ࡱ> 4 6        ! " # $ % & ' ( ) * + , - . / 0 1 2 3 ` @bjbj 7 )ŸŸŸ8~VV"xxxxxx7999999$h&]*xx**]xxr:::*xx7:*7::F}xJ 0 X.Ÿ. T0ĉ ĉĉ|xb!: dxxx]]:^xxx****ŸŸ IMPERIAL VALLEY COLLEGE STUDENT SERVICES PROGRAM REVIEW AND PLANNING 2005-2008 OFFICE OF ADMISSIONS AND RECORDS 1. PROGRAM DESCRIPTION The Admissions and Records Office is the front door to the College through which prospective and new students enter, and out of which all students leave. It is a swinging door as current and former students return for services many times over throughout their lifetime. Primary functions include the admission and registration of all students, creation and maintenance of electronic and hard-copy student records, evaluation of high school and transfer credit, awarding of degrees and certificates, preparation and dissemination of reports to local and governmental agencies, operation of the College telephone switchboard, and microfilming for the institution. Students continue to be served over their lifetime when they need official transcripts, verification of degrees or certificates, and many other services regarding their permanent student records. In addition to students, the Office serves faculty and staff in the performance of their duties. The Director also serves as the student Disciplinary Officer. 2. STRENGTHS AND CHALLENGES The new SCT Banner computer system provides our greatest strength and greatest challenge. In 2005 we will have moved into the 20th century technologically enabling us to cease performing admissions, registration, and records functions as they have been done for the past 20 years. The system will allow us to serve current and former students, and other members of the campus community, much more effectively and efficiently. Over the next three years, online serves will become the normal procedures. In-person service will decrease, at least as we know it currently. At the same time, expectations have already risen and demands will continue to increase as we are more able to provide additional service. The conversion of student records, development of policies and procedures, and learning how to fully utilize the system will continue for a two to three year period. As we become more familiar with the great power of the system, we will continue to implement new strategies and methods of performing services. New versions and updates to the system will be received and change will be continuous. All will give us improved strength with which to serve our community, but also will provide significant challenges. Another strength, and challenge, is our growing student population. Students are our primary strength and the product of our business. To be able to provide educational opportunity for more is a great strength. At the same time, new challenges are created in order to manage the growth and provide high quality and increased services. Growth and new technologies will result in new delivery methods. The College will be offering classes through new and varied venues: additional off-campus locations farther from the main campus than before, including possibly correctional facilities; classes over the internet; community service and non-credit classes; weekend college; and intersessions. A shortened semester format from 18 to 16 weeks is being considered. All will provide new opportunities as well as challenges in how to develop, provide, and administer policies and procedures for admission, registration, records management, and reporting requirements. Staffing also is at once a strength and challenge. The diverse Admissions and Records staff members are talented and highly qualified. The Director is the only administrator with eight classified positions, including three men and five women. All procedures are changing 100 percent with the new computer system. Under great stress, all staff members must learn new ways to perform every function. New delivery methods also will require more written skills to respond to e-mail requests and inquiries, highly developed computer skills, and the ability to assist students with performing online application and registration functions in person, over the telephone, and via e-mail. Staff development, training, and re-training will provide great opportunity for professional growth. At the same time we adapt to technological advances, we must assist our students, faculty and staff to accept and learn the new methods. The Admissions and Records staff will be required to be skillful in more ways than ever before. They will need to become highly proficient in the use of technology, and be teachers of others, while continuing to serve and accommodate our clients in person and over the telephone. Great attention to detail and accuracy will be as important as before. And public relations skills must be well honed. Successful adoption of the new delivery systems depends on the abilities of the front-line staff to be everything to everybody. The challenges are great. As the new procedures are developed and implemented, additional staffing may be required. Evaluation of staffing levels must be ongoing and also will provide great challenges over the next few years. A major on-going challenge is the current wide range of responsibilities and resulting work load of the Director. With the implementation and adaptation to new technology as explained above, responsibilities outside the area of Admissions and Records diminish the Directors success in leading the staff to provide high quality services. Most notable is the duty of Disciplinary Officer which requires a significant amount of time, especially during times of high stress among students when cheating and behavioral problems are most likely to occur. During those same time periods, the Admissions and Records duties are most demanding. In order for the desired high level of service to students to be achieved in this time of constant and great change, the Administration may need to consider redirecting the discipline responsibilities outside the Admissions and Records area. 3. STUDENT DEMOGRAPHICS Office of Admissions and Records Demographic Information Age (in percentage)) Table 1Term< 2020 - 2425 - 2930 - 49> or = 50IVCIVCIVCIVCIVCFall 0226.829.711.926.94.6Fall 0329.331.011.024.64.0Fall 0429.632.310.723.44.0Avg.28.631.011.224.94.2 Office of Admissions and Records Demographic Information Ethnicity (in percentage) Table 2TermAsianAfro AmericanHispanicNative AmericanWhiteOtherIVCIVCIVCIVCIVCIVCFall 022.01.486.50.49.60.2Fall 032.01.586.70.49.30.3Fall 041.91.387.60.48.50.2Avg.2.01.486.90.49.10.2 Office of Admissions and Records Demographic Information Gender Table 3 TermHead CountMale (%)Female (%)IVCIVCIVCFall 02741337.462.6Fall 03748038.161.9Fall 04813238.361.7Average767537.962.1 Office of Admissions and Records Demographic Information Primary Language Table 4 TermEnglish%Other%IVCIVCFall 0260.040.0Fall 0361.238.8Fall 0463.136.9Average61.438.6 Demographic Information Office of Admissions and Records Residence (in percentage) Table 5TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherIVCIVCIVCIVCIVCIVCIVCIVCFall 0213.729.82.233.85.27.60.07.7Fall 0313.330.12.132.95.47.90.18.2Fall 0413.030.82.232.05.28.40.28.2Avg.13.330.22.232.95.38.00.18.0 Office of Admissions and Records Term GPA Distribution Table 6TermA (4.00)B (3.00 - 3.99)C (2.00 - 2.99)D (1.00 - 1.99)F (0.00 - .099)IVCIVCIVCIVCIVCFall 0211.927.539.013.18.5Fall 0310.828.040.514.46.3Fall 0410.430.037.615.36.7Avg.11.028.539.014.37.2 The number of enrolled students increased by 8.7 percent from Fall 2003 to Fall 2004. Between seven and eight percent increase is expected each year over the next several years. The Admissions and Records (A and R) Office is responsible for the admission and readmission of over 2,500 students each semester, for facilitating the registration of all students, and for maintenance of student records of all former and current students. The only statistics available are those of total current enrollment. They do not provide an accurate assessment of the all services provided by the A and R Office. Frequent and numerous contact is made with all current students in the enrollment process. Thousands of enrollment verifications and transcript requests for former and current students are processed yearly. Assistance is given to the general public, and IVC staff and faculty in addition to students. While the new online technology will enable more rapid and accurate service to be given, we do not anticipate a decline in demand. As growth manifests itself and new delivery methods are developed, the demand for all these services will increase accordingly. 4. PROGRAM RETENTION AND PERSISTENCE The Admissions and Records Office services all students and is not defined as a program per se. Institutional retention and persistence rates could be affected by the successful deliverance of services by this office and all others on campus. It is not possible to evaluate at this time the impact of this one office on institutional effectiveness. 5. STUDENT LEARNING OUTCOMES The ֱ߲ Academic Senate will provide leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process will not only address institutional student learning outcomes, but it will provide a model for academic divisions and programs as they develop and assess program-level student learning outcomes tied to the institutional outcomes. The period covered by this institutional master plan should see initial progress toward the development and assessment of institutional student learning outcomes. 6. EXTERNAL SUPPORT SERVICES Enhancement of services provided to students, faculty, and the public will come from improved and new technologies. As the conversion to SCT Banner is completed, new demands will be forthcoming for finding additional methods of servicing all customers. A new version of Banner is already being developed. To stay abreast of the ever-changing technological advances, funding will be required for additional software and staffing. 7. PROGRAM STANDARDS The Admissions and Records Office is committed to providing high quality postsecondary educational opportunities, support and assistance to all staff members, and assistance and problem-solving for the student population and general public who seek our services. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Institutional Goal A: Create a modern comprehensive Science and Technology Center. Program Goal A: N/A Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: Provide guidance and assistance in the development and implementation of distance learning courses in the areas of apportionment and student admission and registration. Program Objective 1: Director will research apportionment issues and provide information to the VP of Instruction and/or her designee regarding state regulations by April, 2005. Program Objective 2: As new distance learning courses and delivery methods are developed, admission and registration procedures will be reviewed for each method to ensure effective enrollment of students. Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: Provide guidance and assistance in the development and implementation of apprenticeship and community service and non-credit programs in the areas of apportionment, student admission, registration, and transcripting records. Program Objective 1: Director will research apportionment issues and provide information to the VP of Instruction and/or her designee regarding state regulations by April, 2005. Program Objective 2: Director and her designees will meet with Dean of Applied Sciences and Coordinator of Noncredit Programs in the Spring of 2005 to establish policies and procedures for apportionment reporting, admission, registration and transcripting of courses. Meetings will be scheduled as needed to facilitate processes. Institutional Goal D: Develop a long-term facility plan. Program Goal D: Analyze future facility needs for Admissions and Records. Program Objective 1: By December 1, 2005 or earlier if requested, analyze needs with growth factors for staffing and anticipated technological changes for 2005 2008. Program Objective 2: Director will serve on planning committees as requested. Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Goal E: Develop plan for meeting student needs on six-day-per-week schedule. Program Objective 1: In 2005, identify student and faculty needs, as pertaining to Admissions and Records functions, for six-day schedule. Program Objective 2: Develop plan to ensure needs are met to be implemented as appropriate to scope of six-day class schedule. Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Program Goal F: Further develop high school concurrent enrollment program. Program Objective 1: Develop and implement online registration method for students concurrently enrolled in K-12 before registration for summer and fall terms 2005. Program Objective 2: Work with Counseling Center to promote concurrent enrollment of qualified high school students in college-level, transferable classes. Institutional Goal G: Implement community involvement by IVC. Program Goal G: N/A Program Goal H: Expand implementation of Banner programs and services. Program Objective 1: In Spring 2005, implement first IVC online transcript program. Program Objective 2: Write rules in Banner and implement new academic probation and disqualification standards Spring Semester, 2005. Program Objective 3: By end of 2005, develop and implement Banner reporting function. Program Objective 4: In 2006, implement Curriculum, Advising, and Program Planning (CAPP) module for automated degree audit process. Program Goal I: Implement document imaging system for student records and replacement of microfilming of institutional records. Program Objective 1: Develop and implement procedures to scan current student records as received into system as soon as purchased and delivered. Program Objective 2: Convert institutional records from microfilming to imaging. Program Goal J: Evaluate classification of IVC courses to make certain they are in compliance with state apportionment requirements: WSCH, DSCH, Positive Attendance. Program Objective 1: By April 1, 2005, review positive attendance for possible conversions to DSCH. Program Objective 2: With VP Academic Services develop procedures for correctly classifying all existing and new courses. Program Goal K: Add position of Admissions and Records Information Technology Specialist during 2005-06. Program Objective 1: Develop position description by March 31, 2005. Program Objective 2: Include in budget plan/request for fiscal year 2005-06. Program Goal L: Assess Admissions and Records staffing organization and determine if re-organization is needed. Program Objective 1: By December 31, 2005, evaluate number of staff and organizational structure and its effectiveness with new procedures adopted as a result of conversion to Banner computer system. Program Objective 2: If recommendations for re-organization result, take revisions to Reclassification Committee in January, 2006. 9. PROJECTED GROWTH PLANNING The Admissions and Records Office serves all prospective, current, and former students. In addition to the enrollment numbers listed below, over 2,500 applications for admission and readmission are processed yearly. Between 25,000 and 30,000 official transcripts are sent, as are several thousand enrollment verifications. Office of Admissions and Records STUDENT PARTICIPATION AND INSTITUTIONAL ENROLLMENT INFORMATION Table 7 Enrollment by Number IVCStudents Served: Fall 20027,413Students Served: Fall 20037,480Students Served: Fall 20048,132Students expected to be Served: Fall 20058,783Students expected to be Served: Fall 20069,222Students expected to be Served: Fall 20079,683 10. CAPITAL OUTLAY/FACILITIES Office of Admissions and Records Facility Changes Information Table 8  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008NoneProjected Totals 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE Office of Admissions and Records Capital Outlay Equipment/Software Information Table 9  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008Scanner for imaging system1$ 5,000Conversion of microfilm to Images$50,000Replacement Computer Equip.1$ 2,5001$ 2,5001$2,500Work station for new employee1$ 5,0001 5,0001$5,000Projected Totals$12,500$57,500$7,500 12. FULL TIME/PART TIME RATIO Office of Admissions and Records Full Time/Part Time Ratio Table 10  Full Time Part TimeCurrent StaffRatio*9100% 13. PROJECTED BUDGET Office of Admissions and Records Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional RegularCounselor/Library RegularAdministrators1 92,8291100,2551105,2681110,531Classified Regular8223,7949279,49810330,22311383,484Chair/CoordinatorAdjunctOverload/Extra Duty (night diff.) 650 702 1,474 1,548Overtime 48,918 40,000 20,000 10,000CoachingConsultant Memberships 1,470 1,500 1,550 1,600Student Salaries (Do not include work study) 4,750 5,130 5,387 5,656Professional Expert 600Books, Magazines, Periodicals, CDsInstructional Supplies and Materials 360Non-Inst Supplies/Material (includes copy print) 22,153 23,925 25,122 26,378Personal Services Contracts Travel and Conference 5,808 6,273 6,586 6,916Capital Outlay Facilities (Remodeling and Construction) 12,500 57,500 7,500Capital Equipment/SoftwareTotal401,332469,783553,110553,613 14. Comments: The above projected budget includes capital outlay/equipment as well as increases overall of eight percent in the first year and five percent in each of the two subsequent years. One additional classified staff member is projected in each year at a salary of $35,000. In addition, Classified Regular staffing amounts include an 8% increase in 2005-2006, and 5% increases in 2006-2007 and 2007-2008. Overload/Extra Duty includes night differential for one staff who works in the evening through 2005-2006. If an additional staff member is allocated for 2006-2007, two will be assigned to work in the evening, thus the amount is doubled. Overtime includes temporary workers. The amount is decreased in 2005-2006, but the budget item will continue to be needed as the conversion to the new computer system is on-going; implementation of the degree audit system planned for 2005-2006 will require significant overtime/temporary hours. The decreases in 2005-2007 and 2007-2008 are to be off-set by one permanent classified staff member added each year. ASSESSMENT 1. PROGRAM DESCRIPTION Colleges draw on a wide variety of methods to provide students with information that help them better understand their aptitudes, career plans and interest, study skills, English-language proficiency, abilities in various subjects, and past academic performance. For Matriculation purposes, colleges assess students through a wide variety of methods and consider such diverse measures placement test scores, numbers of hours worked, numbers of semesters or quarters out of school, high school grade point average, transfer grade point average, type of English and/or mathematics courses successfully completed, and so forth. The assessment process provides findings central to the colleges examination of curricula, course content, and the use of assessment itself for placement decisions. The Assessment Center operates year round, offers a comprehensive testing schedule, both day and evening, and maintains computerized records on every student. All tests in use have approval by the Chancellors Office or have been approved for our local use. 2. STRENGTHS AND CHALLENGES Strengths: With the implementation of Matriculation in 1987 and the move to new facilities in 1992, the Assessment Program has mushroomed in order to meet the growing needs of students. Through the dedication of staff and a flexible, creative schedule, the Assessment Center has managed to stay one step ahead of the demand. Their primary strengths are: An extensive, year-round testing schedule which allows day/evening, on/off campus testing, and the ability to respond to the individual needs of programs and individuals. Computerized scoring and recording systems which allows counselors access to assessment scores, which is timely and convenient yet safeguarded against tampering. The use of only those tests which appear on the Chancellors Office list of approved instruments and for which the cut scores have been locally validated. Challenges: One upcoming challenge is to implement computerized testing. It has been over a year since the initial work of selecting the test from the Chancellors Office list began. It has been a slow and drawn out process, with no final choice as of today. The expense of computerized assessment is also an issue, but with the Title V grant awarded to the college, monies are available to fund some portion of it. The other necessary monies will have to come from the District since the Matriculation budge cannot accommodate such an expense. In addition, it continues to be a challenge to find the resources and space necessary to serve more and more students. Each year since its inception, the number of students served by the Assessment Center has grown. Two testing rooms are now in operation all day, every day, and still at peak times students are being turned away. 3. STUDENT DEMOGRAPHICS Below find the demographics of the students served by the Assessment Center. Assessment Demographic Information Age (in %) Table 1 Term< 2020 2425 - 2930 - 49=> 50IVCIVCIVCIVCIVCFall 0226.829.711.926.94.6Fall 0329.331.011.024.64.0Fall 0429.632.310.723.44.0Avg.28.631.011.224.94.2 As the table above shows during the Fall04 semester there was an increase in enrollment in students who are 20-24 years old. However, there has been an increase in student enrollment in the 20 and younger age group. It seems our student body is getting younger. Assessment Demographic Information Ethnicity (in percentage) Table 2 TermAsianAfro AmericanHispanicNative AmericanWhiteOtherIVCIVCIVCIVCIVCIVCFall 022.01.486.50.49.60.2Fall 032.01.586.70.49.30.3Fall 041.91.387.60.48.50.2Avg.2.01.486.90.49.10.2 As demonstrated on the above table the majority of our population is Hispanic. The trend seems to hold steady with all the ethnicities sited above. Numbers for each ethnicity have slightly increased or decreased each semester. What is very striking on this table is that we as a college need to make an effort to recruit more Afro American students, since our enrollment does not reflect the population in the community. Assessment Demographic Information Gender Table 3 TermHead CountMale (%)Female (%) IVCIVCIVCFall 02741337.362.7Fall 03748037.462.6Fall 04813238.361.7Average767537.762.3 In this table we can see that the majority of our student population is female and that there are almost twice as many females as males. Once again this does not reflect our community. We can use this information to try to recruit and find a way to retain the male students who do enroll. Assessment Demographic Information Primary Language Table 4 TermEnglish%Other%IVCIVCFall 0260.040.0Fall 0361.238.8Fall 0463.136.9Average61.438.6 The table above shows that English is the primary language of our student population. It is not surprising since we noted earlier that the students who are enrolling at the college are younger. This reflects the fact that we are enrolling the second-generation students. Assessment Demographic Information Residence Table 5 BrawleyCalexicoCalipatriaEl CentroHoltvilleImperialSan PasqualOtherIVCIVCIVCIVCIVCIVC IVC IVCFall 0213.729.82.233.85.27.6 0.0 7.7Fall 0313.330.12.132.95.47.9 0.1 8.2Fall 0413.030.82.232.05.28.4 0.2 8.2Avg.13.330.22.232.95.38.0 0.1 8.0The demographic information listed above shows that the number of students who enrolled from the various cities basically remains the same. El Centro continuous to be the city that most of the students come, with Calexico coming a close second. Calipatria has the least amount of students (not counting San Pasqual) coming to IVC, but we have to account for the fact that it is one of the smallest local towns, which makes a difference in the percentages. Assessment Term GPA Distribution Table 6TermA (4.00)B (3.00 - 3.99)C (2.00 - 2.99)D (1.00 - 1.99)F (0.00 - .099)IVCIVCIVCIVCIVCFall 0211.927.539.013.18.5Fall 0310.828.040.514.46.3Fall 0410.430.037.615.36.7Avg.11.028.539.014.37.2 4. PROGRAM RETENTION AND PERSISTENCE N/A 5. STUDENT LEARNING OUTCOMES The ֱ߲ Academic Senate will provide leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process will not only address institutional student learning outcomes, but it will provide a model for academic divisions and programs as they develop and assess program-level student learning outcomes tied to the institutional outcomes. The period covered by this institutional master plan should see initial progress toward the development and assessment of institutional student learning outcomes. 