CHCDIV002_AE_Kn1of3

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TAFE NSW - Sydney Institute *

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CHCDIV002

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Anthropology

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Feb 20, 2024

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Knowledge assessment Criteria Unit code and name CHCDIV002 | Promote Aboriginal and/or Torres Strait Islander cultural safety Qualification/Course code and name Student details Student number Student name Taylor Thomson Assessment declaration Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment. This assessment is my original work and has not been:  plagiarised or copied from any source without providing due acknowledgement.  written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned. Student signature and date TT 05/1/23 Document title: CHCDIV002_AE_Kn1of3 Page 1 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

Version: 20220630 Date created: 6 July 2018 © 2022 TAFE NSW RTO Provider Number 90003 | CRICOS Provider Code: 00591E This assessment can be found in the: Learning Bank The contents in this document is copyright © TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 14 February 2024. For current information please refer to our website or your Teacher/Assessor as appropriate. Document title: CHCDIV002_AE_Kn1of3 Page 2 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

Assessment instructions Table 1 Assessment instructions Assessment details Instructions Assessment overview The aim of this assessment is to assess your knowledge and performance in promoting Aboriginal and Torres Strait Islander cultural safety. Assessment event number 1 of 3 Instructions for this assessment This is a written assessment that assesses your knowledge of the unit. This assessment is in one part: 1. Research and Knowledge Questions And is supported by:  Assessment feedback Note : This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser. Submission instructions On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. If you are completing this as an online quiz, ensure you click the submit button when complete. You can save as you progress to avoid losing your work. It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment. What do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment all questions must be answered correctly. If a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period. What do I need to • TAFE NSW student account username and password. If you Document title: CHCDIV002_AE_Kn1of3 Page 3 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

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Assessment details Instructions provide? do not know your username and password, contact your campus or service centre on 131601. • Computer or other device with word processing software and internet access • Writing materials, if required What the Teacher/Assessor will provide Access to this assessment and learning resources, including the student workbook and any supporting documents or links. Computers, reference text, organisational policy etc that is referenced in the assessment. These may be hard copy or made available online. Due date Time allowed Location Enter due date 4 hours (indicative only) Assessment is to be completed out of class. Assessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer. Contact your Head Teacher for the assessment appeals procedures at your college/campus. Document title: CHCDIV002_AE_Kn1of3 Page 4 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

Important self-awareness warning For students completing this assessment, there are specific questions that relate to the historical experiences of Aboriginal and Torres Strait Islander People and the current impact of those experiences. It is important that students access their local Aboriginal Student Support Services or email AboriginalStudentSupport@tafensw.edu.au if they find the content of this assessment upsetting or distressing. Document title: CHCDIV002_AE_Kn1of3 Page 5 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

Part 1: Research and knowledge questions Read each question carefully. Your answer should be a minimum of 10 words but no longer than 100 words. 1. Define the principles of cultural awareness. Understanding that there are cultures outside your own that have different beliefs from your own is known as cultural awareness. Being aware of and having a fundamental grasp of the existence of other cultures, each of which has its own set of beliefs, values, and attitudes, is essential. Understanding these cultural differences is known as cultural awareness. A person must educate themselves about other cultures using a range of sources, including books, internet, social media, and others with various cultural backgrounds. (Evolve Communities, 2021) 2. Define the principles of cultural competence. The capacity to put aside one's own values and views in order to comprehend the cultures of other people and groups is known as cultural competency. Understanding the existence of various cultures is important, but so is being able to interact and work with individuals who have a variety of values, beliefs, and traditions while also being able to meet their social and cultural requirements. Being culturally competent enables you to advocate for individuals from various cultural backgrounds, communicate effectively, treat others with respect, maintain a nonjudgmental attitude, and handle any problems that may arise during cross-cultural interaction. (Evolve Communities, 2021) 3. Explain how the Racial Discrimination Act 1975 (Cth) supports cultural safety? Cultural safety is supported by the Racial Discrimination Act of 1975, which makes it illegal to discriminate against anyone based on their race, colour, descent, or national or ethnic origin. (Australian Government, 2016) Document title: CHCDIV002_AE_Kn1of3 Page 6 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

