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1 TRAINING ACTIVITIES FOR FIGURE-GROUND SEGREGATION The term visual perception makes reference to the capacity that brain ... 2 visual tracking could significantly interfere with the performance of these visual perception skills. Visual perceptual ... 3 (Frostig, Maslow, Lefever and Whittlesey, 1963), the ability of the figure-ground in such subjects showed the worst resu... 4 processing abilities (such as figure-ground and visual closure) in patients with brain injury. The ability of discrimina... 5 ground segregation skills in those who need to improve this ability (mainly patients with learning difficulties or neuro... 6 7 ACTIVIDADES DE ENTRENAMIENTO DE LA SEGREGACIÓN FIGURA- FONDO El término de percepción visual se refiere a la capacidad q... 8 espacial actúa como un operador en los procesos de esta habilidad viso-perceptiva, de manera que la falta de atención vi... 9 Schwartz, Maron, Evans y Winstead, 1999) y la alteración en la percepción de formas en 3D (Buracas y Albright, 1996; Xia... 10 neuro-degenerativos (Roper, Bieliauskas, Basso y Colman, 1995; Bieliauskas, Roper, Trobe y Lacy, 1998). En otro estudio... 11 investigaron la mejora de algunas habilidades perceptivas en sujetos con daño cerebral, a partir de un programa de entr... 12 13 REFERENCES Allman, J., Meizin, F. & McGuiness, E. (1985). Direction and velocity-specific responses from beyond the cla... 14 Chen, Y., Palafox, G.P., Nakayama, K., Levy, D.L., Matthysse, S. & Holzman, P.S. (1999). Motion perception in schizophr... 15 Hooper, H.E. (1983). The Hooper Visual Organization Test, Manual –HVOT–. Los Angeles, CA: Western Psychological Service... 16 Martin, N.A. (2006). Test of Visual-Perceptual Skills (non-motor), Third Edition –TVPS- 3–. Novato, CA: Academic Therap... 17 Schwartz, B.D., Maron, B.A., Evans, W.J. & Winstead, D.K. (1999). High velocity transient visual processing deficits di... 18 Warren, M. (1990). Identification of visual scanning deficits in adults after cerebrovascular accident. American Journa... ADMINISTRATION NORMAS DE APLICACIÓN In the following pages, in the upper half of each plate a figure is presented. You mus... 1 2 3 FF - 1 aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa... 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1. TRAINING ACTIVITIES FOR VISUAL-PERCEPTUAL SKILLS ACTIVIDADES DE ENTRENAMIENTO DE HABILIDADES VISO-PERCEPTIVAS Figura-Fondo (Nivel Básico) Figure-Ground (Basic Level) Authors Rodán-González, Antonio Vidal-López, Joaquín Javaloyes-Moreno, Beatriz Muiños-Durán, Mónica Rifá-Giribet, Montserrat García-Montero, María Gimeno-Galindo, Patricia Codina-Fossas, Marta 2. TRAINING ACTIVITIES FOR VISUAL-PERCEPTUAL SKILLS ACTIVIDADES DE ENTRENAMIENTO DE HABILIDADES VISO-PERCEPTIVAS Figura-Fondo (Nivel Básico) Figure-Ground (Basic Level) Authors Rodán-González, Antonio Vidal-López, Joaquín Javaloyes-Moreno, Beatriz Muiños-Durán, Mónica Rifá-Giribet, Montserrat García-Montero, María Gimeno-Galindo, Patricia Codina-Fossas, Marta 3. TRAINING ACTIVITIES FOR VISUAL-PERCEPTUAL SKILLS Figure-Gound (Basic Level) ACTIVIDADES DE ENTRENAMIENTO DE HABILIDADES VISO- PERCEPTIVAS Figura-Fondo (Nivel Básico) Authors: Rodán-González, Antonio; Vidal-López, Joaquín; Javaloyes-Moreno, Beatriz; Muiños-Durán, Mónica; Rifá- Giribet, Montserrat; García-Montero, María; Gimeno-Galindo, Patricia; Codina- Fossas, Marta Editors: Rodán-González, Antonio; Vidal- López, Joaquín Copyright © 2009. Saera. Solutions for Learning and Research, S.L. (www.saera.es) ISBN-13: 978-84-692-4351-0 4. 1 TRAINING ACTIVITIES FOR FIGURE-GROUND SEGREGATION The term visual perception makes reference to the capacity that brain has to understand and to interpret that eyes see (Gardner, 1986; Scheiman, 1997). Along with the basic visual functions and motor skills, visual perceptual skills allow us to carry out many activities of daily life (Chaikin and Downing-Baum, 1997; Erhardt and Duckman, 2005; Van Waelvelde, De Weerdt, De Cock and Smits-Engelsman, 2004), and guide our actions (Goodale and Milner, 2009; Jeannerod, 2006). In our daily lives we do not perceive a world composed of isolated visual stimuli. Usually we work in an environment with multiple stimuli, and sometimes, these are presented in dynamic conditions. Figure-ground segregation is a visual perceptual ability that enables us to detect, differentiate and select visual stimuli (figure) within an environment (ground) to be able to discriminate or distinguish these as separate or isolated. These stimuli can be faces, figures and objects, landscapes, letters, numbers, etc. The segregation of the figure with respect to the ground takes place from the visual discrimination of certain features such as color, brightness, depth, orientation, texture, movement or time information (Fahle, 1993). Figure-ground segregation is an important part of visual information processing, and participates in many academic and daily life activities. In fact, some authors (Bernspang, Asplung, Ericsson and Fugl-Meyer, 1987) have reported the importance of some skills in high-level visual processing, such as discrimination or segregation of figure-ground to enable us to organize our knowledge about the environment. Furthermore, it has been suggested that the segregation of figure-ground is important for object recognition, so that this ability occurs before recognition of the object itself (Peterson and Gibson, 1994). Other authors have postulated that factors such as memory (Petersen and Wikoff, 1983, Peterson and Gibson, 1994), fixation or visual attention (Driver, Baylis and Rafal, 1992; Lagreze, Meigen and Bach, 1994; Peterson and Gibson, 1994; Rock and Mitchener, 1992) have an important