Impact of First Aid Training Through Experiential Based Learning Among Middle Stage Students

Impact of First Aid Training Through Experiential Based Learning Among Middle Stage Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Impact of First Aid Training Through Experiential Based Learning Among Middle Stage Students Manoj Kumar Yadav, Varun A This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6442686/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The National Education Policy (NEP) 2020 emphasizes the importance of experiential learning in education to develop practical skills among learners. It emphasizes the need to provide opportunities for hands-on, practical learning experiences that allow learners to apply their knowledge in real-world contexts. It prepares learners for the challenges of a complex and rapidly changing world. By emphasizing the development of practical skills, the policy seeks to foster a generation of learners who can effectively navigate the uncertainties and complexities of the world around them. The aim of this research is to examine the impact of First Aid training through experiential based learning of class VIII students of middle stage. It aims to assessing students basic knowledge, skills, and attitude levels of First Aid. It comprised 20 students randomly sampled from 35 students. Data was gathered by means of interviews, achievement tests, and skills tests. Results indicated that 65% of students scoring above 80% as per the evaluations possess excellent knowledge and skills in their areas. But the variance was seen on their performance, with some students displaying average scores between 60–69 per cent. This study also pointed out that even though all students underwent the same training, their performance varied because of different social backgrounds and the lack of practical experience opportunities in the school environment. Moreover, even though the students have undergone basic experiential training, the First Aid skills may be affected by practical experience and personal attitudes. The findings highlighted the need for frequent practice and conducive learning environment to enhance First Aid competencies among students. Educational Philosophy and Theory Educational Psychology Experiential Learning First Aid Hands-on Practices Middle Stage Figures Figure 1 Figure 2 Figure 3 1. Introduction Experiential learning is a way of learning through direct experience. It is an approach toward learning that focuses on the individual or practical experience in gaining knowledge, skills, values, and attitudes. Experiential learning encompasses concrete experience, reflective observation; abstract conceptualisation and active experiment are identified Kolb's (2014) Experiential Learning Cycle. During active process of learning, people learn through experience and reflection, conceptual understanding and application being the product. Experiential education, an extremely important and effective interdisciplinary method in middle schools during teaching learning process were students learn by doing and able to connect the theory and practical in real world situation (Kihm, et al, 2020). Students develop a passion for learning and a curiosity to explore through experiential learning by experiencing hands-on experiences that provide them the informational and implicational knowledge they require. It is realized when students learn based on experience. Such a learning type typically requires that students apply what they have learned very soon after acquiring it, so they are then able to implement what they learned in practical applications. It is a process of inquiry that emphasizes hands-on, practical experiences, reflection, and critical thinking. It provides a more effective way to navigate complexity and uncertainty by allowing learners to engage with real-world problems and develop a deeper understanding of their causes and potential solutions. The word ‘Aid’ means ‘Help’. Thus, first aid refers to the FIRST medical attention received by any victim. It is primarily linked with injuries, but the expression refers to any kind of medical disorder suffered by a person, which apart from any kind of injury can also range from a minor cramp to an extreme like a sudden cardiac arrest. Here, since our area of concern is the milieu of school students, our focus has been with the case of injuries, the likes of which are generally seen in a school. So, as stated earlier, the act of aiding is usually supposed to take place immediately after the occurrence of injury, and is also expected to be carried out at the location of the incident. It is the first and immediate assistance given to any person with either a minor or a serious illness or injury. It is quite imperative that the students are conversant with basic knowledge of first aid as it is a precursor to a safer and healthier environment. 1.1. First Aid in Schools As we know while growing stage children are vulnerable to different types of injuries and accidents. It may vary from minor injuries to major accidents, resulting in the bleeding, burns, cuts, electric shock, chocks, broken bones, Ear, Nose and Eye (ENT) infection and injuries. Most of the injuries among students are caused due to physical exercises and other outdoor activities undertaken by the students, of which an estimated 20% occur during school hours. Teachers and students with basic first aid knowledge are likely to be more alert and aware of the possible risks. First aid training promotes a sense of safety and self-confidence and ensures non-vulnerability to such accidents and injuries. When a learner is aware of the basics of first aid, their guardians have a sense of relief when they bid them ‘Good Bye’ on their way to school with the feeling that they will be able to handle any unwanted situation and even help any person in need of medical help. First Aid applications can have a significant impact on the victim’s chances of recovery. In this context, we introduce the concept of ‘Response Time’, which is the interval between the occurrence of the attack, injury or whatsoever, and the arrival of the aid. This response time is crucial, as it can also mean the difference between a short-term or long-term disability. A delay in providing medical attention can aggravate the problem of the victim, while a timely intervention can work wonders in respect of reducing the length of the recovery process. If the victim needs hospitalization, a low response time can even help in reducing the length of time the person needs to stay in the hospital. Even modest methods such as ice pack application or wound care can have a huge impact on the recovery time. The role of the first responder is also very vital as they act as the comforter. They can help the person feel better, give her relief from pain and generate confidence in the victim by telling them that they would get well soon. 1.2. Prevents from becoming the victim First aid is a short term medical care, which is essential in the prevention of emergencies from getting worse. The proper methods and techniques applied can maintain the situation in control. All possible efforts on the part of the aid provider must be exerted to help the victim cope with injuries or agony until proper medical services arrive. It is not only in case of injuries, but also true for attacks like sudden cardiac arrest. If left untreated, first aid and CPR intervention, the victim could lose a lot of blood and experience serious illnesses. Training in first aid provides a learner with an increased sense of security. They are able to recognize signs of various emergencies and can easily provide treatment in case one such arises. Moreover, it will make their friends, family, and co-workers stay relaxed and calm in the event of an emergency. They feel much secured as they know that have a reliable shoulder to lean upon in case of a medical emergency. Several