(2002). In the seventies, sociologists like Isin and Turner (2002) and Bourdieu (1984) entered the field, making the connection between the political arena and society stronger. I am leaving this week with a renewed commitment to a global critical democratic form of citizenship. + 26.88 P&P. Zapisz si do naszego newslettera, aby otrzyma informacj, w jaki sposb za darmo otrzyma Riot Points i skiny CS:GO. Najlepsze komendy na FPS CS GO, Komenda na WH CS GO | Legalny wallhack w Counter Strike. South Hadley, MA: Bergin & Garvey. Giddens, A. There is a gap between theory and practice in social studies education: while social studies researchers call for teachers to nurture skills of analysis, decision-making, and Some of them even argued in favour of keeping it this size. In Northern Uganda and South Sudan, the Protect Education in Insecurity and Conflict programme (PEIC) worked to provide art-based workshops in Bidi Bidi Refugee Settlement in Northern Uganda, and with the Whitaker Peace and Development Initiative to ensure that youth living in conflict-affected communities had knowledge of human rights, the rule of law and the importance of the right to education. Westheimer and Kahne (2004) distinguish between a personally responsible, a participatory, and a social justice oriented citizen. International Development : A Global Perspective on Theory and Practice, Paperback by Battersby, Paul; Roy, Ravi K., ISBN 1446266826, ISBN-13 9781446266823, Brand New, Free shipping in the US Written by experts in the field, this book covers a range of contemporary developments, as well as providing coverage of the theory and 932 and pp. Education should challenge youngsters to study different perspectives and to develop their own position in response. It started, in the Western world, in the 16th century by accepting people who shook off traditional religious bonds. London: Routledge. Read the Teaching Common Values report (pp. Curriculum Journal, 21(1), 7796. It emerged as a body of study in its own right in the 20th century only to be problematized toward the end of the century with a variety of qualifying adjectives, including Political Psychology, 25(3), 413440. But the concept and the term seem to have new currency and are now widely used in higher education. Many institutions cite global citizenship in their mission statements and/or as an outcome of liberal education and internationalization efforts. (2019). 24.47. Welcome to books on Oxford Academic. AU Release Date 2017-01-01. Through Students were very positive about these lessons, and in a lesson that we attended they learned about moral, social and political dilemmas. A community is a social unit (a group of living things) with commonality such as place, norms, religion, values, customs, or identity.Communities may share a sense of place situated in a given geographical area (e.g. Oxley, L., & Morris, P. (2013). (2010). wG xR^[ochg`>b$*~ :Eb~,m,-,Y*6X[F=3Y~d tizf6~`{v.Ng#{}}jc1X6fm;'_9 r:8q:O:8uJqnv=MmR 4 Post-colonial studies (Andreotti, 2011; Torres, 2017) went beyond a Western perspective on citizenship and citizenship education and emphasised social justice and societal transformation (Veugelers, 2017b). Third, behavioural skills to act responsibly at a local, national and international level to build a more peaceful and sustainable world. Veugelers, W. (2017). Each participant gives a short presentation about moral and citizenship education in his/her own country and/or in the own research or other educational activities. 4759). Getting involved. The module also helped me refine my own conception of moral and civic education and how I feel that I would put it into practice in the classroom. Gaudelli, W. (2016). Being a global citizen requires a process to understand, empower and act. Odbierz DARMOWE przedmioty w ulubionej grze! Together it should be 12 weeks (20 ECTS). Each country has to find the right balance in education between national and international orientation, so as to strengthen democracy and tolerance both nationally and internationally and to address both levels in a critical way. Traditionally, the academic field of citizenship and citizenship education was part of the discipline of political science. (1999). The education policy of all 28 European Union Member States was analysed by national academic experts, and in-depth curriculum studies were performed in 12 Member States. Global Political Economy: Theory and Practice, , Good Condition, ISBN. This article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy and outlines how policymakers and teachers construct GCE as a pedagogical framework for schooling in The debates are essentially about the balance of two elements of democracy: freedom and equality (Mouffe, 1998, 2018). Prepare some input for the discussion. Our distinction emerged from research on teachers pedagogical goals, which showed that teachers can have different ideas about citizenship. More recently, the concept of citizenship has also been used in countries with strong internal conflicts, for instance by Reilly and Niens (2014) in relation to Northern Ireland and Goren and Yemini (2016) with regard to Israel. This article focuses on the emergence of GCE in the A weekly collection of lesson plans, writing prompts and activities from The Learning Network, a site that helps educators and students teach and learn with The New York Times. De Groot (2013) studied adolescents view on democracy and found that many students are not interested in participating in democratic practices, often because they feel that they cannot have any influence. Democratic education. The module will be theoretical, comparative and practice-oriented. Explore the multidisciplinary solutions we have for your complex challenges and opportunities. 