. Alternatively, child self-report scales can be used to measure various symptoms of depression. One of the reasons for the selection of self-report method in the assessment of depressive symptoms is related with the growing recognition of childrens and adolescents unique position as observers of themselves and their social environment. Numerous rating scales have been used to measure various symptoms of depression including Childrens Depression Inventory (CDI; Kovacs, 1981), Reynolds Child Depression Scale (RCDS; Reynolds, 1998), Reynolds Adolescent Depression Scale (RADS; Reynolds, 1998), Center for Epidemiologic Studies Depression Scale (CES-D; Weissman et al.,1980). Overall, these self-reports possess moderate to high internal consistency and moderate test-retest reliability, usually measuring one component of negative affect, along with additional, heterogeneous symptoms. Thus, there appears to be a need for a practical instrument that would serve as a reliable and valid screening tool for depressive disorders and would be conceptually constructed on the three basis: 1) the nature of the depression is described with the respect to three levels of depressive phenomena: symptoms, syndromes and disorders; 2) list of symptoms included in SDD meet the DSM-IV criteria for depressive disorders; 3) in the interpretation and understanding of the SDD results developmental characteristics such as childs age and gender, as well as environmental influences, should be consider. METHOD Participants The participants studied here represent a subsample from an ongoing study of psychosocial aspects of psychopathology in children and adolescence in eight cities in Croatia. For the purposes of the present study we concentrate attention on three samples: 1) the community sample of 2225 school children and adolescents (aged between 9 and 18 years); 2) the clinical sample consisted of 137 patients (8-16 years) who were referred to the clinical child psychologist in the five hospitals in Croatia and 3) the community sample of 329 primary school children. The participants completed the questionnaires during a regularly scheduled classroom period. Questionnaires The five self-report questionnaires were used in this study. Their main characteristics are presented in Table 1. The Depression Scale for Children and Adolescents (SDD; Vuli-Prtori, 2003) has 26 items related to different depressive symptomathology (like sadness, insomnia, loss of appetite, interpersonal relationships, etc.) described in DSM-IV. It is designed for children and adolescents aged between 9 and 18 years. Items were scored on a 5-point scale from 1=Not true for me at all to 5= Absolutely true for me. Childrens Depression Inventory (CDI; Kovacs, 1981) is a commonly used self-report measure of depression symptoms in children and adolescents ages 7 to 17 years. The scale has 27 items dealing sadness, self-blame, loss of appetite, insomnia, interpersonal relationships and school adjustment. CDI items have to be scored on three-point scales with 0, 1 or 2 with higher scores indicative of more severe depression. CDI has been found to have adequate internal consistency (about 0.83). The Coopersmith Self-Esteem Inventory (SEI; Coopersmith, 1967) was administered to measure the participants' self-esteem. This 25-item measure is designed to measure evaluative attitudes towards the self in social, family, and personal areas of experience. Respondents state whether a set of 25 generally favorable or unfavorable aspects of a person are "like me" or "not like me." Acceptable reliability (internal consistency and test-retest) and validity (convergent and discriminant) information