studies have explored the impact and effectiveness of first aid training in schools, highlighting both gaps in knowledge and the benefits of structured training programs. Engeland et al. (2002) examined the feasibility of implementing first aid training in junior high schools in Norway, concluding that the adoption of first aid knowledge and skills among teachers was minimal and that first aid programs were not widely implemented. Similarly, Kumar et al. (2013) conducted a cross-sectional study on first aid perceptions and practices among 262 school teachers in Mysore, revealing significant knowledge gaps. Although 97.3% of teachers had heard of first aid, only 30.2% were aware that fainting could be managed with first aid, and overall knowledge and practice remained poor. These findings emphasize the need for improved first aid training among teachers, considering the amount of time children spend in school and their vulnerability to injuries. Bakshi (2017) investigated first aid knowledge and attitudes among 441 school children in Dehradun, finding that while 91% had heard of first aid, only 17% had complete knowledge, and 33.3% had partial knowledge. The study suggested that educational interventions could enhance students' understanding of first aid. Bandyopadhyay et al. (2017) also evaluated the impact of an educational intervention on first aid knowledge among 230 rural middle school students in West Bengal. The study found a significant improvement in knowledge and attitude post-intervention, with a large effect size (Cohen’s d = 5.14 for knowledge and 1.88 for attitude), indicating the effectiveness of first aid training. These studies collectively highlight the importance of incorporating structured first aid training into school curricula to enhance preparedness among teachers and students, ultimately contributing to improved emergency response in school settings. In Vietnam, Le Duc Huy et al. (2022) explored the willingness of high school students in Hue to perform first aid. Out of 844 students invited, 798 (94.5%) participated, showing a general willingness to provide first aid, though the study suggested that additional training could enhance their confidence and competence. Alahakoon et al. (2022) examined first aid knowledge and attitudes among advanced-level students in the Gampaha educational zone, Sri Lanka. The study found that while more than half of the students had good knowledge and positive attitudes; only 7.1% demonstrated excellent first aid knowledge, underscoring the need for enhanced education. Joseph et al. (2023) assessed first aid awareness, attitudes, and practices among 146 school teachers in Mangalore, India, revealing that only 47% had prior first aid training, and only eight teachers knew proper CPR techniques. Although 66% were willing to provide first aid, first aid kits were available in only five of the nine schools, highlighting the necessity of routine training for teachers. The studies collectively emphasize the crucial need for structured, organized and planned first aid training programs in schools to enhance preparedness and readiness among both students and teachers, ensuring better emergency response competencies and capabilities in educational settings and beyond. 2. Rationale of the study The existential crisis unleashed globally due to COVID-19 among other things leads to realise the importance of First Aid in order to take care of an individual and their beloved at home and work environment. Students who spend most of their time at school must have the knowledge and skill of First Aid. It is observed that though all the students of class VIII are trained in First Aid, some of them perform very well, wherever it is necessary, and some may not be able to perform that well. But, invariably only a few students show interest in providing First Aid, and more often than not they feel shaky for the fear of unknown. Keeping all the above in view, a survey was conducted on Class VIII students of a Government middle stage school with the objective of studying the impact of First Aid Training on that students of the said school. First aid is an important life skill that enables individuals to react positively to medical emergencies, mitigating the impact of injuries and saving lives. Middle stage students (grades 6–8) are in a pivotal phase of development when they can understand fundamental health and safety principles and cultivate useful problem-solving skills. Nevertheless, studies have shown that conventional approaches to first aid training, being mostly theoretical, tend to lack long-term retention and real-world application of skills (Kapoor et al., 2017; Ibrahimoglu et al., 2024). Experiential-based learning (EBL) has emerged as a fruitful pedagogic strategy that deepens engagement, understanding, and skill development with the use of hands-on techniques, role play, and practical simulations. Differing from rote memorization, EBL promotes participation, critical reflection, and making decisions, crucial for effective response to first aid. Research has shown that learners trained through experiential and scenario-based instructions show improved recall, confidence, and preparedness to administer first aid in the real world (Banfai et al., 2017; Mehreen et al., 2021). With the increase in accidents and medical emergencies on school premises, it is vital to incorporate experiential-based first aid education in the curriculum. The aim of this research is to test the effect of first aid education using experiential learning in middle-stage students on their acquisition of knowledge, development of skills particularly application of skills during first aid/ first responder during emergency situation, and attitude towards emergency situations. The results will add to the existing literature that calls for skill-based, hands-on education in school health programs and will assist in developing strategies for successful implementation of first aid training through exprential learning method at the middle school level. 3. Probing Questions In the beginning, a few probing question has arisen among the researchers ( 1 ) what is the knowledge level of students about first aid? ( 2 ) why some students are performing first aid very well and some not? ( 3 ) why some students do not show interest in providing first aid to an affected individual despite receiving similar training like others? which designated to outlining the objectives. ( 1 ) To find out the knowledge about first aid training of class VIII students of government middle stage school. ( 2 ) To assess the skill developed within the learners. And, ( 3 ) To study their attitude towards the first aid. 4. Methodology The study is mixed method in nature, single group post-test design and qualitative analysis of data has been done. The population comprises of Class VIII students of government middle stage school, aerodrome colony, Bhubaneswar, India. The total numbers of students N = 35 (15 girls and 20 boys) are participated in the study. 20 students (9 girls and 11 boys) were randomly selected for the study. In order to collect data for the study, the tools are (a) Interview: A set of 16 questions were framed to know the basics of first aid and its implication in real life situation. (b) Achievement Test: For achievement test 16 questions were framed based on varied knowledge, principles and application of first aid. Question 1 to 15 assigned 1 mark each and they are framed to assess the basic knowledge of the student, and (c) Skill Test: Question No. 16 is assigned 5 marks and is used to assess their practical first aid skill. 