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4. Describe your understanding of the diversity of Aboriginal and/or Torres Strait Islander cultures. Indigenous Australians and people from the Torres Strait have rich and varied cultures. Their colonies vary according on their habitat, location, and resources. Each group has its unique set of language traits, cultural practises, worldviews, and knowledge. No matter where they live, Torres Strait Islanders always refer to the islands as "home." Similar to Aboriginal peoples and cultures, Torres Strait Islanders value a variety of cultural traditions, languages, beliefs, and knowledge. Despite the fact that Aboriginal and Torres Strait Islander peoples have distinctive traditions and cultures, the difficulties they endured as a result of invasion and colonialism provide a direct involvement and a shared identity in society today. (Admin, 2019) 5. Research and provide a brief description of three major historical or ongoing impacts of colonisation affecting Aboriginal and/or Torres Strait Islander Peoples (including a bibliography). Stolen generations The Stolen Generations are a group of Aboriginal and Torres Strait Islander individuals who were abducted from their families and communities when they were young as a result of previous government actions. Governments, churches, and welfare organisations took away children to be raised in institutions, placed in foster care, or adopted by white families. From the beginning of British colonisation in Australia, Aboriginal children were taken away. It severed crucial family, cultural, and spiritual links and had a long-lasting, generational effect on the lives and general well-being of Aboriginal and Torres Strait Islander people. Australia's Prime Minister, Kevin Rudd, apologised to the Stolen Generations on February 13th, 2008. (Victorian Public Sector Commission, 2022) Diseases as a result of British colonisation of Indigenous Australia A wave of epidemic diseases, including measles, influenza, and smallpox, spread prior to the elimination of many Indigenous Australians and the settlement of colonists, and this had the greatest immediate impact of European colonisation. Additionally, widespread venereal diseases Document title: CHCDIV002_AE_Kn1of3 Page 7 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

among Indigenous people were brought on by the sexual abuse and exploitation of Indigenous women and girls. (Evolve Communities, 2019) Agriculture's Effects of Colonization on Indigenous Australians When Europeans first came to Australia, they cleared and farmed the land and brought with them beliefs about the landscape, agriculture, and property ownership that they had developed while living in cold areas. Prior to European colonisation, Indigenous people managed their land and ensured sustainable food production using fire-stick farming techniques. However, the events of European colonisation brought about significant changes and had a severe impact on resource management. (Evolve Communities, 2019b) It is important to understand the historical, social, political and economic issues affecting Aboriginal and/or Torres Strait Islander peoples and how this impacts on engagement with community services and health systems. Consider this when answering questions 6-10 . 6. Explain the term Country in relation to Aboriginal and/or Torres Strait Islander culture. Document title: CHCDIV002_AE_Kn1of3 Page 8 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

Aboriginal and Torres Strait Islander people frequently refer to their family's origins and connections to specific regions of Australia as "country." It is frequently described as a representation of the land, seas, and water bodies that they feel to support their spiritual beliefs. (Tapia, 2021) 7. Describe one way how the loss of land/Country has impacted Aboriginal and/or Torres Strait Islander social structure and relationships. Indigenous people, including those from the Torres Strait, are inextricably linked to their nation. Aboriginal people and their land have a strong spiritual bond, and the taking of their land had disastrous results. The loss of languages, traditions, and songs as well as a disrespect for elders and traditional knowledge accompany the taking of land, which also results in the disintegration of civilizations (working with Indigenous Australians, 2020). Many Indigenous groups have lost their kinship and spiritual bonds as a result of the loss of their land. Indigenous groups have lost the ability to maintain family relationships and the capacity to transmit their spirituality from one generation to the next as a result of the land being taken from them. (Working with Indigenous Australians, 2017) 8. Describe how Aboriginal people’s relationship with the land ensured economic survival. The land holds a special place in the spirituality and identity of Aboriginal people because of their close relationship with it. According to the reciprocal relationship that Aboriginal people have with the land, they treat it with respect and it will return the favour (Australians Together). The land supported and provided food, shelter, clothes, medicine, tools, and other natural elements from the environment, ensuring the economic survival of Aboriginal peoples. The indigenous people would then use their cultural customs to preserve and safeguard the land. Native Americans have a deep connection to the land, which affects all area of life, including Document title: CHCDIV002_AE_Kn1of3 Page 9 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