exists for the Self-Esteem Inventory. The Hopelessness Scale for Children (HPLS; Kazdin, Rodgers and Culbus, 1986) is a 17-item modification of the Beck Hopelessness Scale (BHS). Items are rated either true or false, and total scores range from 0-17. Higher scores indicate a greater degree of hopelessness. Acceptable reliability information is confirmed (internal consistency: 0.97; Spearman-Brown split-half reliability: 0.96). The Fear and Anxiety Scale for Children and Adolescents (SKAD-62; Vuli-Prtori, 2004) is 62 item self report measure developed to assess anxiety and specific fears in children and adolescents aged between 9 and 18 years. Data on age and sex norms are available. The scale is divided into 8 subscales  each tapping a specific aspect of child and adolescent anxiety (separation anxiety, social anxiety, test anxiety, specific fears and phobias, obsessive-compulsive symptoms, worry scale, anxiety sensitivity, somatization, anxiety total score). Items required respondents to rate how true each item was with respect to their usual feelings. Items were scored on a 5-point scale from 1=Not true for me at all to 5= Absolutely true for me. The SKAD-62 has been evaluated in several studies in Croatia and it has been shown to have satisfactory internal reliability in different samples. It was found that the scale distinguished between child psychiatric outpatients given a clinical DSM-IV diagnosis of anxiety disorder and outpatients who have other disorders diagnosed and ability to differentiate children and adolescents with anxiety disorders from nonanxious controls (Vuli-Prtori, 2004). Table 1. Main characteristics of the instruments used in this research MeasuresNo. of itemsRangeCronbach alfaSDD- The Depression Scale for Children and Adolescents2626-1300,895CDI  Children's Depression Inventory270-540,71The Coopersmith Self-Esteem Inventory250-250,80HPLS-The Hopelessness Scale for Children170-170,97SKAD-62 The Fear and Anxiety Scale for Children and Adolescents Test anxiety1111-550,868Social anxiety1010-490,817Separation anxiety1111-530,812Obsessive- compulsive symptoms88-400,674Anxiety sensitivity1212-600,801Worry 99-450,863 Procedure Self report scales were group administered, during a regularly scheduled classroom period. The study presented here is part of a larger project research (in three year period - from 2002. to 2005.) that was organized in collaboration with eleven schools and five hospitals in Croatia. The questionnaires presented in this paper were part of the broader battery of instruments dealing with psychopathology in childhood and adolescence, as well as different personal and contextual risk and protective factors. The administration of the all questionnaires lasted approximately one hour. RESULTS Factor structure Principal factor analyses with Varimax rotation were conducted on the 26-item SDD scale. Performed analysis yielded two factors with eigenvalues greater than 1, both accounted for 31.35% of the variance (Table 2). The factors were: 1) cognitive aspects of depression (16 items e.g. I have lost my hope in the future; I dont care for anything; Sometimes I wish the end of all and my own; I have lost my trust in people; etc.) and 2) emotional aspects of depression (10 items e.g. It is hard for me to get to sleep at night; I cry easily; I get tired easily; etc.). The factor solution showed good internal consistency, with coefficient ( values of 0.88 for cognitive and 0.76 for emotional aspects of depression. The factor scores were relatively independent, with correlations among factors of 0.59. Table 2. Factor loadings of The Depression Scale for Children and Adolescents (SDD) (N=2225) Item no.I T E M S F1F2h2I have lost my hope in the future,564,343I dont care for anything,615,425It is hard for me to get to sleep at night,445,255When I am sad I cant stay still but have to do something,333,132I cry easily,587,350I feel incapable of making decisions,413,262I break into tears when I hear a sad song,622,391When I am sad I have the need for food even though Im not hungry,429,225I wake at every noise during the night,358,168I prefer to remain silent when I have any problems,342,177Compared to others I feel mainly unsuccessful,546,363I feel fed up with everything,601,435Everything is going wrong to me,654,510I wish I could sleep through this part of my life,580,392I sometimes cry in my sleep,494,291When I am sad I lower my voice,474,247I get tired easily,307,232When something bad happens I take it as a punishment,434,281It is stupid to do ones best and work all life long when in the end everyone dies anyway,459,233I have lost my trust in people,622,405I have no interest in my usual hobbies,527,309I have lost my interest in others,569,335I feel I am worthless,674,507Sometimes I wish the end of all and my own as well,606,460I have trouble having fun,525,295Its my own fault for all the bad things that are happening to me,300,127Eigenvalues: Percentage of variance:5,25 20,172,91 11,18 Reliability The 26-item SDD had a Cronbachs alpha coefficient of 0.895, indicating that internal consistency of the scale was good. The mean item-total correlation was 0.258, ranging between 0.305 (When Im sad I cant stay still but I have to do something) and 0.651 (Everything is going wrong for me) for individual items. Age and Gender Differences To examine age and gender differences in depression ratings univariate analysis of variance (ANOVA) was performed. The total SDD scores were significantly higher in secondary school females than in males (all noted comparisons p(0.01). There were no gender differences in the SDD total scores in primary school children (Figure 1.) Figure 1. Mean SDD total scores of males (N=966) and females (1259) in primary and secondary school  EMBED MSGraph.Chart.8 \s  In the next step ANOVA was calculated separately for two factors- cognitive and emotional symptoms of depression. As can be seen in Figure 2. and Figure 3., gender differences are obvious in emotional aspects of depression in all age groups (grades): girls scored significantly higher on the emotional aspects of SDD than boys.  Figure 2. Mean SDD cognitive aspects scores of males (N=966) and females (1259) in primary and secondary school  EMBED MSGraph.Chart.8 \s  Figure 3. Mean SDD emotional aspects scores of males (N=966) and females (1259) in primary and secondary school  EMBED MSGraph.Chart.8 \s  According to item analysis data, the most prevalent (severe) symptoms (indicated in item means scores) in primary school children were feelings of guilty and tendencies to withdraw and be quiet when have some problems. The most prevalent symptoms in secondary school girls were: crying, sleeping problems, feelings of guilty and self-blame. In secondary school boys the most prevalent were feelings of guilty, isolation and silence when having problems. Discriminant Validity Comparison of the SDD total results is performed between 4 clinical samples - children with depressive disorder (N=19), children with anxiety disorder (N=35), children with psychosomatic disorders (N=52) and children with other, different disorders- anorexia, sleep problems, conduct disorders, etc. (N=30). ANOVA results indicated significant differences between groups- F(3,132)=12.7; p=0.00. Group of children with depressive disorders scored significantly