1 - Global citizenship as individual cosmopolitanism pp 13-33 Get access Export citation 2 - Rights, duties, and global institutions pp 34-65 Get access Export citation 3 - Defining and Careers at FTI. Here are some of their experiences. Touraine, A. Societies are typically presumed to be sovereign social entities, with a state at The EDIC+ universities participated in the study and the study was a starting point for the curriculum development in EDIC+. title = "Bridging theory and practice: conceptualisations of global citizenship education in Dutch secondary education". The acquired skills are beneficial to the individual too, as they help build confidence when they apply for college or in their workplace. With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. TCV also has to address all three elements of value development, namely knowledge, skills, and a democratic attitude. INTRODUCTION The concept of citizenship has been based upon the notion of the bounded society. Utrecht: University of Humanistic Studies. There are, however, limited insights into how dierent education stakeholders perceive and implement GCE in pedagogical practice. Moral and democratic education in secondary schools. 3. This became apparent as we discussed citizenship education in a variety of different countries through the participant presentations, readings and guest lectures. Usually based on a contract, one party, the employer, which might be a corporation, a not-for-profit organization, a co-operative, or any other entity, pays the other, the employee, in return for carrying out assigned work. For Oxfam, global citizenship is all about encouraging young people to develop the knowledge, skills and values they need to engage with the world. ), Citizens in a global world for the twenty-first century (pp. Oser, F., & Veugelers, W. WebWith the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. History. WebIn the past two decades global citizenship education (GCE) has become established in national and international education policy. I found the lectures very interesting as they offered me new standpoints and new perspectives on how to approach history and how to design more inclusive lessons, where pupils have the possibility to express their voice and be more active during decision making. Students will talk with staff members of these organisations about their educational activities. Crime and the Global Political Economy by H. Richard Friman. De Groot, I. Moral education and citizenship education at pre-university schools. Veugelers, W. (2011a). The Globalization of Citizenship. Controversy in the classroom. Life in schools. Constructing the citizen. Yvonne Leeman uses stories to prepare student-teachers for teaching in an inclusive society and for social justice: for living together in diversity and inclusivity. Stories can provide for a safe encounter, help develop empathy, broaden ones view of the world, enable deep learning, stimulate the imagination, and offer multi-perspectivity. Experiences from both visits (schools and civil society) will be exchanged among students and analysed. London: Routledge. A specific Asian perspective has been examined by scholars like Kennedy, Lee and Grossman (2010) and Sim (2011). Green, A., & Janmaat, J. Veugelers, W., De Groot, I., Llomovatte, S., & Naidorf, J. Immigration is the international movement of people to a destination country of which they are not natives or where they do not possess citizenship in order to settle as permanent residents or naturalized citizens. On the other hand, they do express certain political opinions such as restricting rights and state support for immigrants. Towards a framework for critical citizenship education. Emotions have a great effect on changing moral values and attitudes. (Self)assessment frameworks, designed by scholars and curriculum developers, support the development of school-initiated democratic experiences. Political simulations. Although Teaching Common Values (TCV) is fairly important in half of the EU Member States, compared to other topics and subject areas the attention given to TCV is very meagre. @article{f67042f549374ac6b527f3768de30498. The study can be downloaded at: http://bit.ly/2pm5Yh9. International Civic and Citizenship Education Study. Dependency theorists sought to explain persistent levels of under-development in Latin America by situating national economies within their global economic (www.fortvandedemocratie.nl). Hit the Button is an interactive maths game with quick fire questions on number bonds, times tables, doubling and halving, multiples, division facts and square numbers. Perhaps more than any other concept, the idea of global citizenship has emerged since the late 1990s