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culture, spirituality, language, law, family, and identity Australians Together. (Christopher Gillies, 2017) 9. Describe one way past and present experiences of racism and discrimination affects Aboriginal and/or Torres Strait Islander engagement with community and health services. Although racism and prejudice against Aboriginal and Torres Strait Islanders are very common in society, many also encounter these issues when using services. Numerous Aboriginal and Torres Strait Islanders lack confidence in using services and have mistrust for both community and health services since racism is so pervasive in Australian society. There is mistrust in services because so many people have personally experienced racism and discrimination or know someone who has. This has an impact on how individuals use services because they are afraid of experiencing discrimination, not receiving respect, and using services that don't match their spiritual and cultural needs. (Australian Indigenous HealthInfoNet, 2018) Past and present power relationships have impacted Aboriginal and Torres Strait Islander engagement with services. 10. Describe how improved Aboriginal and/or Torres Strait Islander empowerment can lead to greater engagement with services. Enhancing their level of empowerment enables Aboriginal and Torres Strait Islanders to take control of their decision-making and to have a bigger voice when using services (National Indigenous Australians Agency). Increased involvement with services as a result of this empowerment can result in better outcomes. Trust between the Aboriginal and Torres Strait Islander peoples and the services that are available to them will start to grow with the continuation of empowerment, giving Indigenous Australians a bigger say and leading to more good outcomes. (National Indigenous Australians Agency, 2016) Document title: CHCDIV002_AE_Kn1of3 Page 10 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

11. Identify how a person’s cultural bias can impact Aboriginal and/or Torres Strait Islander peoples engagement with a service. The involvement of Aboriginal and Torres Strait Islander peoples with services may suffer as a result of cultural bias. Cultural bias excludes or demeans Aboriginal and Torres Strait Islanders from society by using stereotypes and discrimination against them. These cultural attitudes and presumptions make it more difficult for Aboriginal and Torres Strait Islanders to obtain assistance because they foster a distrust of both the services and the people who provide them. It doesn't demonstrate respect for their culture and makes the fact that there aren't enough services to address the needs of Aboriginal and Torres Strait Islander peoples even worse. ( Bringing Them Home - Chapter 21 | Australian Human Rights Commission , 1997) 12. Provide two examples of how western systems and structures impact Aboriginal and/or Torres Strait Islander peoples engagement with services. Many Aboriginal and Torres Strait Islander peoples are less inclined to use western or mainstream services as a result of colonisation. This is a result of a lack of faith in authorities and institutions like hospitals. Aboriginal and Torres Strait Islander people favour receiving care from Aboriginal organisations and professionals. This may be due to systematic racism and other forms of discrimination that Aboriginal and Torres Strait Islanders have experienced in the past. Hospitals frequently do not meet the cultural needs of Aboriginal and Torres Strait Islanders because they practise modern, westernised medicine. Numerous Aboriginal and Torres Strait Islander participants expressed their feelings of isolation, uncertainty, confusion, dread, and lack of cultural safety while visiting hospitals. (Australian institute of health and welfare, 2013) 13. Identify the social determinants that impact Aboriginal and/or Torres Strait Islander health and provide an example of a health issue for each determinant. Education Many aboriginals have difficulties in getting access to a good education. The majority of schooling is given in English, not in the native languages of the indigenous people. Document title: CHCDIV002_AE_Kn1of3 Page 11 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

Additionally, there are not enough Aboriginal and Torres Strait Islander teachers or role models in the educational system. The teaching materials do not take into account how the history of Aboriginal and Torres Strait Islander people may have affected them and their capacity to learn. (Australian Institute of Health and Welfare, 2022) Unemployment and job insecurity Due to circumstances like low levels of education, training, and skills, poorer health, lower rates of job retention, and workplace discrimination, Aboriginal and Torres Strait Islander people have significant unemployment rates. (Australian Institute of Health and Welfare, 2021) Access to affordable health services of decent quality Access to high-quality healthcare that is also in line with their cultural demands is difficult for Aboriginal and Torres Strait Islander people. Many Aboriginal and Torres Strait Islander people distrust health care as a result of colonisation since they frequently encounter racism and discrimination when seeking out treatments. For Aboriginal and Torres Strait Islander people, accessing high-quality health care can be difficult because many services are inaccessible. Since many indigenous tribes are located in remote cities or towns, many of them must travel great distances in order to get high-quality medical treatment. (Australian Institute of Health and Welfare, 2021a) Social inclusion and non-discrimination In many aspects of their daily lives, Aboriginal and Torres Strait Islander people are subjected to social exclusion and discrimination. This is a result of how society portrays Aboriginal and Torres Strait Islander people as well as a lack of cultural awareness and comprehension of the way of life of these people. Compared to other Australians, Aboriginal and Torres Strait Islander people are more likely to face a variety of disadvantages, such as greater unemployment rates, poverty, isolation, trauma, discrimination, exposure to violence, problems with the law, and alcohol and drug abuse. ( Department of Health | Part II: Non-Discrimination and Social Inclusion , 2018) 14. Identify the difference between trauma (neurological perspective) and intergenerational trauma. Document title: CHCDIV002_AE_Kn1of3 Page 12 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