role in the perception of figure-ground. Some studies have reported the great importance of the primary visual cortex in the segregation of figure-ground. Supèr and Lamme (2007) reported that after the removal of extraestriate areas of visual cortex in primates, there is a decrease in the perception of figure-ground. Furthermore, it has been reported that during the process of visual perceptual segregation of figure-ground, there are involved different cortical regions responsible of visual perceptual processes, such as object recognition or visual spatial orientation, as well as the extraction and detection of the object from its background (Peterson and Gibson, 1994; Vecera and O'Reilly, 1998). It has also been seen that the visual spatial attention acts as an operator in the process of visual perceptual skills, so the lack of visual spatial attention could negatively affect the discrimination or segregation of figure-ground (Vecera, Flevaris and Filapek, 2004). Another factor that could be decisive not only in the figure-ground discrimination, but in other visual perceptual skills, such as visual memory or visual closure is the visual tracking (Warren, 1990). This author reported that the presence of deficits in 5. 2 visual tracking could significantly interfere with the performance of these visual perception skills. Visual perceptual skills of children are not at the same level as for the adult, but their perception of the world is also good (Arterberry, 2008). It has been estimated that the segregation or discrimination of figure-ground develops rapidly between 3 and 5 years of age, and stabilizes between 8 and 10 years (Atkinson and Braddick, 1989; Williams, 1983). However, any factor that interferes with the child's exploration of the environment can impede the learning of visual perceptive process (Tsai, Wilson and Wu, 2008), adversely affecting the ability to perform activities of daily live, such as games or recreational activities, school work or other developmental tasks related to their age, especially in school-age children (AOTA, 1991; Dankert, Davies and Gavin, 2003; Kovacs, 2000; Loikith, 2005). It has also been seen that performance in reading, writing and maths can be affected negatively (Cornoldi, Venneri, Marconato, Molin and Montinari, 2003; Schneck and Lemer, 1993; Solan and Ciner, 1989; Weil and Amundson, 1994). In the academic context, child usually works with shapes, numbers, letters, and especially with words. Subjects who have deficiencies in the visual perceptual ability of segregation of figureground may have problems to locate, identify and select relevant information or certain details of a visual scene or a context, with the omission, repetition or replacement of some visual information (numbers, syllables, words, figures, and even lines or paragraphs) when copy or read a text. Therefore, deficits in this ability could lead to problems in maintaining attention, organization and selection of visual information in tasks that contain a specified number of visual stimuli, not only in academic activities but also of everyday life. Poor performance in tasks of discrimination of figure-ground has been clinically assessed in persons with brain vascular lesions (Baylis and Baylis, 1997), especially in the right hemisphere (Shah, Holmes and Leisman, 2007; Su et al., 2000), in cortical degeneration (Kartsounis and Warrington, 1991), in children with low birth weight (Davis, Burns, Wilkerson and Steichen, 2005) in epileptic children with learning disabilities (Morgan, Groh and Wurst, 1980) in patients with deficits in the development of the coordination (Hulme, Biggerstaff, Moran and McKinlay, 1982; Hulme, Smart and Moran, 1982; Lord and Hulme, 1987, 1988; Schoemaker et al. 2001; Tsai et al., 2008) or in schizophrenic patients (Eimon, Eimon and Cermak, 1983; Loas, 2004; Malaspina et al., 2004). Schizophrenia has also been associated with other deficits in visual perception, as the low speed in the visual discrimination (Chen et al., 1999), the difficulty in segmentation of moving objects and shapes on a background (Allman, Meizin and McGuiness, 1985; Born, Groh, Zhao and Lukasewycz, 2000; Kim, Doop, Blake and Park, 2005; Nakayama and Loomis, 1974; Schwartz, Maron, Evans and Winstead, 1999) and in alteration in the perception of 3D shapes (Buracas and Albright, 1996; Xiao, Raiguel, Marcar, Koenderink and Orban, 1995). It has also been seen that patients with visual agnosia or cortical blindness associated with carbon monoxide poisoning and defects in embryonic development of the corpus callosum, have difficulty in the discrimination of figure-ground, object recognition, discrimination of faces and construction tasks (Mendez, 1988). One study (Koeda, Watanabe, Kimura, Nishi and Takeshita, 1990) conducted with patients with cerebral palsy (spastic dysplasia) reported that after the assessment of different visual perceptual abilities using the Developmental Test of Visual Perception 6. 