6. EXTERNAL SUPPORT SERVICES In order for the Assessment Center to fulfill its function to its full capacity the need for external funding from the District is necessary. The Matriculation budget can no longer support the expense of running the Center with two full time technicians. Funding has been drastically cut in the last three years making the need for expansion using the Matriculation budget almost impossible. Computerized Assessment also needs to occur in order to better serve new incoming students, the community, and specifically the local high school seniors. Through computerized assessment that is delivered via the web, more students can be served at their local sites with only one technician present to monitor the testing. Test results are faster and the scope of skills tested is more reliable. Computerizing the assessment process brings with it its own challenges. The need for more data lines and computers, workstations, test licensing fees, and as student enrollment increases, a larger building that accommodates the increase in student testing. 7. PROGRAM STANDARDS The Assessment Center has several standards that it adheres to. Assessment is conducted for all non-exempt students to determine their competency in computational and language skills with only assessment instruments approved by the Chancellors Office. The test results are used with other multiple measures for recommended placement or appropriate referrals. The assessment instruments are used in an advisory manner in the selection of academic courses and educational programs. Assessment instruments are to be used only for the purpose for which they were validated. Title 5 clearly states the above standards under section 55510 (a) through 55532(d) 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Strategic Goals Institutional Goal A: Create a modern comprehensive Science and Technology Center. Program Goal A: N/A Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: N/A Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: N/A Institutional Goal D: Develop a long-term facility plan. Program Goal D: N/A Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Goal E: N/A Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Program Goal F: Enhance assessment services to high school seniors. Program Objective 1: Assessment staff will conduct placement testing at the local high schools for seniors. The Matriculation Director will meet with the high school counselors to develop a testing schedule that would be tailored to each individual school to maximize the number of students taking the placement tests. By testing the students at their high schools IVC counselors would then follow-up and see these students to recommend courses for the fall semester making the transition from high school to college almost seamless by decreasing obstacle for the students. The goal is to have this service in place by Spring 2006. Institutional Goal G: Implement community involvement by IVC. Program Goal G: N/A Other Goals (Program Goals that do not relate to Institutional Goals Program Goal H: Implement Computerized Assessment Program Objective 1: Meet with the English and math Department chairs to finalize the selection of a web based computerized assessment instrument that is approved by the Chancellors Office. Validate cut scores for the new placement instrument and fully implement it by Spring06. Program Goal I: Assess High School Students Program Objective 1: Meet with the local high school representatives to gain permission to utilize their computer labs to conduct the assessment tests. With web based computerized assessment the IVC Assessment Technicians can test the local high students throughout the year by scheduling lab appointments and visiting the campus throughout the year. We could initiate testing as soon as Spring 06. 9. PROJECTED GROWTH PLANNING ASSESSMENT STUDENT PARTICIPATION AND INSTITUTIONAL ENROLLMENT INFORMATION Table 7  Enrollment by Number IVC  Students Served: Fall 20027413 Students Served: Fall 20037480 Students Served: Fall 20048132Students expected to be Served: Fall 2005 8500Students expected to be Served: Fall 2006 8700Students expected to be Served: Fall 2007 8900 The growth in student enrollment has had a big impact on the Assessment Center. The rooms are filled to capacity during peak registration periods and we have had to turn away students due to the high demand for testing. By converting to computerized testing we hope to alleviate some of the congestion since students will be able to come in at various times to take whatever placement test they are lacking. The results will be immediate, thus creating a more efficient operation. In order to move in this direction we need to build the foundation by purchasing computers, workstations, and adding data lines. Matriculation funding alone cannot pay for these expenses, since the funding has been severely cut. The district will have to assist in supplemental this expense. 10. CAPITAL OUTLAY/FACILITIES Assessment Facility Changes Information Table 8  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 2007Total Amt 2007-2008NoneProjected Totals 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE With the advent of computerized testing the expense of paying for software to use will be a major expense. Most companies charge per unit administered, this means each test taken by students will cost us. A yearly expense for a college our size is approximately $30,000 a year (using the Accuplacer as an example). The test will have to be used for the sole purpose for which it was validated, which is initial placement. Any re-tests will have to be approved by the Matriculation Director and will have to be extenuating circumstances. The benefits of computerized testing will far away any of the negatives. By computerizing our tests we will be able to reach more students with less staff. Assessment Capital Outlay Equipment/Software Information Table 9  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008 Computerized Test Software8,000 units30,0008,000 units30,0008,00030,000Computers2754,000-0--0--0--0-Projected Totals84,00030,00030,000 12. FULL TIME/PART TIME RATIO The Assessment Center currently has two full-time classified Assessment Technicians. Assessment Full Time/Part Time Ratio Table 10  Full Time Part TimeCurrent StaffRatio*22 to 00 13. PROJECTED BUDGET The Assessment Center currently has two full time classified technicians that are paid through Matriculation categorical monies. In the past three years the funding for this program has been drastically reduced making more and more difficult each year to support both positions. Over the next few years if the cuts continue a position may be lost if it is not picked up by the District. With the increase in student enrollment it seems a rather bad time to be losing staff in one of our most critical services to students. In addition, monies for student employment have also been affected. Student assist in the day to day running of the Assessment Center by answering telephones, filing and other light office duties. With no student help, the remaining Technician will not truly be able to administer tests if she is busy doing office work. Assessment Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional RegularCounselor/Library RegularAdministratorsClassified Regular135,000135,000135,000135,000Chair/CoordinatorAdjunctOverload/Extra DutyOvertimeCoachingConsultantMembershipsStudent Salaries (Do not include work study)5,0005,0005,0005,000Professional ExpertBooks, Magazines, Periodicals, CDsInstructional Supplies and MaterialsNon-Inst Supplies/Material (includes copy print)Personal Services ContractsTravel and ConferenceCapital Outlay Facilities (Remodeling and Construction) Capital Equipment/Software 0 30,000 30,000 30,000Total 40,000. 70,000 70,000 14. Comments: The Assessment Center plays a critical role in the development of student academic evaluations and placement. The English and math departments rely heavily on the correct placement of students to successfully complete their classes. Although in the past the expense has relied one hundred percent on Matriculation funding, those days seem to be coming to an end. The District needs to step up and carry the burden of financing an integral part of the college services to students. DISABLED STUDENT PROGRAMS AND SERVICES 1. PROGRAM DESCRIPTION The Disabled Student Programs and Services (DSP&S) of ֱ߲ provides support services and instruction directly related to the students participation in the educational process. These services and instruction do not duplicate what is available to all students and are directly related to the educational limitation of the verified disability. They also promote the students maximum independence, encourage their integration, and direct them toward a goal of self-advocacy. DSP&S supports students full participation in educational activities consistent with the mission of the community college. The DSP&S provides support services and special classes to students with documented disabilities. The disabilities include the physically disabled, mobility impaired, blind and visually impaired, deaf and hard of hearing, learning disabled, health impaired, speech disabled, developmentally delayed, psychologically disabled, and acquired brain injured. Supportive services are individualized to the particular needs of the disabled student, and include priority registration, tutoring, note taking, test proctoring, counseling, readers and scribes, mobility assistance, and alternate media production. Special classes include High Tech Center adapted computer classes, Reading and Spelling, Math, and adapted PE on the main campus. Classes for the severely disabled include Recreation and horseback riding. Additional classes are offered at the Imperial Valley Blind Center consisting of Art, Current Events, and Adapted Computer Instruction. The Health and Wellness Center, under the direction of the College Nurse, is housed with the DSP&S Program. This Center provides services to students with disabilities; as well as the general student population. The College Nurse keeps all documentation about DSP&S students disabilities and records of services in achieving and maintaining optimum physical, mental and emotional health while in pursuit of educational goals and/or employment objectives. 2. STRENGTHS AND CHALLENGES The DSP&S program has continued to show steady growth. Students with psychological disabilities have become more prominent on campus, presenting challenges in providing them with appropriate educational accommodations. During the 2002-03 and 2003-04 year, IVC was a practicum training site for students in the Masters in Social Work program of San Diego State University. Two students worked primarily with the psychologically disabled students under the supervision of the director. The work of these graduate students clearly demonstrated the effectiveness in providing more frequent contact and intervention with this population. Their efforts in many cases resolved problems before they became crises, and allowed the student to stay in school and finish the semester. The number of deaf/hard of hearing students continues to rise, presenting a challenge in providing classroom sign language interpreters, given the limited supply of qualified interpreters available. This is being addressed with the hiring of a full-time Sign Language instructor which allows us to offer more advanced level courses so that more students will reach the skill level appropriate for interpreting in a shorter period of time. Through a donation from the IVC Foundation, a used school bus was purchased to be used for the Mobile High Tech Center program for high school students, which was suspended when the old bus become permanently disabled. The new bus is in the process of being re-painted and re-furbished to allow the installation of computers. It is hoped that the program can resume in 2005, thereby adding approximately 100 high school students to the program and giving them exposure to the college. In 2004 the program received a workability III grant from the California Department of Rehabilitation. This grant will provide funding to hire a Career Development Specialist to provide enhanced employment training and job development for DSP&S students who are also clients of the Department of Rehabilitation, with the goal of job placement. Since 1978, DSP&S has celebrated Disability Awareness Week by working in conjunction with local agencies, service clubs, media and schools to invite every student with a disability in grades K through 12 to the campus of the college. Carnival events, a petting zoo, animal characters, equestrian events and entertainers with disabilities are presented to the children and the community. The children and young adults learn that people with disabilities are important and that ֱ߲ is their college. All of these events are funded by donations raised through the directors involvement in the community. The DSP&S staff has offered Flex Programs to the college staff on a variety of topics: learning disabilities, attention deficit disorder, blindness, mobility disorders, hearing loss and deafness, adapted computer instruction, and Development Delays. The workshops have helped college staff to learn how to deal with disabilities both in and out of the classroom. In September, 2004 the College Nurse submitted her resignation. This position was 55% DSP&S and 45% District funded. A nurse was hired on a short term basis, while the College evaluates how it will provide nursing/health services in the future. Since nursing services are not mandated under Section 504 or the ADA, DSP&S funds will not be used for the nurses salary next fiscal year. The duties of the nurse for the DSP&S program (completing a health questionnaire, obtaining disability documentation, managing the MIS data) can be performed by other staff in a planned re-organization of the processing of new students applying to the program. Beginning with the Fall 2004 semester, a new full-time American Sign Language instructor was hired. This has resulted in five additional ASL courses with a total enrollment of approximately 75 students, including courses in advanced sign language and interpreting. The instructor will be developing additional courses to be submitted to the Curriculum and Instruction Committee, with the goal of developing a Certificate in American Sign Language to be implemented for the Fall, 2005 semester. 3. STUDENT DEMOGRAPHICS Student Services Division Disabled Student Programs & Services Discipline Demographic Information Age (in %) Table 1Term< 2020 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0228.426.825.029.79.311.925.826.911.44.6Fall 0329.029.329.331.09.111.024.624.68.04.0Fall 0431.429.631.732.39.210.718.523.49.24.0Avg.29.628.628.731.09.211.223.024.99.54.2 While the age distribution of DSPS students closely follows the pattern for the college as a whole, there are a significantly higher percentage of DSP&S students over age 50 than in the general IVC population. This may be expected in that many conditions become increasingly disabling as one ages, as well as the fact that the onset for many conditions occur later in life. Student Services Division Disabled Student Programs & Services Discipline Demographic Information Ethnicity (in percentage) Table 2 TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 020.42.02.51.482.286.50.00.412.39.62.50.2Fall 033.22.01.81.582.786.70.70.411.69.30.00.3Fall 041.51.92.21.384.987.60.70.410.78.50.00.2Avg.1.72.02.21.483.386.90.50.411.59.10.80.2 There is no significant difference in the distribution by ethnicity between the DSP&S program and the general IVC population. The majority of DSP&S students are Hispanic, as is the case with the college as a whole. Student Services Division Disabled Student Programs & Services Discipline Demographic Information Gender Table 3TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 02236741340.337.459.762.6Fall 03277748038.338.161.761.9Fall 04271813236.938.363.161.7Average261767538.537.961.562.1  There is also no difference in the distribution by gender, as approximately 60% of DSP&S students are female, which reflects the general IVC student population. Student Services Division Disabled Student Programs & Services Discipline Demographic Information Primary Language Table 4TermEnglish%Other%Program IVCProgramIVCFall 0267.860.032.240.0Fall 0371.861.228.238.8Fall 0468.663.131.436.9Average6961.430.638.6 Although probably not statistically significant, a higher percentage of DSP&S students (69%) are English speaking as compared to the general student population (61.4%). Student Services Division Disabled Student Programs & Services Discipline Demographic Information Residence (in percentage) Table 5 termBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherProg.IVCProg.IVCProg.IVCProg.IVCProg.IVCProg.IVCProg.IVCProg.IVCFall 0215.713.717.829.83.42.238.633.89.35.27.27.616.70.07.67.7Fall 0317.013.320.630.11.82.138.332.97.65.48.77.916.70.15.88.2Fall 0412.213.026.930.83.02.236.932.07.75.27.08.40.00.26.38.2Avg.15.013.321.830.22.72.237.932.98.25.37.68.011.10.16.68.0 The DSP&S student distribution by residence closely follows the overall student distribution. The higher percentage of DSP&S students from Winterhaven (11.1% to 0.1%) is a statistical anomaly since only 1 or 2 students would represent a much higher percentage of DSP&S students than they would in the much larger number of students in the general IVC student population. Student Services Division/DSPS Department Grade Distribution and Retention Information Table 6Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate at Census TimeEnd of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WAMSL 100925855.212.117.21.71.70.00.05.26.963.093.184.5AMSL 102241788.20.05.90.00.00.00.00.05.970.894.194.1AMSL 200232080.00.05.00.05.00.00.010.00.087.0100.085.0AMSL 202121060.020.00.00.00.00.00.020.00.083.3100.080.0AMSL 21010837.50.012.50.00.00.00.050.00.080.0100.050.0DSPS 01269670.00.00.00.00.00.043.317.938.897.161.243.3DSPS 014320.00.00.00.00.00.00.0100.00.066.7100.00.0DSPS 03021166.337.537.50.00.00.00.00.018.876.281.381.3DSPS 04017160.00.00.00.00.00.0100.00.00.094.1100.0100.0DSPS 044990.00.00.00.00.00.088.911.10.0100.0100.088.9DSPS 05035210.00.00.00.00.00.061.928.69.560.090.561.9DSPS 05217110.00.00.00.00.00.063.636.40.064.7100.063.6DSPS 05424110.00.00.00.00.00.063.627.39.145.890.963.6DSPS 05635230.00.00.00.00.00.078.317.44.365.795.778.3DSPS 05826190.00.00.00.00.00.063.221.115.873.184.263.2DSPS 2404333.30.00.00.033.30.00.00.033.375.066.733.3Department Average42131122.54.34.90.12.50.035.221.68.975.291.166.9Division Average19.54.64.70.32.20.042.617.48.675.791.471.5IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 4. PROGRAM RETENTION AND PERSISTENCE In looking at the 2003-2004 academic year for persistence data, we find that in the Fall 2003 semester the DSP&S program had 316 students enrolled with classes and registered with the program. Of these 316 students, 242 were enrolled with classes and registered with the program in the Spring 2004 semester. This represents a 76.5% persistence rate for the 2003-2004 academic year. In looking at retention for the Fall 2004 semester, there were 310 students enrolled with classes and registered with the program at the beginning of the semester. By the November 17th drop date, 28 students had withdrawn from all their classes. This represents a retention rate of 91%. This compares favorably with the overall IVC rate of 75% as stated by the colleges institutional researcher. There are many factors which influence the retention rate for students with disabilities. A students symptoms may worsen over the semester making them physically unable to attend school. Some may need hospitalization for surgery or treatment. Many students with psychological disorders may stop taking their medication, causing their symptoms to exacerbate. Some students go into crisis due to family or environmental factors and have to withdraw. Other students may enroll in too many units and succumb to the pressure of the work load. Working to mitigate these factors are the staff of the program, and services that are provided. Counselors keep in close contact with students, monitoring their situation and referring them to resources. Instructional specialists arrange for educational accommodations related to the students disability. These accommodations allow the student with a disability to complete their courses without their disability interfering with the educational process. Many students have benefited from the colleges Crisis Intervention Team, and several students were assisted in problem solving, locating resources, and crisis intervention last year by two graduate student interns from the Masters in Social Work program at San Diego State University, Imperial Valley Campus. The work of these student interns clearly demonstrated the important role Social Work Services play in the retention of students with disabilities, and demonstrated the need for a Social Work Counselor position in the DSP&S program. These many factors account for the high retention rate for students in the DSP&S program. 5. STUDENT LEARNING OUTCOMES The ֱ߲ Academic Senate will provide leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process will not only address institutional student learning outcomes, but it will provide a model for academic divisions and programs as they develop and assess program-level student learning outcomes tied to the institutional outcomes. The period covered by this institutional master plan should see initial progress toward the development and assessment of institutional student learning outcomes. 6. EXTERNAL SUPPORT SERVICES One area of needed external support services involves preparing the recently purchased bus for use as a mobile computer lab to re-instate the program for disabled high school students. This bus was purchased with funding from the IVC Foundation. It needs to be repainted in IVC colors and the IVC and Foundation logos applied. The students in auto body classes are preparing and painting the vehicle. After painting, the maintenance department will prepare the inside of the bus for the installation of the computers. The air conditioner and wheelchair lift from the old bus will need to be transferred to the new one. The inside of the bus will need to have the seats removed and tables installed for the computers. Completion of this project is contingent upon the maintenance department having the time and manpower available. This may be difficult with the new construction anticipated associated with the recently passed bond measure. Additional funding may also be needed to pay for any of the costs associated with the renovation. The DSPS program has presented Disability Awareness Day/Week since 1978. The funding necessary to hold the Awareness activities comes completely from donations from the community. Contributions have been more than adequate in the past. Continuation of this event will depend on the community continuing to provide their support. Another area needing external support is tutoring services provided through the Learning Center. Tutoring services are currently provided primarily in small groups. Many students with disabilities have a difficult time in group situations, and would benefit more from the tutoring session if it were provided one-to-one. There is a constant need to acquire more Sign Language interpreters for Deaf/Hard of Hearing students. A Memorandum of Understanding will be developed with the Access Center to provide interpreters, if they have any available, for DSP&S students when we do not have enough available through our own resources. The success of the Workability III grant is, in part, dependant on services our students receive from the Department of Rehabilitation, and by employers willingness to hire people with disabilities. As mentioned earlier, the College Nurse has resigned and a temporary nurse has been hired through the end of the academic year 2004-2005. The services provided through the Health and Wellness Center are contingent upon the district providing funding for the nurse, or developing a new model for providing health services on campus. 