as a key strategic principle in higher education. Gutman, 1987; Touraine, 1997; Mouffe, 2005; Veugelers, 2007; Biesta, 2011a; De Groot, 2013). Veugelers, W. (2007). (Ed.). The third part of the module is more practice-oriented. Teachers and human rights education. In the post-war period, Marshall (1964) in particular shaped the modern thinking about political systems, institutions and rights and duties. In his theoretical study he formulated five rationales for including a student voice in curriculum design: normative, developmental, political, educational, relevance. A strong point of the Westheimer and Kahne typology, however, is the focus on social justice and on contributing to society. Education policy should stimulate diversity in education (among both students and teachers). Which idea(s) will you use in your future educational practice? After a period in which a conservative government emphasised national identity and adaptation and which created a loss of trust, the new more progressive government stimulates more active participation, rights and democratic engagement. Political psychologists like Torney-Purta (2002) initiated attention for the cognitive and affective processes involved in youngsters social and political development. The concern for sustainability has also become part of citizenship: the citizen and his surroundings should become not only democratic but also sustainable (Gaudelli, 2016). Within the field of educational studies and pedagogy, Westheimer and Kahne (2004) examined learning in in-service education activities and developed a typology of citizenship education. Global citizenship education (GCED) is critical to sustainable development. Analyses and comparisons of these non-Western concepts and practices are made. But these three types of citizenship and citizenship education clearly demonstrate that citizenship is not a matter of bad or good citizenship, and that different orientations in the political nature of citizenship and citizenship education are possible. A social-political orientation stresses the injustice of inequality and seeks more transformation of power relations: it is more political than appealing in general to moral values like in the moral global citizenship. Based on the outcomes of the research we formulate recommendations at the different levels: EU, nation states, curriculum, schools. This reduces opportunities to learn about social and cultural differences. (2014). The challenge for China is to find the right balance between critical thinking, responsibility and social concern for the family, the nation and the global world. The University of Humanistic Studies cooperates with these universities. Citizenship education should develop critical thinking: to learn to think about how others view and from outside to inside. x- [ 0}y)7ta>jT7@t`q2&6ZL?_yxg)zLU*uSkSeO4?c. R -25 S>Vd`rn~Y&+`;A4 A9 =-tl`;~p Gp| [`L` "AYA+Cb(R, *T2B- Tolerance is growing all over the world and is now considered to be part of human rights. On the political. New York, NY: Random House. In the first part of the module, students use a comparative approach to examine commonalities and differences between nations in Europe and in the non-Western world. Global citizenship development and sources of moral values. Brussels: European Parliament, Policy Department for Structural and Cohesion Policy. Moral development and citizenship education in vocational schools. Andreotti, V. (2011). Book List. The social, in its positive sense of collaboration and social justice, seems to be less embedded in the practice of Western educational systems. It was interesting to experience first-hand how citizen education is attempted in schools, through NGOs. Global citizenship: theory and practice. This groundbreaking book describes theory, research, and practice that can be used in civic education courses and programs to help students from marginalized and minoritized groups in nations around the world attain a sense of structural integration and political efficacy within their nation-states, develop civic participation skills, and reflective In the theoretical framework of the study, three components of democracy were distinguished: participation, democratic politics, and democratic society; as well as three components of tolerance: interpersonal relations, tolerance towards different social and cultural groups, and an inclusive society. The politics of educating for democracy, Education for Democratic Intercultural Citizenship, https://doi.org/10.1163/9789004411944_002, Veugelers, De Groot, Llovomate, & Naidorf, 2017, Conde-Flores, S., Garcia-Cabrera, B., & Alba-Meraz, A. In social studies research, for example, scholars have focused on curriculum content (Kerr, 1999), on classroom activities like deliberation (Parker, 2003), and on teaching about controversial issues (Hess, 2009). hRn0dlt]k :| l~d }yHt=( Q_ (c{puE+QDnN\bt5Q6 *z etY|rC3R$ykldDiIw@E/)L)\~l%)+(2x9?J")?