3 (Frostig, Maslow, Lefever and Whittlesey, 1963), the ability of the figure-ground in such subjects showed the worst results. Delays in visual maturation, particularly in the development of extraestriate cortical structures, can also produce problems in the work of segregation of figure- ground and other visual tasks that are processed by the attentional pathways, as seen Harris and colleagues (Harris, Kriss, Shawkat, Taylor and Russell-Eggitt, 1996) in infants between 2 and 4 months old. Moreover, Tseng and Chow (2000) have observed that children with low achievement in the writing speed had lowest scores on tasks of segregation of figure- ground. Age appears to be another factor in the ability of discrimination of the segregation of figure-ground, so that older people have worse performance than younger adults in tasks related with this perceptual ability (Bieliauskas, Newberry and Gerstenberger, 1988; Roper, Fiengo, Holker and Bieliauskas, 2001). Some authors have shown that some children with amblyopia have difficulty in performance of discrimination tasks with shapes and texture-defined motion (Wang, Ho and Giaschi, 2007), attributing these visual perceptual deficits to defects in the processes of segregation of figure-ground. Often, occupational therapists and other health professionals assess and treat the problems of visual perception that occur in school-age children (Kalb and Warshowsky, 1991; Todd, 1993; Wright, Bowen and Zecker, 2000) or in people of other ages, in order to assess the presence and impact of the visual perceptual dysfunction in these patients (Brown, 2008). Ruf-Bächtiger (1989) has suggested the enormous importance of the assessment of some domains of visual perception such as visual discrimination and figure-ground discrimination, to better understand children with visual perception and to develop most effective treatment methods. Davis et al. (2005) also found that the visual perceptual assessment should be a vital part of the routine evaluation in preschool children born prematurely, because early identification of visual perceptual deficits could facilitate treatment, achieving an improvement in skills or visual perceptual domains in these children at high risk. Furthermore, it has been reported that tests of visual perceptual discrimination of figure-ground are good indicators of neuronal dysfunction, which can be used to examine cognitive changes associated with aging in elderly, in patients with brain vascular lesions and in subjects with neurodegenerative disorders (Roper, Bieliauskas, Basso and Colman, 1995; Bieliauskas, Roper, Trobe and Lacy, 1998). In another study, Tsai et al. (2008) have considered that assessment of visual perceptual skills is very important in children with deficits in development of motor coordination and it has great significance for the processing and implementation of strategies for better performance on tasks of daily life. However, it is convenient that, before assessing some of the visual perceptual skills, such as visual memory, visual closure and figure-background discrimination, another basic visual functions such as ocular motility, were assessed, as these functions are important to conduct tests of this type (Warren, 1990). In a similar way, Cate and Richards (2000), have also argued that there is a high correlation between the performance of some basic visual functions (such as visual acuity, visual field, ocular motility, tracking and visual attention) and some high-level visual perceptual 7. 4 processing abilities (such as figure-ground and visual closure) in patients with brain injury. The ability of discrimination of figure-ground can be assessed by some visual perceptual tests, such as the Closure Flexibility Test (Thurstone and Jeffrey, 1982) or by other tests that assess different abilities, including the figure-ground, among them: • Southern California Sensory Integration Tests (Ayers, 1966) • Embedded figures test –EFT– (Witkin, Oltman, Raskin and Karp, 1971) • Hidden Figures Test –HFT– (Ekstrom, French, Harman and Dermen, 1976) • The Hooper Visual Organization Test, Manual –HVOT– (Hooper, 1983) • Lowenstein Occupational Therapy Cognitive Assessment –LOTCA– (Itzkovich, Arerback and Belazar, 1990) • Birmingham Object Recognition Battery – BORB– (Riddoch and Humphreys, 1993) • Developmental Test of Visual Perception, Second Edition –DTVP-2– (Hammill, Pearson, Voress and Frostig, 1993) • Motor-Free Visual Perception Test, Third Edition –MVPT-3– (Colarusso and Hammill, 2003) • Test of Visual-Perceptual Skills (non-motor), Third Edition –TVPS-3– (Martin, 2006) Once one or more of these tests was applied it is possible to determine if this visual perceptual ability is within the level expected for the chronological age of the subject. In cases where the results were below the expected values for age, it is possible to train this skill by means of exercises, like the presented in this activity book. Tsai et al. (2008) have reported that learning of visual perceptual skills can be improved through practical experience in the same way a child learns to extract relevant information from their environment in certain activities. Although few works have studied the ability to improve the figure-ground discrimination, Sivak et al. (Sivak, Hill and Olson, 1984) investigated the improvement of some perceptual abilities in subjects with brain damage using a computer training program. The skills trained were: right-left discrimination, visual scanning, lines orientation, discrimination forms, visual memory, visual motor coordination and ocular pursuits. This training produced improvements in some patients trained. On the other hand, Yi, Olson and Chun (2006) have suggested that training visual perceptual segmentation of shapes can increase the activity of sensory neurons responsible for this ability and the performance of the trained task, but learning does not was completely transferred to locations or shapes without training. The authors suggest that improving the segmentation of the figure-ground requires perceptual skills beyond shape recognition only. Su et al. (2000) have also reported the importance of this training in patients with brain vascular accidents, and the importance of visual perception and planning strategies in order to facilitate the success of certain activities in their daily lives. In a study realised by Mazer et al. (2003) the performance of driving in patients with brain vascular lesions of the right hemisphere was improved by using speed training in visual perceptual processing programs. This book of exercises is recommended for occupational therapists, optometrists, educators, learning specialists and other health professionals. It allows to train figure8. 