5. Data collection and analysis 5.1.1. Collection of data Students were first tested through a formal interview of 16 questions to assess their current knowledge of first aid concepts and application. Then they did an achievement test of 15 questions to test their theoretical knowledge and a skill test with 1 practical question. After the initial screening the students received experiential based learning sessions which included simulated first aid scenarios, role playing and hands on demonstrations. Under guided practice and actual simulations they learned first aid skills such as CPR, wound dressing and managing fractures, treating eye infection, injuries and etc. After the first training based on experiential learning approach, an achievement test encompassing both theoretical and practical questions was conducted to assess students' knowledge and their ability to apply first aid in practical situations. The achievement tool was administered on sample to know the attitude, knowledge, and skills of the students on awareness about first aid after the experiment. The tool was administered and score were obtained by appropriate marking scheme. In attitude and knowledge test (i.e. question 1 to 15) for every correct answer the assigned score was ‘1’ and for incorrect answer the score was ‘0’. In skill test (i.e. question 16) the assigned score was ‘5’. To know the application of first aid the researchers led structured interview with set of questions. The collected data were graphically presented in tabular form and further analysis and interpretation were done. 5.1.2. Analysis To analysis the data as indicated in Table 1 , descriptive analysis has used which reveals the total mark distribution, performance category, question wise performance, and observation of maximum and minimum scores. The maximum possible score was 20, maximum obtained score was 19, and minimum obtained score was 12. While looking at performance categories, Sl. No. 1, 2, 9, 10, and 14 (5 students) scored 90% above demonstrated strong first aid knowledge and function independently during emergency. Further, Sl. No. 3, 16, 18 and 19 (4 students) scored between 85–89% which reveals strong first aid knowledge but some assistant should require from Sl. No. 4, 11, 12, and 17 (4 students) scored between 80% and 84% that indicates about some more assistant should require during first aid. Sl. No. 6, 13, and 15 indicates (3 student) scored between 75% and 79% reveals about support from others while performing first aid demonstration and last Sl. No. 5, 7, 8, and 20 (4 students) scored 60% where students needs more clarity and more support during first aid practical knowledge and skills. Table 1 Statement of marks obtained by the students Student Sl. No. with Scores in the First Row QUESTIONS Total score Percentage Q. 1 Q. 2 Q. 3 Q. 4 Q. 5 Q. 6 Q. 7 Q. 8 Q. 9 Q. 10 Q. 11 Q. 12 Q. 13 Q. 14 Q. 15 Q. 16 Score 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 5 20 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 5 18 90 2 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 5 18 90 3 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 4 17 85 4 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 3 16 80 5 1 1 1 1 0 0 1 1 1 0 0 1 1 1 0 2 12 60 6 1 1 1 1 0 0 1 1 1 0 1 0 1 1 1 4 15 75 7 1 1 1 1 0 0 1 1 0 0 1 1 1 1 0 2 12 60 8 1 1 1 1 0 1 1 1 1 0 0 0 0 1 1 2 12 60 9 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 5 18 90 10 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 5 19 95 11 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 3 16 80 12 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 3 16 80 13 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 4 15 75 14 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 5 19 95 15 1 1 1 1 1 1 1 0 1 1 1 1 1 0 0 3 15 75 16 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 3 17 85 17 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 3 16 80 18 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 4 17 85 19 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 5 17 85 20 1 1 1 1 0 1 0 0 1 1 1 1 1 0 0 2 12 60 Question wise performance is another way to look the students understanding and implication of the first aid and its principles. The test items are focused on burns, management, bleeding control (applying appropriate pressure), and protection of eye injuries, bone fractures, insect bites and stings, general first aid principles like purpose, medical emergency assistance and practical first aid skills. Most of the students scored well in maximum questions; however question numbers (Q. 5, Q.6, Q.10, Q. 12 and Q.15) has noticeable drop in correct response. The researcher also has classified the performers in three categories, strong, moderate and weak. Students achieved 85% above (10 out of 20 students) have strong knowledge about first aid skill. 5 students scored 60% struggled across multiple questions particularly the low score in Q.5, Q.6, Q. 12 and Q.16, which describes students are lacking knowledge in understanding the purpose of first aid, response to severe condition of bleeding, about appropriate position where to apply pressure during first aid. The Q.16 is about skill based application of first aid; here students need proper understanding on first aid principals to specific injuries (eye injuries, bleeding, fractures and being stings). Remaining students show moderate performances which lies between 75% and 80%. The Fig. 1 pie chart shows the break-ups of percentage of students scores categorised in three levels high, mid performer (two levels) and moderate performers. The high performer scored between 90% and 95% (18–19 marks), around 25% students falls under this category, 35% students are upper mid performer where the scored (16–17 marks and falls between 80–85%), almost 15% of students are mid-performer where they scored 15 marks which means 75%. However 25% students scored 60%, 12 marks are comes under moderate performer where they need more clarity. The data has been presented in a frequency table followed by a pie diagram as explained below: If the number of students in a certain marks range is \(\:n,\) then the corresponding percentage is given by \(\:p=\frac{n}{20}\times\:100=5n\) and the central sectorial angle (CSA), in degrees corresponding to the percentage is given by \(\:\theta\:=\left(\frac{5n}{100}\right)\left(360\right)=18n\:\) The frequency distribution is being presented through table-2 and Figs. 2 . Table-2: Frequency Distribution of Marks Serial No. Marks Range Number of Students \(\:\left(n\right)\) Percentage = \(\:5n\) Central Sectorial Angle \(\:\left(\theta\:\right)\) in degrees = \(\:18n\) 1 60–69 4 20 72 2 70–79 3 15 54 3 80–89 8 40 144 4 90–99 5 25 90 Altogether, 65% students of government middle stage school, aerodrome colony performed very well who obtained more than 80% score whereas very few students' performance is average with scoring 60–69%. It shows that 65% of the students had passed their assessments with above 80%. This is indicative of good knowledge and skills in first aid. This performance fits within the findings of similar studies which show that first aid training can significantly improve students' competencies (DeVore et al., 2013). However, the variation in performance, where some students scored between 60% and 69%, implies that there is more to performance than the content of training. Study of (Soreide et al. 2016) reveal that theoretical knowledge is essential, but practical experience is crucial for retention and application of skills. This variability might be because of limited practice and varying social backgrounds, as it is perceived to affect the training effectiveness (MacLeod et al., 2015). 