7. PROGRAM STANDARDS The Program Standards for the Disabled Student Programs and Services are outlined in Section 56000, Title 5 Regulation for Disabled Student Programs and Services. The section applies to community college districts offering support services for instruction through Disabled Student Programs and Services (DSP&S), on and/or off campus, to students with disabilities pursuant to Education Code Sections 67310-12 and 84850. Programs receiving funds allocated pursuant to Education Code Section 84850 shall meet the requirement by this subchapter. Any support services or instruction funded, in whole or in part, under the authority of this subchapter must: Not duplicate services or instruction which are otherwise available to all students; Be directly related to the educational limitations of the verified disabilities of the students to be served; Be directly related to the students participation in the educational process; Promote the maximum independence and integration of students with disabilities, and; Support participation of students with disabilities in educational activities consistent with the mission of the community colleges as set forth in Education Code Section 66701. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Strategic Goals Institutional Goal A: Create a modern comprehensive Science and Technology Center. Program Goal A: N/A Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: The DSP&S program will provide support services for students with disabilities taking Distance Learning classes. 2005-2006 Program Objective 1: During the 2005-206 academic year, the Alternate Media Specialist will participate in the development of distance learning classes as verified by attendance at planning meetings and training sessions. Program Objective 2: The DSP&S Director will develop procedures and guidelines for providing accommodations to students with disabilities taking distance learning classes. 2006-2007 Program Objective 1: The Alternate Media Specialist will assist faculty in developing accessible distance learning courses by providing training sessions on accessibility and individual consultation with faculty. Program Objective 2: DSP&S Counselors will advise students of the option of distance learning courses. 2007-2008 Program Objective 1: The Alternate Media Specialist will assess the accessibility of distance learning courses by reviewing the formats for all distance learning courses. Program Objective 2: The DSP&S Director will assess the effectiveness of distance learning courses for disabled students by conducting a survey of all DSP&S students enrolled in distance learning courses in the 2007-2008 academic year. Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: The DSP&S program will assist students with disabilities obtain employment. 2005-2006 Program Objective 1: The DSP&S Director, in collaboration with the Department of Rehab Program Manager, will identify 20 DSP&S students to participate in the Workability III Program. 2006-2007 Program Objective 1: The Workability III Career Development Specialist, in collaboration with the Department of Rehab Counselor, will place in competitive employment 7 DSP&S students. 2007-2008 Program Objective 2: The Workability III Career Development Specialist, in collaboration with the Department of Rehab Counselor, will place in competitive employment 10 DSP&S students. Institutional Goal D: Develop a long-term facility plan. Program Goal D: N/A Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Goal E: The DSP&S program will be involved in the implementation of six day per week balanced class schedule. 2005-2006 Program Objective 1: The DSP&S counselors will advise students with disabilities of the option of taking Friday-Saturday classes. Program Objective 2: The DSP&S Director will explore the feasibility of offering DSP&S classes six days per week. 2006-2007 Program Objective 1: The DSP&S Director will develop procedures for providing accommodations for disabled students taking classes on Saturdays. Program Objective 2: The DSP&S Director will put AMSL classes on Friday/Saturday in the Fall 2006 schedule. 2007-2008 Program Objective 1: The DSP&S Director will evaluate the response to the offering of AMSL classes on a Friday/Saturday schedule by review of class rosters. Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Program Goal F: The DSP&S program will assist area high school students with disabilities prepare for college. 2005-2006 Program Objective 1: The DSP&S Instructional Specialist will re-establish the Mobile High Tech Program by contacting 5 area high schools to participate in the program. Program Objective 2: DSP&S Counselors and Instructional Specialists will make presentations to high school special education classes to promote IVC. 2006-2007 Program Objective 1: The DSP&S Instructional Specialist will provide computer assisted instruction to 100 students in 5 high schools. Program Objective 2: DSP&S Counselors and Instructional Specialists will make presentations to high school special education classes to promote IVC. 2007-2008 Program Objective 1: The DSP&S Instructional Specialist will provide computer assisted instruction to 120 students in 5 high schools. Program Objective 2: DSP&S Counselors and Instructional Specialists will make presentations to high school special education classes to promote IVC. Institutional Goal G: Implement community involvement by IVC. Program Goal G: The DSP&S program will be actively involved in the community. 2005-2006 Program Objective 1: The DSP&S Director will contact community businesses and agencies to support Disability Awareness Day. Program Objective 2: The DSP&S Director will participate as a member of the Social Services Transportation Advisory Committee for the Imperial Valley Association of Governance. 2006-2007 Program Objective 1: The DSP&S Director will contact community businesses and agencies to support Disability Awareness Day. Program Objective 2: The DSP&S Director will participate as a member of the AMIGOS Interagency Committee. 2007-2008 Program Objective 1: The DSP&S Director will contact community businesses and agencies to support Disability Awareness Day. Program Objective 2: The DSP&S Director will participate as a member of the ICOE Interagency Transition Team. Other Goals Program Goal H: The DSP&S program will increase its efficiency in providing services to students with disabilities. 2005-2006 Program Objective 1: The DSP&S Director and staff will develop and implement new intake procedures to ensure services are provided in as timely a manner as possible. Program Goal I: The DSP&S program will address the needs of the growing number of deaf/hard of hearing students on campus. 2005-2006 Program Objective 1: The DSP&S Director will develop an MOU with the ACCESS Center for providing interpreters for IVC students. 2006-2007 Program Objective 1: The DSP&S Director will explore the feasibility of developing an Interpreter/Coordinator position to provide interpreting in American Sign Language and coordination and training of other interpreters. 2007-2008 Program Objective 1: The DSP&S Director and ASL Instructor will develop new courses to offer a Certificate in American Sign Language. Program Goal J: The DSP&S program will address that needs of the severely disabled population at ֱ߲. 2005-2006 Program Objective 1: The DSP&S Director will contact 5 other community colleges offering non-credit classes for severely disabled to obtain course descriptions and course outlines. 2006-2007 Program Objective 1: The DSP&S Director will submit at least 3 new non-credit courses to Curriculum and Instruction Committee for approval. 2007-2008 Program Objective 1: The DSP&S Director will add 3 new non-credit courses to the Fall 2007 schedule. 9. PROJECTED GROWTH PLANNING Student Services Division/DSP&S Department STUDENT PARTICIPATION AND INSTITUTIONAL ENROLLMENT INFORMATION Table 7  Enrollment by NumberDeptIVC Students Served: Fall 20023077413 Students Served: Fall 20033627480 Students Served: Fall 20043698132Students expected to be Served: Fall 2005 400 8500Students expected to be Served: Fall 2006 434 8700Students expected to be Served: Fall 2007 471 8900 With 369 students served in the Fall 2004 semester, the DSP&S program has grown by 17% since the Fall 2002 semester, or a rate of 8.5% per year. Continuing at this rate, the program will have 471 students by Fall 2007. To adequately accommodate this many students, additional staff are needed. An additional full-time counselor is needed to continue providing quality academic advising, assessment, and accommodations. A full-time classified Sign Language Interpreter will be needed to accommodate deaf students. With the expansion of services, as well as the growth in the number of Sign Language classes offered, an additional full-time clerical position is needed. An additional part-time instructional specialist position will be needed to coordinate the tutors, notetakers, and test proctoring functions. We will also need staff to operate the Mobile High Tech Bus. A bus driver and Instructional Specialist will be needed beginning Fall 2005. 10. CAPITAL OUTLAY/FACILITIES Student Services Division/DSP&S Department Facility Changes Information Table 8  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008Mobile High Tech Bus $ 10,000 $ 5,000 $ 5,000Projected Totals $ 10,000 $ 5,000 $ 5,000 Ten thousand dollars ($10,000) will be needed during the 2005-2006 year to prepare the Mobile High Tech Bus for use as a computer lab/classroom to serve high school students. $5,000 per year will be needed in 2006-07 and 2007-08 for maintenance and repair. 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE Student Services Division/DSP&S Department Capital Outlay Equipment/Software Information Table 9  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008High Tech Ctr/Blind Ctr Computers 16 $9,000 6 $9,000 6 $9,000Mobile High Tech Laptops 18$27,000 Printers (HTC, BC, Mobile Hi Tech) 1 $ 200 1 $ 200 2 $ 400Software (Educational/JAWS, Zoomtext, Kurzweil 1000, 3000, Duxbury, Dragon, Omnipage) 1 $ 5,000 3 $ 2,545 1 $ 600High Speed Scanner 1 $5,000Projected Totals$ 41,200 $ 5l,745 $15,000 Upgrading computers in the High Tech Center and Blind Center will be phased over 3 years. New laptop computers will be needed the first year for the Mobile High Tech Bus. A high speed scanner will be needed to accommodate students request for electronic texts. Software upgrades will be phased over the three years. 12. FULL TIME/PART TIME RATIO Student Services Division/DSP&S Department Full Time/Part Time Ratio Table 10  Full Time Part TimeCurrent StaffRatio*63:48 The DSP&S Program currently has 6 full-time certificated and classified staff and 8 part-time staff, for a ration of 3 to 4. With the proposed addition of 3 full-time and 3 part-time staff over the 3 year period, the ratio will be 9 to 11, or approximately the same as the current ratio. 13. PROJECTED BUDGET - Categorical Student Services Division/DSP&S Department Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular 56,287 59,101  62,056 65,159Counselor/Library Regular 99,727 104,713 109,959 143,933Administrators 51,055 53,608 56,288 59,103Classified Regular 45,844 60,700 75,640 79,422Chair/CoordinatorAdjunct 27,027 40,852 55,369 58,137Overload/Extra Duty 4,320 4,320 4,320 4,320OvertimeCoachingConsultant 32,551 34,179 35,888 37,682MembershipsStudent Salaries (Do not include work study) 74,584 78,313 82,229 86,340Professional Expert 5,940 5,940 5,940 5,940Books, Magazines, Periodicals, CDsInstructional Supplies and Materials 200 200 200 200Non-Inst Supplies/Material (includes copy print) 500 6,000 3,250 3,250Personal Services ContractsTravel and Conference 7,000 7,000 7,000 7,000Capital Outlay Facilities (Remodeling and Construction)    Capital Equipment/Software 500 23,160 28,960 8,750Total395,238 478,185 527,089 553,074 Projected Budget - District Student Services Division/DSP&S Department Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular 45,534 47,811 50,202  52,712Counselor/Library Regular 69,673 73,157 76,815 103,963Administrators 42,405 44,525 46,751 49,089Classified Regular 21,214 41,481  53,210 55,871Chair/CoordinatorAdjunct 27,810 39,407 51,583 54,162Overload/Extra DutyOvertimeCoachingConsultantMembershipsStudent Salaries (Do not include work study)Professional Expert 4,860 4,860 4,860 4,860Books, Magazines, Periodicals, CDs 505 530 557 585Instructional Supplies and MaterialsNon-Inst Supplies/Material (includes copy print) 4,194 8,904 6,874 7,115Personal Services ContractsTravel and ConferenceCapital Outlay Facilities (Remodeling and Construction)Capital Equipment/Software 18,540 23,285 6,750Total216,195280,215 314,137 355,107 DISTRICT COUNSELING SERVICES 1. PROGRAM DESCRIPTION Counseling is a key component of Student Services, one that impacts a student through their entire college experience; from recruitment to retention to graduation, and in many instances even after their post secondary education has ended. The goal of the District and Extended Campus counseling staff is to enhance and enrich the personal development of all students at ֱ߲ by providing an accepting, non-judgmental environment. Outlining possible alternatives and consequences, the counselors assume the role of facilitator in the student(s decision-making process. As a result the student develops decision-making skills that foster positive attitudes for success in college and in life. ֱ߲ employs nine full-time and two part-time counselors. Six fulltime counselors are assigned to the main campus, including one Athletic Counselor, and one to each of the three Extended Campus sites. The part-time counselors supplement the services provided to District students during day and some evening hours. District, Extended Campus, and part-time counselors provide matriculation services to the majority of ֱ߲ students and athletes with the expressed purpose of ensuring their academic and vocational success. The students served by the District, Extended Campus, and part-time counselors can be generally classified into three categories: recent high school graduates, employed part-time students, and adults seeking instruction to obtain fluency in the English language. 2. STRENGTHS AND CHALLENGES The primary strengths of the District, Athletics, and Extended Campus Counselors are the flexibility and adaptability in the delivery of counseling services. Maintaining a strong commitment to servicing students and embracing a philosophy of teamwork has promoted a collective effort that is responsive to changing conditions in providing student services. The majority of the counseling staff is bilingual with many years experience in the matriculation process and working with the ֱ߲ student population. District, Athletics, and Extended Campus Counselors have developed a high degree of credibility within the college community by serving in various leadership capacities, participating in the colleges committee structure, and serving as liaisons to the different divisions and departments of ֱ߲. Successful outreach services provided to the local high schools are to be directly attributed to the close working relationship District Counselors have with high school counselors and administrators who provide them direct access to their student populations. The need for increased student support services in the face of a sharp increase in student enrollment poses the greatest challenge for the District, Athletics, and Extended Campus Counselors. An increase in demand for student services during the evening and on weekends has stretched the District and limited part-time staff. The addition of one full-time Evening/Weekend and two part-time counselors would alleviate this increased pressure and provide adequate services to evening and weekend students. An institutional emphasis on student learning outcomes, improving retention and persistence rates will require additional staffing to provide needed monitoring of academic progress and follow-up services. In addition to these desired outcomes is the need for an FTE generating Career Counselor. The Career Counselor would be charged with the career development courses offered by Student Services and required by students undecided or uninformed about their occupational and educational aptitudes and interests. The Career Counselor would also be charged with the Career Center located in Counseling and would be available to any student or community member desiring career services. Maintaining a high level of service to all student populations has required the implementation of a new student administrative system that in itself poses an addition challenge to the District, Athletics, and Extended Campus Counselors. Their intimate participation in the database design and planning of available services has been required to ensure that desired student access becomes available. This new administrative system will provide a necessary enhancement to the student services provided to ֱ߲ students, who will be able to access Student Educational Plans (SEP), college transcripts, degree audits, and business services through a Web interface. Counselors will then be free to spent quality time with the student clients addressing more personal issues. 3. STUDENT DEMOGRAPHICS District Counseling Services Demographic Information Age (in %) Table 1 Term< 2020 2425 - 2930 - 49=> 50IVCIVCIVCIVCIVCFall 0226.829.711.926.94.6Fall 0329.331.011.024.64.0Fall 0429.632.310.723.44.0Avg.28.631.011.224.94.2 District Counseling Services Demographic Information Ethnicity (in percentage) Table 2 TermAsianAfro AmericanHispanicNative AmericanWhiteOtherIVCIVCIVCIVCIVCIVCFall 022.01.486.50.49.60.2Fall 032.01.586.70.49.30.3Fall 041.91.587.60.48.50.2Avg.2.01.486.90.49.10.2 District Counseling Services Demographic Information Gender Table 3 TermHead CountMale (%)Female (%)IVCIVCIVCFall 02741337.362.7Fall 03748037.462.6Fall 04813238.361.7Average767537.762.3 District Counseling Services Demographic Information Primary Language Table 4 TermEnglish%Other%IVCIVCFall 0260.040.0Fall 0361.238.8Fall 0463.136.9Average61.438.6 District Counseling Services Demographic Information Residence Table 5 BrawleyCalexicoCalipatriaEl CentroHoltvilleImperialSan PasqualOtherIVCIVCIVCIVCIVCIVC IVC IVCFall 0213.729.82.233.85.27.60.07.7Fall 0313.330.12.132.95.47.90.18.2Fall 0413.030.82.232.05.28.40.28.2Avg.13.330.22.232.95.38.00.18.0 Student Services Division/Human Relations Department Grade Distribution and Retention Information Table 6A 4.00-B 3.00-3.99C 2.00-2.99D 1.00-1.99F 0.00-.99IVCIVCIVCIVCIVCFall 0211.927.539.013.18.5Fall 0310.828.040.514.46.3Fall 0410.430.037.615.36.7Average11.028.539.014.37.2 Student demographics indicate an increase in matriculated students 24 years or younger and a decrease of matriculated students 29 years or older. The greatest growth is among Hispanic students and greatest loss among White students. Native English speakers are increasing when compare to non-Native English speakers. Enrollment by city indicates Calexico and Imperial as having the most significant increase in enrollment with El Centro and Brawley showing the most significant loss. 4. PROGRAM RETENTION AND PERSISTENCE The significant changes since the last Self Study that effect the District, Athletics, and Extended Campus Counselors are the projected and continued increase in student enrollment and the shift during the 2005-2006 academic year to a 16-week compressed academic calendar. District, Athletics, and Extended Campus Counselors will be required to provide services to a growing student population and the demand for those services will occur at all hours, day, evening, and weekends. As suggested earlier the addition of one Evening/Weekend Counselor would address a good portion of these issues. With the increase in student population comes a proportional increase or demand for student services especially assistance in defining educational and vocational interests and aptitudes. The addition of an FTE generating Career Counselor would both meet this demand and address student learning outcomes and retention goals defined by the District. The 16-week compressed calendar will put an additional stress on the District, Athletics, and Extended Campus Counselors, as the peak periods of demand will increase with the addition of a Winter/Summer Intersession. Counseling staff will need to be scheduled to provide both day and evening services during Web Registration, Late Registration, as well as handle a Help Line during the course of the Web Registration period. With the current staff any leave time taken during the important peak period could be detrimental to the delivery of services to students. 5. STUDENT LEARNING OUTCOMES The ֱ߲ Academic Senate will provide leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process will not only address institutional student learning outcomes, but it will provide a model for academic divisions and programs as they develop and assess program-level student learning outcomes tied to the institutional outcomes. The period covered by this institutional master plan should see initial progress toward the development and assessment of institutional student learning outcomes. 6. EXTERNAL SUPPORT SERVICES External support services that are essential to the success of the goals of the District, Athletics, and Extended Campus Counselors are the continued provision of tutorial services by the ֱ߲ District and subscriptions to career database services as Eureka and ACT Discover for use in career counseling. Tutorial services need to be available on a one to one and group basis as these services are essential to ensuring the academic success of at-risk student populations. Tutorial services provide needed relief from academic stress in the general student population and contribute greatly in retention of students over the course of their academic careers. Subscription to career database services such as Eureka and ACT Discover is incumbent to providing quality career services to the students of ֱ߲. These database services allow student access on a just in time basis, providing services when and where needed. Career development is best achieved when client interaction is encouraged and these subscription services not only promote but also enhance client interaction. 7. PROGRAM STANDARDS Counseling is a key component of Student Services, one that impacts a student through their entire college experience; from recruitment to retention to graduation, and in many instances even after their post secondary education has ended. The goal of the District and Extended Campus counseling staff is to enhance and enrich the personal development of all students at ֱ߲ by providing an accepting, non-judgmental environment. Outlining possible alternatives and consequences, the counselors assume the role of facilitator in the student(s decision-making process. As a result the student develops decision-making skills that foster positive attitudes for success in college and in life. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Strategic Goals Institutional Goal A: Create a modern comprehensive Science and Technology Center. Program Goal A: N/A Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: Develop a Human Relations 100 course to be offered online. Program Objective 1: Compensate the Career Counselor to develop Human Relations 100 into a distance education course offering of ֱ߲ during the 2005-2006 academic year. Program Objective 2: Offer the online Human Relations 100 course as part of the distance education course offering of ֱ߲ during the 2006-2007 academic year. Program Objective 2: Hire a Counselor to provide support services to distance education program participants during the 2007-2008 academic year. Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: Respond to all community requests for participation in school and community activities. Program Objective 1: Secure funding source for the purchase of subscriptions to online career databases needed for providing career services to students during the 2005-2006 academic year. Program Objective 1: Extend access to career subscription databases to high school counselors to assist in providing career services to their students during the 2006-2007 academic year. Program Objective 2: Continue District and Extended Campus Counselor participation in the Adopt a High School outreach program during academic years covering 2005-2008. Institutional Goal D: Develop a long-term facility plan. Program Goal D: Participate in the development of long-term facility planning at ֱ߲ Program Objective 1: Provide input and assistance to the Science/Technology Building design team where requested during academic years covering 2005-2008. Program Objective 2: Participate in community and town hall marketing efforts of ֱ߲ during academic years covering 2005-2008. Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Goal E: Develop and implement a schedule for offering student services on a six-day per week basis. Program Objective 1: Hire additional evening and weekend part-time counseling staff to ensure student services will be provided at an optimal level during the 2005-2006 academic year. Program Objective 2: Hire an additional evening and weekend full-time counselor to ensure student services will be provided as the college transitions to weekend classes during the 2006-2007 academic year. Program Objective 3: Implement computerized assessment services through Matriculation in order to provide more accurate placement and retention services during the 2006-2007 academic year. Program Objective 4: Provide critical input to the colleges administrators that may affect class scheduling and facilitates completion of academic and vocational programs during academic years covering 2005-2008. Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Program Goal F: Facilitate the implementation of the institutional goal to provide Imperial County high school graduates with primary and residents with secondary priority at the entry freshmen level. Program Objective 1: Assist in publicizing the priority registration given to county high school graduates through the Adopt a High School outreach program during academic years covering 2005-2008. Program Objective 2: Assist in review and revision process of registration priorities through participation in the Admissions Operating Committee during academic years covering 2005-2008. Program Objective 3: Facilitate student web registration by providing Help Desk (Help Line) services for non-technical registration issues during academic years covering 2005-2008. Institutional Goal G: Implement community involvement by IVC. Program Goal G: Encourage and promote community involvement by Counseling staff. Program Objective 1: Encourage and provide release time for staff participation in community committees/organizations during academic years covering 2005-2008. Program Objective 2: Participate in the IVC/SDSU Liaison Committee activities during academic years covering 2005-2008. Other Goals (Program Goals that do not relate to Institutional Goals) Program Goal H: N/A Program Goal I: N/A 9. PROJECTED GROWTH PLANNING District Counseling Services STUDENT PARTICIPATION AND INSTITUTIONAL ENROLLMENT INFORMATION Table 7  Enrollment by NumberIVCStudents Served: Fall 20027413Students Served: Fall 20037480Students Served: Fall 20048132Students expected to be Served: Fall 20058500Students expected to be Served: Fall 20068700Students expected to be Served: Fall 20078900 As part of ֱ߲s 2004 Visioning process the communitys desire for greater access to academic programs became clearly apparent. In response the college has adopted the strategy of increasing faculty thereby increasing community access and growing student enrollment. This expected increase in student enrollment will require additional physical classroom space and conversely additional student services. 10. CAPITAL OUTLAY/FACILITIES District Counseling Services Facility Changes Information Table 8  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-20080.000.000.00Projected Totals0.000.000.00 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE District Counseling Services Capital Outlay Equipment/Software Information Table 9  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008Eureka CIS (career software)12600.0012600.0012700.00ACT Discover (career software)1900.001900.001900.00CollegeSource (online catalogs)11000.0011000.0011000.00Desktop Computer Workstations1014,290.00811,432.0000.00Network Printer12,600.00Projected Totals1318,790.001218,532.0034,600.00 12. FULL TIME/PART TIME RATIO (For division or program as appropriate) District Counseling Services Full Time/Part Time Ratio Table 10  Full Time Part TimeCurrent StaffRatio*7.078% 2.0 As part of ֱ߲s 2004 Visioning process the college has adopted the strategy of increasing faculty to increase community access, thereby growing student enrollment. This expected increase in student enrollment will as a consequence require an increase in student services to meet the needs of a growing student population. At present levels staffing has been stretched to meet the needs of both during day and evening students and as we transition to a weekend schedule the addition both certificated and classified staff will become a necessity. 13. PROJECTED BUDGET District Counseling Services Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular*00160,000160,000160,000Counselor/Library Regular*6520,8777606,3007637,4357669,312Administrators*00000000Classified Regular*259,080382,100387,200391,500Chair/CoordinatorAdjunct37,594105,840105,840105,840Overload/Extra DutyOvertimeCoachingConsultantMembershipsStudent Salaries (Do not include work study)Professional ExpertBooks, Magazines, Periodicals, CDsInstructional Supplies and MaterialsNon-Inst Supplies/Material (includes copy print)Personal Services ContractsTravel and ConferenceCapital Outlay Facilities (Remodeling and Construction)Capital Equipment/SoftwareTotal *Salary only, do not include employee benefits. EXTENDED OPPORTUNITY PROGRAMS AND SERVICES 1. PROGRAM DESCRIPTION It was the intent of the Legislature that the community colleges recognize the need and accept the responsibility for extending opportunities for community college education to all who may profit therefrom regardless of economic, social, and educational status. By establishing the Extended Opportunity Programs and Services (EOPS), the Legislature encouraged local community colleges to establish and implement programs directed to identifying those students affected by language, social, and economic handicaps, to increase the number of eligible EOPS students served, and to assist those students to achieve their educational goals and objectives, including but not limited to, obtaining job skills, occupational certificates or associate degrees and transferring to four-year universities. The Extended Opportunity Programs and Services (EOPS) provided by ֱ߲ shall supplement the regular educational programs of the college to encourage the enrollment of students handicapped by language, social, and economic disadvantages, and to facilitate the successful completion of their educational goals and objectives. EOPS services must be provided by certificated directors and instructors, as well as by counselors and other support staff approved by the Board of Trustees. 2. STRENGTHS AND CHALLENGES The EOPS Program is a categorically funded program regulated by both Education Code and Title 5 of the California Code of Regulations. All aspects of the program, from goals and objectives to activities and services are governed by these regulations with oversight by the California Community Colleges Chancellors Office. Each year the program must submit a Plan of Operation which details staff, activities, services, students served, and budget. The program is challenged by mandate to: (a) increase the number and percentage of students enrolled at IVC who are affected by language, social, and economic disadvantages. (b) increase the number and percentage of EOPS students who successfully complete their chosen objective. (c) increase the number and percentage of EOPS students who are successfully place into career employment. (d) increase the number and percentage of EOPS students who transfer to four-year institutions following completion of the related educational programs at IVC, (e) improve the delivery of programs and services to the disadvantaged. The EOPS program is very strong statewide and draws much of its strength from long standing legislative support. The Title 5 regulations are extensive and the Chancellors Office provides in-depth support and assistance. However, this same network of support and oversight brings with it the challenge of providing services and activities appropriate to the local student population within the framework of a statewide program. The level of service is dictated by regulation, but each year the EOPS staff strives to design the delivery of the services in a manner which best serves the needs of IVC students and that continues to be our greatest challenge. 3. STUDENT DEMOGRAPHICS EOPS Demographic Information Age (in %) Table 1Term< 2020 2425 2930 49=> 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0233.226.837.629.78.811.918.626.91.84.6Fall 0330.229.342.831.08.811.016.424.61.84.0Fall 04NA29.6NA32.3NA10.7NA23.4NA4.0Avg.31.728.640.231.08.811.217.524.91.84.2 EOPS Demographic Information Ethnicity (in percentage) Table 2TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 020.32.00.91.496.786.50.10.41.59.60.50.2Fall 030.12.01.21.596.486.700.41.39.31.00.3Fall 04NA1.9NA1.3NA57.6NA0.4NA8.5NA0.2Avg.0.22.01.11.496.586.9.050.41.49.10.70.2 EOPS Demographic Information Gender Table 3 TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 0210417413 28.737.471.362.6Fall 031010748028.338.471.761.9Fall 04NA8132NA38.3NA61.7Average1025767528.537.971.562.1 Participation in the EOPS Program remains relatively consistent over time due in part to the categorical nature of the program. The number of students served increases or decreases based on the level of state funding. Within the program, the ratio of males to females has remained constant and the only shift in demographics over the last 5 years has been an increase in the <20 demographic, a shift reflected also in the overall enrollment of the college. 4. PROGRAM RETENTION AND PERSISTENCE Data is not available due to lack of historical program data in Anita. With Banner, this situation will be corrected and data will added for the 2005-06 update of goals and objectives. 5. STUDENT LEARNING OUTCOMES The ֱ߲ Academic Senate will provide leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process will not only address institutional student learning outcomes, but it will provide a model for academic divisions and programs as they develop and assess program-level student learning outcomes ties to the institutional outcomes. The period covered by this institutional master plan should see initial progress toward the development and assessment of institutional student learning outcomes. 6. EXTERNAL SUPPORT SERVICES EOPS works with the entire campus community in order to provide the best possible educational experience to its participants. However, a number of departments have a very direct impact on the success of students and work hand-in-hand with EOPS staff. These are the Financial Aid Office, the Tutorial Center, Admissions and Records, and the support labs (Reading/Writing Lab, Language Lab and Math Lab). These areas work closely with EOPS staff to provide information, support services, registration assistance, and learning support services to all EOPS participants. Coordination of services is also important and as a result EOPS works with the Financial Aid Outreach Coordinator, the DSPS Director, the Student Support Services Coordinator, the Transfer Center Director, the Matriculation Coordinator, and the Head Counselor. 7. PROGRAM STANDARDS The Extended Opportunity Programs and Services is legislated by Article 8, Sections 69640-69656 of the California Education Code, and by Chapter 2.5, Articles 1-7 of Title 5 of the California Code of Regulations. The California Community College Chancellors Office oversees the provision of EOPS services by each district and campus and monitors all EOPS programs through an annual program plan as well as end of year budget report. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Strategic Goals Institutional Goal A: Create a modern comprehensive Science and Technology Center. Program Goal A: N/A Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: N/A Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: N/A Institutional Goal D: Develop a long-term facility plan. Program Goal D: N/A Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Goal E: N/A Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Program Goal F: N/A Institutional Goal G: Implement community involvement by IVC. Program Goal G: N/A Other Goals (Program Goals that do not relate to Institutional Goals Program Goal H: To increase the number and percentage of students enrolled at IVC who are affected by language, social, and economic disadvantages and to them with the opportunity to successfully complete their educational objective. Program Objective 1: To increase the number and percentage of EOPS students who successfully complete their chosen educational objectives, 2005-2008 Program Objective 2: To increase the number and percentage of EOPS students who are successfully place into career employment, 2005-2008 Program Objective 3: To increase the number and percentage of EOPS students who transfer to four-year institutions following completion of the related educational programs at IVC, 2005-2008 9. PROJECTED GROWTH PLANNING EOPS STUDENT PARTICIPATION AND INSTITUTIONAL ENROLLMENT INFORMATION Table 7  Enrollment by NumberDeptIVCStudents Served: Fall 200210417413Students Served: Fall 200310107480Students Served: Fall 200410258132Students expected to be Served: Fall 200510968500Students expected to be Served: Fall 200612108700Students expected to be Served: Fall 200712258900 10. CAPITAL OUTLAY/FACILITIES EOPS Facility Changes Information Table 8  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008N/AProjected Totals 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE EOPS Capital Outlay Equipment/Software Information Table 9  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008Computers 5$6,000  5$6,000 3$3,600Printers 5 1,650 5 1,650 3 1,650Projected Totals 10$7,650 10$7,650 6$5,25012. FULL TIME/PART TIME RATIO EOPS Full Time/Part Time Ratio Table 10  Full Time Part TimeCurrent StaffRatio*62 to 13 13. PROJECTED BUDGET EOPS Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular6$449,975TBATBATBACounselor/Library RegularAdministratorsClassified Regular1 37,839Chair/CoordinatorAdjunctOverload/Extra Duty 5,760OvertimeCoachingConsultantMembershipsStudent Salaries (Do not include work study) 27,000Professional ExpertBooks, Magazines, Periodicals, CDsInstructional Supplies and Materials 2,422Non-Inst Supplies/Material (includes copy print) 10,166Personal Services ContractsTravel and Conference 3,500Capital Outlay Facilities (Remodeling and Construction)Capital Equipment/SoftwareTotal$536,662EOPS budgets are determined by formula and distributed by the Chancellors Office each November. Budget projections are limited to 95% of the previous years allocation, with any growth determined after the final allocations are made. Equipment needs projected in Table 9 are not included in Table 11 due to the Title 5 regulations which forbid the purchase of such equipment with EOPS funds. 14. Comments: The Extended Opportunity Programs and Services program was established by legislation in 1985 and implemented by the California Community College Board of Governors through Title 5 Code of Regulations Chapter 2.5 effective October 24, 1987. As one of the first in the state, the EOPS Program at ֱ߲ has operated without interruption from that date. An integral part of the Student Services area, EOPS strives to provide services to their participants that is over and above those provided to the general student population. While EOPS embraces the mission and goals of ֱ߲, it does so within the context of its legislative mandate which is to improve the graduation, transfer, and employment rates of students who are disadvantaged by language, social, and economic barriers. FINANCIAL AID 1. PROGRAM DESCRIPTION The ֱ߲ Financial Aid Office provides information, application assistance and financial aid services to all students and potential students. A full array of financial aid programs grants, work study, scholarships, and fee waivers (the college does not participate in the federal loan programs) are available to assist students with tuition, fees, books and supplies, food, housing, transportation, and childcare. In 2003-04, ֱ߲ awarded over $9.3 million dollars to students in the form of grants, waivers or scholarships, none of which requires repayment. An additional $1.6 million in fee waivers assisted students with tuition costs. Each year, over 80% of the students attending IVC receive some type of financial assistance in the form of grants, scholarships, work study, fee waivers or book vouchers. In addition to providing financial aid services to all Imperial Valley students and potential students, the Financial Aid Office is responsible for reaching out to the community to ensure that everyone who wants to go to college has access to the resources available to help defray the cost of attendance. Networking with local K-12 schools, the County Office of Education, local agencies, churches, civic groups, and social service providers are integral to the on-going efforts to make post-secondary education accessible and affordable. 2. STRENGTHS AND CHALLENGES The most fundamental strength of the Financial Aid Office is its people factor. The staff members are all extremely hard-working and dedicated with a combined total of over 120 years of experience as financial aid professionals. Additionally, this is a very student-centered service area. All decisions are guided by this basic tenet will it benefit students? The challenge of meeting the demands of an expanding population with a static workforce is on-going and ever present. A greater emphasis on outreach and community education about the financial aid process has resulted in more students applying for financial aid which in turn has increased the pressure on staff to process, award, and disburse funds in a timely and efficient manner. In the last 4 years, the number of BOGFW awards has risen 17.8% while the number of Federal and State grants awarded has increased more than 13%. The demand for services by an increased number of students needing financial aid assistance is being partially addressed by yet another major challenge - the implementation of SCT Banner, a college-wide administrative computer system that will be 3 years in conversion and implementation. The learning curve for the entire campus community is daunting, however the Financial Aid staff has embraced the change with enthusiasm and dedicated countless extra hours to the tasks of evaluating business practices, learning new skills, writing rules and documentation for all processes, and training others on the new system. The conversion will completely change how the Financial Aid Office operates by computerizing many of the manual operations that are in use today, yet at every level the staff has adapted and adjusted to ensure that the process stays student friendly, that the one-to-one contact remains our strongest tool, and that efficiency does not replace the open access that our students have come to expect. 3. STUDENT DEMOGRAPHICS Financial Aid Demographic Information Age (in %) Table 1 Term< 2020 2425 2930 - 49=> 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVC01-02026.859.329.715.111.922.926.92.64.602-035.629.358.031.012.511.021.324.62.54.003-0426.529.643.532.310.210.717.823.42.14.0Avg.10.728.653.631.012.611.220.724.92.44.2 Financial Aid Demographic Information Ethnicity (in percentage) Table 2 TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVC01-020.82.41.31.694.784.70.10.32.910.70.10.302-030.92.31.51.593.785.20.30.33.410.40.10.303-040.82.31.61.493.588.00.20.33.79.70.20.3Avg.0.82.31.51.594.085.30.20.33.310.30.10.3 Financial Aid Demographic Information Gender Table 3 TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVC01-022715741332.637.467.462.602-032787748033.138.466.961.903-043042813234.938.366.561.7Average2848767533.537.966.562.1 PELL Program Demographic Information High School Table 4 BrawleyCalexicoCalipatriaEl CentroHoltvilleImperialSan PasqualOtherPELLIVCPELLIVCPELLIVCPELLIVCPELLIVCPELLIVCPELL IVCPELL IVC01-029.210.922.918.61.92.020.221.83.44.42.43.00.10.139.838.202-0310.010.421.718.72.02.320.322.73.44.42.44.2 0.20.140.137.103-049.710.722.619.72.22.421.822.83.34.12.43.80.10.237.936.3Avg.9.610.722.419.02.02.220.822.43.44.32.44.00.10.139.337.2 Cal Grant Program Demographic Information High School Table 5 BrawleyCalexicoCalipatriaEl CentroHoltvilleImperialSan PasqualOtherCal GrantIVCCal GrantIVCCal GrantIVCCal GrantIVCCal GrantIVCCal GrantIVCCal Grant IVCCal Grant IVC01-029.810.935.018.62.72.034.921.85.44.42.53.90.00.19.638.202-0311.510.435.618.72.92.328.922.75.24.4 2.64.20.30.113.037.103-0410.010.737.019.72.82.429.922.84.44.12.63.80.20.213.236.3Avg.10.410.735.919.02.82.231.222.45.04.32.64.00.20.111.937.2 Term GPA Distribution Table 6A 4.00-B 3.00-3.99C 2.00-2.99D 1.00-1.99F 0.00-.99IVCIVCIVCIVCIVCFall 02N/AFall 03N/AFall 04N/A The total number of students receiving federal and state financial assistance continues to increase each year. We attribute this partially to the increase in overall institutional enrollment, but feel that the added numbers are primarily the result of a revitalized outreach effort by the financial aid staff. With the infusion of funds by the state to broaden the scope of the financial aid outreach program beginning in Spring 2004, we have seen our numbers grow in both the Federal Pell Grant program and the State Cal Grant program. PELL and CAL Grant Recipient Information Table 7 TermPell GrantCal GrantFSEOG00-012593 433135301-022680598158502-0327097211608 03-0428719211738 Overall growth over the last 4 years has been substantial. Pell Grant has increased 10.7%, Cal Grant has grown an extraordinary 113%, and the FSEOG has grown 28.5%. 4. PROGRAM RETENTION AND PERSISTENCE Data not available as of this date 5. STUDENT LEARNING OUTCOMES The ֱ߲ Academic Senate will provide leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process will not only address institutional student learning outcomes, but it will provide a model for academic divisions and programs as they develop and assess program-level student learning outcomes ties to the institutional outcomes. The period covered by this institutional master plan should see initial progress toward the development and assessment of institutional student learning outcomes. 