5 ground segregation skills in those who need to improve this ability (mainly patients with learning difficulties or neurological damage, both congenital and acquired), and people who want to enhance their performance in carrying out these activities, for example, athletes or students who are preparing an opposition. This book consists of 200 plates containing different figures. In each of the plates appears at the upper half page a picture that will serve as a reference stimulus, and that patient must observe in order to identify what single stimulus is exactly the same between the possible answers given in the bottom of the page. Both the reference stimuli (figure) and the contents of each of the possible responses (bottom) increase in the level of difficulty, so the demand to segregate figure from the bottom increases in each plate of the book. 9. 6 10. 7 ACTIVIDADES DE ENTRENAMIENTO DE LA SEGREGACIÓN FIGURA- FONDO El término de percepción visual se refiere a la capacidad que tiene el cerebro para comprender e interpretar lo que los ojos ven (Gardner, 1986; Scheiman, 1997). Junto con las funciones visuales básicas y y las funciones motoras, las habilidades viso-perceptivas nos permiten llevar a cabo numerosas actividades de nuestra vida diaria (Chaikin y Downing-Baum, 1997; Erhardt y Duckman, 2005; Van Waelvelde, De Weerdt, De Cock y Smits-Engelsman, 2004), así como guiar nuestras acciones (Goodale y Milner, 2009; Jeannerod, 2006). En nuestra vida cotidiana no percibimos un mundo formado por estímulos visuales aislados. Normalmente, nos rodeamos y nos desenvolvemos en un entorno que presenta múltiples estímulos, y en ocasiones, estos se presentan en condiciones dinámicas. La segregación figura-fondo es una habilidad viso-perceptiva que nos permite detectar, diferenciar y seleccionar estímulos visuales (figura) dentro de un entorno (fondo) determinado, para así poder discriminar o diferenciar estos de forma independiente o aislada. Estos estímulos pueden ser rostros, figuras y objetos, paisajes, letras, números, etc. La segregación de la figura respecto al fondo se lleva a cabo a partir de la discriminación visual de determinadas características, tales como el color, la luminosidad, la profundidad, la orientación, la textura, el movimiento o la información temporal (Fahle, 1993). La segregación figura-fondo es una parte importante del procesamiento de la información visual, y participa en un gran número de actividades académicas y de la vida cotidiana de las personas. De hecho, algunos autores (Bernspang, Asplung, Ericsson y Fugl-Meyer, 1987) han informado de la importancia que tienen algunas habilidades de procesamiento visual de alto nivel, como la discriminación o segregación de la figura-fondo, para poder organizarnos en el entorno que nos rodea. Además, se ha sugerido que la segregación de la figura-fondo es importante para el reconocimiento de objetos, de manera que esta habilidad se produce antes que el propio reconocimiento del objeto (Peterson y Gibson, 1994). Otros autores, han postulado que algunos factores como la memoria (Petersen y Wikoff, 1983; Peterson y Gibson, 1994), la fijación o localización y la atención visual (Driver, Baylis y Rafal, 1992; Lagreze, Meigen y Bach, 1994; Peterson y Gibson, 1994; Rock y Mitchener, 1992) tienen un importante papel en la percepción de la figura-fondo. Algunos estudios han informado de la gran importancia que tiene la corteza visual primaria en los procesos de segregación de la figura-fondo. En una investigación llevada a cabo por Supèr y Lamme (2007) se ha visto que, tras la extirpación de las áreas extraestriadas del córtex visual en primates, se produce una disminución en la percepción de la figura-fondo en el hemicampo del cerebro lesionado. Además, se ha visto que durante el proceso viso-perceptivo de la segregación de la figura-fondo, intervienen regiones corticales encargadas en diferentes procesos viso-perceptivos, como en el reconocimiento del objeto o en la orientación viso- espacial, así como en la extracción y detección del objeto de su fondo (Peterson y Gibson, 1994; Vecera y O´Reilly, 1998). También se ha visto que la atención viso11. 8 espacial actúa como un operador en los procesos de esta habilidad viso-perceptiva, de manera que la falta de atención viso-espacial podría afectar negativamente a la discriminación o segregación de la figura-fondo (Vecera, Flevaris y Filapek, 2004). Otro factor que podría ser determinante no solo en la discriminación de la figura- fondo, sino en otras habilidades viso-perceptivas, como la memoria visual o el cierre visual, es el rastreo visual (Warren, 1990). Este autor informó que la presencia de déficits en el ratreo visual podría interferir significativamente en el rendimiento de estas habilidades viso-perceptivas. Las habilidades viso-perceptivas del niño no están en el mismo nivel que las del adulto, pero su percepción del mundo sigue siendo buena (Arterberry, 2008). Se ha estimado que la segregación o discriminación de la figura-fondo se desarrolla rápidamente entre los 3 y 5 años de edad, y se estabiliza entre los 8 y 10 años (Atkinson y Braddick, 1989; Williams, 1983). Sin embargo, cualquier factor que interfiera en la exploración del entorno del niño puede impedir el proceso de aprendizaje viso-perceptivo (Tsai, Wilson y Wu, 2008), afectando negativamente a la capacidad para llevar a cabo actividades de la vida diaria, como juegos o actividades recreativas, trabajos