5.1.3. Findings Students of Class VIII are too small for giving first aid to severely affected one. Again, in school premises students get less opportunity for hands-on practices. But they being of tender age are an issue pertaining to the mind-set. Apart from learning the skills, they need some psychological inputs targeted towards making them mentally strong. Further, the results show that 65% of the students scored above 80% in the assessment. This indicates a good understanding of first aid concepts and skills. This is in line with research findings that systematic first aid training significantly enhances students' knowledge and skill in executing elementary emergency procedures (De Vore et al., 2013). Nevertheless, variability in performance, with some students scoring between 60–69%, indicates individual differences in learning outcomes. This can be attributed to the difference in social backgrounds and the limited opportunities for hands-on practice, as noted in the study. This is supported by the research conducted by (Soreide et al., 2016), which suggests that even though theoretical knowledge from first aid training is fundamental, practical experience is necessary for retaining and practicing the skills. The inconsistency in accessing hands-on practice can impede the effectiveness of training, thereby leading to varying skill levels among students. This is particularly applicable in resource-limited settings where opportunities for practical exercises are minimal. The study underscores the need to not only offer basic first aid training but also to ensure constant practice and an encouraging learning environment. Regular refresher courses and more practical training will help bridge the performance gap and improve overall competency. This resonates with findings from other studies that point out that continuous practice and a supportive learning environment are the keys to strengthening first aid skills and to their effective use in real life (MacLeod et al., 2015). 6. Conclusion The study reveals that although the students of Class VIII belonging to the said government middle stage school get the same training from the same trainer, they perform differently. It is because students come from different socio-economic and socio-cultural background which affects their attitude towards giving first aid to an affected person. The process requires a lot of self-confidence and courage. Many students are scared about things going wrong and things like the condition of the victim getting worsened. If the interference is combined with the loss of blood of the victim, then hygiene is of utmost importance, and if it is taken care of then there should not be any fear of aggravation of the situation, and it should be harped on the minds of the student trainees. Besides, the hands-on-practices should be made a matter of regular practice otherwise the skill acquired by a student cannot be sustained for a longer period. It will also help in shedding the inhibitions of students who admitted to be sensitive to injury and illness. Both the students and their trainers must feel that training for first aid is not a part-time activity. Declarations Conflict of Interest: The authors declare no competing interest Funding: This work was not supported by any funding agency Ethics Approval : This research was carried out with appropriate ethical standards. Prior permission was taken from the head of the government school. 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Retrieved from https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf Søreide E, Tverdal A, Bjørshol C (2016) First aid training programme: An evaluation of its effectiveness. Journal of Emergency Medicine, 30(2) , 150–157. https://doi.org/10.1016/j.jem.2016.01.012 (Accessed on September 16, 2024). Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6442686","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":442485178,"identity":"f99c2240-7e6e-4933-b98b-163980c17680","order_by":0,"name":"Manoj Kumar Yadav","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA10lEQVRIiWNgGAWjYBADOcb+9oMPgAwePmK1GDPPOJNsANLCRqyWxPaGBDMJEIugFt1ph489+PCnLrG34UBa5dccOxk2BuaHj27g0WJ2Oy3dcAYPm/HM5sZjt2W3JQMdxmZsnINXS46ZNI8Ej+xGoC23JbcxA7XwsEkT1mIgwbj/QIJZseS2emK1JBgoNgK9z/hx22FitKSlSc44kGDMCAxkacZtx3nYmAn6JfmYBDDEwFH58ee2ant+9uaHj/FpQQHMPGCSWOUgwPiDFNWjYBSMglEwYgAAbqFHTRO5sqYAAAAASUVORK5CYII=","orcid":"","institution":"Regional Institute of Education Bhubaneswar, NCERT, India","correspondingAuthor":true,"prefix":"","firstName":"Manoj","middleName":"Kumar","lastName":"Yadav","suffix":""},{"id":442485179,"identity":"7e466cdf-08a5-40b6-b23d-47ff5e185967","order_by":1,"name":"Varun A","email":"","orcid":"","institution":"Regional Institute of Education Bhubaneswar, NCERT, India","correspondingAuthor":false,"prefix":"","firstName":"Varun","middleName":"","lastName":"A","suffix":""}],"badges":[],"createdAt":"2025-04-14 05:40:05","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6442686/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6442686/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":80617566,"identity":"bd161573-c485-4897-b260-2c263bc430db","added_by":"auto","created_at":"2025-04-15 09:03:17","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":59601,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003ePie Chart showing Break-up of Percentage of Score\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6442686/v1/ccea2887ba26be8fde6dcf82.png"},{"id":80616974,"identity":"0ffbc061-54c6-4b36-b4e8-459c32317f48","added_by":"auto","created_at":"2025-04-15 08:55:17","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":33864,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eBar (Column) Graph of Marks Secured\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6442686/v1/3015c30d13774223e9dcba02.png"},{"id":80616977,"identity":"e5067913-6341-4e44-8d70-1472752d4001","added_by":"auto","created_at":"2025-04-15 08:55:17","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":20490,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFrequency of scores (Pie Chart)\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-6442686/v1/b07198a4ac95b8144aa521e4.png"},{"id":80618831,"identity":"8f40addf-fe29-4a58-b052-f999e94d8449","added_by":"auto","created_at":"2025-04-15 09:19:18","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":900605,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6442686/v1/8f1ebeb2-537c-4dc5-953a-7c5f65d09784.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eImpact of First Aid Training Through Experiential Based Learning Among Middle Stage Students\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eExperiential learning is a way of learning through direct experience. It is an approach toward learning that focuses on the individual or practical experience in gaining knowledge, skills, values, and attitudes. Experiential learning encompasses concrete experience, reflective observation; abstract conceptualisation and active experiment are identified Kolb's (2014) Experiential Learning Cycle. During active process of learning, people learn through experience and reflection, conceptual understanding and application being the product. Experiential education, an extremely important and effective interdisciplinary method in middle schools during teaching learning process were students learn by doing and able to connect the theory and practical in real world situation (Kihm, et al, 2020). Students develop a passion for learning and a curiosity to explore through experiential learning by experiencing hands-on experiences that provide them the informational and implicational knowledge they require. It is realized when students learn based on experience. Such a learning type typically requires that students apply what they have learned very soon after acquiring it, so they are then able to implement what they learned in practical applications. It is a process of inquiry that emphasizes hands-on, practical experiences, reflection, and critical thinking. It provides a more effective way to navigate complexity and uncertainty by allowing learners to engage with real-world problems and develop a deeper understanding of their causes and potential solutions. The word \u0026lsquo;Aid\u0026rsquo; means \u0026lsquo;Help\u0026rsquo;. Thus, first aid refers to the FIRST medical attention received by any victim. It is primarily linked with injuries, but the expression refers to any kind of medical disorder suffered by a person, which apart from any kind of injury can also range from a minor cramp to an extreme like a sudden cardiac arrest. Here, since our area of concern is the milieu of school students, our focus has been with the case of injuries, the likes of which are generally seen in a school. So, as stated earlier, the act of aiding is usually supposed to take place immediately after the occurrence of injury, and is also expected to be carried out at the location of the incident. It is the first and immediate assistance given to any person with either a minor or a serious illness or injury. It is quite imperative that the students are conversant with basic knowledge of first aid as it is a precursor to a safer and healthier environment.