higher on the SDD than other three groups (see Figure 4). Figure 4. Mean SDD scores in clinical samples: depressive children (N=19), anxious children (N=35), psychosomatic children (N=52), group of different disordered children (N=30)  EMBED MSGraph.Chart.8 \s  Another step in the establishing the validity of SDD was to calculate correlations between SDD and external criteria. This part of the investigation was performed in the sample of 329 children in primary school. For that purposes two steps are performed: First - Validity of SDD was examined through its correlations with the most popular depression scale Childrens Depression Inventory (CDI; Kovacs, 1981). SDD scores were significantly connected to CDI depression scores (r=0.55). Second correlations were calculated between SDD and measures of psychological constructs that are hypothesized to be related to depression: hopelessness, self-esteem, anxiety. As is shown in Figure 5. correlations with all the measures showed the predicted pattern. That is, a significant link was found with low self-esteem and hopelessness, but SDD scores were more strongly associated with all anxiety syndromes, especially anxiety sensitivity and worry. Figure 5. Correlations between SDD and measures of constructs related to depression (N=329)  SHAPE \* MERGEFORMAT  DISCUSSION The purpose of this study was to present the psychometric properties of the empirically derived self-report instrument for use in community and clinical settings that would screen for DSM-IV childhood depressive symptoms. The main results can be summarized as follows. Factor analysis yielded two factors (cognitive and emotional) that have been found in previous researches in this field. Furthermore, the reliability of the scale appeared to be good (internal consistency (=0.895). Evident gender differences were found for the SDD, showing that secondary school girls generally report higher levels of depressive symptoms than boys. Age effect was found for girls only, with older girls displaying higher levels of depression symptoms than younger girls. This finding corresponds with previous studies that reported an incline in depressive symptoms with increasing age. It was found that in prepubertal children depressive symptoms are just as common in boys and girls. But at some point between age 13 and 14 girls start showing a marked increase in prevalence of depression symptoms. In most studies this critical period was found to be between ages 13 to 15, or even later (Lewinson et al., 1993; Harrington, 1993; Nolen-Hoeksema and Girgus, 1994; Cicchetti and Toth, 1998.). Evidence was also obtained for the validity of the SDD. More specifically, the scale correlated in the theoretically meaningful way with measures of hopelessness and low self-esteem, as well as different aspects of anxiety. SDD also discriminated well between children with depressive disorders and anxious, psychosomatic and different disorders groups of children. It is not surprising that anxiety and depression showed high correlations. In developmental psychopathology these two constructs have highest level of comorbidity and numerous genetic, family, epidemiological, nosological and biological studies have shown a strong relationship between anxiety and depression in adult and youth populations (Kendall and Watson, 1989; Brady and Kendall, 1992; Craig and Dobson, 1995; Birmaher et al., 1996; Chorpita et al., 2000; Vuli-Prtori and Macuka, 2004). Altogether, the current findings confirm the notion that the Depression Scale for Children and Adolescents (SDD) is a reliable and valid self-report measure for assessing depressive symptoms in children