A13989 | 1 2 3 4 ...

Igor had a sequence $d_1, d_2, \dots, d_n$ of integers. When Igor entered the classroom there was an integer $x$ written on the blackboard.

Igor generated sequence $p$ using the following algorithm:

1. initially, $p = [x]$ ;
2. for each $1 \leq i \leq n$ he did the following operation $|d_i|$ times:
- if $d_i \geq 0$ , then he looked at the last element of $p$ (let it be $y$ ) and appended $y + 1$ to the end of $p$ ;
- if $d_i < 0$ , then he looked at the last element of $p$ (let it be $y$ ) and appended $y - 1$ to the end of $p$ .

For example, if $x = 3$ , and $d = [1, -1, 2]$ , $p$ will be equal $[3, 4, 3, 4, 5]$ .

Igor decided to calculate the length of the longest increasing subsequence of $p$ and the number of them.

A sequence $a$ is a subsequence of a sequence $b$ if $a$ can be obtained from $b$ by deletion of several (possibly, zero or all) elements.

A sequence $a$ is an increasing sequence if each element of $a$ (except the first one) is strictly greater than the previous element.

For $p = [3, 4, 3, 4, 5]$ , the length of longest increasing subsequence is $3$ and there are $3$ of them: $[\underline{3}, \underline{4}, 3, 4, \underline{5}]$ , $[\underline{3}, 4, 3, \underline{4}, \underline{5}]$ , $[3, 4, \underline{3}, \underline{4}, \underline{5}]$ .

The first line contains a single integer $n$ ( $1 \leq n \leq 50$ ) — the length of the sequence $d$ .

The second line contains a single integer $x$ ( $-10^9 \leq x \leq 10^9$ ) — the integer on the blackboard.

The third line contains $n$ integers $d_1, d_2, \ldots, d_n$ ( $-10^9 \leq d_i \leq 10^9$ ).

Print two integers:

- the first integer should be equal to the length of the longest increasing subsequence of $p$ ;
- the second should be equal to the number of them modulo $998244353$ .

You should print only the second number modulo $998244353$ .