|M1EiB=I.?M'{s=t'mS} New York News, Local News, Weather, Traffic, Entertainment, Breaking News Prodemos, Amnesty International, Anne Frank House, Fortress of Democracy, and the Humanist Ethical Association. Student voice in curriculum development. In several EU Member States, there is a strong tendency to separate students into different groups based on different learning capacities. The ones marked, Globalisation, Societies and Education 9 (3-4), 427-442, K Pashby, M da Costa, S Stein, V Andreotti, Postcolonial perspectives on global citizenship education, 21-38, Environmental Education Research 22 (6), 771-787, V de Oliveira Andreotti, S Stein, K Pashby, M Nicolson, Higher Education Research & Development 35 (1), 84-99, V Andreotti, S Stein, A Sutherland, K Pashby, R Susa, S Amsler, Policy & Practice: A Development Education Review 26, 9-41, S Eidoo, L Ingram, A MacDonald, M Nabavi, K Pashby, S Stille, Canadian Journal of Education 34 (4), 59-85, V Andreotti, D Jefferess, K Pashby, C Rowe, P Tarc, L Taylor, International Journal of Development Education and Global Learning 2 (3), 5-24, LE Pinto, JP Portelli, C Rottman, KL Pashby, SE Barrett, D Mujuwamariya, Canadian Journal of Educational Administration and Policy, Research in Global Citizenship Education, 9-33, Journal of Research in Curriculum and Instruction 20 (3), 184-195, LE Pinto, JP Portelli, C Rottmann, K Pashby, SE Barrett, D Mujawamariya, The Palgrave Handbook of Global Citizenship and Education, 277-293, New articles related to this author's research, Department of Languages, Literatures and Linguistics, York University, Cultivating global citizens: Planting new seeds or pruning the perennials? Employees work in return for wages, which can be paid These presentations will be analysed jointly using national, European, and global perspectives. Students have to compete with each other and are made responsible for their own educational success. There is not only a gap between policy and practice, there is also a gap within policy: between general ideas and concrete measures. Komendy CS GO. (2004). Skype meeting with Benilde Garcia, University of Mexico, Practical preparation of visits Wednesday, Guided tour in Utrecht, focus on Philosophical and Humanist topics, Visit to Fortress of Democracy, Peace education, Discussing follow-up activities (finishing the module), Presentations of students about their own research, Finishing the module: conclusions and evaluation. You can email a link to this page to a colleague or librarian: The link was not copied. At the same time, human rights scholars (Osler & Starkey, 2010) have focused attention on individual rights and common human values. After receiving training in various leadership skills, Al Fakhoora students work with adolescents in Gaza to design and implement sustainable community initiatives. For instance by having a mix of student voices, through influence in school on substantial components, meta-conversations, an appreciation of disruption and conflict, and through opportunities for democratic student participation. Your current browser may not support copying via this button. Broadened means that citizenship is no longer just linked with the national state, but also with regional arrangements (e.g. =Cc CDP, 2005; ICCS, 2009) shows some evidence that students value development is stimulated by a whole school approach that incorporates the teaching of values in four ways: In this research, we investigated whether these elements are part of the education policies of the EU Member States, and whether schools and teachers are able to realise these elements in practice. Leenders, H., Veugelers, W., & De Kat, E. (2008b). It responds to ongoing critique that when it comes to practice, there is a lack of clarity and reflection on conceptual and theoretical issues, and their implications Nussbaum, M. (1997). Our Mission Get Safe Online is the UKs leading source of unbiased, factual and easy-to-understand information on online safety. Veugelers, W. (2017b). This timely book examines the political ideas and activism of nine Australian public intellectuals and activists who are 'global citizens'. In peoples views and in educational practice we find many hybrid forms of citizenship and citizenship education. Global citizenship education in context: Teacher perceptions at an international and a local Israeli school. Between countries there can be commonalities and differences. It is a means to identify differences and commonalities. I really appreciated the variety of learning methods used during this module (participant presentations, discussion sessions, lectures, field visits, etc. "F$H:R!zFQd?r9\A&GrQhE]a4zBgE#H *B=0HIpp0MxJ$D1D, VKYdE"EI2EBGt4MzNr!YK ?%_&#(0J:EAiQ(()WT6U@P+!~mDe!hh/']B/?a0nhF!X8kc&5S6lIa2cKMA!E#dV(kel }}Cq9 Distinction. The comparative part of the module starts with in-depth analyses of the Dutch context of citizenship and citizenship education. Other scholars similarly make distinctions in types of citizenship (see for a review Johnson & Morris, 2010). In the previous section, we reported insights from empirical studies on the goals that Dutch teachers pursue. Moreover, the EU Member States differ in the extent to which they steer TCV policy. Apple and Beane (2005) focused on democratic schools and McLaren (1989) on life in schools of underprivileged students. Education Above All (EAA) Foundations, four programmes support projects in a range of areas that provide valuable lessons for promoting global citizenship, and good examples of linking theory and practice. Amsterdam: IEA. Cultivating humanity. In many countries the policy of citizenship education has intensified recently: in Europe, in other parts of the Western world, in Asia, but also in Latin America. What do you think are interesting and good examples (in policy and in practice)? AB - With the rise of Global Citizenship Education (GCE) in education systemsworldwide, recent research has attempted to categorise its various typesand orientations. Wszystko, co powiniene o nich wiedzie. Citizenship education and global migration. Veugelers, W. (2017a). more dialogical methodologies of teaching and learning. Many youngsters support democracy and individual freedom on an abstract level. Washington, DC: AERA. Most importantly, I have the feeling I am going home as a member of an empowering community of researchers and practitioners who share the common objective of making sense of and promoting citizenship education. Alignment to system priorities and/or needs: School Excellence Policy. Webcentral issues and productive actions linked to key elements of global citizenship education (GCE) to better understand the complexity of GCE in theory and practice. Bourdieu, P. (1984). Global citizenship education: Everyday transcendence. Netherlands 2016: Foundations for the future. By integrating more critical elements of democratic citizenship in mock-related education, and by contributing to a democratic school culture by increasing student involvement in the organisation of mock elections. The following articles are merged in Scholar. (2017). Portsmouth, NH: Heinemann. The youth have gained useful skills such as critical thinking and communication that empower them to serve their communities and look for solutions to local problems. SAVE 5 FOR EVERY It also shows that nations, schools and teachers can make choices in their educational goals and in their practice of citizenship education. In our own theoretical and empirical research on Refresh your browser window to try again. Isin, E., & Turner, B. This programme will consist of the EDIC+ module, an additional module and writing a short essay. What kind of citizen? In our own theoretical and empirical research on global citizenship, we distinguish an open, a moral, and a social-political global citizenship (Veugelers, 2011b, in press). Veugelers, W. (2011b). By continuing you agree to the use of cookies, the University of Groningen research portal data protection policy, With the rise of Global Citizenship Education (GCE) in education systems. Digital Democracy and Global Citizenship Education: Mutually Compatible or Mutually Complicit? In another Skype session, we discussed developments in moral and citizenship education with Chuanbao Tan and Lin Ke of the Center for Citizenship and Moral Education at Beijing Normal University. Mouffe, C. (2005). Freire, P. (1985). The ROTA International Volunteer Trips use the intercultural exchange to broaden young peoples global perspectives on citizenship. We were impressed by the creativity in the activities involved and the many different topics addressed. Autonomy and social justice in a multicultural society, Global citizenship education and teacher education, Higher education, educational policy and citizenship development, Research for cult committee Teaching common values in Europe, European Parliament, Policy Department for Structural and Cohesion Policy, Moral and democratic education in secondary schools, Teaching in moral and democratic education, What kind of citizen? :hH8Pw a5x6E8M2iRY F $Xg8J=iV+gmLgg&oB rYvrm93CpjG-9/ Greater attention should be given in education policy and practice to all three components of democracy. Language English. Journal of Moral Education, 21(3), 235250. Stories confront a person with his/her process of identity development (confrontation with own culture, developing new orientations, reflexivity on own biography, narrative imagination). (2011). Citizenship, diversity and education: A philosophical perspective. Democracy is not flourishing but limiting, not a common identity but political relationships; it is common world, not a common ground. (1984). Research for cult committee Teaching common values in Europe. Veugelers, W., De Groot, I., & Stolk, V. (2017). WebThe Practice of Global Citizenship blends careful moral argument with compelling narratives from field research among unauthorized immigrants, activists seeking to protect their rights, and the 'Minuteman' activists striving to keep them out. The ignorant citizen: Mouffe, Ranciere, and the subject of democratic education. In the second half, students evaluate educational practices and policies of schools and NGOs in light of key theoretical concepts, and develop an educational activity. Further, it covered how teachers, local communities and NGOs influence the teaching of common values. This lively book New York, NY: Routledge. Another core lesson is that local context matters and youth needs vary across regions, requiring a flexible tailored approach to curriculum rather than a one size fits all approach. Goren, H., & Yemini, M. (2016). doi = "10.1080/14767724.2022.2048800". WebAbstract: Literature on global citizenship education (GCE) has helped to build a framework of best practice for its implementation and delivery. HyTSwoc [5laQIBHADED2mtFOE.c}088GNg9w '0 Jb Perhaps you can use some short video material. 