6. EXTERNAL SUPPORT SERVICES The Financial Aid Office relies on information from most campus departments in order to correctly award and disburse federal and state financial aid. Specifically, information and cooperation vital to the financial aid process comes from Admissions and Records, Instruction, Assessment, Counseling, and Business Services. 7. PROGRAM STANDARDS All financial aid at ֱ߲ is processed according to federal, state, and/or local laws, regulations, and guidelines. These standards cover all aspects of student and institutional eligibility, awarding and disbursing of funds, and the monitoring of all satisfactory progress rules which govern continued eligibility. Written policies and procedures are provided to all students applying for financial aid and reiterated at the time of awarding/denial, disbursement, and/or overpayment notices. All financial aid programs are subject to an annual local audit, compliance reviews by each governing authority, as well as an audit of funds each award year by the federal, state, and/or local granting body. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Strategic Goals Institutional Goal A: Create a modern comprehensive Science and Technology Center. Program Goal A: N/A Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: Provide on-line opportunities to students desiring to participate in the financial aid program. Program Objective 1: To provide on-line access to the Board of Governors Fee Waiver Application by Fall 2005. Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: NA Institutional Goal D: Develop a long-term facility plan. Program Goal D: NA Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Goal E: NA Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Program Goal F: NA Institutional Goal G: Implement community involvement by IVC. Program Goal G: NA Other Goals (Program Goals that do not relate to Institutional Goals) Program Goal H: To fully implement Banner Financial Aid by September 2005 Program Objective 1: Fully implement the Banner application process by March 2005 Program Objective 2: Fully implement the Banner awarding process by September 2005 Program Objective 3: Fully implement the Banner disbursement process by September 2005. Program Goal I: To increase the number of ISIRs processed by the Financial Aid Office Program Objective 1: Increase the advertising efforts to include direct contact by peer recruiters during the 2005-06 academic year. Program Objective 2: Increase the visibility of Financial Aid availability through both on and off campus outreach activities, to include CalGrant nights, parent workshops, mailouts, phone contacts, billboards, radio/TV/print media ads in 2005-08. 9. PROJECTED GROWTH PLANNING Financial Aid STUDENT PARTICIPATION AND INSTITUTIONAL ENROLLMENT INFORMATION Table 7 Enrollment by NumberDeptIVCStudents Served: Fall 2002n/a7413Students Served: Fall 200348167480Students Served: Fall 200451748132Students expected to be Served: Fall 200554328500Students expected to be Served: Fall 200657048700Students expected to be Served: Fall 200759898900 10. CAPITAL OUTLAY/FACILITIES Financial Aid Facility Changes Information Table 8  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008N/AProjected Totals 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE Financial Aid Capital Outlay Equipment/Software Information Table 9  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008Computer replacement3$3,6003$3,6003$3,600Scanner replacement16,000Printer replacement275027502750Software Licenses2,5002,5002,500Projected Totals$6,850$12,850$6,850 12. FULL TIME/PART TIME RATIO Financial Aid Full Time/Part Time Ratio Table 10  Full Time Part TimeCurrent StaffRatio*73.52 13. PROJECTED BUDGET Financial Aid Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional RegularCounselor/Library RegularAdministrators1$101,9411$107,0381$112,3901$118,010Classified Regular7$268,0077$281,4078$330,4778$347,001Chair/CoordinatorAdjunctOverload/Extra DutyOvertimeCoachingConsultantMemberships$ 950Student Salaries (Do not include work study)$ 3,500Professional ExpertBooks, Magazines, Periodicals, CDsInstructional Supplies and MaterialsNon-Inst Supplies/Material (includes copy print)$ 12,000Personal Services ContractsTravel and Conference$ 4,600Capital Outlay Facilities (Remodeling and Construction) Capital Equipment/Software$ 4,500  6,850 12,850 6,850Total$395,498$420,795$481,217$497,361 14. Comments: The Financial Aid Office is currently in the midst of a state-wide push to increase the number and percentage of students who apply and ultimate receive federal and state grants. As a result, outreach has become a priority second only to direct student services. In 2003-04 and 2004-05, the state has funded the effort by augmenting the BFAP allowance by over $200,000, thus allowing an increase in Financial Aid staff and a vastly improved, comprehensive outreach effort. However, these funds are year-to-year and are not a part of the district budget. For the purpose of this self-study, budget and staff needs only address the current district commitment to the financial aid/outreach efforts and would need to be drastically altered should the state reduce the BFAP allowance to pre-2003 amounts. Currently, 5 staff members and the entire media campaign are funded with BFAP dollars and our growth projections would be seriously constrained should a loss of that funding not be replaced by district dollars. STUDENT AFFAIRS 1. PROGRAM DESCRIPTION The Student Affairs Office is an essential and fundamental part of the colleges educational mission. The department assists and provides students, staff and the community with information regarding student activities, campus organizations, social and recreational activities it coordinates the use of facilities on campus and is the center for the Associated Student Government Program. As the center of college community life, it serves as a laboratory of citizenship by training students in social responsibility and for leadership participation in our democracy. Through its various committees and staff, it provides a cultural, social and recreational program aiming to make free-time activity an important factor within the educational programs. In all its processes it encourages self-directed activity, giving maximum opportunity for self-realization and for growth in individual social competency and group effectiveness. Its goal is the development of the total person as well as stimulation of the intellect. The Student Affairs Department serves as a unifying force in the life of the college students, by cultivating an enduring regard for and the loyalty of the college. 2. STRENGTHS AND CHALLENGES The significant strengths in the area of Student Affairs can be measured by the scope of responsibilities it has been charged with. The Student Affairs Office maintains all facility requests for on campus functions and activities, and schedules and maintains a summer swim program for public use. The primary strength of the program continues to be its staff. The staff has been willing to be flexible on time lines in order to accommodate last minute request by students, campus personnel, and off campus organizations requesting facilities. Additionally, the enhancement of the Student Affairs facility database allows staff to reserve facilities via the Colleges web page. The Associated Student Government/Activities Programs primary strengths have been the dedication of the student leaders to the students of ֱ߲. These individuals donate countless hours, without compensation (except for the president), to put together activities for all students. Currently, the Program has been more responsive to the total student population needs on campus than it has in many years. The institution continues to support opportunities for student participation and leadership in campus organizations and student involvement in institutional governance. The Associated Students are very active and highly involved in many leadership activities, institutional governance, and committee representation. The Program has put more emphasis on student representation and student issues both locally and state-wide. Additionally, the students commitment in participating on the various campus committees has allowed the students to provide a students perspective on issues that affect the students of ֱ߲. In order to maintain stable representation on these committees, it was necessary to have the college provide the student leaders with priority registration. This will allow the ASG representative to schedule classes that will not conflict with campus committee meetings. The Associated Student Government/Activities Program continues to strive to meet the needs and desires of the diverse college population it serves. The student leaders have taken surveys requesting feedback from the students on what types of activities they would like to see for next year. This will allow the students the opportunity to plan and put together a calendar of activities addressing their needs. The primary challenge for the Student Affairs area is space. A larger facility is needed to accommodate the program and bring it under one roof rather than having it spread out as it is now. The College Center is utilized by on and off campus organizations which necessitates closure of the center. This leaves the student population without a place to eat or relax between classes. This action creates a hardship on students, especially during hot, cold or rainy days. Additionally with the steady increase in enrollment over the past decade, additional meeting space is necessary. Consideration should be given to expanding the square footage of the College Center. 3. STUDENT DEMOGRAPHICS Student Affairs Demographic Information Age (in %) Table 1 Term< 2020 2425 2930 - 49=> 50IVCIVCIVCIVCIVCFall 0225.629.312.428.04.6Fall 0327.830.611.825.74.1Fall 0439.833.68.715.72.3Avg.31.131.211.023.13.7 Student Affairs Demographic Information Ethnicity (in percentage) Table 2 TermAsianAfro AmericanHispanicNative AmericanWhiteOtherIVCIVCIVCIVCIVCIVCFall 022.01.486.50.49.60.2Fall 032.01.586.70.49.30.3Fall 041.91.587.60.48.50.2Avg.2.01.486.90.49.10.2 Student Affairs Demographic Information Gender Table 3  TermHead CountMale (%)Female (%)IVCIVCIVCFall 02741337.362.7Fall 03748037.462.6Fall 04813238.361.7Average767537.762.3 Student Affairs Demographic Information Primary Language Table 4 TermEnglish%Other%IVCIVCFall 0260.040.0Fall 0361.238.8Fall 0463.136.9Average61.438.6 Student Affairs Demographic Information Residence Table 5 BrawleyCalexicoCalipatriaEl CentroHoltvilleImperialSan PasqualOtherIVCIVCIVCIVCIVCIVCIVCIVCFall 0213.729.82.233.85.27.60.07.7Fall 0313.330.12.132.95.47.90.18.2Fall 0413.030.82.232.05.28.40.28.2Avg.13.330.22.232.95.38.00.18.0 Term GPA Distribution Table 6 TermA 4.00-B 3.00-3.99C 2.00-2.99D 1.00-1.99F 0.00-.99IVCIVCIVCIVCIVCFall 0211.927.539.013.18.5Fall 0310.828.040.514.46.3Fall 0410.430.037.615.36.7Avg.11.028.539.014.37.2 Student demographics indicate an increase in students less than 24 years old and a decrease of students over 29 years old. The greatest growth is among Hispanic students and greatest loss among White students. Native English speakers are increasing when compare to non-Native English speakers. Enrollment by city indicates Calexico and Imperial as having the most significant increase in enrollment with El Centro and Brawley showing the most significant loss. 4. PROGRAM RETENTION AND PERSISTENCE The major changes that have impacted the Student Affairs Office have been the added responsibilities of overseeing the Associated Student Government (ASG) and Campus Clubs bank accounts. These added responsibilities have allowed the ASG and Campus Clubs to access their accounts without having to wait a week before having checks processed. 5. STUDENT LEARNING OUTCOMES The ֱ߲ Academic Senate will provide leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process will not only address institutional student learning outcomes, but it will provide a model for academic divisions and programs as they develop and assess program-level student learning outcomes tied to the institutional outcomes. The period covered by this institutional master plan should see initial progress toward the development and assessment of institutional student learning outcomes. 6. EXTERNAL SUPPORT SERVICES The ASG relies heavily on external support provided by Admissions and Records. The priority registration afforded the student senators, allows them to arrange their schedules to provide student representation on campus committees. Additionally, programs such as EOPS, DSP&S, SSS and Transfer Center provide the student leaders with the advising and guidance they need to successfully complete their educational objectives. 7. PROGRAM STANDARDS The Student Affairs Office is an essential and fundamental part of the colleges educational mission. The department assists and provides students, staff and the community with information regarding student activities, campus organizations, social and recreational activities it coordinates the use of facilities on campus and is the center for the Associated Student Government Program. As the center of college community life, it serves as a laboratory of citizenship by training students in social responsibility and for leadership participation in our democracy. Through its various committees and staff, it provides a cultural, social and recreational program aiming to make free-time activity an important factor within the educational programs. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Strategic Goals Institutional Goal A: Create a modern comprehensive Science and Technology Center. Program Goal A: Respond to student request for access to computer labs. Program Objective 1: Secure funding to purchase secure computers for an ASG computer lab in the College Center during the 2005-06 academic year. Program Objective 2: Offer use of ASG computer lab to students with valid ASG activity stickers during the fall of 2006. Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: N/A Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: Respond to community requests for participation in school and community activities. Program Objective 1: The Associated Students Government will participate at the local high school career day, in the spring of 2006, for the purpose of disseminating information regarding the ASG and extra curricular events at IVC. Program Objective 2: The Associated Students Government and the IVC Foundation will work on hosting a Student Leadership Conference, in the fall of 2006, for our local high school student leaders. Institutional Goal D: Develop a long-term facility plan. Program Goal D: Develop a long-range plan for the enclosure of the College Center patio. Program Objective 1: To work the director of Business Service, Maintenance and Operations, and Director of Student Affairs to research the cost and feasibility of enclosing the College Center patio area in order to create additional meeting space on campus. This objective will be on going from 2006-2008. Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Goal E: Develop and implement a schedule for offering student services on a six- day week basis. Program Objective 1: In the fall of 2005 the Director of Student Affairs will hire additional students for the purposes of providing coverage and expanding services to student during a six-day week (i.e. student IDs, ASG computer lab, College Center activities, etc). Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Program Goal F: Facilitate the implementation of the institutional goal to provide Imperial County high school graduates with primary and residence secondary priority at the entry freshman level. Program Objective 1: Facilitate student web registration by providing a student computer lab in the College Center. This objective will be on going from 2006-2008. Program Objective 2: Assist in review and revision process of registration priorities through participation in the Admission Operating Committee. This objective will be on going from 2006-2008. Program Objective 3: Assist in providing trained student assistants to help with the registration process. This objective will be on going from 2006-2008. Institutional Goal G: Implement community involvement by IVC. Program Goal G: Encourage and promote community involvement by the Associated Student Government. Program Objective 1: Encourage participation in educational and cultural events on campus that are sponsored by the Associated Student Government. This objective will be on going from 2006-2008. Program Objective 2: Encourage joint participation between the ASG and community groups in campus and community charitable events. This objective will be on going from 2006-2008. Other Goals (Program Goals that do not relate to Institutional Goals) Program Goal H: Develop an Administrative position for the Director of Student Affairs by absorbing additional duties. Program Objective 1: Move the supervisory responsibilities of Parking Control from Business Services to Student Affairs. Program Objective 2: Move discipline from Admissions and Records to Student Affairs. 9. PROJECTED GROWTH PLANNING The information provided by the institutional researcher in the table below establishes trends in FTES, FTES/FTEF, unmet demand, and enrollments. Comment on any rationale for major trends or fluctuations. In addition, discuss program enrollment trends compared to the institution as a whole. Student Affairs STUDENT PARTICIPATION AND INSTITUTIONAL ENROLLMENT INFORMATION Table 7  Enrollment by Number IVCStudents Served: Fall 20027413Students Served: Fall 20037480Students Served: Fall 20048132Students expected to be Served: Fall 20058500Students expected to be Served: Fall 20068700Students expected to be Served: Fall 20078900 10. CAPITAL OUTLAY/FACILITIES Will you have specific remodeling and construction needs/changes in the next three years? Please list in priority order. Indicate the dollar amount in the year needed. On a separate page, include diagrams if appropriate. Student Affairs Facility Changes Information Table 8  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008Enclose College Center Patio$100,000Expanding the College Center$1,500,000Projected Totals$100,000$1,500,000 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE What do you anticipate will be major capital equipment and capital software expenditures in the upcoming years? Please list in priority order, and indicate the dollar amount in the year needed. Include equipment needed as part of any facility changes. Student Affairs Capital Outlay Equipment/Software Information Table 9  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008Furniture for College Center15$10,500(Couches and Tables)Electronic Marquee1$30,000Projected Totals$27,300$30,000 12. FULL TIME/PART TIME RATIO (For division or program as appropriate) Based on the information provided by the institutional researcher in the table below, discuss Full Time/Part Time Ratio. Student Affairs Full Time/Part Time Ratio Table 10  Full Time Part TimeCurrent StaffRatio*3.0100% As part of ֱ߲s 2004 Visioning process the college has adopted the strategy of increasing faculty to increase community access, thereby growing student enrollment. This expected increase in student enrollment will as a consequence require an increase in student services to meet the needs of a growing student population. At present levels staffing has been stretched to meet the needs of both during day and evening students and as we transition to a weekend schedule the addition staff will become a necessity. 13. PROJECTED BUDGET Student Affairs Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular*0 0000000Counselor/Library Regular*1$75,984000000Administrators*001$93,0441$99,2461$105,837Classified Regular*2$70,4322$81,6732$90,0453$136,791Chair/CoordinatorAdjunctOverload/Extra DutyOvertimeCoachingConsultantMembershipsStudent Salaries (Do not include work study)$15,044$15,336$15,751$16,005Professional ExpertBooks, Magazines, Periodicals, CDsInstructional Supplies and MaterialsNon-Inst Supplies/Material (includes copy print)Personal Services ContractsTravel and ConferenceCapital Outlay Facilities (Remodeling and Construction)Capital Equipment/SoftwareTotal$161,460$190,053$205,042$258,633*Salary only, does not include employee benefits. 14. Comments: IVC has a huge need for meeting space. Therefore, by inclosing the patio area the college would be creating an additional meeting room that would provide students and staff with an alternative venue to congregate when the need arises. The College Center is utilized by on and off campus organizations which necessitates closure of the center, this leaves the student population without a place to eat or relax between classes. This action creates a hardship on students, especially during hot or rainy days. Additionally with the steady increase in enrollment over the past decade and the project growth student population additional space is necessary. Consideration should be given to expanding the square footage of the College Center, as proposed by the College(s architects during the unsuccessful bids at passing previous construction Bond Measures Q & R. Furniture for the College Center is needed to replace the couches and tables that were removed for health and safety reasons. That furniture was use by both on and off campus organizations for various functions. For many years the college has had a marquee sign at the main entrance to the college at Aten Road. This sign has limited space (four lines of approximately 26 characters per line), which limits us to listing only two or three items (events, dates, announcements, etc.) at a time. Additionally, this sign sits high off the ground and must be changed by hand, by a maintenance worker in a "cherry picker" in the middle of a high traffic area, at some risk to his safety. The sign cannot currently be changed during windy days, or during or immediately after any rain. An electronic marquee, programmed from a distance by keyboard, would eliminate all of these problems and limitations. STUDENT SUPPORT SERVICES 1. PROGRAM DESCRIPTION Student Support Services is a federally funded Title IV program designed for students who possess the potential and motivation to succeed in college, but may not be doing so because of financial hardships, inadequate academic preparation, or language difficulties. The goal of the program is to provide support to these students to ensure that they receive the best education possible within the existing system. By working closely with counselors and instructors to meet the individual needs of students, the program is dedicated to improving their retention success rates. The Program is currently in the third year of a four year funding cycle. 2. STRENGTHS AND CHALLENGES The Student Support Services Program has had a significant impact on the students success at ֱ߲. The in-depth academic, career, and personal counseling, in addition to other program services, are a factor in our students success rate. The participants persistence rate for 2003-04 was 84.0%; graduation rate for 2003-04 was 8.9%; transfer rate for 2003-04 was 20.0%; and grade point average for 2003-04 was 2.87. The Program maintains a positive working relationship with the office of admissions; college tutorial centers; financial aid office; business office; teaching faculty and other supportive programs. The SSS Program students are actively involved in the areas of personal and social development. The program has an active student club that serves as vehicle to encourage student participation in college and community activities and promotes student leadership skills. The SSS Club has won Club of the Year for 10 consecutive years. The Club is known for being actively involved in campus activities and for their community service. Some of the Club accomplishments for 2003-04 were: Mentoring of DSP&S Club members; Donations to American Red Cross; donated decorated Halloween candy bags to Los Nios in El Centro; donated canned and non-perishable foods to Salvation Army and Adopt-A-Family; painted children faces free of charge at the Childrens Fair; and gathered money to purchase animals from children that presented animals at the California Mid-Winter Fair. Currently, the Program serves 350 students. The primary challenge for the Student Support Services Program is limited office space. A larger facility is needed to accommodate program staff and the volume of students that come to the office. The current program office space lacks privacy; counselors must step outside the office to deal with students personal problems. The limited office space makes it impossible to place computer stations for students usage or to provide supervised program tutoring to students. 