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Trauma is an emotional reaction that a person may experience after experiencing a terrible event. Shortly after the occurrence, the person may experience physical symptoms, flashbacks, despair, anxiety, and unexplainable emotions, but many people may have long-term reactions to trauma. Intergenerational trauma, on the other hand, refers to trauma that is transmitted from generation to generation as a result of significant traumatic occurrences. Parenting techniques, behavioural challenges, aggression, the use of hazardous substances, and mental health problems are among ways that intergenerational trauma can be transmitted. (Victim Support Service, 2019) 15. Provide one example of how transgenerational trauma may impact? Transgenerational trauma Impact Decision-making People who experience transgenerational trauma may develop mental health problems or mental illnesses. Many Aboriginal and Torres Strait Islanders suffer from mental health conditions like anxiety and depression as a result of intergenerational trauma. Aboriginal suicide rates in NSW are 1.4 times higher than non-Indigenous suicide rates. Making effective decisions can be impacted by having various mental conditions in Aboriginal and Torres Strait Islanders. Making decisions can be difficult and decision-making disorders can prevent people from making the best choices. (Victim Support Service, 2019b) Communicating Communication among Aboriginal and Torres Strait Islander peoples may be impacted by transgenerational trauma. Indigenous and non- indigenous Australians are divided and distrust each other as a result of the transgenerational trauma and mistreatment of Aboriginal and Torres Strait Islanders. Since many Aboriginal and Torres Strait Islanders are selective about who they talk to and share information with, this has had an impact on Document title: CHCDIV002_AE_Kn1of3 Page 13 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

communication. Due to discrimination, mistrust, and unpleasant prior experiences, transgenerational trauma has also made many Aboriginal and Torres Strait Islanders afraid to talk to and engage with others who are not from their culture. (Australian Indigenous HealthInfoNet, 2018) A person’s interpretation and understanding of service delivery Many Aboriginal and Torres Strait Islanders distrust services and worry about how services might be provided as a result of transgenerational trauma. As the original inhabitants of Australia and the traditional custodians of the country, many Aboriginal and Torres Strait Islanders believe that non- indigenous Australians and the services they provide know nothing about and are unaware of Aboriginal culture and history ( NSW Aboriginal Mental Health and Wellbeing Strategy 2020-2025 , 2020). As they might not be able to match the cultural requirements of our First Nations people, this gives a bad impression of the services that may be provided for Aboriginal and Torres Strait Islanders. ( Australian Indigenous HealthBulletin : Impacts of Intergenerational Trauma , 2020) A person who is experiencing high-level trauma Both fresh traumatization’s and transgenerational trauma affect a large number of Aboriginal and Torres Strait Islanders. Aboriginal and Torres Strait Islanders are more likely to engage in self-destructive behaviours, develop lifestyle diseases, and join and remain in the criminal justice system as a result of these traumas. This may result in poor physical and mental health, addiction, issues with the law, domestic violence, self-injury, and suicide. ( Australian Indigenous HealthBulletin : Impacts of Intergenerational Trauma , 2020) Document title: CHCDIV002_AE_Kn1of3 Page 14 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

16. Describe three ways services involve Aboriginal and/or Torres Strait Islander peoples in the planning and delivering programs? Preparing for and providing services Aboriginal and Torres Strait Islander peoples can participate in numerous ways. organising, hiring, and training Indigenous and Aboriginal individuals to work in the service. As a result, the services are more easily accessible and culturally secure for the community's Indigenous residents. Enhancing Aboriginal and Torres Strait Islander participation in and control over decisions relating to the provision of services. The Aboriginal and Torres Strait Islander peoples are being respected by doing this, and it also provides them a sense of direction and control over their lives. Last but not least, the Elders in Aboriginal communities and other respected members of the community must approve of the services being offered to Aboriginal and Torres Strait Islander peoples. (Australian Institute of Family Studies, 2011) Bilblography Admin, E. (2019, February 28). Aboriginal Diversity: Why One Size Does Not Fit All . Evolve Communities Pty Ltd. https://www.evolves.com.au/aboriginal-diversity/ Australian Government. (2016). Racial Discrimination Act 1975 . Federal Register of Legislation; Attorney-General’s Department. https://www.legislation.gov.au/Details/C2016C00089 Australian Indigenous HealthBulletin : Impacts of intergenerational trauma . (2020, August 17). Healthbulletin.org.au. https://healthbulletin.org.au/articles/impacts-of- integenerational-trauma/ Australian Indigenous HealthInfoNet. (2018). Australian Indigenous HealthInfoNet . Australian Indigenous HealthInfoNet. https://healthinfonet.ecu.edu.au/learn/health- topics/healing/trauma/ Australian Institute of Family Studies. (2011). Working with Indigenous children, families, and communities: Lessons from practice | Australian Institute of Family Studies . Document title: CHCDIV002_AE_Kn1of3 Page 15 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