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1. First Aid in Schools\u003c/h2\u003e \u003cp\u003eAs we know while growing stage children are vulnerable to different types of injuries and accidents. It may vary from minor injuries to major accidents, resulting in the bleeding, burns, cuts, electric shock, chocks, broken bones, Ear, Nose and Eye (ENT) infection and injuries. Most of the injuries among students are caused due to physical exercises and other outdoor activities undertaken by the students, of which an estimated 20% occur during school hours. Teachers and students with basic first aid knowledge are likely to be more alert and aware of the possible risks. First aid training promotes a sense of safety and self-confidence and ensures non-vulnerability to such accidents and injuries. When a learner is aware of the basics of first aid, their guardians have a sense of relief when they bid them \u0026lsquo;Good Bye\u0026rsquo; on their way to school with the feeling that they will be able to handle any unwanted situation and even help any person in need of medical help. First Aid applications can have a significant impact on the victim\u0026rsquo;s chances of recovery. In this context, we introduce the concept of \u0026lsquo;Response Time\u0026rsquo;, which is the interval between the occurrence of the attack, injury or whatsoever, and the arrival of the aid. This response time is crucial, as it can also mean the difference between a short-term or long-term disability. A delay in providing medical attention can aggravate the problem of the victim, while a timely intervention can work wonders in respect of reducing the length of the recovery process. If the victim needs hospitalization, a low response time can even help in reducing the length of time the person needs to stay in the hospital. Even modest methods such as ice pack application or wound care can have a huge impact on the recovery time. The role of the first responder is also very vital as they act as the comforter. They can help the person feel better, give her relief from pain and generate confidence in the victim by telling them that they would get well soon.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2. Prevents from becoming the victim\u003c/h2\u003e \u003cp\u003eFirst aid is a short term medical care, which is essential in the prevention of emergencies from getting worse. The proper methods and techniques applied can maintain the situation in control. All possible efforts on the part of the aid provider must be exerted to help the victim cope with injuries or agony until proper medical services arrive. It is not only in case of injuries, but also true for attacks like sudden cardiac arrest. If left untreated, first aid and CPR intervention, the victim could lose a lot of blood and experience serious illnesses. Training in first aid provides a learner with an increased sense of security. They are able to recognize signs of various emergencies and can easily provide treatment in case one such arises. Moreover, it will make their friends, family, and co-workers stay relaxed and calm in the event of an emergency. They feel much secured as they know that have a reliable shoulder to lean upon in case of a medical emergency. Several studies have explored the impact and effectiveness of first aid training in schools, highlighting both gaps in knowledge and the benefits of structured training programs. Engeland et al. (2002) examined the feasibility of implementing first aid training in junior high schools in Norway, concluding that the adoption of first aid knowledge and skills among teachers was minimal and that first aid programs were not widely implemented. Similarly, Kumar et al. (2013) conducted a cross-sectional study on first aid perceptions and practices among 262 school teachers in Mysore, revealing significant knowledge gaps. Although 97.3% of teachers had heard of first aid, only 30.2% were aware that fainting could be managed with first aid, and overall knowledge and practice remained poor. These findings emphasize the need for improved first aid training among teachers, considering the amount of time children spend in school and their vulnerability to injuries. Bakshi (2017) investigated first aid knowledge and attitudes among 441 school children in Dehradun, finding that while 91% had heard of first aid, only 17% had complete knowledge, and 33.3% had partial knowledge. The study suggested that educational interventions could enhance students' understanding of first aid. Bandyopadhyay et al. (2017) also evaluated the impact of an educational intervention on first aid knowledge among 230 rural middle school students in West Bengal. The study found a significant improvement in knowledge and attitude post-intervention, with a large effect size (Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;5.14 for knowledge and 1.88 for attitude), indicating the effectiveness of first aid training. These studies collectively highlight the importance of incorporating structured first aid training into school curricula to enhance preparedness among teachers and students, ultimately contributing to improved emergency response in school settings. In Vietnam, Le Duc Huy et al. (2022) explored the willingness of high school students in Hue to perform first aid. Out of 844 students invited, 798 (94.5%) participated, showing a general willingness to provide first aid, though the study suggested that additional training could enhance their confidence and competence. Alahakoon et al. (2022) examined first aid knowledge and attitudes among advanced-level students in the Gampaha educational zone, Sri Lanka. The study found that while more than half of the students had good knowledge and positive attitudes; only 7.1% demonstrated excellent first aid knowledge, underscoring the need for enhanced education. Joseph et al. (2023) assessed first aid awareness, attitudes, and practices among 146 school teachers in Mangalore, India, revealing that only 47% had prior first aid training, and only eight teachers knew proper CPR techniques. Although 66% were willing to provide first aid, first aid kits were available in only five of the nine schools, highlighting the necessity of routine training for teachers. The studies collectively emphasize the crucial need for structured, organized and planned first aid training programs in schools to enhance preparedness and readiness among both students and teachers, ensuring better emergency response competencies and capabilities in educational settings and beyond.