3. STUDENT DEMOGRAPHICS A comparison between the Student Support Services Program participants and total student enrollment at ֱ߲ demographics shows that during the terms fall 2002, fall 2003, and fall 2004 the average age of program students less than 20 years old is 53.5% and IVC 28.6%, program students ages 20-24 is 37.0% and IVC 31.0%, program students ages 25-29 is 3.5% and IVC 11.2%, program students ages 30-49 is 5.0% and IVC 24.9%, and program students age 50 or older is .9% and IVC 4.2%. The percentages depict that a high percentage of students in the program fall in the younger than 20 years old category and a high percentage of IVC students fall in the 20-24 years old category. Student Support Services Program Demographic Information Age (in %) Table 1 Term< 2020 2425 - 2930 - 49=> 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0259.426.830.029.74.311.95.426.90.94.6Fall 0350.929.339.431.02.511.06.624.60.64.0Fall 0450.329.641.732.33.710.73.123.41.24.0Avg.53.528.637.031.03.511.25.024.90.94.2 The ethnicity factor between students in Student Support Services and ֱ߲ are relatively similar. Table 2 shows both IVC and SSS have a high percentage of Hispanics and low percentages in the other ethnicities. Table 3 also shows similarities in gender between SSS and IVC. During fall terms 2002, 2003, and 2004 the average of males in SSS was 33.3% and IVC 37.9% and the average of females in SSS was 66.7% and IVC 62.1%. Student Support Services Program Demographic Information Ethnicity (in percentage) Table 2 TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 020.32.01.11.496.086.50.00.41.79.60.90.2Fall 030.32.02.31.595.486.70.00.41.79.30.30.3Fall 040.01.90.31.398.887.60.30.40.68.50.00.2Avg.0.22.01.21.496.786.90.10.41.39.10.40.2 Student Support Services Program Demographic Information Gender Table 3 TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 02350741331.737.468.362.6Fall 03350748032.330.167.761.9Fall 04319813236.038.364.061.7Average339767533.337.966.762.1 Student Support Services Program Demographic Information Primary Language Table 4 TermEnglish%Other%ProgramIVCProgramIVCFall 0246.660.053.440.0Fall 0346.961.253.138.8Fall 0434.863.165.236.9Average42.861.457.238.6 Student Support Services Program Demographic Information Residence Table 5 BrawleyCalexicoCalipatriaEl CentroHoltvilleImperialSan PasqualOtherProgIVCProgIVCProgIVCProgIVCProgIVCProgIVCProg IVCProg IVCFall 0211.713.733.729.84.32.221.433.88.95.210.57.6 0.0 0.0 9.4 7.7Fall 0313.713.332.330.15.12.124.632.97.75.48.67.9 0.0 0.1 8.0 8.2Fall 0413.513.038.630.85.12.220.032.06.05.26.08.4 0.0 0.2 7.1 8.2Avg.13.013.335.030.25.02.222.032.97.35.39.08.0 0.0 0.1 8.2 8.0 Student Support Services Program Term GPA Distribution Table 6A 4.00-B 3.00-3.99C 2.00-2.99D 1.00-1.99F 0.00-.99ProgIVCProgIVCProgIVCProgIVCProgIVCFall 02N/A11.9N/A27.5N/A39.0N/A13.1N/A8.5Fall 03N/A10.8N/A28.0N/A40.5N/A14.4N/A6.3Fall 0410.810.417.230.048.337.617.215.35.46.7Avg.N/A11.0N/A28.5N/A39.0N/A14.3N/A7.2Fall 2004 SSS student enrollment was 296. The Primary Language Table 4 demographic information differs between Student Support Services and ֱ߲. Table 4 shows that a high percentage of English speakers are not participating in SSS. Residence Table 5 shows Calexico as the highest average (35.0%) place of residence for program students and IVC (30.2%); El Centro falls in second place with a 22.0% of program students living in El Centro and IVC 32.9%; Brawley is next with 13.0% of program students living in Brawley and 13.3% IVC; Imperial, Holtville, Calipatria, San Pasqual and other cities follow with lower percentages. Table 6 Term GPA Distribution comparisons between Student Support Services and ֱ߲ shows that for fall 2004 10.8% of the Program students had a 4.00 GPA and ֱ߲ students had a 10.4%; 17.2% SSS students had a 3.00-3.00 GPA and IVC percentage rate was 30.0; 48.3% SSS students had a 2.00-2.99 GPA and IVC percentage was 37.6; 17.2% of the SSS students had a 1.00-1.99 GPA and IVC was 15.3%; and 5.4% of SSS students had 0.00-.99 GPA and IVC was 6.7%. These percentages depict the following: in GPA category of 4.00 the SSS program had .4% higher that of IVC; ֱ߲ had a 12.8% higher in the 3.00-3.99 GPA category; SSS had a 10.7% higher in the 2.00-2.99 GPA category; SSS had 10.7% higher in the 1.00-1.99 GPA category; and IVC had a 1.30% higher in 0.00-.99 GPA category. 4. PROGRAM RETENTION AND PERSISTENCE The Program will provide peer advocacy for program participants who have been forced out of the educational mainstream for personal, academic or economic reasons. The purpose of this activity is to match college peers with students at-risk of not persisting, thereby increasing the overall persistence rate of SSS participants. A comparison between SSS Program participants and the total enrollment at IVC shows a significant difference in the persistence rate for these two groups during the period of covering fall 2000 through fall 2003; Total IVC Enrollment persistence for this period is 70.1%, where as SSS Participant persistence for this same period is 84.0%; an increase of 13.9% in student persistence for the SSS Participant group. (Source: ֱ߲ Office of Research, Dawn Chun; Student Support Services Program Director, Dolores Diaz.) In order to enhance retention and persistence of program students all interested participants will be introduce to the online tutorial project that will be developed under the Program ACCESO. Emphasis will be placed on students who need additional support in English, English as a Second Language, and math tutoring, but have time and or transportation issues. The SSS Program will provide five computer stations for student access to online tutoring services for English, college-level math, and English as Second Language courses. 5. STUDENT LEARNING OUTCOMES The ֱ߲ Academic Senate will provide leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process will not only address institutional student learning outcomes, but it will provide a model for academic divisions and programs as they develop and assess program-level student learning outcomes tied to the institutional outcomes. The period covered by this institutional student learning outcomes. 6. EXTERNAL SUPPORT SERVICES In order to assist program students to do well in their academics, the program counselors refer students, on an individual basis, to the IVC Tutorial Center. Additionally, the SSS Program utilizes the services of the Reading and Writing Lab, Math Lab and Computer Lab. Other external support services utilized by the Program are: Transfer Center, DSP&S, Associated Student Government and Financial Aid. 7. PROGRAM STANDARDS The Student Support Services Program has been developed to address the unique needs of a specific IVC population. All students can benefit from academic advising, personal/career counseling, and transfer services, but within the SSS Program these services include individual monitoring and tracking, mid-term instructor grades reports, fieldtrips to colleges, and program counselor with small caseload who monitor over each students academic and personal well-being. Financial aid assistance, orientation, tutoring, and instructional support services provided by SSS Program are enhanced by the individual, personalized attention and constant feed-back only available through SSS participation. Peer Mentoring, Early Alert, conversational groups, cultural activities and SSS Club are services unique to the SSS Program. Determined by prior experience data and process evaluation to be instrumental to the success of the SSS participants, these program services form the foundation on which the goals and objectives of the SSS Program are predicated. Persistence, academic success, educational goal achievement, and personal growth are the expected outcomes for well defined, consistently applied student services delivered by an expert and caring staff. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Strategic Goals Institutional Goal A: Create a modern comprehensive Science and Technology Center. Program Goal A: N/A Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: N/A Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: N/A Institutional Goal D: Develop a long-term facility plan. Program Goal D: N/A Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Goal E: N/A Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Program Goal F: N/A Institutional Goal G: Implement community involvement by IVC. Program Goal G: To increase visibility, participation and recognition of the SSS Club in the Community. Program Objective 1: The SSS Club members and advisors will participate in community affairs, such as the Childrens Fair and other charity events throughout the community in order to achieve recognition and a positive image. Club activities take place throughout the academic year. Other Goals (Program Goals that do not relate to Institutional Goals) Program Goal H: Increase the persistence rate of SSS Program participants. Program Objective 1: Of the total number of students accepted to participate in the SSS Program during the 2005-06 program year, the following percentages will be enrolled in IVC or will have transferred or graduated during each of the specified academic years: 80% during academic year 2006-07; and 80% during academic year 2007-08. Program Goal I: Develop an institutional climate of support for SSS Program participants Program Objective 1: Of the total number of students accepted to participate in the SSS program during the 2005-06 program year, the following percentage s will receive institutional support designed to increase academic and inter personal success at IVC at the end of each of specified academic years: 100% during academic year 2005-06; and 80% during academic year 2007-08. 9. PROJECTED GROWTH PLANNING Student Support Services Program STUDENT PARTICIPATION AND INSTITUTIONAL ENROLLMENT INFORMATION Table 7  Enrollment by NumberDeptIVCStudents Served: Fall 20021807413Students Served: Fall 20031957480Students Served: Fall 20042968132Students expected to be Served: Fall 2005350 8500Students expected to be Served: Fall 2006350 8700Students expected to be Served: Fall 2007350 8900 10. CAPITAL OUTLAY/FACILITIES Student Support Services Program Facility Changes Information Table 8  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008N/AN/AN/AProjected TotalsN/AN/AN/A 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE Student Support Services Program Capital Outlay Equipment/Software Information Table 9  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008PCs for student access3$4,5003$6,0003$7,500Projected Totals3$4,5003$6,0003$7,500 12. FULL TIME/PART TIME RATIO Student Support Services Program Full Time/Part Time Ratio Table 10  Full Time Part TimeCurrent StaffRatio*31 to 13 13. PROJECTED BUDGET Student Support Services Program Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional RegularN/AN/AN/AN/ACounselor/Library Regular2176,0872181,3672190,5132200,038AdministratorsN/AN/AN/AN/AClassified Regular138,379139,530141,506143,581Chair/CoordinatorN/AN/AN/AN/AAdjunct68,45470,50774,03277,733Overload/Extra Duty 5,400 5,562 5,840 6,132OvertimeN/AN/AN/AN/ACoachingN/AN/AN/AN/AConsultantN/AN/AN/AN/AMembershipsN/AN/AN/AN/AStudent Salaries (Do not include work study)33,24034,23735,94837,745Professional ExpertN/AN/AN/AN/ABooks, Magazines, Periodicals, CDsN/AN/AN/AN/AInstructional Supplies and Materials4,8004,9445,1915,450Non-Inst Supplies/Material (includes copy print)6,3506,5406,8677,207Personal Services ContractsN/AN/AN/AN/ATravel and Conference24,60425,34226,60927,939Capital Outlay Facilities (Remodeling and Construction)N/AN/AN/AN/ACapital Equipment/Software*1,4301,4721,5451,622Total (INCLUDES 8% INDIRECT)390,054401,651421,798442,881 14. Comments: *The SSS Program needs matching funding from district to purchase computer equipment and software ($3,028 for Fiscal Year 05-06); ($4,455 for Fiscal Year 06-07); and ($5,878 for Fiscal Year 07-08). TRANSFER CENTER AND ARTICULATION SERVICES 1. PROGRAM DESCRIPTION The Transfer Center and Articulation Services units of ֱ߲ were established to enhance the mission of the college by providing a comprehensive program of services to assist identified potential transfer students to matriculate from the community college to four-year institutions. The Transfer Center focuses on transfer activities to provide direct services to potential transfer students, particularly ethnic minority, disabled, low income, and other underrepresented groups. These services encompass all aspects of counseling services (academic, personal, and career) and coordinates articulation, college application workshops, campus visits by four-year representatives, College and University Day, etc. for any matriculating student in need of assistance. Any area encumbering the transfer process is the specific responsibility of the Transfer Center. The development and establishment of course articulation is the primary duty of the Transfer Center Director who is also identified as the Articulation Officer for ֱ߲. The foundation of the transfer program is course articulation available to high school students and matriculated students, facilitating their transition to institutions of higher education. Once articulation is established the secondary mission of articulation services becomes the maintenance and dissemination of accurate and up to date articulation for use by matriculated students and college advising staff through ASSIST, CAN and other media. 2. STRENGTHS AND CHALLENGES The Transfer Center provides outstanding service and information for all aspects of counseling services: academic, personal, and career. More specific services are field trips to four-year universities, career information sessions, and financial aid/scholarship workshops, as examples. In addition to transfer information and activities, the expansion of articulation with Northern Arizona University (Yuma) for general education (with IGETC) and the Bachelor=s of Social Work major; the activities involved with the proposed offering of a Child Development Major at San Diego State University at Calexico; and, extensive dialog with the IVC Division Chairs and faculty members on curriculum and articulation issues (high school and four-year programs) has established a good working foundation. The Transfer Center Director/Articulation Officer coordinates articulation, college application workshops, campus visits by four-year representatives, College and University Day, and career information sessions for the whole community. Expansion into the University of California recruitment for the young people of Imperial Valley and any area encumbering the transfer process to an institution of higher education is the specific responsibility of the Transfer Center. The main challenge for the Transfer Center is that there is not enough Counseling staff to serve the needs of the students. Staffing has been as follows: 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 Dir/Counselor 1.0 1.0 1.0 1.0 1.0 1.0 Counselor ----- 1.0 1.0 1.0 1.0 1.0 PT Counselor 20 Hrs 10 Hrs 10 Hrs ----- ----- ----- Clerical 1.0 1.0 1.0 1.0 .75* 1.0* Clerical Position: 03-04 - Staff member requested a reduction in time to assist the campus with the statewide budget deficit impact. 04-05 Delay (7 months) in hiring qualified candidate until 11/22/04. Clerical Position MUST be maintained at full-time status. For the 2003-2004 academic year there were approximately 783 students that were specifically classified as Transfer Center students. This is an increase of 72% in just one year. Along with that specific group of students being served the Transfer Center is available to ANY student attending ֱ߲. The staffing for 2004-2005 remained below the staffing levels of 2000-2001. In 1999-2000 there were 1267 drop-in students; in 2000-2001 there were 1,722 drop-in students; for 2001-2002 there were 2,190 drop-in students; for 2002-2003 there were 3066 drop-in students; and, for 2003-2004 there were 3408 drop-in students (An increase of 90% in Transfer Center activity between 2002-03 and 2003-04.). The numbers do reflect some duplication. However, what should also be self-evident is the increase usage of the Transfer Center and its services; and, this does not include the additional assistance that is provided to Counselors and students in other programs such as EOPS and Student Support Services (SSS). The challenge of keeping up with the demand for services with a lack of staff is seriously stretching the services we provide very thin. The Transfer Center is also constantly in a state of transition (budget cuts, new requirements for admission to four-year institutions, loss of staff, etc.). More and more students are requiring transfer services prior to completing the twenty-four units originally required for program eligibility. Due to the hard work of the Transfer Center staff, students have become more aware of their transfer opportunities, the Transfer Center, and the services and transfer programs ֱ߲ can offer. The Transfer Center Director has informed the staff that if a student knows they are going to transfer and have completed one term or a minimum of 15 transfer units, they are welcome to come into the Transfer Center for the services we can provide. Also, an increasing number of students are requesting an evaluation of their transfer status just prior to the point of transfer. Because there is a demand for higher education several new recruitment type programs were developed in the Spring 2002 term that are having a great effect on the students in Imperial County. Some of the new programs are: (1) the UCSD University Links and Dual Admissions programs; (2) the SDSU Dual Admissions and Transfer Studies programs; (3) the expansion of existing Transfer Admission Guarantee programs with UCSD, UCR, UCD, UCSB, and UCSC; and (4) transfer expansion with the Northern Arizona University campus in Yuma, Arizona. The Transfer Center is committed to serving the needs of ALL ֱ߲ students irrespective of their status with respect to the program requirements and their impact on the number of actual program students. This philosophy has resulted in an increase of actual program students to well over 700 students due to the student awareness of the Transfer Center, in general, and the increase of students becoming aware of enforced admission requirements to four-year institutions through campus mailings and media coverage. The Transfer Center gained a full-time Transfer Counselor position (100%, Partnership for Excellence funding) in November 2000. However, the part-time counseling position was lost due to the counselor taking a one-year (2002-2003) full-time temporary assignment with the EOPS Program. This action reduced our staffing to assist students, however evening students are being accommodated by schedule adjustments with the hope that the budget in the coming years will improve to add an additional full-time counseling staff member to the unit. 3. STUDENT DEMOGRAPHICS Transfer Center Program Demographic Information Age (In Percentage) Table 1Term< 2020 - 2425 2930 - 49> or = 50Prog.IVCProg.IVCProg.IVCProg.IVCProg.IVCFall 02 *24.425.631.729.314.812.425.828.03.24.6Fall 03 *24.527.833.430.615.111.823.825.73.14.1Fall 0424.539.831.933.614.88.725.515.73.22.3Avg.24.531.132.431.215.011.025.023.13.23.7 * Estimates are based on reported Transfer Center figures to the California Community College Chancellors office on the Transfer Center and Articulation Services yearly reports by cutting the Transfer Center unduplicated records in half and then determining the same percentage in age range. The student demographic information on age for the Transfer Center Program is difficult to determine due to the fact transfer students are in-and-out or just quick drop-ins thus making the actual numbers difficult to track. Sign-in sheets and appointments are tracked by hand but as to age the only figures the program has are of the Fall 2004 term where there are 310 students currently in the program. The Transfer Center Director believes that the figures for our age range are probably stronger in the 25-32 age range. The Transfer Center works with a lot of students who take at least 3-4 years of time to finish their lower division preparation for the major work and general education requirements due to a variety of reasons but the prevailing two being financial and family obligations. The Transfer Center students are comparable to the institutional demographics. For the academic year of 2002-2003, the Transfer Center had 3066 students who dropped-in. Of that group 1752 were scheduled appointments. Thus, to reach the figures above we have divided the scheduled appointments in half which equals 876 students and assuming duplication cut this in half again to reach the Fall term student total of 438 students. The same calculations would apply for the 2003-2004 academic year of 3408 students who dropped-in. Of that group 1793 were schedule appointments which when cut in half equals 897 students and assuming duplication cut this in half again to reach the Fall term student total of 449 students. This appears to be about right for the Transfer Center figures. The Fall 2004 term reflects a reduction in students (310 as of 12/12/04) with the belief that the contributing factor to the situation is due to the lack of a secretary since May 2004 to the latter part of November 2004 (close to seven months). The Transfer Center Counselor and Director have had to handle all of the clerical/receptionist duties as well as accept assistance from the District Counselors in serving students who desire transfer information. Transfer Center Program Demographic Information Ethnicity (In Percentage) Table 2TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProg.IVCProg.IVCProg.IVCProg.IVCProg.IVCProg.IVCFall 02 *.72.0.91.475.886.50.00.420.39.62.30.2Fall 03 *.92.01.11.574.886.70.00.420.79.32.40.3Fall 04.61.91.01.375.587.60.00.420.68.52.30.2Avg..82.01.01.475.486.90.00.420.69.12.30.2 * See Table 1 footnote. The student demographic information on ethnicity for the Transfer Center Program is difficult to determine due to the fact transfer students are in-and-out or just quick drop-ins thus making the actual numbers difficult to track. Sign-in sheets and appointments are tracked by hand but as to ethnicity the only figures the program has are of the Fall 2004 term where there are currently 310 students in the program. The Transfer Center Director believes that the ethnicity percentages are right in line with the ethnic demographics of Imperial County. Transfer Center Program Demographic Information Gender (In Percentage) Table 3TermHead CountMale (%)Female (%)Prog.IVCProg.IVCProg.IVCFall 02 *438741337.737.362.362.7Fall 03 *449748037.937.462.162.6Fall 04310813237.738.362.361.7Average399767537.837.762.262.3 * See Table 1 footnote. The student demographic information on gender for the Transfer Center Program is difficult to determine due to the fact transfer students are in-and-out or just quick drop-ins thus the actual numbers are difficult to track. Sign-in sheets and appointments are tracked by hand but as to age the only figures the program has are of the Fall 2004 term where there are currently 310 students in the program. The Transfer Center Director believes the gender demographics are right on target. Transfer Center Program Demographic Information Primary Language (In Percentage) Table 4TermEnglish (%)Other (%)Prog.IVCProg.IVCFall 02NA60.0NA40Fall 03NA61.2NA38.8Fall 0484.163.115.936.9Average84.161.415.938.6 The Transfer Center Program has no way to determine Primary Language demographics for Fall 02 or Fall 03 due to the dynamic nature of our computer system, however, this data is provided for Fall 04. Transfer Center Program Demographic Information Residence (In Percentage) Table 5TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherProgIVCProgIVCProgIVCProgIVCProgIVCProgIVCProgIVCProgIVCFall 02NA13.7NA29.8NA2.2NA33.8NA5.2NA7.6NA0.0NA7.7Fall 03NA13.3NA30.1NA2.1NA32.9NA5.4NA7.9NA0.1NA8.2Fall 0414.913.021.830.82.72.237.132.05.05.212.28.40.00.26.48.2Avg.14.913.321.830.22.72.237.132.95.05.312.28.00.00.16.48.0 The Transfer Center Program has no way to determine Residence demographics. Transfer Center Program Term GPA Distribution Table 6TermA (4.00)B (3.00 - 3.99)C (2.00 - 2.99)D (1.00 - 1.99)F (0.00 - .099)IVCIVCIVCIVCIVCFall 0211.927.539.013.18.5Fall 0310.828.040.514.46.3Fall 0410.430.037.615.36.7Avg.11.028.539.014.37.2 Not applicable. 