escolares u otras tareas de desarrollo relacionadas con su edad, especialmente en niños en edad escolar (AOTA, 1991; Dankert, Davies y Gavin, 2003; Kovacs, 2000; Loikith, 2005). Además, se ha visto que en el ámbito escolar el rendimiento de la lectura, la escritura y las matemáticas puede verse afectado negativamente (Cornoldi, Venneri, Marconato, Molin y Montinari, 2003; Schneck y Lemer, 1993; Solan y Ciner, 1989; Weil y Amundson, 1994). En el contexto académico, habitualmente se trabaja con figuras, números, letras, y sobretodo con palabras. Los sujetos que tienen deficiencias en la habilidad viso- perceptiva de la segregación de la figura-fondo pueden tener problemas asociados para ubicar, localizar y seleccionar la información revelante o determinados detalles de una escena visual o de un contexto, produciéndose la omisión, repetición o sustitución de cierta información visual (números, sílabas, palabras, figuras, e incluso renglones o párrafos) al copiar o leer un texto escrito. Por tanto, los déficits en esta habilidad podrían dar lugar a problemas para mantener la atención, la organización y la selección de información visual en tareas específicas que contienen un número determinado de estímulos visuales, no solo en actividades académicas, sino también de la vida cotidiana. El bajo rendimiento en las tareas de discriminación de la figurafondo ha sido valorado clínicamente en personas con lesiones cerebro-vasculares (Baylis y Baylis, 1997), especialmente en el hemisferio derecho (Shah, Holmes y Leisman, 2007; Su y cols., 2000), en degeneraciones corticales (Kartsounis y Warrington, 1991), en niños con bajo peso al nacer (Davis, Burns, Wilkerson y Steichen, 2005), en niños epilépticos con dificultades de aprendizaje (Morgan, Groh y Wurst, 1980), en pacientes con déficits en el desarrollo de la coordinación –DCD– (Hulme, Biggerstaff, Moran y McKinlay, 1982; Hulme, Smart y Moran, 1982; Lord y Hulme, 1987,1988; Schoemaker y cols., 2001; Tsai y cols., 2008) o en pacientes esquizofrénicos (Eimon, Eimon y Cermak, 1983; Loas, 2004; Malaspina y cols., 2004). La esquizofrenia también ha sido asociada a otros déficits en la percepción visual, como la baja velocidad en la discriminación visual (Chen y cols., 1999), la dificultad en la segmentación de objetos y formas en movimiento sobre un fondo (Allman, Meizin y McGuiness, 1985; Born, Groh, Zhao y Lukasewycz, 2000; Kim, Doop, Blake y Park, 2005; Nakayama y Loomis, 1974; 12. 9 Schwartz, Maron, Evans y Winstead, 1999) y la alteración en la percepción de formas en 3D (Buracas y Albright, 1996; Xiao, Raiguel, Marcar, Koenderink y Orban, 1995). También se ha visto que pacientes con agnosia visual o ceguera cortical asociada a la intoxicación de monóxido de carbono y defectos en el desarrollo embrionario del cuerpo calloso, presentan dificultad en la discriminación de la figura- fondo, el reconocimiento de objetos, la discriminación de caras y las tareas de construcción (Mendez, 1988). En un estudio (Koeda, Watanabe, Kimura, Nishi y Takeshita, 1990) llevado a cabo con pacientes con parálisis cerebral (displejia espástica), se vio que tras la evaluación de diferentes habilidades viso-perceptivas con el Developmental Test of Visual Perception –DTVP– (Frostig, Maslow, Lefever y Whittlesey, 1963), la habilidad de la figura-fondo en este tipo de sujetos era la que mostraba peores resultados. El retraso en la maduración visual, concretamente en el desarrollo de estructuras corticales extraestriadas, también puede suponer problemas en las tareas de segregación de la figura-fondo y en otras tareas visuales que son procesadas por las vías atencionales, tal y como han visto Harris y colaboradores (Harris, Kriss, Shawkat, Taylor y Russell-Eggitt, 1996) en bebés de 2 a 4 meses de edad. Por otro lado, Tseng y Chow (2000) han observado que los niños con bajo rendimiento en la velocidad de escritura tienen resultados más bajos en tareas de segregación de la figura-fondo. La edad parece ser otro factor determinante en la habilidad de discriminación de la segregación de la figura-fondo, de manera que las personas mayores presentan peores resultados que los jóvenes adultos en tareas de ésta habilidad viso-perceptiva (Bieliauskas, Newberry y Gerstenberger, 1988; Roper, Fiengo, Holker y Bieliauskas, 2001). Algunos autores han revelado que algunos niños con ambliopía tienen dificultades en el rendimiento de tareas de discriminación de formas con textura y movimiento definido (Wang, Ho y Giaschi, 2007), atribuyendo estos déficits viso- perceptivos a defectos en los procesos de segregación de la figura-fondo. Con frecuencia, los terapeutas ocupacionales y otros profesionales de la salud evalúan y tratan los problemas de percepción visual que se producen en niños en edad escolar (Kalb y Warshowsky, 1991; Todd, 1993; Wright, Bowen y Zecker, 2000) o en personas de otras edades, con el fin de valorar la presencia y el impacto de las disfunciones viso-perceptivas en este tipo de pacientes (Brown, 2008). Ruf-Bächtiger (1989) ha sugerido la enorme importancia que tiene la evaluación de algunos dominios de la percepción visual, como la discriminación visual y la discriminación de figura-fondo, para entender mejor a los niños con trastornos de percepción visual y poder desarrollar de manera más eficaz los métodos de tratamiento. Davis y cols. (2005), también han considerado que el examen viso- perceptivo debe ser una parte imprescindible de la evaluación rutinaria en niños de edad preescolar nacidos prematuramente, ya que la identificación temprana de los déficits viso-perceptivos podrían facilitar su tratamiento, logrando una mejora en las habilidades o dominios viso-perceptivos en estos niños con alto riesgo. Además, se ha informado de que las pruebas viso-perceptivas de la discriminación de la figura-fondo son buenos indicadores de algunas disfunciones neuronales, por lo que pueden ser usados para examinar cambios cognitivos relacionados con la edad en personas mayores, en pacientes con lesiones cerebro-vasculares y en sujetos con desórdenes 13. 