and adolescents. It is recommended as screening tool for depressive disorders in community and clinical samples of children aged 9 to 18 years, but it should not replace the formal clinical interview. REFERENCES Birmaher B., Ryan N.D., Williamson D.E., Brent D.A., Kaufman J., Dahl R.E., Perel J., Nelson B. (1996) Childhood and adolescent depression: a review of the past 10 years. Part I. Journal of American Academy of Child and Adolescent Psychiatry, Vol.35, No.11, 1427-1439. Brady E.U., Kendall P.C. (1992) Comorbidity of anxiety and depression in children and adolescents, Psychological Bulletin, Vol.111, No.2, 244-255. Cicchetti D., Toth S.L. (1998). The development of depression in children and adolescents, American Psychologist, Vol.53, No.2, 221-241. Chorpita B.F., Yim l., Moffitt C., Umemoto L.A., Francis S.E. (2000) Assessment of symptoms of DSM-IV anxiety and depression in children: a revised child anxiety and depression scale, Behavior Research and Therapy, 38, 835-855. Craig K.D. & Dobson K.S. (1995). Anxiety and Depression in Adults and Children, California, SAGE Publications Coopersmith S. (1967) The Antecedents of Self-esteem, San Francisco: W.H. Freeman and Co Harrington R. (1993) Depressive Disorder in Childhood and Adolescence, New York: John Wiley & Sons. Kazdin A.E., Rodgers A., Colbus D. (1986) The Hopelessness Scale for Children: psychometric characteristics and concurrent validity, Journal of Consulting and Clinical Psychology, Vol.54, No.2, 241-245. Kendall P.C., Watson D. (Eds.), (1989). Anxiety and Depression: Distinctive and Overlapping Features, New York, Academic Press, Inc Kovacs M. (1981) Rating scales to assess depression in school-aged children, Acta Peadopsychiatrica, Vol.46,305-315 Lewinsohn P.M., Gotlib I.H., Lewinsohn M., Seeley J.R., Allen N.B. (1998) Gender differences in anxiety disorders and anxiety symptoms in adolescents, Journal of Abnormal Psychology, Vol.107, No.1, 109-117. Nolen-Hoeksema S., Girgus J.S. (1994) The emergence of gender differences in depression during adolescence. Psychological Bulletin, 115, 424-443. Reynolds W.M. (1998). Depression, Coprehensive Clinical Psychology, Elsevier Science Ltd Vuli-Prtori A. 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Vuli-Prtori A. (2004) Manual for the Fear and Anxiety Scale for Children and Adolescents SKAD-62, Jastrebarsko: Naklada Slap, Croatia. Vuli-Prtori A., Macuka I. (2004) Anxiety and depression: phenomenology of comorbidity, Suvremena psihologija, 7, 1, 45-64. Weissman M.M., Orvaschel H., Padian N. (1980). Childrens symptom and social functioning self-report scales: Comparison of mothers and childrens reports, Journal of Nervous and Mental Desease, Vol.168, 736-740. * This research was supported by the Croatian Ministry of Science, Education and Sport grant No. 0070012 Psychosocial aspects in the childhood and adolescent psychopathology to Anita Vuli-Prtori and No.0070015 The role of causal attributions in the process of self regulated learning to Izabela Sori, Department of Psychology, University of Zadar, Croatia Correspondence concerning this article should be addressed to Anita Vuli-Prtori, Ph.D. Department of Psychology, University of Zadar, 23000 Zadar, Croatia, e-mail:  HYPERLINK "mailto:avulic@unizd.hr" avulic@unizd.hr ; http://personal.unizd.hr/~avulic/     Vuli-PrteLln *,vz|~|xpxpxpxpxhcah\hXhDC% hDC%6U hr6h5hDC%6jhjUhjhshDC%CJmH sH  hshDC%0JCJaJmH sH +j!khshDC%CJUaJmH sH %jhshDC%CJUaJmH sH h3+6CJaJmH sH hshDC%6CJaJmH sH hshDC%CJaJmH sH  hshDC%0JCJaJmH sH  .02HJLNPRhjln$a$gd!}$a$gdyh]hgd5 &`#$gd6.