4. PROGRAM RETENTION AND PERSISTENCE The Transfer Center does not have any computational figures available on the percentage of Transfer Center students who do not complete at least 15 units in a term (retention) nor has any tracking been done on students who do not re-enroll in the following semester (persistence). 5. STUDENT LEARNING OUTCOMES The Transfer Center will comply with the campus wide student learning outcomes assessment. 6. EXTERNAL SUPPORT SERVICES The additional needs from areas within ֱ߲ to enhance the Transfer Center services would be from tutoring, financial aid assistance and larger budgetary allotments. The other external support services come from outside the purview. Services desired: More funds for fields trips (transportation and housing); and more campus representatives visitations to name a few. 7. PROGRAM STANDARDS The Master Plan for Higher Education charges the California Community Colleges with the mission of providing Transfer General Education, Vocational Education, and Basic Skills Education to the citizens of California. Subsequently, the legislature established and supported the transfer mission in the overall interest of the state to provide its citizens the opportunity to pursue higher education. Thus, attendance at a California community college provides the accessibility to a baccalaureate degree through its preparation of students for transfer to four-year institutions of higher education. Again, the 1960 Master Plan and the Commission for the Review of the Master Plan, have emphasized the role of the community colleges as providers of lower-division course work for students who eventually enroll in four-year colleges and universities. The Transfer Center at ֱ߲ was established to enhance this mission by providing a comprehensive program of services to assist identified potential transfer students matriculate from the community college to four-year institutions. Serving as the focus of transfer activities the Transfer Center provides direct services to potential transfer students, particularly ethnic minority, disabled, low income, and other underrepresented groups. These services encompass academic advisement for program students and assistance with the transfer process for any matriculated student needing assistance. The California Community College also plays an important role in the preparation of students to transfer from high school to community college an onward to four-year institutions of higher education. The foundation of the transfer program is course articulation available to high school students and matriculated students, facilitating their transition to institutions of higher education. The development and establishment of course articulation is the primary purpose of the articulation services at ֱ߲. Once articulation is established the secondary mission of articulation services becomes the maintenance and dissemination of accurate and up to date articulation for use by matriculated students and college advising staff. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Strategic Goals Institutional Goal A: Create a modern comprehensive Science and Technology Center. Not applicable. Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: The Transfer Center and Articulation Services unit will assist in the development and expansion of additional course offerings and/or majors and certificates appropriate for the community. Program Objective 1: The Transfer Center and Articulation Services Director will participate in all monthly Division meetings to keep them aware of transfer issues throughout the 2005-2006 academic year. Program Objective 2: The Transfer Center and Articulation Services unit will act as a resource for divisions and faculty on course outlines, statewide requirements, etc. necessary for assisting IVC students in higher education throughout the 2005-2006 academic year. Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Not applicable. Institutional Goal D: Develop a long-term facility plan. Not applicable. Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Not applicable. Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Not applicable. Institutional Goal G: Implement community involvement by IVC. Program Goal G: The Transfer Center and Articulation Services unit will increase marketing and public relations planning to provide more information about the services available to students. Program Objective 1: The Transfer Center and Articulation Services unit will increase and develop two additional marketing and public relation tools (Handouts, flyers and brochures, etc.) in the Fall and Spring terms for 2005-2006. Program Objective 2: The Transfer Center and Articulation Services unit will assist in the coordination and provide increase outreach services to the local high schools and ROP programs at meetings with the appropriate groups in November 2005 and February 2006. Program Goal H: The Transfer Center and Articulation Services unit will increase the institutions awareness of higher education requirements. Program Objective 1: The Transfer Center and Articulation Services unit will participate in the Curriculum and Instruction Committee as a resource person on the 1st and 3rd Thursday of the Fall and Spring Terms for 2005-2006. Program Objective 2: The Transfer Center and Articulation Services unit will provide two flex activities/workshops in the Fall and Spring terms for 2005-2006 on Articulation and Transfer Center Services. Program Goal I: The Transfer Center and Articulation Services unit will increase student awareness on new programs and/or transfer opportunities available in higher education. Program Objective 1: The Transfer Center and Articulation Services unit will participate in providing classroom visitations upon faculty request (25-50 each term) and two transfer awareness workshops on applications and ASSIST for students and faculty during the 2005- 2006 academic year. Program Objective 2: The Transfer Center and Articulation Services unit will coordinate and provide career and transfer information in workshops scheduled for the 2nd Tuesday of each month during the 2005-2006 academic year. Program Goal J: The Transfer Center and Articulation Services unit will increase the partnerships and articulations opportunities available for students. Program Objective 1: The Transfer Center and Articulation Services Director will establish the formal criteria for high school articulations by November 2005. Program Objective 2: The Transfer Center and Articulation Services unit will expand the high school and four-year articulations into new program areas (Social Work; Child Development; Allied Health; and, Agriculture, to name a few) throughout the 2005-2006 academic year. 9. PROJECTED GROWTH PLANNING The information provided by the institutional researcher in the table below establishes trends in FTES, FTES/FTEF, unmet demand, and enrollments. Comment on any rationale for major trends or fluctuations. In addition, discuss program enrollment trends compared to the institution as a whole. Transfer Center Program Student Participation and Institutional Enrollment Information Table 7TermEnrollment by Number Prog.IVCStudents Served: Fall 2002 *4397413Students Served: Fall 2003 *4497480Students Served: Fall 20043108132Students expected to be Served: Fall 2005 #3578500Students expected to be Served: Fall 2006 #4128700Students expected to be Served: Fall 2007 #4748900 * See Table 1 footnote. # Assuming 15% increase with no additional counseling staff. The student demographic information on student participation for the Transfer Center Program is difficult to determine due to the fact transfer students are in-and-out or just quick drop-ins thus the actual numbers are difficult to track. Sign-in sheets and appointments are tracked by hand but as to age the only figures the Program has are of the Fall 2004 term where there are 310 students currently in the program. 10. CAPITAL OUTLAY/FACILITIES Program Facility Changes Information Table 8  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 2007Total Amt 2007-2008NONE000Projected Totals000 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE Program Capital Outlay Equipment/Software Information Table 9  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008Computers3$10,000Furniture Reception Desk1$10,000Projected Totals$10,000$10,000 12. FULL TIME/PART TIME RATIO (For division or program as appropriate) Program Full Time/Part Time Ratio Table 10  Full Time Full Time Full Time Part TimeCurrent StaffRatio*Transfer Center Director/AO1/0 1/0 1/0Transfer Center CounselorTransfer Center SecretaryFull-time/Part-time ratio for the Transfer Center program is determined on District funding. 13. PROJECTED BUDGET Program Projected Budget Information Table 11  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular*Counselor/Library Regular*2129324214225632224313244674Administrators*Classified Regular*126092128701131571134728Chair/CoordinatorAdjunctOverload/Extra Duty57607680960011520OvertimeCoachingConsultantMemberships550625675725Student Salaries (Do not include work study)Professional ExpertBooks, Magazines, Periodicals, CDsInstructional Supplies and MaterialsNon-Inst Supplies/Material (includes copy print)2300253027833061Personal Services Contracts (Postage/Maintenance)2250 247527232995 Travel and Conference1700187020572263Capital Outlay Facilities (Remodeling and Construction)0Capital Equipment/Software1000010000Total167975196136281840299966 *Salary only, do not include employee benefits.     PAGE  PAGE - 1 - )NOpqrv /  '   P I [x}~GV\ͻͷhZh1h[[h6;EhBh$h?Lh2hm[hOEhOEhOE5 hB5 h a5 hOE5h ah a5CJaJhh a5CJ aJ hOE5CJaJh ahOE5CJaJ:)Opqr yzNOcd 0^`0gdOE0`0gdBgdOE$a$gd a$a$gdOE?\_i26MNaibTZ^~  P {RSgu2{\]^bwxȷhs5CJaJ hs55CJOJQJ\^JaJ hB5CJOJQJ\^JaJ hO5 hs5 h5 hB5hshBh2h2hZh}h1h[[hB>dS]^wxic$Ifnkd$$Ifl4h%$0$644 lap $$Ifa$gd agdB 0^`0gdOE0`0gdB $Ifnkd$$Ifl4h%$0$644 lap $Ifnkd4$$Ifl4h%$0$644 lap      # ; < D \ ] e } ~ !!!!@!A!B!Z!罯~ph \CJOJQJ^JaJh \CJOJQJ^JaJ hB5CJOJQJ\^JaJ hB5 hs55h "CJaJh "CJOJQJ^JaJh "CJOJQJ^JaJhs5CJOJQJ^JaJhs5CJOJQJ^JaJhs5CJaJ hs55CJOJQJ\^JaJ)$Ifnkd$$Ifl4h%$0$644 lap  $$Ifa$nkdh$$Ifl49h%$0$644 lap   kd$$Ifl4ֈh 8%&|&&&&&0$644 lap<       # ( - 2 7 ; < D I N S X \ ] e j o t y Ff Ff0 Ff $$Ifa$$Ify } ~ 0^`0gdOEFfFf2 $$Ifa$ $Ifnkd$$Ifl4_$v$0v$644 laUp  $Ifnkdd$$Ifl4_$v$0v$644 laUp  $Ifnkd$$Ifl4_$v$0v$644 laUp  !!$Ifnkd$$Ifl4_$v$0v$644 laUp !!! !!$!4!:!@!A!B!F!J!N!R!|$IfFf $$Ifa$nkd2$$Ifl4)_$v$0v$644 laUp R!V!Z![!c!g!k!p!t!x!|!}!!!!!!!!!!!!!!!!Ff$Ffr!$IfFf $$Ifa$Z![!|!}!!!!!!!!!!"""#","-"."/"0"1"U"V"c"d"{"|"""""""""""#######4#5#>#?#Q#R#d#e#w#x####ϾϾ϶϶϶ϾϾ϶϶϶h6NCJaJh6NCJOJQJ^JaJhs5CJOJQJ^JaJhs5CJaJ hB5CJOJQJ\^JaJ hs55CJOJQJ\^JaJ hs55 hO5h \CJOJQJ^JaJh \CJaJ9!!!!!!!!!!!!#","-"."$IfGkd:-$$Ifl4!11644 la<p 0^`0gdOEFfA+ $$Ifa$Ff(."/"0"1"6"A"J"U"i```` $$Ifa$Gkd@.$$Ifl4!11644 la<p $IfGkd-$$Ifl4!11644 la<p U"V"W"["_"c"oi``` $$Ifa$$Ifkd.$$Ifl4\!&&o&& 1644 la<p(c"d"l"q"v"{"offff $$Ifa$kd0$$Ifl4\!&o&& 1644 la<p({"|"""""VMMMM $$Ifa$kd=1$$Ifl;\!''o''  (1644 la<p(""""""VMMMM $$Ifa$kd2$$Ifl;\!''o''  (1644 la<p(""""""VMMMM $$Ifa$kd3$$Ifl;\!''o''  (1644 la<p("""##VI@@ $$Ifa$ 0^`0gdOEkdT5$$Ifl\!&&o&&  (1644 la<p(#####iGkd47$$Ifl48&644 lap $IfGkd6$$Ifl4'8&644 lap ##$#-#4#5#6wkd:8$$Ifl4F8&&&&6    44 lap $$Ifa$Gkd7$$Ifl48&644 lap 5#6#:#>#?#G#L#Q#xwkdI9$$Ifl4F8&&&6    44 lap $$Ifa$$IfQ#R#Z#_#d# $$Ifa$vkdX:$$Ifl;F8&'''6    44 lapd#e#m#r#w# $$Ifa$vkdQ;$$Ifl;F8&'''6    44 lapw#x#### $$Ifa$vkdJ<$$Ifl;F8&'''6    44 lap######|||s $$Ifa$ 0^`0gdOEvkdC=$$IflF8&&&&6    44 lap#############C$D$E$e$f$$$$$$$$%%%%5%L%T%U%Z%%ᷩua&hN")hN")5CJOJQJ\^JaJ h|5CJOJQJ\^JaJ hN")5 hs55 h*1h6NCJOJQJ^JaJh6NCJaJh6NCJOJQJ^JaJh6NCJOJQJ^JaJhN")CJOJQJ^JaJhN")CJOJQJ^JaJhN")CJaJ hN")5CJOJQJ\^JaJ h5"#####iGkd>$$Ifl4a%x% x%644 laUp $IfGkd.>$$Ifl4a%x% x%644 laUp #####iGkd?$$Ifl4a%x% x%644 laUp $IfGkdB?$$Ifl4a%x% x%644 laUp ###$ $$$($1$=$C$D$E$I$M$Q$U$Y$]$$IfFfB $$Ifa$Gkdd@$$Ifl4)a%x% x%644 laUp ]$a$e$f$n$s$x$|$$$$$$$$$$$$$$$$$$$$Ff`OFfTK$IfFfF $$Ifa$$$$$$$$$$$$$%% %%%%%%T% 0^`0gdOEFfWFfR $$Ifa$T%U%Z%c%s%%%% $$Ifa$FkdY$$IflH."6!44 lap %%%%%%%%%%%&&:&;&<&=&>&&&'''o(s(z({())*****+\+y+[,\,],a,},.....θθθθ~y hq5 hO-d6 hqhO-d hO-d5hO-d h X5 h5h+h Xhs hs5 hN")5 hs55h6NCJaJh6NCJOJQJ^JaJh6NCJOJQJ^JaJhN")CJaJhN")CJOJQJ^JaJh*1CJOJQJ^JaJ.%%%%%%?9000 $$Ifa$$IfkdY$$Ifl4ֈH% WO"&2222644 lap<%%% $$Ifa$%%kdZ$$Ifl4hֈH% W."'2'2'2'2's <6!44 lap<%%%%%%% $$Ifa$$If%%%$IfkdZ\$$Ifl{ֈH% W."''2'2'2'2's <6!44 lap<%%%%%%%8kd]$$Ifl{ֈH% W."''2'2'2'2's6!44 lap< $$Ifa$%& &&&&& $$Ifa$$If&&"&'&,&1&6&A88888 $$Ifa$kd^$$Ifl{ֈH% W."''2'2'2'2's6!44 lap<6&:&;&<&=&8++ 0^`0gdOEkd_$$IflֈH% W."&&2&2&2&2&s6!44 lap< $$Ifa$=&&&))****\,],{,|,....00001122\2gd x0^x`0gd 0^`0gdOE0`0gd.//000011111222]2q2s2233L4M4a4c44445555[5\55555C6R6T66667J777778B8C8F8G88888889M9Źůůūѫѫ hZn5h ahZn5hqZhZn h5 h a5h ah5hhh ahb5h a hb>* hb5hb hqhq hDj5 h5hDjh5b4hq<\2]2r2s233K4L4M4455\5555B6C65767777879^gd agdZn`gdgdb 0^`0gdOE7989r9s999h:i:::T;U;;;9<:<<<<==G>>>>>>"cܲԒ99999999:5:::::::;;;;;;;:<N<<<<<= > >F>G>H>I>]>>>>>>?G?H?????????/@C@@@@@ͺ͵ͱh93hch935hchb5hb hb5h$R h$R5 hH"hKhchK5hchK hH"5hhchH"5hH" h-;5hch-;5h-; hZn5hZn:>H???????.@/@@@@ AAeAfAAAAoBpBBCCZC[CDDgdH"`gd@A A!A"AfAxAyAzAAAAAAAnBoBpBBBBBBBCC$C:CZC[CjCDDDjD~DDDDDDDPEQEREfEEEEEEEEZF[FoFFºº¶h) hO5 h1)5 hQhOh)hO5hO hQ5hQh)h1)5h1) h935hchch~)5h~)hn hb5hhbhch935hchb5h938DiDjDDDDQEREEEEEZF[FFG(G)GGGGGGIII $$Ifa$gd&@gd&@`gdgdH"^gd)FFFFGGG G)G=GGGGGGGGGIIII5IWIvI}I~IIIIIIIIIij́ulcWh*1h*15CJaJh*15CJaJh&@5CJaJh*1h&@5CJaJhHUzh&@CJaJh&@CJaJh&@CJOJQJ^JaJ h|5CJOJQJ\^JaJ h&@5CJOJQJ\^JaJh&@B*ph3fh&@h"h{uqh&@5 h&@5hK h1)h1)h)h1)5h)h1)h"I~IIIIII|pp $$Ifa$gd*1 $Ifgd&@mkda$$IfTl4"^' t0644 laBT $$Ifa$gd&@IIII~ui $$Ifa$gd*1 $Ifgd&@kda$$IfTl0 4"G t0644 laBTIIIIIIIIIIIIIIJ JJ$J-J.J5Jh&@5CJaJh&@5CJaJhQ?ah&@5h&@CJOJQJ^JaJ h|5CJOJQJ\^JaJ h&@5CJOJQJ\^JaJhBh&@5 h&@5h&@h'kCJaJh'kh*1hHUzh*1CJaJh*1CJaJ2IIII~ui $$Ifa$gd*1 $Ifgd&@kdPb$$IfTl0 *"G  t06 44 laBTIIIJ~ui $$Ifa$gd*1 $Ifgd&@kdb$$IfTl0 *"G  t06 44 laBTJJ.J4J~ui $$Ifa$gd*1 $Ifgd&@kd(c$$IfTl0 *"G  t06 44 laBT4J5J`JfJwk $$Ifa$gd*1 $Ifgd&@~kdc$$IfTl0 *"G  t06 44 laBTfJgJJJwk $$Ifa$gd*1 $Ifgd&@~kdc$$IfTl0 *"G  t06 44 laBTJJJJJJKK{{{oof $Ifgd&@ $$Ifa$gd&@gd&@~kddd$$IfTl0 *"G  t06 44 laBTKKKK K*K4K>KHKRK $Ifgd&@gkdd$$Ifl%$ t0644 la\ RKSKXKYKZK[K^UUUU $Ifgd&@kde$$Ifl\4%4 t0644 la\RKSKWKpKKKKKKKKKKKKKKL L LLLLLLLL2L3L4L8L>k t0644 laLLLLLL $Ifgd&@LLLL% $Ifgd&@kdi$$Ifl֞ %_"1 >>k t0644 laLLLLLLLLLLLLLLLLLLMM#M$M%M&M'M(M-M.M/M0M9M:M;M>k t0644 laLLLLLM $Ifgd&@MM$M&M% $Ifgd&@kdXk$$Ifl֞ %_"1 >>k t0644 la&M.M0M:M>k t0644 laFMGMHMIMJMKM $Ifgd&@KMLMMMNM% $Ifgd&@kdl$$Ifl֞ %_"1 >>k t0644 laNMOMPMQMRMSM $Ifgd&@SMTMeMfM% $Ifgd&@kdm$$Ifl֞ %_"1 >>k t0644 lafMnMoMwMxMM $Ifgd&@MMMM% gd&@kdn$$Ifl֞ %_"1 >>k t0644 laMMMMMMMMM NNymm $$Ifa$gd'kkkdYo$$IfTl$ t0644 laT $Ifgd&@ $$Ifa$gd&@gd&@ MMN NNNNNNNNN N!N"N3N7N8N=NMNNNONoNpNNNNNNNNNNNNNNNNNNNNOOO OOOOOO$O鹨酑鑅h[Xh&@5CJaJh&@5CJaJh&@CJOJQJ^JaJ h&@5CJOJQJ\^JaJ h|5CJOJQJ\^JaJhO"h&@5 h2B5 h|5 h&@5h1)CJaJh&@h6&Kh&@CJaJh&@CJaJ4NNNNNlcWW $$Ifa$gd'k $Ifgd&@kdo$$IfTl4F` @  t06    44 laTNNNN Nlccc $Ifgd&@kd'p$$IfTl4F  @ ` t06    44 laT N!N"N#N$N%N&N'N(N)N*N+Nlgggggggggggd&@kdp$$IfTl4F  @  t06    44 laT +N,N-N.N/N0N1N2N3N4N5N6N7N8NNNONpNNN $Ifgd&@ $$Ifa$gd&@gd&@NNNNN~ $$Ifa$gd&@ $Ifgd&@lkd3q$$IfTlf#v& t0v&44 laTNNNNNNNNNNNNO Otttttttttttt $$Ifa$gd&@kdq$$IfTl0f#] t0v&44 laT O O OOOO$O%O;OO?O@OAOBOCODO^O_O`OaObOcOdOeOfOFfv $Ifgd&@Ffr $$Ifa$gd&@$O%O:OCODO]OfOgOuOvOwOxOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOP P PP+P-P6P8PBPDPNPPPYPZP[PdPePlPnPvPxPPPPPPPh5b4CJaJh6&Kh&@CJaJh}PCJaJhCJaJhrFCJaJh[Xh&@CJaJh&@CJaJh&@KfOgOvOxOOOOOOOOOOOOOOOOOOOOOOOOFfFfI| $Ifgd&@FfyOOOOOOPPPPPPPP P P,P-P7P8PCPDPOPPPZP[PdPFfFfFf $Ifgd&@dPePmPnPwPxPPPPPPPPPPPPPPPPPPPPPPPFfFf $Ifgd&@PPPPPPPPPPPPPPPPPPPQQ Q(Q*Q3Q5Q>Q@QIQJQKQ_Q`QiQpQqQQQQQQQQQQRR RRRR!R#R+R,R-RIRJRMRTRURkRlRtRvRRRRRRRRRRRRپhrFCJaJhOCJaJh6&Kh&@CJaJh}PCJaJhCJaJh&@CJaJh&@h[Xh&@CJaJKPPPPPPPPPPPPPQQ Q)Q*Q4Q5Q?Q@QJQKQ_Q`QjQFfFf{Ff $Ifgd&@jQkQlQmQnQoQpQqQQQQQQQQQQQQQQQQQQQQFfFfs $Ifgd&@QQQRRRRRR"R#R,R-RIRJRNRORPRQRRRSRTRURkRlRuRvRFfcFf $Ifgd&@FfkvRRRRRRRRRRRRRRRRRR S SSSSSSSSFfiFf߽ $Ifgd&@RRRRRRRR SSSSS#S%S'S,S.S5S7S>S?S@SASBSCSQSRSSSpTTTTTTTTRUSUcUoUUUUUUUUU&VFVVVsWwWxWļĮ hOEhBhBh-Sh}PhZ>h5b4hZ>6h5b4 h5b45 h&@5hc?Hh&@5 h|5hrFCJaJh5b4CJaJhOCJaJh&@CJaJh&@h[Xh&@CJaJh}PCJaJ7SSSS$S%S-S.S6S7S?S@SASRSSST TTTUUuWvWxWyW 0^`0gdOEgdZ>gd5b4gd&@Ffa $Ifgd&@FfyWzW{W|W}W~WWWWWWWWWWWWWWWWWWWWWWWWWxWzWWWWW[\\g]j]U_b_bbb5clcmcncocpcqcrcsctcuczcccccccccccccdd4d5d@eeeeeeeeeeeeeeeee f f+f,fMfh=)CJOJQJ^JaJh=)CJOJQJ^JaJh=)CJaJ h=)5CJOJQJ\^JaJ h=)6 h=)5\ h=)5h=)h=)5CJaJhhOEAWWWWWWWWWWWWWWWZZ[[\\i]j]]^c^^_8^8 & FgdC$a$_T_U_{a|abbbb2c3c4c5c@clcmcnc$IfFkd!$$IfTl4644 laf4T $$Ifa$8^8ncocpcqcrckFkd$$IfTl4644 laf4T$IfFkd$$IfTl4644 laf4Trcsctcuczcccccckbbbbbb $$Ifa$Fkd$$IfTl4$644 laf4T$IfFkd$$IfTl4644 laf4T ccccccccYSJJJJJ $$Ifa$$Ifkdy$$IfTl4ֈVW&N&t&&&&<644 laf4TccccccccYSJJJJJ $$Ifa$$Ifkd$$IfTl4hֈVWN't''''<644 laf4TccccccccYSJJJJJ $$Ifa$$Ifkd$$IfTl4JֈVW'N't''''<644 laf4Tcccdd dddYSJJJJJ $$Ifa$$Ifkdv$$IfTl4JֈVW'N't''''<644 laf4Tddd!d&d+d0d4dYPPPPPP $$Ifa$kdk$$IfTl4;ֈVW'N't''''<644 laf4T4d5d6d?e@eKeeYWWWNN $$Ifa$kd`$$IfTl4ֈVW&N&t&&&&<644 laf4Teeeeees0BkdU$$Ifl43"$ $644 laf4Bkd$$Ifl43"$ $644 laf4$IfBkdG$$Ifl43"$ $644 laf4eeeeeeeeeeeesjjjjjjj $$Ifa$Bkdc$$Ifl43"$ $644 laf4Bkd$$Ifl43"$ $644 laf4$If eeeeeeeJD;;;; $$Ifa$$Ifkd$$Ifl4֞3W (["&` &b &b & &b & &b $644 laf4eeeeeeeA;$Ifkd%$$Ifl4h֞3W (["` 'b 'b ' 'b ' 'b $644 laf4 $$Ifa$eeff f ffA;$IfkdX$$Ifl4h֞3W (["'`'b'b''b''b$644 laf4 $$Ifa$ffff#f'f+f,fAkdr$$Ifl4h֞3W (["'`'b'b''b''b$644 laf4 $$Ifa$,f4f8f$$Ifl4[@@644 laf4{h|h~hhhhhhhhht{kd$$Ifl4\[e&m&&@644 laf4 $$Ifa$$If hhhhhhzzzz $$Ifa${kd$$Ifl4;\[e''m''@644 laf4hhhhhhzzzz $$Ifa${kd$$Ifl4;\[e''m''@644 laf4hhhhhhzzzz $$Ifa${kd$$Ifl4;\[e''m''@644 laf4hhhjjjGjOjPjxxxx $$Ifa${kd$$Ifl4\[e&&m&&@644 laf4PjQjVj_jfjgjhjljpjMG$Ifhkd]$$Ifl4F[R&&Z & 6    44 laf4 $$Ifa$?kd$$Ifl[&644 lapjqjyj~jj $$Ifa$hkd\$$Ifl4F[R&Z & 6    44 laf4jjjjj $$Ifa$hkd[$$Ifl4;F[R''Z ' 6    44 laf4jjjjj $$Ifa$hkdG$$Ifl4;F[R''Z ' 6    44 laf4jjjjj $$Ifa$hkd%$$Ifl4;F[R''Z ' 6    44 laf4jjjkkkkll$$&`#$/Ifa$hkd$$Ifl4F[R&&Z & 6    44 laf4l l lll&l0l:lClOlUlVlWl[l_lclglFf$$&`#$/Ifa$$&`#$/IfIkd$$Iflh+&, 6`,644 laglklolpltlulylzllllllllllllllllllFf$&`#$/IfFf$$&`#$/Ifa$llllllllllllllllllmm mmmmmFf$&`#$/IfFfK$$&`#$/Ifa$m m$m%m)m*m.m$$&`#$/Ifa$.m/mnkd$$Ifl4 Jt"`'+&`&V&&&& &8 6`,6$$$$44 laf4nno#o$o)o2oBoRoboroBkd$$Ifb&F$Z$62 24a3 $$Ifa$ rosotoxo.( $$Ifa$$Ifkd7 $$If4ֈ 8Pv&&Z$62 22 22 22 22 22 24a3f4xo|ooooooooooooooooooFf$IfFf  $$Ifa$ooooooooooooooooooooooooooooooooooooooooooooopppp p p p2p7pUpXprrrv wyyyyyzѾh=)5CJ\^JaJ h=)5>* h=)6 h=)56 h=)5h=)hCCJaJh=)CJOJPJQJ^JaJh=)CJOJQJ^JaJBoooo1+" $$Ifa$$Ifkd$$$If{ֈ 8Pv&''''''Z$62 22 22 22 22 22 24a3ooooo $$Ifa$ooooo1((( $$Ifa$kd$$If{ֈ 8Pv&''''''Z$62 22 22 22 22 22 24a3opp p p(kd$$Ifֈ 8Pv&&&&&&&Z$62 22 22 22 22 22 24a3 $$Ifa$ p p1p2p6p7pVpXprrrrbtctv w wyyyyyy>z?zSzTz^ h7$8$H$^hgdCgdCz>z?zSzTzkzr{{{{{{ | |$|G|H|\|t|||} }}}}'}N~a~~~~~*RSgsށ㵨µ~yty h=)\ h=)5h=)56>* h=)5>*hAEh=)5CJ\^JaJh=)CJ]^JaJh=)5CJ]^JaJh=)56CJ^JaJh=)CJ\^JaJh=)5CJ\^JaJh=)\^JaJh=)5CJ^JaJh=)^JaJh=)CJ^JaJ+Tzq{r{{{{{ | |G|H|\|]|||}}O~P~~~RSg`^g*+݄ބ߄34 $$Ifa$^ !+?݄ބ2345QRSnstu LMR^}~048:[\]^_Ƹ󨰢󨰢󨰢ƸƸh=)5CJaJh=)5CJaJ h=)CJhCCJaJh=)CJaJh=)CJOJQJ^JaJ h=)5CJOJQJ\^JaJh=)B*ph3fhAEh=)5\ h=)\ h=)5h=)hAEh=)584567LPQ $$Ifa$$Ifmkd$$IfTl5"_' t0644 laBTQRSns~xxl $$Ifa$gdC$Ifkd$$IfTl0c5"  t0644 laBTstu~xxl $$Ifa$gdC$Ifkd%$$IfTl0c5"  t0644 laBT~xxl $$Ifa$gdC$Ifkd$$IfTl0c5"  t0644 laBT܅~xxll $$Ifa$gdC$Ifkdo$$IfTl0c5"  t0644 laBTzznn $$Ifa$gdC$If~kd$$IfTl0c5"  t0644 laBT BLMRzznn $$Ifa$gdC$If~kd$$IfTl0c5"  t0644 laBTRST^_}~~~~~~uuo$If $$Ifa$~kdJ$$IfTl0c5"  t0644 laBT ĉΉ؉$Ifgkd$$Ifl,"" t0644 la  ^XXXX$Ifkda$$Ifl\4,"X t0644 la ^XXXX$Ifkd$$Ifl\4,"X t0644 la^XXXX$Ifkd$$Ifl\4,"X t0644 la^XXXX$Ifkdq$$Ifl\4,"X t0644 la^XXXX$Ifkd! $$Ifl\4,"X t0644 la0123^XXXX$Ifkd $$Ifl\4,"X t0644 la345\]]^\\\\\SSS $$Ifa$kd!$$Ifl\4,"X t0644 la ]^_`efoygkd1"$$Ifl## t0644 lal$If_`0Ufgnovw~'()*TU_`de|ϒABǓȓ:;UVfgДє8鿱饿hCh=)CJaJh=)CJOJQJ^JaJ h=)5CJOJQJ\^JaJ hC5 h=)5h=)5CJaJ h=)CJh=)h=)5CJaJh=)5CJaJA܍%$Ifkd"$$Ifl֞ R# >>k t0644 lal܍$If%$Ifkd#$$Ifl֞ R# >>k t0644 lal$(,04$If $$Ifa$4567%$Ifkd$$$Ifl֞ R# >>k t0644 lal789:;<$If<=>?%$Ifkd%$$Ifl֞ R# >>k t0644 lal?@ABCD$IfDEFG%$Ifkd&$$Ifl֞ R# >>k t0644 lalGHIJKL$IfLMNO%$Ifkd'$$Ifl֞ R# >>k t0644 lalOPQRST$IfTUfg%$Ifkd($$Ifl֞ R# >>k t0644 lalgnovw~$If $$Ifa$~%##kd)$$Ifl֞ R# >>k t0644 lal()*+5?Mv $$Ifa$gdCkkd*$$IfTl$ t0644 laT$If $$Ifa$ MTUVX_^X$IfkdZ+$$IfTl4F` @  t06    44 laf4T $$Ifa$gdC_`acdjdXd $$Ifa$gdC$Ifkd,$$IfTl4F  @  t06    44 laf4Tdef|}ϒВђҒӒԒՒ֒jhhhhhhhhhhhkd,$$IfTl4F  @  t06    44 laf4T ֒גْؒڒےܒݒޒߒ$If $$Ifa$A $$Ifa$$Iflkd-$$IfTlf#v& t0v&44 laTABNOSbcgqxy}wwwwwwwwwwww $$Ifa$kd.$$IfTl0f#] t0v&44 laT “ÓēœƓǓȓFf*3$IfFf/ $$Ifa$!(*13:;MNOPQRFf5=Ff9$IfFfu6RSTUV^_`abcdefg{|}~FfJFfEFf+A$IfFfXFfSFf8O$IfȔɔʔ˔͔̔ΔϔДє 012345FfaFfE]$If56789\]^_`abcdeĕŕFfpFfRkFff$If89de͕̕RSƖ՘֘ט\]^ߠwx_`aop ѹћhCCJOJQJ^JaJhCCJaJ hC5CJOJQJ\^JaJh<'uh4T6 h4T6 h8yhC hC6 h]]LhC hC5hChIhC5CJaJhC5CJaJ h=)\ h=)5h=)CJaJh=)0ŕƕǕȕɕʕ˕͕̕ Ff_yFft$If+IJKLMNOPQRSnoprst{|}FfzFf˂$IfFf~ŖƖ֘ט]^gdC$a$gdCFf)$If^ޠߠ åwxop`abcdefggdCghijklmnop $IfgdCGkd$$Ifl4hD%##644 lap $$Ifa$gdCgdCfGkd$$Ifl4hD%##644 lap $IfgdCGkd^$$Ifl4hD%##644 lap  #+5fZZZZZZ $$Ifa$gdCGkd$$Ifl49hD%##644 lap $IfgdCGkdd$$Ifl4hD%##644 lap 567st|QRʹRSTUVWXYZ[` [\жѶ !"#$%&'KLrs +,567Ƕ h4T5CJOJQJ\^JaJ hC5CJOJQJ\^JaJhChCCJOJQJ^JaJhCCJaJhCCJOJQJ^JaJH567?C?6** $$Ifa$gdC $IfgdCkdj$$Ifl4ֈhC DD%&&&&&&U #644 lap<CKOW[cgost|IJɲFf $IfgdCFff $$Ifa$gdCɲͲҲײܲ "',16:?Ff $IfgdCFf $$Ifa$gdC?DIMQRST˴̴ʹRST$IfGkd$$Ifl4h$$ $644 laUp $$Ifa$gdCFf/ $$Ifa$gdC TUVWXiGkd$$Ifl4h$$ $644 laUp $IfGkd+$$Ifl4h$$ $644 laUp XYZ[`ft}i``````` $$Ifa$Gkd޲$$Ifl4)h$$ $644 laUp $IfGkdM$$Ifl4h$$ $644 laUp '!$Ifkdo$$Ifl4֞Y9h$&p &p &p & &p &p &p $644 laUpFǵ˵ӵ׵ߵ $IfFf $$Ifa$ (,048=BFJOSW[\dhlpty~FfR $$Ifa$$IfFfھĶȶ̶жѶҶӶ $$Ifa$gdCgdCFfRFf( $$Ifa$ !"cGkd$$Ifl4h$$$644 laUp $$Ifa$gdCGkd$$Ifl4h$$$644 laUp "#$%&fGkd$$Ifl4h$$$644 laUp $IfgdCGkd#$$Ifl4h$$$644 laUp &',7@K $$Ifa$gdCGkd)$$Ifl4h$$$644 laUp KLMVZbfnrofZZZZZZ $$Ifa$gdC $IfgdCkd$$Ifl4\Sh$&j&S & & $644 laUp(rs{' $$Ifa$gdCkd$$Ifl4֞S  h$j&x&&x&i&x&i$644 laUpF{ $$Ifa$gdC) $$Ifa$gdCkd$$Ifl;֞S  h$'j'x''x'i'x'i$644 laUpF $$Ifa$gdCǸ˸) $$Ifa$gdCkd$$Ifl;֞S  h$'j'x''x'i'x'i$644 laUpF˸иոڸ߸ $$Ifa$gdC) $$Ifa$gdCkd$$Ifl;֞S  h$'j'x''x'i'x'i$644 laUpF $$Ifa$gdC ) $IfgdCkd$$Ifl֞S  h$&j&x&&x&i&x&i$644 laUpF  $IfgdC)$$$gdCkd$$Ifl֞S  h$'j'x''x'i'x'i$644 laUpF,56789[Gkd$$Ifl4644 la<p $IfGkd$$Ifl4644 la<p $$Ifa$gdC789:OPjkºܺݺ %pqr¼übcյh;$hCCJaJ hezhCCJOJQJ^JaJ&hezhC5CJOJQJ\^JaJ#hezhC5CJOJQJ^JaJhCCJOJQJ^JaJhChCCJOJQJ^JaJ hC5CJOJQJ\^JaJhCCJaJ/9:?HOP6wkd$$Ifl4F /&K && 6    44 la<p $$Ifa$Gkd$$Ifl4644 la<p PQZ^fjksxHkd$$Ifl4r /K &&q&&644 la<p2 $$Ifa$$Ifx}Pkd@$$Ifl;r /'K ''q''644 la<p2 $$Ifa$ YPPPPP $$Ifa$kd$$Ifl;r /'K ''q''644 la<p2ºʺͺҺ׺ܺYPPPPP $$Ifa$kd>$$Ifl;r /'K ''q''644 la<p2ܺݺ޺ߺYTTTTTTTTgdCkd$$Iflr /&K &&q&&644 la<p2 kd$$Ifl4&&&644 laUp $IfGkd$$Ifl4&&&644 laUp $$Ifa$gdC iGkdq$$Ifl4&&&644 laUp $IfGkd$$Ifl4&&&644 laUp  %-6AKU^jpqrx|$IfFf $$Ifa$Gkd$$Ifl4)&&&644 laUp ¼ü˼мռڼ߼ $IfFfa $$Ifa$ %*/37<AEIMQVZ^bckpuzFf>$IfFf: $$Ifa$ƽ˽ϽӽؽݽFfp $$Ifa$ gdCFf$IfFf $$Ifa$ $$Ifa$gdC':X $$Ifa$Fkdc$$Ifl&%%644 la]p  RS()opBC[\-.