\u003c/p\u003e \u003c/div\u003e"},{"header":"2. Rationale of the study","content":"\u003cp\u003eThe existential crisis unleashed globally due to COVID-19 among other things leads to realise the importance of \u003cem\u003eFirst Aid\u003c/em\u003e in order to take care of an individual and their beloved at home and work environment. Students who spend most of their time at school must have the knowledge and skill of First Aid. It is observed that though all the students of class VIII are trained in First Aid, some of them perform very well, wherever it is necessary, and some may not be able to perform that well. But, invariably only a few students show interest in providing First Aid, and more often than not they feel shaky for the fear of unknown. Keeping all the above in view, a survey was conducted on Class VIII students of a Government middle stage school with the objective of studying the impact of First Aid Training on that students of the said school. First aid is an important life skill that enables individuals to react positively to medical emergencies, mitigating the impact of injuries and saving lives. Middle stage students (grades 6\u0026ndash;8) are in a pivotal phase of development when they can understand fundamental health and safety principles and cultivate useful problem-solving skills. Nevertheless, studies have shown that conventional approaches to first aid training, being mostly theoretical, tend to lack long-term retention and real-world application of skills (Kapoor et al., 2017; Ibrahimoglu et al., 2024). Experiential-based learning (EBL) has emerged as a fruitful pedagogic strategy that deepens engagement, understanding, and skill development with the use of hands-on techniques, role play, and practical simulations. Differing from rote memorization, EBL promotes participation, critical reflection, and making decisions, crucial for effective response to first aid. Research has shown that learners trained through experiential and scenario-based instructions show improved recall, confidence, and preparedness to administer first aid in the real world (Banfai et al., 2017; Mehreen et al., 2021). With the increase in accidents and medical emergencies on school premises, it is vital to incorporate experiential-based first aid education in the curriculum. The aim of this research is to test the effect of first aid education using experiential learning in middle-stage students on their acquisition of knowledge, development of skills particularly application of skills during first aid/ first responder during emergency situation, and attitude towards emergency situations. The results will add to the existing literature that calls for skill-based, hands-on education in school health programs and will assist in developing strategies for successful implementation of first aid training through exprential learning method at the middle school level.\u003c/p\u003e"},{"header":"3. Probing Questions","content":"\u003cp\u003eIn the beginning, a few probing question has arisen among the researchers (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) what is the knowledge level of students about first aid? (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) why some students are performing first aid very well and some not? (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) why some students do not show interest in providing first aid to an affected individual despite receiving similar training like others? which designated to outlining the objectives. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) To find out the knowledge about first aid training of class VIII students of government middle stage school. (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) To assess the skill developed within the learners. And, (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) To study their attitude towards the first aid.\u003c/p\u003e"},{"header":"4. Methodology","content":"\u003cp\u003eThe study is mixed method in nature, single group post-test design and qualitative analysis of data has been done. The population comprises of Class VIII students of government middle stage school, aerodrome colony, Bhubaneswar, India. The total numbers of students N\u0026thinsp;=\u0026thinsp;35 (15 girls and 20 boys) are participated in the study. 20 students (9 girls and 11 boys) were randomly selected for the study. In order to collect data for the study, the tools are (a) Interview: A set of 16 questions were framed to know the basics of first aid and its implication in real life situation. (b) Achievement Test: For achievement test 16 questions were framed based on varied knowledge, principles and application of first aid. Question 1 to 15 assigned 1 mark each and they are framed to assess the basic knowledge of the student, and (c) Skill Test: Question No. 16 is assigned 5 marks and is used to assess their practical first aid skill.\u003c/p\u003e"},{"header":"5. Data collection and analysis","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003e5.1.1. Collection of data\u003c/h2\u003e\n \u003cp\u003eStudents were first tested through a formal interview of 16 questions to assess their current knowledge of first aid concepts and application. Then they did an achievement test of 15 questions to test their theoretical knowledge and a skill test with 1 practical question. After the initial screening the students received experiential based learning sessions which included simulated first aid scenarios, role playing and hands on demonstrations. Under guided practice and actual simulations they learned first aid skills such as CPR, wound dressing and managing fractures, treating eye infection, injuries and etc. After the first training based on experiential learning approach, an achievement test encompassing both theoretical and practical questions was conducted to assess students\u0026apos; knowledge and their ability to apply first aid in practical situations. The achievement tool was administered on sample to know the attitude, knowledge, and skills of the students on awareness about first aid after the experiment. The tool was administered and score were obtained by appropriate marking scheme. In attitude and knowledge test (i.e. question 1 to 15) for every correct answer the assigned score was \u0026lsquo;1\u0026rsquo; and for incorrect answer the score was \u0026lsquo;0\u0026rsquo;. In skill test (i.e. question 16) the assigned score was \u0026lsquo;5\u0026rsquo;. To know the application of first aid the researchers led structured interview with set of questions. The collected data were graphically presented in tabular form and further analysis and interpretation were done.\u003c/p\u003e\n \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e\n \u003ch2\u003e5.1.2. Analysis\u003c/h2\u003e\n \u003cp\u003eTo analysis the data as indicated in Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e, descriptive analysis has used which reveals the total mark distribution, performance category, question wise performance, and observation of maximum and minimum scores. The maximum possible score was 20, maximum obtained score was 19, and minimum obtained score was 12. While looking at performance categories, Sl. No. 1, 2, 9, 10, and 14 (5 students) scored 90% above demonstrated strong first aid knowledge and function independently during emergency. Further, Sl. No. 3, 16, 18 and 19 (4 students) scored between 85\u0026ndash;89% which reveals strong first aid knowledge but some assistant should require from Sl. No. 4, 11, 12, and 17 (4 students) scored between 80% and 84% that indicates about some more assistant should require during first aid. Sl. No. 6, 13, and 15 indicates (3 student) scored between 75% and 79% reveals about support from others while performing first aid demonstration and last Sl. No. 5, 7, 8, and 20 (4 students) scored 60% where students needs more clarity and more support during first aid practical knowledge and skills.