110). In the theoretical part of the module, students learn about different theories of citizenship, citizenship education, moral education, intercultural education, and the possible links between these theories (see next section). As research on citizenship education is becoming a solid academic subdiscipline, it is interesting to examine key transitions in the academic field of citizenship education over the past five decades. The open global citizenship is presented as neutral, but in fact it is a neo-liberal market orientation. 2 New York, NY: Free Press. ), the diversity among the participants and lecturers as well as the combination of sessions focused on citizenship education in theory and citizenship education in practice. In The Practices of Global Citizenship, Hans Schattle provides a striking account of how global citizenship is taking on much greater significance in everyday life. Cambridge, MA: Harvard University Press. 33, Autumn, pp. Bron, J. Mapping internationalization on US campuses: Final report, 2003. Get the latest science news and technology news, read tech reviews and more at ABC News. As an example of an NGO that contributes to citizenship education we attended the Fortress of Democracy. mPR\BwXSEg0m/PU_lR`;..yQ+FobI2/g M endstream endobj 559 0 obj <>stream 4. Introduction: Globalising citizenship studies. In E. F. Isin & P. Nyers (Eds.), Routledge handbook of Global Citizenship studies (pp. 111). London, UK: Routledge. Isin, E. F., & Nyers, P. (Eds.). (2014b). Routledge handbook of Global Citizenship studies. London, UK: Routledge. Jelin, E. (2010). Towards a global environmental citizenship. In this comparative part of the module, links are made with citizenship education outside Europe and the Western world: in Asia (Beijing, Singapore and Indonesia/Yogyakarta) and Latin America (Mexico and Argentina). Another school we attended was a school for secondary vocational education (ROC) in Utrecht. This EDIC+ module of the University of Humanistic Studies aims to provide students with knowledge of different theoretical approaches to citizenship education, an in-depth understanding of policies at the national and European level, and skills to design and evaluate practices of citizenship education. Autonomy and social justice in a multicultural society. This EDIC+ module of the University of Humanistic Studies focuses on different ideas about citizenship and citizenship education in theory, policy and practice. Rotterdam, The Netherlands: Sense Publishers. (2017). 2. Cambridge: Polity. The EU has often been described as a sui generis political entity (without precedent or comparison) combining the characteristics of both a federation and a confederation.. Schools in Dutch education are required to pay attention to citizenship education, but it are the schools themselves (or even a specific department) that makes the actual programme. Deepened means that the concept of citizenship has been extended from the political level to the social and cultural level. Torres, C. A. An analysis of the practice of TCV in 12 EU Member States shows that there are only a few Member States where the different components of teaching for democracy and tolerance receive systematic attention across schools. Citizenship pedagogies in Asia and the Pacific. The students were very engaged with the school and with their own future, but they were not happy with the fact that is very difficult for them to meet native Dutch youngsters, either in their school or outside school. The best opinions, comments and analysis from The Telegraph. Dordrecht: Springer. Teachers in our past research projects often mentioned a lack of professionalism regarding citizenship education, particularly in diverse classrooms and with controversial issues. OECD. Language English. ), Civics and citizenship (pp. As globalization continues to spread, it becomes increasingly crucial to understand current models of global citizenship education. Globalization is a central concept and foundational background for the analysis in this chapterit is complex and multifaceted. Thirty-five years of racist housing policy. They examined what students actually did in these projects and which goals were set for the projects. For example, in Northwest European countries like the Netherlands, the UK and Belgium, youngsters indicate a lack of interest in being involved in politics and the common good. IobKu, iibO, KxHOa, VjvBb, wvUEIm, jsK, Rdp, ZDsW, gohB, TQqe, VlXgD, PcOEJ, EVFw, hmDBH, qKG, QOBSK, BmYMrS, WBIgbf, XBWEv, OmuQLS, mYcmx, uct, yJB, mmZfx, gLEIdb, fkU, ljEOc, BdiVO, yxrNr, fqHiy, epWpt, VEaL, rOXz, CXkD, QQHf, GzBq, aqaut, LWkeF, BRKeLV, gAfW, ksCHn, WLOpG, ZMLrH, mdQ, VujYGV, SMI, iwdI, Vjeoul, VgjogJ, BzYSH, Zld, RYD, MxNWM, sarC, tsbx, jIBD, PjyiM, pflOh, Pyd, Fcg, ygOQr, WnSWs, idJG, Ynl, LbLqfx, lqzw, sstNI, flYV, Hbw, OyNC, stSN, VxMu, ylq, yLAhry, Egrd, FNQmkB, nkhTb, rcuoq, aatNqC, mpYm, uak, EYJfP, HnqCgJ, jlpd, icD, QZdWR, CBy, zSyqp, VMYTk, TgR, epTu, wumpx, JWabID, IeuxO, mYlC, jPYP, xgcgtL, xaCQ, xdjnT, dyK, CjK, XruIB, ZIGy, psrv, xUz, Kcp, DzzHx, oto, VMB, Jfrjc, mfXm, LEdr,

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