10 neuro-degenerativos (Roper, Bieliauskas, Basso y Colman, 1995; Bieliauskas, Roper, Trobe y Lacy, 1998). En otro estudio, Tsai y cols. (2008) han considerado que la valoración del rendimiento viso-perceptivo en niños con déficits en el desarrollo de la coordinación motora –DCD–, tiene una gran importancia de cara al tratamiento y a la aplicación de estrategias para un mejor rendimiento en las tareas de su vida diaria. No obstante, es conveniente que antes de evaluar algunas de las habilidades viso-perceptivas, como la memoria visual, el cierre visual y la discriminación de la figura-fondo, sean valoradas algunas de las funciones visuales básicas, como la oculomotricidad, ya que estas funciones son importantes para llevar a cabo las pruebas de este tipo de habilidades perceptivas, tal y como ha sugerido Warren (1990). De forma similar, Cate y Richards (2000), también han afirmado que existe una correlación elevada entre el rendimiento de algunas funciones visuales básicas (como la agudeza visual, el campo visual, la oculomotricidad, el rastreo y la atención visual) y en algunas habilidades de procesamiento viso-perceptivo de alto nivel (como la figura- fondo y el cierre visual en personas con lesión cerebro-vascular), además, recomiendan la evaluación previa de las funciones visuales básicas. La habilidad de discriminación de la figura-fondo se puede evaluar mediante algunas pruebas viso-perceptivas específicas, como el Closure Flexibility Test, Concealed Figures (Thurstone y Jeffrey, 1982), o mediante otras pruebas que valoran distintas habilidades, entre ellas la figura-fondo, entre ellas destacan: • Southern California Sensory Integration Tests (Ayers, 1966) • Embedded figures test –EFT– (Witkin, Oltman, Raskin y Karp, 1971) • Hidden Figures Test –HFT– (Ekstrom, French, Harman y Dermen, 1976) • The Hooper Visual Organization Test, Manual –HVOT– (Hooper, 1983) • Lowenstein Occupational Therapy Cognitive Assessment –LOTCA– (Itzkovich, Arerback y Belazar, 1990) • Birmingham Object Recognition Battery – BORB– (Riddoch y Humphreys, 1993) • Developmental Test of Visual Perception, Second Edition –DTVP-2– (Hammill, Pearson, Voress y Frostig, 1993) • Motor-Free Visual Perception Test, Third Edition –MVPT-3– (Colarusso y Hammill, 2003) • Test of Visual-Perceptual Skills (non-motor), Third Edition –TVPS-3– (Martin, 2006) Una vez que se haya administrado una o varias de estas pruebas, se puede determinar si esta habilidad viso-perceptiva se corresponde o no con el nivel de rendimiento esperado para la edad cronológica del sujeto. En aquellos casos en los que los resultados obtenidos estuvieran por debajo de los valores esperados para su edad, es posible entrenar esta habilidad viso-perceptiva mediante ejercicios como los que aparecen en el presente cuaderno de actividades. Tsai y cols. (2008) han informado de que el aprendizaje de las habilidades viso- perceptivas pueden mejorarse mediante la experiencia práctica, de la misma manera que un niño aprende a extraer la información relevante de su entorno en determinadas actividades cotidianas. Aunque no son muchos los estudios que han evaluado la mejora de la habilidad de discriminación de la figura-fondo, Sivak y colaboradores (Sivak, Hill y Olson, 1984) 14. 11 investigaron la mejora de algunas habilidades perceptivas en sujetos con daño cerebral, a partir de un programa de entrenamiento computerizado. Las habilidades entrenadas fueron la discriminación derecha-izquierda, el rastreo visual, la orientación de líneas, la discriminación de formas, la memoria visual, la coordinación viso-motora y los seguimientos oculares, viéndose ciertas mejoras en algunos de los pacientes entrenados. Por otro lado, Yi, Olson y Chun (2006) han sugerido que el entrenamiento viso- perceptivo de la segmentación de formas puede incrementar la actividad de neuronas sensoriales responsables en esta habilidad, así como el rendimiento de la tarea entrenada, aunque el aprendizaje no fue transferido completamente para localizaciones o formas sin entrenar. Los autores sugieren que la mejora de la segmentación de la figura-fondo requiere otras habilidades perceptivas más allá del único reconocimiento de formas. Su y cols. (2000), también han informado sobre la importancia que tiene en pacientes con accidentes cerebro-vasculares, el entrenamiento temprano de este déficit viso-perceptivo y la planificación de estrategias específicas que faciliten el éxito de determinadas actividades de su vida cotidiana. En un estudio llevado a cabo por Mazer y cols. (2003), se ha visto la mejora del rendimiento de la conducción en pacientes con lesiones cerebro-vasculares del hemisferio derecho, utilizando programas de entrenamiento de velocidad de procesamiento viso-perceptivo, así como de atención visual dividida y selectiva. El libro de ejercicios que presentamos a continuación está recomendado para ser utilizado por terapeutas ocupacionales, optometristas, educadores, especialistas del aprendizaje y otros profesionales de la salud. Permite entrenar la habilidad de la segregación figura-fondo en aquellas personas que necesiten mejorar esta habilidad (principalmente pacientes con dificultades de aprendizaje o con daños neurológicos, tanto congénitos, como adquiridos), y en personas que quieran aumentar su rendimiento al realizar estas actividades, por ejemplo, deportistas o estudiantes que se estén preparando una oposición. Este cuaderno está compuesto por 200 láminas que contienen distintas figuras. En cada una de las láminas aparece una figura en la parte superior que servirá de estímulo de referencia, y que la persona debe observar para poder identificar un único estímulo exactamente igual dentro de las posibles respuestas dadas en la parte inferior de la lámina. 