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Aifs.gov.au. https://aifs.gov.au/resources/practice-guides/working-indigenous- children-families-and-communities-lessons-practice Australian Institute of Health and Welfare. (2021a). Cultural safety in health care for Indigenous Australians: monitoring framework, Module 3: Access to health care services . Australian Institute of Health and Welfare. https://www.aihw.gov.au/reports/indigenous-australians/cultural-safety-health-care- framework/contents/module-3-access-to-health-care-services Australian Institute of Health and Welfare. (2021b, September 16). Indigenous employment . Australian Institute of Health and Welfare. https://www.aihw.gov.au/reports/australias-welfare/indigenous-employment Australian Institute of Health and Welfare. (2022). Social determinants and Indigenous health . Australian Institute of Health and Welfare; Australian Government. https://www.aihw.gov.au/reports/australias-health/social-determinants-and- indigenous-health Australian institute of health and welfare. (2013). Closing the gap Engaging with Indigenous Australia- exploring the conditions for effective relationships with Aboriginal and Torres Strait Islander communities . https://www.aihw.gov.au/getmedia/7d54eac8- 4c95-4de1-91bb-0d6b1cf348e2/ctgc-ip05.pdf.aspx?inline=true Bringing them Home - Chapter 21 | Australian Human Rights Commission . (1997, April). Humanrights.gov.au. https://humanrights.gov.au/our-work/bringing-them-home- chapter-21 Christopher Gillies. (2017). Traditional Aboriginal burning in modern day land management - Landcare Australia . Landcare Australia. https://landcareaustralia.org.au/project/traditional-aboriginal-burning-modern-day- land-management/ Department of Health | Part II: Non-discrimination and social inclusion . (2018). Www1.Health.gov.au. https://www1.health.gov.au/internet/publications/publishing.nsf/Content/pub-sqps- rights-toc~pub-sqps-rights-2 Document title: CHCDIV002_AE_Kn1of3 Page 16 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

Evolve Communities. (2019a, June 15). Impact of Colonisation on Indigenous Australians . Evolve Communities Pty Ltd. https://www.evolves.com.au/impact-colonisation- indigenous-australians/ Evolve Communities. (2019b, June 15). Impact of Colonisation on Indigenous Australians . Evolve Communities Pty Ltd. https://www.evolves.com.au/impact-colonisation- indigenous-australians/ Evolve Communities. (2021, October 15). What is Cultural Awareness? Evolve Communities Pty Ltd. https://www.evolves.com.au/what-is-cultural-awareness/ National Indigenous Australians Agency. (2016, November 17). Empowered Communities . Www.niaa.gov.au. https://www.niaa.gov.au/indigenous-affairs/empowered- communities NSW Aboriginal Mental Health and Wellbeing Strategy 2020-2025 . (2020). Www.health.nsw.gov.au. https://www.health.nsw.gov.au/mentalhealth/resources/Pages/aborig-mh-wellbeing- 2020-2025.aspx Tapia, J. (2021, July 15). Connection to Country - Why is it important to Aboriginal and Torres Strait Islander People? Evolve Communities Pty Ltd. https://www.evolves.com.au/connection-to-country/ Victim Support Service. (2019). Victim Support Service Incorporated . Www.victimsa.org. https://www.victimsa.org/blog/intergenerational-trauma-aboriginal-communities Victorian Public Sector Commission. (2022, June 28). Aboriginal culture and history . VPSC. https://vpsc.vic.gov.au/workforce-programs/aboriginal-cultural-capability-toolkit/ aboriginal-culture-and-history/ Working with Indigenous Australians. (2017). The land : Working with indigenous australians . Working with Indigenous Australians. http://www.workingwithindigenousaustralians.info/content/Culture_3_The_Land.html Document title: CHCDIV002_AE_Kn1of3 Page 17 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

Assessment feedback NOTE: This section must have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform. Assessment outcome ☐ Satisfactory ☐ Unsatisfactory Assessor feedback ☐ Has the assessment declaration for this assessment event been signed and dated by the student? ☐ Are you assured that the evidence presented for assessment is the student’s own work? ☐ Was reasonable adjustment in place for this assessment event? If yes, ensure it is detailed on the assessment document. Comments : Assessor name, signature and date Student acknowledgement of assessment outcome Would you like to make any comments about this assessment? Student name, signature and date Taylor Thomson TT 5/1/23 Document title: CHCDIV002_AE_Kn1of3 Page 18 of 18 Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3

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