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eStatement of marks obtained by the students\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eStudent Sl. No. with Scores in the First Row\u003c/p\u003e\n \u003c/th\u003e\n \u003cth colspan=\"16\" align=\"left\"\u003e\n \u003cp\u003eQUESTIONS\u003c/p\u003e\n \u003c/th\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eTotal score\u003c/p\u003e\n \u003c/th\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003ePercentage\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 1\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 2\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 3\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 4\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 5\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 6\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 7\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 8\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 9\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 10\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 11\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 12\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 13\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 14\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 15\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eQ. 16\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eScore\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e20\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e85\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e85\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e85\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e85\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eQuestion wise performance is another way to look the students understanding and implication of the first aid and its principles. The test items are focused on burns, management, bleeding control (applying appropriate pressure), and protection of eye injuries, bone fractures, insect bites and stings, general first aid principles like purpose, medical emergency assistance and practical first aid skills. Most of the students scored well in maximum questions; however question numbers (Q. 5, Q.6, Q.10, Q. 12 and Q.15) has noticeable drop in correct response. The researcher also has classified the performers in three categories, strong, moderate and weak. Students achieved 85% above (10 out of 20 students) have strong knowledge about first aid skill. 5 students scored 60% struggled across multiple questions particularly the low score in Q.5, Q.6, Q. 12 and Q.16, which describes students are lacking knowledge in understanding the purpose of first aid, response to severe condition of bleeding, about appropriate position where to apply pressure during first aid. The Q.16 is about skill based application of first aid; here students need proper understanding on first aid principals to specific injuries (eye injuries, bleeding, fractures and being stings). Remaining students show moderate performances which lies between 75% and 80%.\u003c/p\u003e\n \u003cp\u003eThe Fig.\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e pie chart shows the break-ups of percentage of students scores categorised in three levels high, mid performer (two levels) and moderate performers. The high performer scored between 90% and 95% (18\u0026ndash;19 marks), around 25% students falls under this category, 35% students are upper mid performer where the scored (16\u0026ndash;17 marks and falls between 80\u0026ndash;85%), almost 15% of students are mid-performer where they scored 15 marks which means 75%. However 25% students scored 60%, 12 marks are comes under moderate performer where they need more clarity. The data has been presented in a frequency table followed by a pie diagram as explained below: If the number of students in a certain marks range is \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:n,\\)\u003c/span\u003e\u003c/span\u003e then the corresponding percentage is given by \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:p=\\frac{n}{20}\\times\\:100=5n\\)\u003c/span\u003e\u003c/span\u003e and the central sectorial angle (CSA), in degrees corresponding to the percentage is given by \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\theta\\:=\\left(\\frac{5n}{100}\\right)\\left(360\\right)=18n\\:\\)\u003c/span\u003e\u003c/span\u003e The frequency distribution is being presented through table-2 and Figs.\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e.\u0026nbsp;\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"char\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003cdiv class=\"colspec\" align=\"char\"\u003e\u0026nbsp;\u003cstrong\u003eTable-2: Frequency Distribution of Marks\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"colspec\" align=\"char\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003ctable id=\"Taba\" border=\"1\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSerial No.\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMarks Range\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eNumber of Students \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\left(n\\right)\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePercentage = \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:5n\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCentral Sectorial Angle \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\left(\\theta\\:\\right)\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\n \u003cp\u003ein degrees = \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:18n\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e60\u0026ndash;69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e70\u0026ndash;79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e80\u0026ndash;89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e90\u0026ndash;99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eAltogether, 65% students of government middle stage school, aerodrome colony performed very well who obtained more than 80% score whereas very few students\u0026apos; performance is average with scoring 60\u0026ndash;69%. It shows that 65% of the students had passed their assessments with above 80%. This is indicative of good knowledge and skills in first aid. This performance fits within the findings of similar studies which show that first aid training can significantly improve students\u0026apos; competencies (DeVore et al., 2013). However, the variation in performance, where some students scored between 60% and 69%, implies that there is more to performance than the content of training. Study of (Soreide et al. 2016) reveal that theoretical knowledge is essential, but practical experience is crucial for retention and application of skills. This variability might be because of limited practice and varying social backgrounds, as it is perceived to affect the training effectiveness (MacLeod et al., 2015).\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e\n \u003ch2\u003e5.1.3. Findings\u003c/h2\u003e\n \u003cp\u003eStudents of Class VIII are too small for giving first aid to severely affected one. Again, in school premises students get less opportunity for hands-on practices. But they being of tender age are an issue pertaining to the mind-set. Apart from learning the skills, they need some psychological inputs targeted towards making them mentally strong. Further, the results show that 65% of the students scored above 80% in the assessment. This indicates a good understanding of first aid concepts and skills. This is in line with research findings that systematic first aid training significantly enhances students\u0026apos; knowledge and skill in executing elementary emergency procedures (De Vore et al., 2013). Nevertheless, variability in performance, with some students scoring between 60\u0026ndash;69%, indicates individual differences in learning outcomes. This can be attributed to the difference in social backgrounds and the limited opportunities for hands-on practice, as noted in the study. This is supported by the research conducted by (Soreide et al., 2016), which suggests that even though theoretical knowledge from first aid training is fundamental, practical experience is necessary for retaining and practicing the skills. The inconsistency in accessing hands-on practice can impede the effectiveness of training, thereby leading to varying skill levels among students. This is particularly applicable in resource-limited settings where opportunities for practical exercises are minimal.