$&dPa$gd5ori A., Sori I., Macuka I.: Depression Scale for Children and Adolescents; The 8th European Conference on Psychological Assessment (2005) PAGE  PAGE 1 DEPRESSION HOPELESS- NESS SEPARATION ANXIETY SELF-ESTEEM TEST ANXIETY SOCIAL ANXIETY OPSESSIVE- COMPUSLIVE SYMPTOMS ANXIETY SENSITIVITY WORRY 0.48 -0.59 0.64 0.63 0.51 0.61 0.47 0.57 *,.24@BDFHLNRhjn~Z\ʽ뵤|k|ʉa||h!}5B* ph hZhDC%5B* CJaJphhwhDC%5B* phhy5B* ph hZhw5B*CJaJph hZhDC%5B*CJaJphhwCJaJhwhDC%5B*ph33hwhjjhDC%0JU*h20JmHnHu*hDC% hDC%0JjhDC%0JU&Z\^`gdy$a$gdy\^` "(JLNᱭhmhXCJaJmH sH h# hJh\i^hh!}5B*CJaJphhy hyhy5B*CJaJph hwhDC%5B* CJaJphhy5B* CJaJphhDC%hwhDC%5B* phhy5B* phhw)$a$gd$a$gd\i^$a$gdy "$&(*,.02468:<>@BDFHJLN $$xa$gdX. 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M4% } ]M3O &Q ^-primary school (GRADES) secondary school'4% yarM Z3On& Q ,SDD cognitive scores'4523 O  43" m  3Om % M3O&Q423 M NM44444  FMicrosoft Graphov grafikonGBiff5MSGraph.Chart.89q B"#,##0\ "kn";\-#,##0\ "kn"##,##0\ "kn";[Red]\-#,##0\ "kn"$#,##0.00\ "kn";\-#,##0.00\ "kn")$#,##0.00\ "kn";[Red]\-#,##0.00\ "kn"_1184842832F[[Ole PRINT4$CompObjj::f$  I     '' "Arial-"System?---------'-  -- y !!---'---  -- $ u u   ----'--- v 9 / 1  1u  u  u Z Zu  u    u  u  u I Iu  u ---'---  9 / -  u u   ---'---  -    11   ZZ       II   u   KKuu  J J u u ---'--- y ---'---  ---'---  --W    5<`>  - 1 h5`s  -W-- r>- BWlWlWB---'---   -  %-    ---'---   -  &-        ---'---  5-  P-  5J5 5J---'---  <`-  W{#G- 'K<`Qu<`QK<`'u---'---  -  q- uu---'---  > -  Y % - ) > S > S > ) ---'---   -    -        ---'---  --  z---'---  1 F---'---     k---'---  h5 }JS ---'---  ` uK---'---   pu---'---  s   ^ ---'---      ---'---  ---'---  ---'---  ---'---  ---'---    2 u1733 2 u1833 2 ^u1933 2 u2033 2 $u2133 2 u2233 2 u2333 2 Mu2433 2 u2533 2 u2633 2 vu2733---'---  ---'---    2 5.3 2 6.3 2 7.3 2 8.3 2 :1.3 2 d2.3 2  3.3 2  4.3---'---  -------'--- ;  I2 ,primary school (GRADES) secondary school3M3-..333HB=B==.3.3333-..333-----'---  -------'--- M "Arial-%2 SDD emotional scores=BB3M3333..33.------'---  -- : / ---'--- 5 3 ---'--- 5 3 -p   p p9 -- T W - [$ p9 N p9 $ p9 [N  . 2  boys33-..---'--- 5 3 ---'--- 5 3 -    9 --  N $ .2  girls+4..---'--- 5 3 ---'---  ---' ' 'ObjInfoWorkbook_1184847890F[[Ole >*9_-* #,##0\ "kn"_-;\-* #,##0\ "kn"_-;_-* "-"\ "kn"_-;_-@_->)9_-* #,##0\ _k_n_-;\-* #,##0\ _k_n_-;_-* "-"\ _k_n_-;_-@_-F,A_-* #,##0.00\ "kn"_-;\-* #,##0.00\ "kn"_-;_-* "-"??\ "kn"_-;_-@_-F+A_-* #,##0.00\ _k_n_-;\-* #,##0.00\ _k_n_-;_-* "-"??\ _k_n_-;_-@_-#,##0"kn";\-#,##0"kn"#,##0"kn";[Red]\-#,##0"kn" #,##0.00"kn";\-#,##0.00"kn"% #,##0.00"kn";[Red]\-#,##0.00"kn"83_-* #,##0"kn"_-;\-* #,##0"kn"_-;_-* "-""kn"_-;_-@_-83_-* #,##0_K_n_-;\-* #,##0_K_n_-;_-* "-"_K_n_-;_-@_-@;_-* #,##0.00"kn"_-;\-* #,##0.00"kn"_-;_-* "-"??"kn"_-;_-@_-@;_-* #,##0.00_K_n_-;\-* #,##0.00_K_n_-;_-* "-"??_K_n_-;_-@_-1Arial1Arial1Arial1,Arial1Arial1Arial1Arial= i,##0.00_\ ` [ ` [ 883ffff̙̙3f3fff3f3f33333f33333\R3&ST U 5. 6. 7. 8. 1. 2. 3. 4. boysQ5@zG3@Q4@)\h4@(\3@= ףp2@̌3@\(2@girls ףp=J6@p= 6@p= c6@Q+8@Gz8@Q9@{G9@= ףp8@WYr(#= >X4*3 d23 M NM4 3Q  boysQQQ3_  NM   d4E4 3Q girlsQQQ3_ ! NM  !!d4E4 3QQQQ3_4EC4D$% M3O&Q4$% M3O&Q4FAL t 3O{u 3 b#M43*1@?#M! M4% E ,M 3O&Q \,primary school (GRADES) secondary school'4% M Z3OrQ ,SDD emotional scores'4523 O  43" } 3O} % M3OQ423 M NM44444  FMicrosoft Graphov grafikonGBiff5MSGraph.Chart.89q B"#,##0\ "kn";\-#,##0\ "kn"##,##0\ "kn";[Red]\-#,##0\ "kn"$#,##0.00\ "kn";\-#,##0.00\ "kn")$#,##0.00\ "kn";[Red]\-#,##0.00\ "kn">*9_-* #,##0\ "kn"_-;\-* #,##0\ "kn"_-;_-* "-"\ "kn"_-;_-@_-EPRINT,CompObjjObjInfoWorkbook?       !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIKLMNOrQRSTUVWXYZ[\]^_`abcdefghijklmnoptwxyz{|}~l/yQ 9& EMF,vU"F, EMF+@XXF\PEMF+"@ @ $@ 0@?!@ @     !" !" !  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