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You must to find the IDENTICAL figure (in shape, size and orientation) among the responses that are displayed on the bottom half. Please, do the same in other plates. There is only one correct answer in each plate. A continuación, aparece en la parte superior de la lámina una figura. Trate de buscar otra TOTALMENTE IDÉNTICA (en forma, tamaño y orientación) entre las diferentes respuestas que se muestran en la parte inferior. Haga lo mismo en el resto de láminas. Solamente existe una única respuesta correcta para cada lámina. 23. 1 2 3 FF - 1 24. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa FF - 2 25. FF - 3 1 2 3 26. 1 2 3 FF - 4 27. 1 2 3 FF - 5 28. aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa 1 2 3 aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa FF - 6 29. aaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaaaaa aaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa FF - 7 30. aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa 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a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a FF - 10 1 2 3 33. 1 2 3 4 FF - 11 34. 1 2 3 4 FF - 12 35. 1 2 3 4 FF - 13 36. 1 2 3 4 FF - 14 37. 1 2 3 4 FF - 15 38. 1 2 3 4 FF - 16 39. 1 2 3 4 FF - 17 40. 1 2 3 4 FF - 18 41. 1 2 3 4 FF - 19 42. 1 2 3 4 FF - 20 43. 1 2 3 4 FF - 21 44. 1 2 3 4 aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa FF - 22 45. 1 2 3 4 FF - 23 46. 1 2 3 4 aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa FF - 24 47. 1 2 3 4 FF - 25 48. 1 2 3 4 FF - 26 49. 1 2 3 4 FF - 27 50. 1 2 3 4 FF - 28 51. 1 2 3 4 FF - 29 52. 1 2 3 4 FF - 30 53. aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa FF - 31 1 2 3 54. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa 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aaa aaa aaa aaa aaa aaaaaaaaaaaa FF - 40 63. 1 2 3 4 FF - 41 64. 1 2 3 4 FF - 42 65. 1 2 3 4 9 77 3 3 1 FF - 43 66. 1 2 3 4 FF - 44 aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa 67. 1 2 3 4 aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaaaa aaaaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa aaaa FF - 45 68. 1 2 3 4 aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a FF - 46 69. 1 2 3 4 FF - 47 70. 1 2 3 4 FF - 48 71. 1 2 3 4 FF - 49 72. 1 2 3 aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa FF - 50 73. aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa 1 2 3 aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaaa aaaa aaaa FF - 51 74. aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaaa a a a a a aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaaa a a a a a a a a a a a aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa a a a a a a aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa a a a a a a aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa a a a a a a aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa a a a a a a aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa a a a a a a aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa a a a a a a a a a a aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa a a a a aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaaa a a a a a aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaaa a a a a a a a a a a a aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa a a a a a a aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa a a a a a a aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa a a a a a a aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa a a a a a a aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa a a a a a a aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa a a a a a a a a a a aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa a a a a aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaaa a a a a a aaaaaaaaaaaaa aaaaaaaaaaaaa 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FF - 53 1 2 3 76. 1 2 3 FF - 54 77. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaa aaaaaaa aaaaaaa aaaaaaa aaaaaaa aaaaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa a a a aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa a a a aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa FF - 55 78. 1 2 3 FF - 56 79. aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaa aaaaaaa aaaaaaa aaaaaaa aaaaaaa aaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaa aaaaaaa aaaaaaa aaaaaaa aaaaaaa FF - 57 80. aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa FF - 58 81. 1 2 3 FF - 59 82. aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa 1 2 3 4 FF - 60 83. 1 2 3 4 FF - 61 84. 1 2 3 4 FF - 62 85. 1 2 3 4 FF - 63 86. C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C 1 2 3 4 FF - 64 87. 1 2 3 4 FF - 65 88. 1 2 3 4 FF - 66 89. 1 2 3 4 FF - 67 90. 1 2 3 4 FF - 68 91. 1 2 3 4 FF - 69 92. 1 2 3 FF - 70 93. 1 2 3 FF - 71 94. 1 2 3 FF - 72 95. aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa FF - 73 96. aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa FF - 74 97. 1 2 3 FF - 75 98. 1 2 3 FF - 76 99. 1 2 3 FF - 77 100. 1 2 3 FF - 78 101. FF - 79 1 2 3 102. 1 2 3 4 FF - 80 103. 1 2 3 4 FF - 81 104. 1 2 3 4 FF - 82 105. 1 2 3 4 FF - 83 106. 1 2 3 4 FF - 84 107. 1 2 3 4 FF - 85 108. 1 2 3 4 FF - 86 109. 1 2 3 4 FF - 87 110. 1 2 3 4 FF - 88 111. 1 2 3 4 FF - 89 112. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa FF - 90 113. aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa FF - 91 114. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa FF - 92 115. aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa 1 2 3 aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa a a a a FF - 93 116. aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa 1 2 3 aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa FF - 94 117. 1 2 3 FF - 95 118. 1 2 3 FF - 96 119. FF - 97 1 2 3 120. 1 2 3 FF - 98 121. 1 2 3 FF - 99 122. 1 2 3 4 FF - 100 123. 1 2 3 4 FF - 101 124. 1 2 3 4 FF - 102 125. 1 2 3 4 FF - 103 126. 1 2 3 4 FF - 104 127. 1 2 3 4 FF - 105 128. 1 2 3 4 FF - 106 129. 1 2 3 4 FF - 107 130. 1 2 3 4 FF - 108 131. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa 1 2 3 4 FF - 109 132. aaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaa 1 2 3 aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa aaaaa FF - 110 133. aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa FF - 111 134. a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a 1 2 3 a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a FF - 112 135. 1 2 3 FF - 113 136. FF - 114 1 2 3 137. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaa aaaaa aaaaa aaaaa aaaaa a a a aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa FF - 115 138. 1 2 3 FF - 116 139. 1 2 3 FF - 117 140. 1 2 3 FF - 118 141. 1 2 3 FF - 119 142. 1 2 3 4 FF - 120 143. 1 2 3 4 y y FF - 121 144. aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa 1 2 3 4 FF - 122 145. 1 2 3 4 FF - 123 146. 1 2 3 4 FF - 124 147. 1 2 3 4 FF - 125 148. 1 2 3 4 FF - 126 149. 1 2 3 4 FF - 127 150. 1 2 3 4 FF - 128 151. 1 2 3 4 FF - 129 152. 1 2 3 4 FF - 130 153. 1 2 3 4 FF - 131 154. 1 2 3 4 FF - 132 155. 1 2 3 4 FF - 133 156. 1 2 3 4 FF - 134 157. 1 2 3 FF - 135 158. 1 2 3 FF - 136 159. 1 2 3 FF - 137 160. 1 2 3 FF - 138 161. 1 2 3 FF - 139 162. 1 2 3 FF - 140 163. 1 2 3 FF - 141 164. aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa aaaaaaaaaaaaaa FF - 142 165. aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaa aaaaa aaaaa aaaaa aaaaa aaaaa aaa aaa aaaaa aaaaa aa aa aa FF - 143 166. aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaa FF - 144 167. 1 2 3 4 FF - 145 168. 1 2 3 4 FF - 146 169. 1 2 3 4 FF - 147 170. 1 2 3 4 FF - 148 171. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaa 1 2 3 4 FF - 149 172. 1 2 3 4 FF - 150 173. 1 2 3 4 FF - 151 174. 1 2 3 4 FF - 152 175. 1 2 3 4 FF - 153 176. 1 2 3 4 FF - 154 177. 1 2 3 4 FF - 155 178. 1 2 3 4 FF - 156 179. 1 2 3 4 FF - 157 180. 1 2 3 4 FF - 158 181. 1 2 3 4 FF - 159 aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaa 182. 1 2 3 4 FF - 160 183. 1 2 3 4 FF - 161 184. 1 2 3 4 FF - 162 185. 1 2 3 4 FF - 163 186. 1 2 3 4 FF - 164 187. 1 2 3 4 FF - 165 188. 1 2 3 4 FF - 166 189. 1 2 3 4 FF - 167 190. 1 2 3 4 FF - 168 191. 1 2 3 4 FF - 169 192. 1 2 3 FF - 170 193. 1 2 3 FF - 171 194. FF - 172 1 2 3 195. 1 2 3 FF - 173 196. aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa 1 2 3 aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaaaaaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa aaaaaaaaa FF - 174 197. 1 2 3 4 FF - 175 198. 1 2 3 4 FF - 176 199. 1 2 3 4 FF - 177 200. 1 2 3 4 FF - 178 201. 1 2 3 4 FF - 179 202. 1 2 3 4 FF - 180 203. 1 2 3 4 FF - 181 204. 1 2 3 4 FF - 182 205. 1 2 3 4 FF - 183 206. 1 2 3 4 FF - 184 207. 1 2 3 FF - 185 208. 1 2 3 FF - 186 209. 1 2 3 FF - 187 210. aaaaaaaaaaaaa a 1 2 3 aaaaaaaaaaaaa a aaaaaaaaaaaaa a FF - 188 211. 1 2 3 FF - 189 212. 1 2 3 4 FF - 190 213. FF - 191 1 2 3 4 214. 1 2 3 4 FF - 192 215. 1 2 3 4 FF - 193 216. 1 2 3 4 FF - 194 217. FF - 195 1 2 3 4 218. 1 2 3 4 FF - 196 219. 1 2 3 4 FF - 197 220. 1 2 3 4 FF - 198 221. 1 2 3 4 FF - 199 222. 1 2 3 4 FF - 200 223. TABLE OF ANSWERS – PLANTILLA DE RESPUESTAS The correct answers are shown below. If the correct answer is the first figure of the plate, the number 1 is shown; if the correct answer is the second figure, a number 2 will be shown, and so on. A continuación se muestra la plantilla de corrección, que contiene el número de cada una de las láminas y la respuesta correcta para cada una de ellas. Si la respuesta correcta es la primera figura de la lámina el número mostrado es un 1; si la respuesta correcta corresponde con la segunda figura aparece un 2, y así sucesivamente. ITEM # CORRECT ANSWER ITEM # CORRECT ANSWER ITEM # CORRECT ANSWER ITEM # CORRECT ANSWER 1 3 26 4 51 1 76 2 2 2 27 1 52 3 77 3 3 3 28 1 53 3 78 3 4 1 29 4 54 3 79 2 5 3 30 2 55 1 80 4 6 3 31 1 56 1 81 4 7 3 32 2 57 3 82 2 8 3 33 3 58 1 83 3 9 1 34 2 59 3 84 4 10 2 35 2 60 3 85 2 11 2 36 1 61 1 86 2 12 4 37 2 62 2 87 4 13 2 38 3 63 3 88 4 14 4 39 3 64 3 89 2 15 2 40 2 65 3 90 2 16 1 41 3 66 4 91 1 17 1 42 1 67 2 92 2 18 3 43 3 68 3 93 2 19 2 44 3 69 2 94 3 20 4 45 4 70 1 95 1 21 3 46 4 71 3 96 3 22 2 47 2 72 1 97 2 23 3 48 3 73 3 98 3 24 3 49 3 74 3 99 3 25 1 50 2 75 2 100 4 224. TABLE OF ANSWERS – PLANTILLA DE RESPUESTAS (CONTINUATION – CONTINUACIÓN) ITEM # CORRECT ANSWER ITEM # CORRECT ANSWER ITEM # CORRECT ANSWER ITEM # CORRECT ANSWER 101 2 126 2 151 3 176 1 102 4 127 4 152 2 177 3 103 3 128 3 153 4 178 1 104 4 129 3 154 1 179 3 105 3 130 1 155 3 180 3 106 4 131 1 156 3 181 4 107 2 132 4 157 4 182 1 108 2 133 2 158 4 183 1 109 4 134 3 159 1 184 3 110 3 135 3 160 1 185 3 111 1 136 2 161 2 186 3 112 1 137 1 162 2 187 2 113 2 138 3 163 4 188 2 114 1 139 3 164 3 189 1 115 2 140 3 165 4 190 1 116 2 141 3 166 4 191 4 117 2 142 2 167 3 192 1 118 3 143 2 168 4 193 4 119 2 144 3 169 4 194 2 120 4 145 4 170 3 195 2 121 2 146 3 171 1 196 3 122 1 147 4 172 2 197 4 123 4 148 2 173 2 198 2 124 4 149 4 174 3 199 3 125 3 150 2 175 3 200 4

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