\u003c/p\u003e\n \u003cp\u003eThe study underscores the need to not only offer basic first aid training but also to ensure constant practice and an encouraging learning environment. Regular refresher courses and more practical training will help bridge the performance gap and improve overall competency. This resonates with findings from other studies that point out that continuous practice and a supportive learning environment are the keys to strengthening first aid skills and to their effective use in real life (MacLeod et al., 2015).\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eThe study reveals that although the students of Class VIII belonging to the said government middle stage school get the same training from the same trainer, they perform differently. It is because students come from different socio-economic and socio-cultural background which affects their attitude towards giving first aid to an affected person. The process requires a lot of self-confidence and courage. Many students are scared about things going wrong and things like the condition of the victim getting worsened. If the interference is combined with the loss of blood of the victim, then hygiene is of utmost importance, and if it is taken care of then there should not be any fear of aggravation of the situation, and it should be harped on the minds of the student trainees. Besides, the hands-on-practices should be made a matter of regular practice otherwise the skill acquired by a student cannot be sustained for a longer period. It will also help in shedding the inhibitions of students who admitted to be sensitive to injury and illness. Both the students and their trainers must feel that training for first aid is not a part-time activity.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eConflict of Interest:\u003c/h2\u003e \u003cp\u003eThe authors declare no competing interest\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding:\u003c/h2\u003e \u003cp\u003eThis work was not supported by any funding agency\u003c/p\u003e \u003cp\u003e\u003cb\u003eEthics Approval\u003c/b\u003e: This research was carried out with appropriate ethical standards. Prior permission was taken from the head of the government school. Informed consent was taken from the guardians and students prior to participation. Confidentiality and anonymity of all participants were maintained strictly during the study. The collected data were kept confidential and used solely for research purposes.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAlahakoon PV, Perera PK, Wijesundara C, Bandaranayaka KO (2022) Knowledge and attitudes on first aid among advanced level students in Gampaha Educational Zone, Sri Lanka. \u003cem\u003eRetrieved from\u003c/em\u003e \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://dhunt.in/JbheX?s=a\u0026amp;uu=0x9b2dd10dbe964a74\u0026amp;ss=pd\u003c/span\u003e\u003cspan address=\"http://dhunt.in/JbheX?s=a\u0026amp;uu=0x9b2dd10dbe964a74\u0026amp;ss=pd\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e \u003cem\u003e(Accessed on September 16, 2024).\u003c/em\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBakshi RK (2017) A study of knowledge and attitude of first aid among school children of Doiwala block, Dehradun. 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PLoS ONE 17(12):e0278881. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1371/journal.pone.0278881\u003c/span\u003e\u003cspan address=\"10.1371/journal.pone.0278881\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMacLeod J, Jones A, Smith T (2015) First aid training programme: A review of effectiveness. \u003cem\u003eJournal of Emergency Medicine, 22(3)\u003c/em\u003e, 245\u0026ndash;253. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.jem.2015.04.007\u003c/span\u003e\u003cspan address=\"10.1016/j.jem.2015.04.007\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e \u003cem\u003e(Accessed on September 16, 2024).\u003c/em\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMehreen S, Mathur A, Jat J, Pathak A (2021) Effectiveness of an educational school-based intervention on knowledge of unintentional injury prevention and first aid among students in Ujjain, India. Indian Pediatr 58:430\u0026ndash;435\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMinistry of Education, Government of India (2020) \u003cem\u003eNational Education Policy 2020. Retrieved from\u003c/em\u003e \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf\u003c/span\u003e\u003cspan address=\"https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eS\u0026oslash;reide E, Tverdal A, Bj\u0026oslash;rshol C (2016) First aid training programme: An evaluation of its effectiveness. \u003cem\u003eJournal of Emergency Medicine, 30(2)\u003c/em\u003e, 150\u0026ndash;157. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.jem.2016.01.012\u003c/span\u003e\u003cspan address=\"10.1016/j.jem.2016.01.012\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e \u003cem\u003e(Accessed on September 16, 2024).\u003c/em\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Experiential Learning, First Aid, Hands-on Practices, Middle Stage","lastPublishedDoi":"10.21203/rs.3.rs-6442686/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6442686/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe National Education Policy (NEP) 2020 emphasizes the importance of experiential learning in education to develop practical skills among learners. It emphasizes the need to provide opportunities for hands-on, practical learning experiences that allow learners to apply their knowledge in real-world contexts. It prepares learners for the challenges of a complex and rapidly changing world. By emphasizing the development of practical skills, the policy seeks to foster a generation of learners who can effectively navigate the uncertainties and complexities of the world around them. The aim of this research is to examine the impact of First Aid training through experiential based learning of class VIII students of middle stage. It aims to assessing students basic knowledge, skills, and attitude levels of First Aid. It comprised 20 students randomly sampled from 35 students. Data was gathered by means of interviews, achievement tests, and skills tests. Results indicated that 65% of students scoring above 80% as per the evaluations possess excellent knowledge and skills in their areas. But the variance was seen on their performance, with some students displaying average scores between 60\u0026ndash;69 per cent. This study also pointed out that even though all students underwent the same training, their performance varied because of different social backgrounds and the lack of practical experience opportunities in the school environment. Moreover, even though the students have undergone basic experiential training, the First Aid skills may be affected by practical experience and personal attitudes. The findings highlighted the need for frequent practice and conducive learning environment to enhance First Aid competencies among students.\u003c/p\u003e","manuscriptTitle":"Impact of First Aid Training Through Experiential Based Learning Among Middle Stage Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-15 08:55:13","doi":"10.21203/rs.3.rs-6442686/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"897e46f3-5dbd-420e-b0ec-b0124b7d3da7","owner":[],"postedDate":"April 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":47103589,"name":"Educational Philosophy and Theory"},{"id":47103590,"name":"Educational Psychology"}],"tags":[],"updatedAt":"2025-06-28T09:08:07+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-15 08:55:13","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6442686","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6442686","identity":"rs-6442686","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}