=wy;>?@AẔ̸Ǫǝ̝h?5"hC6 hC6 hC56 h;hCh;hCH* hRohC hC5hC h;$hCCJOJQJ^JaJh;$hCCJaJ&h;$hC5CJOJQJ\^JaJ<'!!$Ifkd$$Ifl4֞  #&&]&0%644 la]pF $$Ifa$Ff# $$Ifa$$If #'+/37;?CHMRS]`chlpFf.$IfFfO) $$Ifa$ptx|Ffi9$IfFf 4 $$Ifa$ #()369=AEIMQV[Ff> $$Ifa$$If[`ejopz|~FfI$IfFf%D $$Ifa$ #)-16<B$IfFfN $$Ifa$BCMOQUY]aeinsw}FfY $$Ifa$$IfFf?T  #&FfYd$IfFf^ $$Ifa$&*.26:>CHLQV[\filptx|$IfFfi $$Ifa$ Ffst$IfFfo $$Ifa$ #(-.BFJOSW[_chmqv{Ff/ $$Ifa$Ffy $$Ifa$ Ff $$Ifa$ $$Ifa$ <=PQq;<[\23vw 7$8$H$gdCgdCFf $$Ifa$Z\Xn 23Tde|rst~޼rh]R]DhP5hC5CJ^JaJh4T5CJ^JaJhC5CJ^JaJhCCJ^JaJhhCCJ\^JaJhC5CJ\^JaJhhC\^JaJhkKhC5CJ^JaJhC^JaJhkKhCCJ^JaJhkKhC5CJ\^JaJhzhC5>*hm.hC5 hC5 hkKhChChC5hCh<'uhC56 AB WXnoUhSTdegdC & F"gdCgdCrst~^_ XYcdop^gdCgdC_s ,VXYcdx&nopΣ疋{k]h\hCCJ\^JaJh*hC5CJ\^JaJh,hC5CJ\^JaJhCCJ\^JaJh@hCCJ^JaJhkKhC5CJ^JaJhkKhC5CJ\^JaJhkKhCCJ^JaJhC5CJ^JaJhP5hC5CJ^JaJhCCJ^JaJh*hC5CJ^JaJ"pWXbcYZno `gdC^gdCgdCXacwz6XYZimn ʺʬyk`kykPFhCCJ^JaJhkKhC56CJ^JaJhC5CJ^JaJhkKhC5CJ^JaJhC^JaJh@hCCJ\^JaJhkKhCCJ^JaJhkKhC5CJ\^JaJh^hCCJ\^JaJh^hC5CJ\^JaJhCCJ\^JaJh]WhCCJ\^JaJh*hC5CJ\^JaJhC5CJ\^JaJ'$%';>?@ABYɻɮ񤖋񋖋񋖋~n`hkKhC5CJ^JaJhkKhC5CJ\^JaJh^hCCJ^JaJhC5CJ^JaJh*hC5CJ^JaJhCCJ^JaJhkKhCCJ^JaJhkKhCCJ\^JaJhCCJ\^JaJh*hC5CJ\^JaJh@hCCJ^JaJh\hC5CJ^JaJ"&'@B?@ABCMN^gdCgdC>?@CMNboz渭~~naYKhkKhC5CJ^JaJhC^JaJhkKhCCJ^JaJhkKhC5CJ\^JaJh^hC5CJ^JaJh4TCJ^JaJh^hCCJ^JaJhCCJ^JaJhC5CJ^JaJh*hC5CJ^JaJh*hC5CJ\^JaJh^hC5CJ\^JaJhCCJ\^JaJhhC6CJ^JaJnoyz*+56ijtu`akl^gdCh^hgdCgdC^gdC)*+56Jgiju _`al\]^eijҲҤҲґ}v}}vv}}v}oeohzhC5>* hC5>* hTzhChTzhC5hCh*hC5 hC5hTzhCCJ\^JaJhkKhCCJ\^JaJh*hC5CJ\^JaJhTzhC5CJ\^JaJhCCJ\^JaJhrhCCJ^JaJhCCJ^JaJhC5CJ^JaJ'l]^jk p^p`gdCgdCh^hgdC hh^h`hgdC^gdCjk} 4"#268bnpvwy 񸱿ǩ hC5CJOJQJ\^JaJhCB*ph3fh{uqhC5h4ThwhC5 hhC hOphChhC5hOphC5 hhCh*hC5hTzhC5 h})hChC hC5hzhC5>*0"#bcmnopqrstuv^gdCgdC #| $IfgdCmkd$$IfTl4"^' t0644 laBT $$Ifa$gdC #$%)*-./0JKOTUVqrv{|}&'/01PSTlqry۽۽۽hhhCCJaJhf=ShCCJaJh\hCCJaJh4TCJaJh?G;hCCJaJhHUzhCCJaJhChCCJaJhCCJOJQJ^JaJB#$%*.~uii $$Ifa$gdC $IfgdCkdl$$IfTl0c4"  t0644 laBT./0KOTk____ $$Ifa$gd4Tkd؍$$IfTlFc4" *  t06    44 laBTTUVrv{k____ $$Ifa$gd4TkdZ$$IfTlFc4" *  t06    44 laBT{|}k____ $$Ifa$gd4Tkd$$IfTlFc4" *  t06    44 laBTk__VVVV $IfgdC $$Ifa$gd4Tkdj$$IfTlFc4" *  t06    44 laBT'19TUqmaaXXXX $IfgdC $$Ifa$gd4Tkd$$IfTlFc4" *  t06    44 laBTqrmaaXXXX $IfgdC $$Ifa$gd4Tkdv$$IfTlFc4" *  t06    44 laBT  .4?HS\]^rs~Ⱥ񩝩񕊕񕊕sl hfhChyhC5CJaJh1RhCCJaJhL ?hCCJaJhCCJaJh>hC5CJaJhC5CJaJhQ?ahC5hCCJOJQJ^JaJ hC5CJOJQJ\^JaJhBhC5 hC5hhhCCJaJhCh\hCCJaJ* mhhhhhhh\\ $$Ifa$gdCgdCkd$$IfTlFc4" *  t06    44 laBT !+5?IS]gkd~$$Ifl,"" t0644 la $IfgdC ]^s^UUUU $IfgdCkdǑ$$Ifl\4,"X t0644 la^UUUU $IfgdCkdD$$Ifl\4,"X t0644 la^UUUU $IfgdCkd$$Ifl\4,"X t0644 la^UUUU $IfgdCkd>$$Ifl\4,"X t0644 la^UUUU $IfgdCkd$$Ifl\4,"X t0644 la^UUUU $IfgdCkd8$$Ifl\4,"X t0644 la  l^YYYYYM $$Ifa$gdCgdCkd$$Ifl\4,"X t0644 la  klmnoty}~  !";>IRtuƥƥƥƥƥƥƥhlhCCJaJhL ?hCCJaJhCCJaJhhC5CJaJh/D&hC5CJaJhC5CJaJhC5CJaJhCCJOJQJ^JaJ hC5CJOJQJ\^JaJhBhC5hC hC55lmnotu~gkd2$$Ifl,"" t0644 la $IfgdC% $IfgdCkd{$$Ifl֞ R,"1 >>k t0644 la! $IfgdC!";A% $IfgdCkdH$$Ifl֞ R,"1 >>k t0644 laAINOPQ $IfgdCQRu|% $IfgdCkd$$Ifl֞ R,"1 >>k t0644 lauy|}       # $ % 0 2 ; < H I J \ ] f h i l r s |               `  hC5CJOJQJ\^JaJhA[hC5 h hC hC5h1RhCCJaJhRbhC5CJaJh29hCCJaJhChCCJaJhCCJaJhlhCCJaJhC6| $IfgdC  % $IfgdCkd$$Ifl֞ R,"1 >>k t0644 la        $ % & 1 2 3 < = > I  $IfgdCI J ] ^ % $IfgdCkd$$Ifl֞ R,"1 >>k t0644 la^ _ ` a i s  $IfgdCs t u v % $IfgdCkd|$$Ifl֞ R,"1 >>k t0644 lav w x y z {  $IfgdC{ |   % $IfgdCkdI$$Ifl֞ R,"1 >>k t0644 la       $IfgdC    % gdCkd$$Ifl֞ R,"1 >>k t0644 la      a b c d n x   ykkd$$IfTl$ t0644 laT $IfgdC $$Ifa$gdCgdC ` a b c d                        ? @ A B C f g h s t x                    ֻ㕡㡕h[XhC5CJaJhC5CJaJ hC5CJOJQJ\^JaJhHhC5CJ$aJ$hO"hC5 h{hC hC5hCCJaJhCh6&KhCCJaJhCCJOJQJ^JaJ9     lcWK $$Ifa$gdY $$Ifa$gdC $IfgdCkd0$$IfTl4F` @  t06    44 laT     lcWW $$Ifa$gdC $IfgdCkd$$IfTl4F  @  t06    44 laT            lgggggggggggdCkd=$$IfTl4F  @  t06    44 laT       @ A B C D g ylkdÝ$$IfTlf#v& t0v&44 laT $IfgdC $$Ifa$gdCgdC g h t u y          tttttttttttt $$Ifa$gdCkd$$IfTl0f#] t0v&44 laT              -.67ABMNXFf $IfgdCFf $$Ifa$gdC      ,.57@BLNWXYgipr{}   !"57?AJLVXbcdmuvh6&KhCCJaJhChCCJaJh[XhCCJaJXXYhiqr|}FfIFf٨ $IfgdCFf  !"67@AKLWXcdmFfFfFf# $IfgdCmnopqrstuvFfFf $IfgdC  !"-.BCLFfFf Ff $IfgdC   ",-.BCKMWYceopq&(02<>IKVWXt|}  ,.79BDNPZ[\ach[XhCCJaJh6&KhCCJaJhCCJaJhCXLMXYdepqFfFf $IfgdC'(12=>JKWXtuvwxyz{|}FfFfw $IfgdCFf  -.89CDOP[FfFfo $IfgdC[\bcklvwgdCFfmFf $IfgdCFfucjluw   234?@DTXYcjnoxyz۾銖閊h[XhC5CJaJhC5CJaJhCCJOJQJ^JaJ hC5CJOJQJ\^JaJhHhC5CJ$aJ$h;$hC5hY5CJ$aJ$hC5CJ$aJ$ hC5hCh[XhCCJaJhCCJaJ6  3ylkd-$$IfTlf#v& t0v&44 laT $IfgdC $$Ifa$gdCgdC 34@AETUYcjkoztttttttttttt $$Ifa$gdCkd$$IfTl0f#] t0v&44 laT   $Ff $IfgdCFf $$Ifa$gdC  #$%35<>EGRT_`astu} %&/78CKLX`ah6&KhCCJaJhCh[XhCCJaJhCCJaJX$%45=>FGST`atu~Ff FfC  $IfgdCFf   FfFf Ff $IfgdC !"#$%&/012345678CDEFGHIJFf}#Ff $IfgdCJKLXYZ[\]^_`arFf0Ffu,Ff' $IfgdC()NOPQRSTUVFf9Ffm5 $IfgdC'()MVW089SW_ajlvwx} TX %%˿˹˹˹˹˵h2B hsZaJ j=hsZ hsZ5hsZhUhsZ5CJaJ h=)\hC5CJaJhCh[XhCCJaJhCCJaJGVWrFf]GFfB $IfgdCFfe>0123456789TUVW`aklwFfcPFfK $IfgdCwx~gdsZ$a$gdsZgdCFf[Y $IfgdCFfT  W"X"%%&&**/*1*{* $$Ifa$ !gdsZ  !7$8$H$%***/*0*1*{*|*}*~*********************************++++ +++++++ +!+$+%+&+/+ͿͿͿͿͿͿhsZCJOJPJQJ^JaJhsZCJOJQJ^JaJhsZCJOJQJ^JaJhsZCJaJ hsZ5CJOJQJ\^JaJ hsZ56 hsZ5 hsZ] hsZ6hsZ;{*|*}*~**kFkd\$$IfTl466644 laf4T$IfFkd\$$IfTl466644 laf4T*****kFkd]$$IfTl466644 laf4T$IfFkd ]$$IfTl466644 laf4T******** $$Ifa$Fkd]$$IfTl466644 laf4T********YSJJJJJ $$Ifa$$Ifkds^$$IfTl4ֈ8&N&&&&&<6644 laf4T********YSJJJJJ $$Ifa$$Ifkdm_$$IfTl4hֈ8N'''''<6644 laf4T******++YSJJJJJ $$Ifa$$Ifkd_`$$IfTl4Jֈ8'N'''''<6644 laf4T++ ++++!+%+YSJJJJJ $$Ifa$$IfkdFa$$IfTl4Jֈ8'N'''''<6644 laf4T%+&+++0+5+:+?+C+YPPPPPP $$Ifa$kd-b$$IfTl4;ֈ8'N'''''<6644 laf4T/+0+4+5+9+:+>+?+B+C+D+E+++++++++++++++++ ,!,B,C,d,e,,,,,,,,,,,,---------(-)---.-2-3-4-@-A-E-F-J-K-L-X-Y-]-^-b-hsZCJOJQJ^JaJ hsZ5CJOJQJ\^JaJhsZhsZCJaJhsZCJOJQJ^JaJhsZCJOJPJQJ^JaJHC+D+E+b++YWNN $$Ifa$kdc$$IfTl4ֈ8&N&&&&&<6644 laf4T++++++s0Bkdd$$Ifl4\&\& \&644 lalf4Bkdtd$$Ifl4\&\& \&644 lalf4$IfBkdc$$Ifl4\&\& \&644 lalf4++++++++++++sjjjjjjj $$Ifa$Bkd f$$Ifl4\&\& \&644 lalf4Bkde$$Ifl4\&\& \&644 lalf4$If +++++++JD;;;; $$Ifa$$Ifkdf$$Ifl4֞ o @s\&& &b &b & &b & & \&644 lalf4++++, ,,A;$Ifkdg$$Ifl4h֞ o @s\& 'b 'b ' 'b ' ' \&644 lalf4 $$Ifa$,,,, ,!,),A;$Ifkdh$$Ifl4h֞ o @s\&''b'b''b''\&644 lalf4 $$Ifa$),-,1,6,:,>,B,C,Akdj$$Ifl4h֞ o @s\&''b'b''b''\&644 lalf4 $$Ifa$C,K,O,S,X,\,`,d, $$Ifa$$Ifd,e,j,n,r,w,{,,JAAAAAA $$Ifa$kd2k$$Ifl4h֞ o @s\&''b'b''b''\&644 lalf4,,,,,,,A??kdLl$$Ifl4֞ o @s\&&&b&b&&b&&\&644 lalf4 $$Ifa$,,,,,,s0Bkdn$$Ifl4T!644 laf4Bkdkn$$Ifl4T!644 laf4$IfBkdm$$Ifl4T!644 laf4,,,,,,,,,-zt$If{kd]o$$Ifl4\T !& &m&&$ 644 laf4 $$Ifa$ -- ----zzzz $$Ifa${kdp$$Ifl4\T ! &m&&$ 644 laf4--$-)-.-3-zzzz $$Ifa${kdq$$Ifl4;\T !' 'm''$ 644 laf43-4-<-A-F-K-zzzz $$Ifa${kdr$$Ifl4;\T !' 'm''$ 644 laf4K-L-T-Y-^-c-zzzz $$Ifa${kds$$Ifl4;\T !' 'm''$ 644 laf4b-c-d-f-h-----------...%.&.(.p.q.r.s......///;/006$&#$/$$lhֈ< DLT!)&'''''p 6`0*644 la$$&`#$/Ifa$B0F0J0N0O0W0B3$&`#$/Ifkd$$Ifl4hֈ< DLT!)&'''''p 6`0*644 laf4$$&`#$/Ifa$W0\0a0f0k0o0p0Kkd$$Ifl4hֈ< DLT!)''''''p 6`0*644 laf4 $$Ifa$p0x0}00000 $$Ifa$$&`#$/If000000000000000000000000000000022888L;k;???BBBBBBBBBBüðȤÝ hsZ5] hsZ] hsZ5>* j=hsZ hsZ\ hsZ\aJ hsZ6 hsZ56 hsZ5hsZhsZCJOJQJ^JaJhsZCJaJhsZCJOJQJ^JaJhsZCJOJPJQJ^JaJ20000000TE<<<< $$Ifa$$&`#$/IfkdЙ$$Ifl4hֈ< DLT!)''''''p 6`0*644 laf40000000K<$&`#$/Ifkd$$Ifl4hֈ< DLT!)''''''p 6`0*644 laf4 $$Ifa$00000222KIDIIgdsZkd$$Ifl4hֈ< DLT!)'&&&&&p 6`0*644 laf4 $$Ifa$22668888L;j;k;<<>>????BBBBBBOCPC ! 7$8$H$gdsZgdsZBCPCdCeC|CDDDDEEBFVFFFFCGDGEGUGGGGnHH+I?IIIJ#J}JJK.KKKKL[LLLLrMMBNVNOOOOQ)QQQQRRqSS&T(T?ThTxTTT\Uh{whsZ56CJ^JaJhsZ5CJ\^JaJh{whsZCJ\^JaJh{whsZ5CJ^JaJh{whsZCJ^JaJh{whsZ5CJ\^JaJCPCdCeCDDDDEEAFBFFFDGEGGGlHmH*I+IIIJJ|J}JK`^gdsZ^KKKKJLKLLLqMrMANBNOOOOQQQQRRpSqS'T(TgThTT^TT[U\UUUVV1V3VGVHVIVJVKVLVMVNVOVPVQVRVqVrVsVtVV $$Ifa$h^h^\UpUUUUUV2V3VqVsVVVVVVVVVWW5W;WWW]WWWWWWYYYZZZZSZyZZZZZZZ[ [ƾ}}hsZ5CJaJhsZCJaJhsZCJOJQJ^JaJ hsZ5CJOJQJ\^JaJhsZB*ph3fhsZ hsZ5hsZ56>* hsZ5>*h{whsZ5h{whsZCJ^JaJh{whsZCJ\^JaJh{whsZ5CJ\^JaJ.VVVVVVV$Ifmkd$$IfTl$h% t0644 laT $$Ifa$VVVV~xo $$Ifa$$Ifkd$$IfTl0$ t0644 laTVVWW{ui $$Ifa$gdsZ$Ifkd$$IfTl40$ t0644 laf4TWW5W:W{ui $$Ifa$gdsZ$IfkdZ$$IfTl4Z0$ t0644 laf4T:W;WWW\W{ui $$Ifa$gdsZ$Ifkd$$IfTl40$ t0644 laf4T\W]WWW{ui $$Ifa$gdsZ$Ifkdҟ$$IfTl40$ t0644 laf4TWWWW}wk $$Ifa$gdsZ$Ifkd$$IfTl40$ t0644 laf4TWWWW}wk $$Ifa$gdsZ$Ifkd$$IfTl40$ t0644 laf4TWWWYYYYYYZZ}{{{{{{rrl$If $$Ifa$kd$$IfTl40$ t0644 laf4T ZZZZ!Z+Z5Z?ZIZSZ$IfgkdT$$Ifl,"" t0644 la SZTZUZZZ_ZdZ^XLLL $$Ifa$gdsZ$IfkdТ$$Ifl\4,"X t0644 ladZeZfZgZhZiZ^XLLL $$Ifa$gdsZ$Ifkd$$Ifl\4,"X t0644 laiZjZkZlZmZnZ^XLLL $$Ifa$gdsZ$Ifkd6$$Ifl\4,"X t0644 lanZoZpZqZrZsZ^XLLL $$Ifa$gdsZ$Ifkd$$Ifl\4,"X t0644 lasZtZuZvZwZxZ^XLLL $$Ifa$gdsZ$Ifkd$$Ifl\4,"X t0644 laxZyZZZZZ^XLLL $$Ifa$gdsZ$IfkdF$$Ifl\4,"X t0644 laZZZZZZZZZZZ^\\\\\\\\\kd$$Ifl\4,"X t0644 la ZZZZZZ [!["[#[([)[2[<[F[G[gkd$$Ifl#" t0644 la$If $$Ifa$ [!["[#[[\\\\\ ]"]c]d]e]f]]]]]]_``J`K`L`M`r`s```aaTaUauavaaaaaaabb$b%b6b7bJbKb_b`bbbbbbb ccGcHclcmcccccccʼʼhsZCJaJhsZCJOJQJ^JaJ hsZ5CJOJQJ\^JaJ hsZ5hsZ5CJaJhsZ5CJaJhsZhsZ5CJaJGG[P[Z[d[e[n[x[[$If[[[%$Ifkd($$Ifl֞ q#1 >>k t0644 la[[[[[[[ $$Ifa$ $$Ifa$gdsZ[[[%$Ifkd($$Ifl֞ q#1 >>k t0644 la[[[[[[[ $$Ifa$ $$Ifa$gdsZ[[\%$Ifkd:$$Ifl֞ q#1 >>k t0644 la\\$\&\.\0\8\ $$Ifa$ $$Ifa$gdsZ8\9\W\%$IfkdL$$Ifl֞ q#1 >>k t0644 laW\Z\d\f\p\r\w\ $$Ifa$$If $$Ifa$gdsZw\x\\%$Ifkd^$$Ifl֞ q#1 >>k t0644 la\\\\\\\ $$Ifa$$If $$Ifa$gdsZ\\\%$Ifkdj$$Ifl֞ q#1 >>k t0644 la\\\\\\\$If $$Ifa$gdsZ\\\%$Ifkdj$$Ifl֞ q#1 >>k t0644 la\\\\\\\ $$Ifa$ $$Ifa$gdsZ\\\!]%##kdj$$Ifl֞ q#1 >>k t0644 la!]"]#]d]e]f]g]q]{]]]vv $$Ifa$gdsZkkd|$$IfTl$ t0644 laT$If $$Ifa$ ]]]]]]jdXXd $$Ifa$gdsZ$Ifkd$$IfTl4F` @  t06    44 laf4T]]]]]jdXd $$Ifa$gdsZ$Ifkd$$IfTl4F  @ ` t06    44 laf4T]]]__________jhhhhhhhhhhhkdo$$IfTl4F  @  t06    44 laf4T ___________```%`K`L`$If $$Ifa$L`M`N`O`r` $$Ifa$$Iflkd+$$IfTlf#v& t0v&44 laTr`s`````````````wwwwwwwwwwww $$Ifa$kd$$IfTl0f#] t0v&44 laT `````````````aa aaa,a.a6a8a@aBaJaLaFf̸ $$Ifa$$IfFf $$Ifa$LaTaUaeagaiakamaoaqasauavaaaaaaaaaaaaaaaFfFfn$IfFf $$Ifa$aaaaaaaaaaaaaaaaa b b b bbbbbbbFfUFf $$Ifa$Ff$Ifbbbbb b!b"b#b$b%b.b/b0b1b2b3b4b5b6b7bBbCbDbEbFbGbHbFfFf$IfHbIbJbKbWbXbYbZb[b\b]b^b_b`bqbbbbbbbbbbbbbbFfFfFfb$Ifbbbbbbbbbbbbbbbbbbcccc c c c c ccFfFfFfo$Ifc)c?c@cAcBcCcDcEcFcGcHcdcecfcgchcicjckclcmcccccccFf+Ff|$IfccccccccccccccccccccccccccccFfF FfFf$Ifccccccccdd1d2d3d4d5d6d7dbdcd{d|dggiiiigd]$a$gd]Ff$Ifccdd3d4d7dadbdcd|diioopppppppppppppppqqq>q?qGqvqwqqqqqqqqqȿȺȩt hh5CJOJQJ^JaJh5CJOJQJ^JaJh5CJOJQJ^JaJh5CJaJ h55CJOJQJ\^JaJ h2B5h2B h55h5hIh55CJaJh55CJaJ h=)\ hsZ5hsZ5CJaJhsZhsZCJaJ-itkukkk&l'lllmmmmmppppppKkd$$IfTl4NN644 lap T $$Ifa$gd]ppppppaKkd$$IfTl4NN644 lap TKkd7$$IfTl4NN644 lap T$IfpppppppppqaXXXXXX $$Ifa$Kkd$$IfTl4NN644 lap T$IfKkd;$$IfTl4NN644 lap T qqq qq;5,, $$Ifa$$Ifkd?$$IfTl4ֈV >&N&t&t&t&t&0N644 lap<Tqqq"q&q.q2q:q>q?qGqLqQqVq[q_qdqiqnqrqvqwqqqqqqFf"$IfFf9 $$Ifa$qqqqqqqqqqqqqqqqqqqqqqqqqqrFf+0$IfFf) $$Ifa$qqrr rrrrrrUrVrWrXrYrZr[r\r]r^rcrrrrrr!s"sZs[sssssssssssst tFtGtntottttttttvvvvwwṫṫҟҦ hRoh5 hh5 h55h5CJOJQJ^JaJh5CJaJ h55CJOJQJ\^JaJh5hh5CJaJh5CJOJQJ^JaJ hh5CJOJQJ^JaJ;rr rrrrrrrUrVrWr$IfGkd8$$Ifl43"$ $644 lap gd]FfF6 $$Ifa$ WrXrYrZr[riGkd9$$Ifl43"$ $644 lap $IfGkdJ9$$Ifl43"$ $644 lap [r\r]r^rcrirwrrrrri``````` $$Ifa$Gkd:$$Ifl43"$ $644 lap $IfGkdl:$$Ifl43"$ $644 lap rrr'!$Ifkd;$$Ifl4֞3W (["&` &b &b & &b & &b $644 lapFrrrrrrrrrrrrrrrrrrrs s sssss!s$IfFf? $$Ifa$!s"s*s.s2s6s:s?sDsFsJsNsRsVsZs[scsfsjsmsqstsys|ssssFf/N $$Ifa$$IfFfGsssssssssssssssssssssgd]Ff\FfIU $$Ifa$sssssiGkdc_$$Ifl4[@@644 lap $IfGkd^$$Ifl4[@@644 lap sst ttt $$Ifa$Gkd_$$Ifl4[@@644 lap t t!t*t.t6t:tBtFtoi`````` $$Ifa$$Ifkdi`$$Ifl4\[e&&m&&@644 lap(FtGtOtTt' $$Ifa$kda$$Ifl4֞[ e '&&&&t&&t@644 lapFTtYt_tdtitnt $$Ifa$ntotwt|t) $$Ifa$kdc$$Ifl;֞[ e ''''''t''t@644 lapF|tttttt $$Ifa$tttt) $$Ifa$kde$$Ifl;֞[ e ''''''t''t@644 lapFtttttt $$Ifa$tttt) $$Ifa$kdg$$Ifl;֞[ e ''''''t''t@644 lapFtttttt $$Ifa$tttvv)$$$gd]kdj$$Ifl֞[ e '&&&&&t&&t@644 lapFvvvwwwwlxxzz.z/zk|l|s}t}}}>?wxgd] hgd]gd]wwwwwwwwz/zr}s}}=>DVWx  !$%濵vh]h5CJ\^JaJhkKh5CJ\^JaJhh5\^JaJhkKh55CJ^JaJh5^JaJhkKh5CJ^JaJhkKh55CJ\^JaJhah55>* h55>*hm.h55 hdh5 hah5h<'uh556 h55h?5"h55h5h?5"h56 %&@AUgd]`gd]gd]^gd]%&=Â@APQTUaֵ{phhUh556>*h556>* h55>*hhUh556CJ^JaJh556CJ^JaJhhUh55CJ^JaJh55CJ^JaJhkKh55CJ^JaJh5^JaJhkKh5CJ^JaJhkKh55CJ\^JaJh55CJ\^JaJ) ijk؇ه $$Ifa$gd]^gd]gd] 4ilnׇ؇هڇۇ#>?J\efqxɈʈ҈ӈԈ߈   ǹ𦱛𦱦𦱦𦱦𦱦h?G;h5CJaJhHUzh5CJaJh5CJaJh5CJOJQJ^JaJ h55CJOJQJ\^JaJh5B*ph3fh{uqh55h4h55h5 h55 h556=هڇۇ܇|| $$Ifa$gd] $Ifgd]mkd l$$IfTl4"^' t0644 laBT~uii $$Ifa$gd] $Ifgd]kdcl$$IfTl0c4"  t0644 laBT"kbVV $$Ifa$gd] $Ifgd]kdl$$IfTlFc4" *  t06    44 laBT"#?DIkbVV $$Ifa$gd] $Ifgd]kdQm$$IfTlFc4" *  t06    44 laBTIJfkpkbVV $$Ifa$gd] $Ifgd]kdm$$IfTlFc4" *  t06    44 laBTpqkbbVV $$Ifa$gd] $Ifgd]kdUn$$IfTlFc4" *  t06    44 laBTʈԈوވmddXX $$Ifa$gd] $Ifgd]kdn$$IfTlFc4" *  t06    44 laBTވ߈ mddXX $$Ifa$gd] $Ifgd]kdUo$$IfTlFc4" *  t06    44 laBT678cdmhhh\\S $Ifgd] $$Ifa$gd]gd]kdo$$IfTlFc4" *  t06    44 laBT+67bcdefЉ JKLMNSX\]pqrvz{1BϝyhRbh55CJaJhh55CJaJh/D&h55CJaJh55CJaJhyh55CJaJh>h55CJaJh55CJaJhQ?ah55h5CJOJQJ^JaJ h55CJOJQJ\^JaJh5hBh55 h55/defw $Ifgd]gkdQp$$Ifl,"" t0644 la ^UUUU $Ifgd]kdp$$Ifl\4,"X t0644 la^UUUU $Ifgd]kdq$$Ifl\4,"X t0644 la‰Éĉʼn^UUUU $Ifgd]kdq$$Ifl\4,"X t0644 laʼnƉljȉɉʉ^UUUU $Ifgd]kdr$$Ifl\4,"X t0644 laʉˉ͉̉Ήω^UUUU $Ifgd]kdr$$Ifl\4,"X t0644 laωЉ^UUUU $Ifgd]kd s$$Ifl\4,"X t0644 laK^YYYYYMM $$Ifa$gd]gd]kds$$Ifl\4,"X t0644 laKLMNST]gqr{gkdt$$Ifl,"" t0644 la $Ifgd]% $Ifgd]kdNt$$Ifl֞ R,"1 >>k t0644 laŊʊъ׊ފ $Ifgd]ފߊ% $Ifgd]kdu$$Ifl֞ R,"1 >>k t0644 la $Ifgd]% $Ifgd]kdu$$Ifl֞ R,"1 >>k t0644 la $Ifgd]% $Ifgd]kdv$$Ifl֞ R,"1 >>k t0644 la  $Ifgd] !"#% $Ifgd]kdw$$Ifl֞ R,"1 >>k t0644 la#$%&'( $Ifgd]()*+% $Ifgd]kdOx$$Ifl֞ R,"1 >>k t0644 la+,-./0 $Ifgd]01BG% $Ifgd]kdy$$Ifl֞ R,"1 >>k t0644 laGNSZ`g $Ifgd]gh% gd]kdy$$Ifl֞ R,"1 >>k t0644 laBhkmϋՋ݋ދߋ01234WXYdeiy}~űňssssssh[Xh55CJaJh55CJaJh5CJOJQJ^JaJhO"h55h6&Kh5CJaJh5CJaJ&h2Bh2B5CJOJQJ\^JaJ h55CJOJQJ\^JaJ h2B5CJOJQJ\^JaJhBgh55hA[h55 h55h5-ȋ֋݋yppp $Ifgd]mkdz$$IfTlq$ t0644 laT $$Ifa$gd2B $$Ifa$gd] ݋ދߋlcWW $$Ifa$gd] $Ifgd]kd{$$IfTl4F` @  t06    44 laTlcWc $$Ifa$gd] $Ifgd]kd{$$IfTl4F  @  t06    44 laT 12lggg[[[ $$Ifa$gd2Bgd]kd|$$IfTl4F  @  t06    44 laT2345X~ $$Ifa$gd] $Ifgd]lkd|$$IfTlVf#v& t0v&44 laTXYefjyz~tttttttttttt $$Ifa$gd]kd|$$IfTl0f#] t0v&44 laT Ռ֌׌، "+,>?@AIPQckls|}ōƍэٍڍ&-.BJKmnvwh6&Kh5CJaJh[Xh5CJaJh5CJaJh5h55CJaJh[Xh55CJaJO֌،   Ffo $Ifgd]Ffe~ $$Ifa$gd]#$%&'()*+,?AJKLMNOPQcdefgFf&Ff $Ifgd]Ffghijkltuvwxyz{|}FfFf|Ff $Ifgd]ÍčōƍэҍӍԍՍ֍׍؍FfFft $Ifgd]؍ٍڍ'()*+,-.BCDFfdFfFfl $Ifgd]DEFGHIJKnopqrstuvwFf\Ff $Ifgd]Ȏގߎ    )*34FfFfT $Ifgd]Ffػݎߎ )*29:rz{CDEFQTUVהd34nopqrstuvwúéØhK2;CJaJ hK2;5CJOJQJ\^JaJ hK2;6hIhK2;5CJaJhK2;5CJaJhK2;h h=)\ h.h5 h55hc?Hh55 hK2;5h5h[Xh5CJaJh5CJaJ8456789:Trstuvwxyz{FfFfL $Ifgd]CDUVgd]Ff $Ifgd]FfR֔הgdK2;$a$gdK2;ה.4UdY24n $$Ifa$h^hgdK2;gdK2;nopqraKkd$$IfTl4NN644 lap T$IfKkd$$IfTl4NN644 lap TrstuvaKkd$$IfTl4NN644 lap T$IfKkd$$IfTl4NN644 lap Tvw| $$Ifa$Kkd$$IfTl4$NN644 lap Tw|ݢޢGHN~ GHIˤ̤>?wxz٥ڥ%&JKopҦ˿ܢܢܢܢܳܢܢܳ hK2;5CJOJQJ\^JaJhK2;hphK2;5hphK2;5CJaJ h}hK2;CJOJQJ^JaJhK2;CJaJhK2;CJOJQJ^JaJhK2;CJOJQJ^JaJ@;5,, $$Ifa$$Ifkd$$IfTl4ֈV >&N&t&t&t&t&0N644 lap<TŢ͢Ѣ٢ݢޢ  !&+Ff$IfFf $$Ifa$+05:?CGHNSX]bglqvz~Ff$IfFf_ $$Ifa$ţ$IfGkd$$Ifl4L\&' '644 lap gdK2;Ff $$Ifa$ iGkd$$Ifl4L\&' '644 lap $IfGkd#$$Ifl4L\&' '644 lap  "+;AGi``````` $$Ifa$Gkd$$Ifl4L\&' '644 lap $IfGkdE$$Ifl4L\&' '644 lap GHI'!$Ifkdg$$Ifl4֞L o @s\&&_ &b &b & &b & & '644 lapFIQU]aimuyäǤˤ$IfFf $$Ifa$ˤ̤Ҥ֤ڤޤ !&*.26Ff $$Ifa$$IfFf 6:>?DHLPTY^bfjoswxyzgdK2;Ff Ff" $$Ifa$iGkd<$$$Ifl4[@@644 lap $IfGkd#$$Ifl4[@@644 lap ťΥ٥ $$Ifa$Gkd$$$Ifl4[@@644 lap ٥ڥۥoi`````` $$Ifa$$IfkdB%$$Ifl4\[e&&m&&@644 lap( ' $$Ifa$kd&$$Ifl4֞[ e '&&&&t&&t@644 lapF  % $$Ifa$%&,1) $$Ifa$kd($$Ifl;֞[ e ''''''t''t@644 lapF16;@EJ $$Ifa$JKQV) $$Ifa$kd*$$Ifl;֞[ e ''''''t''t@644 lapFV[`ejo $$Ifa$opx}) $$Ifa$kd,$$Ifl;֞[ e ''''''t''t@644 lapF} $$Ifa$)$gdK2;kd.$$Ifl֞[ e '&&&&&t&&t@644 lapF˦ӦԦզ֦ަ!"Ff3$&`#$/IfgdK2;Okd0$$Iflh+&, 6`,644 lap $$&`#$/Ifa$gdK2;ҦӦԦզ֦ݦަ!"$'-059>BGKPTY]^bcghlmnstwx|}§Ƨǧ˧ h"hK2;CJOJQJ^JaJhK2;CJaJhK2;CJOJQJ^JaJhK2;CJOJQJ^JaJP"#(,15:>CGLPUY^_chimntx}Ffc;$$&`#$/Ifa$gdK2;$&`#$/IfgdK2;§ģ̌ѧ֧ڧާ$&`#$/IfgdK2;FfD$$&`#$/Ifa$gdK2;˧̧Чѧէ֧٧ڧݧާ    !%&)*-.2378;<?@CDGHKLOPTUYZ[`cdhimnrsvwz{hK2;CJaJhK2;CJOJQJ^JaJ h"hK2;CJOJQJ^JaJV  !&*.38<@DHLPUFf[N$&`#$/IfgdK2;$$&`#$/Ifa$gdK2;UZ[`dinsw{gdK2;Ffg`FfW$$&`#$/Ifa$gdK2; %&89:CHQV_dmr{ũƩɩʩͩΩҩөשĶhK2;CJOJQJ^JaJ hK2;5CJOJQJ\^JaJhK2;hK2;CJaJ h"hK2;CJOJQJ^JaJhK2;CJOJQJ^JaJH &289:DHFff$&`#$/IfgdK2;Okdc$$Iflh+&, 6`,644 lap $$&`#$/Ifa$gdK2;HRV`dnr|ƩʩΩ$&`#$/IfgdK2;FfZn$$&`#$/Ifa$gdK2;Ωөةܩ !&*./6$&`#$/IfgdK2;Ffw$$&`#$/Ifa$gdK2;שة۩ܩߩ   !%&)*-.569:=>ABFGKLMPSWX\]abfgjknostxy|}hK2;CJaJhK2;CJOJQJ^JaJ h"hK2;CJOJQJ^JaJV6:>BGLMSX]bgkoty}FfNJ$&`#$/IfgdK2;FfR$$&`#$/Ifa$gdK2;ªƪǪʪ˪ΪϪҪӪ֪תڪ۪ުߪ     !,-89CDEZ[cfgkltwx|}ﵣﵣ#hhK2;5CJOJQJ^JaJhK2;5CJOJQJ^JaJ hK2;5CJOJQJ\^JaJhK2;hK2;CJOJQJ^JaJhK2;CJaJ h"hK2;CJOJQJ^JaJ@ªǪ˪ϪӪת۪ߪ gdK2;Ff^$$&`#$/Ifa$gdK2;   !#-/9;D$$&`#$/Ifa$gdK2;$&`#$/IfgdK2;OkdԖ$$Iflh0*&* 6`*644 lap DEF7%$&`#$/IfgdK2;kdU$$Iflhֈ !0*&'(''''p 6`*644 lap<FJNRVZ$$&`#$/Ifa$gdK2;Z[kd|$$Iflhֈ !0*&'(''''p  6`<*644 lap<[cghijk$$&`#$/Ifa$gdK2;$&`#$/IfgdK2;klkd$$Iflhֈ !0*''(''''p  6`<*644 lap<ltxyz{|$$&`#$/Ifa$gdK2;$&`#$/IfgdK2;|}kd`$$Iflhֈ !0*''(''''p  6`<*644 lap<}$$&`#$/Ifa$gdK2;$&`#$/IfgdK2;}ݭޭ߭"#78LMef>`abcgozIJc:;?ƥƥƗƗƗƗƗƽ~wp hJhK2; h[ hK2; hK2;56h<'uhK2;56h?5"hK2;5hK2;CJOJQJ^JaJ hK2;5CJOJQJ\^JaJ hhK2;hK2; hK2;5hK2;CJaJ#hhK2;5CJOJQJ^JaJhK2;5CJOJQJ^JaJ h"hK2;CJOJQJ^JaJ,kdϜ$$Iflhֈ !0*''(''''p  6`<*644 lap<ݭޭ߭UGkd$$Ifl4[644 lap $IfgdK2;Gkd>$$Ifl4[644 lap $$Ifa$gdK2;gdK2; $$Ifa$gdK2;GkdD$$Ifl4[644 lap  "qee\e $IfgdK2; $$Ifa$gdK2;kdǟ$$IflI\[&&&&644 lap("#).27qeeee $$Ifa$gdK2;kd$$Ifl;\[''''644 lap(78>CGLqeeee $$Ifa$gdK2;kd#$$Ifl;\[''''644 lap(LMW\`eqh\\\ $$Ifa$gdK2; $IfgdK2;kdJ$$Ifl;\[''''644 lap(efgh7>acAqlllllllllllgdK2;kdq$$Ifl\[''''644 lap( AJKbcgh9:;rsضٶ^gdK2;gdK2; gdK2; hh^hgdK2; hgdK2; h@gdK2;gdK2;?QRsضٶ }~^_`orstǿDZsf[MfԿhkKhK2;CJ\^JaJhK2;CJ\^JaJhK2;5CJ\^JaJh^PhK2;5CJ\^JaJhJhK2;CJ^JaJhK2;CJ^JaJhK2;5CJ^JaJhhK2;\^JaJhkKhK2;5CJ^JaJhK2;^JaJhkKhK2;CJ^JaJhkKhK2;5CJ\^JaJh[7/hK2;5>* hK2;5hK2;hm.hK2;5  }~θ_`st¹ù^_tuʻ˻  `gdK2; 0^`0gdK2;gdK2;¹ڹ]^_mstuƻɻʻ   fgwȼ `tʽ%Ҡ݉}y}qyqyqy}yjqy hv)hK2;h^PhK2;5hK2; hK2;5 hK2;56h[7/hK2;5>*hK2;5CJ\^JaJh}hK2;CJ^JaJhd(5CJ^JaJhK2;CJ^JaJhkKhK2;5CJ\^JaJhK2;5CJ^JaJhkKhK2;5CJ^JaJhK2;^JaJhkKhK2;CJ^JaJ) fg ]`  $$Ifa$gdK2;^gdK2;`gdK2;gdK2;gdK2;    "#$(),-.HISnoz!12:;<G[fgͷͷաhQ?ahK2;5hK2;CJOJQJ^JaJhBhK2;5h?G;hK2;CJaJhHUzhK2;CJaJhK2;CJaJ hK2;5CJOJQJ\^JaJhK2;B*ph3f hK2;5hK2;h^PhK2;59    "|| $$Ifa$gdK2; $IfgdK2;mkd$$IfTl4"^' t0644 laBT"#$)-~uii $$Ifa$gdK2; $IfgdK2;kd$$IfTl0c4"  t0644 laBT-.IMRkbVV $$Ifa$gdK2; $IfgdK2;kdZ$$IfTlFc4" *  t06    44 laBTRSotykbVV $$Ifa$gdK2; $IfgdK2;kdܦ$$IfTlFc4" *  t06    44 laBTyzkbVV $$Ifa$gdK2; $IfgdK2;kd^$$IfTlFc4" *  t06    44 laBTkbbVV $$Ifa$gdK2; $IfgdK2;kd$$IfTlFc4" *  t06    44 laBT mddXX $$Ifa$gdK2; $IfgdK2;kdb$$IfTlFc4" *  t06    44 laBT2<AFmddXX $$Ifa$gdK2; $IfgdK2;kd$$IfTlFc4" *  t06    44 laBTFGHfghmhhh\\S $IfgdK2; $$Ifa$gdK2;gdK2;kd^$$IfTlFc4" *  t06    44 laBT $IfgdK2;gkdܩ$$Ifl,"" t0644 la  $&5>GI 漮y漮hA[hK2;5hRbhK2;5CJaJhhK2;5CJaJh/D&hK2;5CJaJhK2;5CJaJhK2;CJOJQJ^JaJ hK2;5CJOJQJ\^JaJhBhK2;5 hK2;5hyhK2;5CJaJhK2;h>hK2;5CJaJhK2;5CJaJ/^UUUU $IfgdK2;kd%$$Ifl\4,"X t0644 la^UUUU $IfgdK2;kd$$Ifl\4,"X t0644 la^UUUU $IfgdK2;kd$$Ifl\4,"X t0644 la^UUUU $IfgdK2;kd$$Ifl\4,"X t0644 la^UUUU $IfgdK2;kd$$Ifl\4,"X t0644 la ^UUUU $IfgdK2;kd$$Ifl\4,"X t0644 la !HI^YYYYYM $$Ifa$gdK2;gdK2;kd$$Ifl\4,"X t0644 lagkd$$Ifl,"" t0644 la $IfgdK2;% $IfgdK2;kd٭$$Ifl֞ R,"1 >>k t0644 la  $$Ifa$gdK2; !5% $IfgdK2;kd$$Ifl֞ R,"1 >>k t0644 la5679?@A $$Ifa$gdK2;ABV% $IfgdK2;kds$$Ifl֞ R,"1 >>k t0644 laVX\^bdh $$Ifa$gdK2;hi{% $IfgdK2;kd@$$Ifl֞ R,"1 >>k t0644 la{| $$Ifa$gdK2;% $IfgdK2;kd $$Ifl֞ R,"1 >>k t0644 la $$Ifa$gdK2;% $IfgdK2;kdڱ$$Ifl֞ R,"1 >>k t0644 la $$Ifa$gdK2;% $IfgdK2;kd$$Ifl֞ R,"1 >>k t0644 la $$Ifa$gdK2;% gdK2;kdt$$Ifl֞ R,"1 >>k t0644 la !"#-7ELykkdA$$IfTl$ t0644 laT $IfgdK2; $$Ifa$gdK2;gdK2; !"#>DLMNOPSTUVWYZy  !"+,-4:;DEFMNclm˽񨴨񴨴h[XhK2;CJaJh[XhK2;5CJaJhK2;5CJaJhK2;CJOJQJ^JaJ hK2;5CJOJQJ\^JaJhO"hK2;5 hK2;5hK2;CJaJhK2;h6&KhK2;CJaJ>LMNPTlcWW $$Ifa$gdK2; $IfgdK2;kd$$IfTl4F` @  t06    44 laTTUVXYlcWc $$Ifa$gdK2; $IfgdK2;kd$$IfTl4F  @  t06    44 laTYZ[\]^_`abcdlgggggggggggdK2;kd$$IfTl4F  @  t06    44 laT defghijklmnopqrst $IfgdK2; $$Ifa$gdK2;gdK2;~ $$Ifa$gdK2; $IfgdK2;lkd!$$IfTlf#v& t0v&44 laT "-4tttttttttttt $$Ifa$gdK2;kdt$$IfTl0f#] t0v&44 laT 456:;FMNdefghijklmFf $IfgdK2;Ff $$Ifa$gdK2;   !"FfFf7 $IfgdK2;Ff   &'.78KTU^fgpxy)*23W`a)*/6h6&KhK2;CJaJhK2;h[XhK2;CJaJhK2;CJaJX"#$%&'/012345678LMNOPQRSTU^FfyFfFf $IfgdK2;^_`abcdefgpqrstuvwxyFfqFf $IfgdK2;FfFfiFf $IfgdK2;*+,-./0123XYZ[\]^_`FfFfa $IfgdK2;`a|FfQFf $IfgdK2;FfY )*01234567RSbcop{|FfWFf $IfgdK2;67QSacnpz|#_`abcdefghmhK2;CJOJQJ^JaJhK2;CJOJQJ^JaJ hK2;5CJOJQJ\^JaJ hK2;5\hPyhK2;5CJaJ h@/hK2;hc?HhK2;5 hK2;5h[XhK2;CJaJhK2;CJaJhK2;:gdK2;FfO $IfgdK2;Ff   d 0`0gdK2;^gdK2;gdK2;$a$gdK2;de"#3_`a $IfgdK2;Fkd$$IfTl466644 laf4T $$Ifa$gdK2;gdK2;$a$gdK2; abcdehFkd$$IfTl466644 laf4T $IfgdK2;Fkd$$IfTl466644 laf4Tefghmrzh\\\\\\ $$Ifa$gdK2;Fkd$$IfTl4$66644 laf4T $IfgdK2;Fkdw$$IfTl466644 laf4T YPDDDDD $$Ifa$gdK2; $IfgdK2;kdg$$IfTl4ֈ8&N&&&&&<6644 laf4T &'*uvwxyz{|}~<=[\^`2356EFwzܴ#h\hK2;5CJOJQJ^JaJhK2;5CJOJQJ^JaJh'W hK2;5CJOJQJ\^JaJhK2;hK2;CJOJQJ^JaJhK2;CJaJhK2;CJOJQJ^JaJ@YPDDDDD $$Ifa$gdK2; $IfgdK2;kda$$IfTl4hֈ8N&&&&&<6644 laf4TYPDDDDD $$Ifa$gdK2; $IfgdK2;kdM$$IfTl4Jֈ8&N&&&&&<6644 laf4TYPDDDDD $$Ifa$gdK2; $IfgdK2;kd4$$IfTl4Jֈ8&N&&&&&<6644 laf4T "&YMMMMMM $$Ifa$gdK2;kd$$IfTl4;ֈ8&N&&&&&<6644 laf4T&'():uYTTHH $$Ifa$gdK2;gdK2;kd$$IfTl4ֈ8&N&&&&&<6644 laf4TuvwxyhFkda$$IfTl4$$ $644 laf4T $IfgdK2;Fkd$$IfTl4$$ $644 laf4Tyz{|}hFkdm$$IfTl4$$ $644 laf4T $IfgdK2;Fkd$$IfTl4$$ $644 laf4T}~ $$Ifa$gdK2;Fkd$$IfTl4$$ $644 laf4TF=111 $$Ifa$gdK2; $IfgdK2;kdy$$IfTl4֞V $&` &b &b & &b & &b $644 laf4T:1 $IfgdK2;kd$$IfTl4h֞V $` &b &b & &b & &b $644 laf4T $$Ifa$gdK2; $$Ifa$gdK2; F=111 $$Ifa$gdK2; $IfgdK2;kd$$IfTl4h֞V $&`&b&b&&b&&b$644 laf4T#:1 $IfgdK2;kd $$IfTl4h֞V $&`&b&b&&b&&b$644 laf4T $$Ifa$gdK2;#'+048< $$Ifa$gdK2;<=BFJOSF::::: $$Ifa$gdK2;kd"$$IfTl4h֞V $&`&b&b&&b&&b$644 laf4TSW[\]^_:555gdK2;kd*#$$IfTl4֞V $&`&b&b&&b&&b$644 laf4T $$Ifa$gdK2;_`_BkdH%$$Ifl4[@@644 laf4 $IfgdK2;Bkd$$$Ifl4[@@644 laf4 $$Ifa$gdK2;gdK2; $$Ifa$gdK2;Bkd%$$Ifl4[@@644 laf4znnn $$Ifa$gdK2; $IfgdK2;{kd:&$$Ifl4\[e&&m&&@644 laf4wwww $$Ifa$gdK2;{kdO'$$Ifl4\[e&m&&@644 laf4wwww $$Ifa$gdK2;{kdd($$Ifl4;\[e''m''@644 laf4 wwww $$Ifa$gdK2;{kdf)$$Ifl4;\[e''m''@644 laf4#(-2wwww $$Ifa$gdK2;{kdh*$$Ifl4;\[e''m''@644 laf423456Fpxyz~~rrrrrr $$Ifa$gdK2;gdK2;{kdj+$$Ifl4\[e&&m&&@644 laf4 z{JA $IfgdK2;hkd,$$Ifl4F[R&&Z & 6    44 laf4 $$Ifa$gdK2;?kd^,$$Ifl[&644 laz{$%&'stBCDGHfghin$<=>?8榞h?5"hK2;5 hK2;5 hK2;56 hw$hK2;CJOJQJ^JaJh'WhK2;CJOJQJ^JaJ hK2;5CJOJQJ\^JaJhK2;hK2;CJOJQJ^JaJhK2;CJaJ>hkd-$$Ifl4F[R&Z & 6    44 laf4 $$Ifa$gdK2; $$Ifa$gdK2;hkd.$$Ifl4;F[R''Z ' 6    44 laf4 $$Ifa$gdK2;hkd/$$Ifl4;F[R''Z ' 6    44 laf4 $$Ifa$gdK2;hkd0$$Ifl4;F[R''Z ' 6    44 laf4%&||||$$&`#$/Ifa$gdK2;gdK2;hkd1$$Ifl4F[R&&Z & 6    44 laf4&'(09DNXamstuy}Ff4$$&`#$/Ifa$gdK2;$&`#$/IfgdK2;Ikdr2$$Iflh#&H$ 6`H$644 laFf>$&`#$/IfgdK2;Ffx9$$&`#$/Ifa$gdK2;  $)-26:>BFfG$$&`#$/Ifa$gdK2;$&`#$/IfgdK2;FfBBCDgdK2;kdI$$Ifl4 @ x X #&`&&8&8&8&8&88 6`H$6$$$$44 laf4DEFGHIghinpvxIkdkK$$IflhX &  6` 644 la$$&`#$/Ifa$gdK2;gdK2;@.$&`#$/IfgdK2;kdK$$Ifl4hֈ8 xX &''''' 6` 644 la$$&`#$/Ifa$gdK2;?-$&`#$/IfgdK2;kdL$$Ifl4hֈ8 xX &&&&&& 6` 644 laf4$$&`#$/Ifa$gdK2;?kdM$$Ifl4hֈ8 xX &&&&&& 6` 644 laf4$$&`#$/Ifa$gdK2;$$&`#$/Ifa$gdK2;$&`#$/IfgdK2; TB---$$&`#$/Ifa$gdK2;$&`#$/IfgdK2;kdN$$Ifl4hֈ8 xX &&&&&& 6` 644 laf4$)?-$&`#$/IfgdK2;kdTO$$Ifl4hֈ8 xX &&&&&& 6` 644 laf4$$&`#$/Ifa$gdK2;).38<=>?:gdK2;kd P$$Ifl4hֈ8 xX &&&&&& 6` 644 laf4$$&`#$/Ifa$gdK2;>?7812"#34gdK2; 7$8$H$gdK2;gdK2;=>UV1#234Kf{,$Xĺ㪝vhK2;CJ\^JaJhD1hK2;CJ\^JaJhD1hK2;5CJ^JaJhD1hK2;CJ^JaJhD1hK2;5CJ\^JaJhlChK2;5>* hK2;5>*hm.hK2;5 h.HhK2;hK2; hK2;5 hK2;6hWG!hK2;6 hK2;56h?5"hK2;5.ef34hio`gdK2;^gdK2;gdK2;Xp9]kpq4Hiop0D `a56JɻɻɻɫɻɓhD1hK2;5>*<hK2;CJ\^JaJhD1hK2;56CJ^JaJhD1hK2;5CJ^JaJhD1hK2;CJ^JaJhD1hK2;5CJ\^JaJhD1hK2;CJ\^JaJhK2;CJ\^JaJ:op~/056qsgdK2;gdK2;`gdK2;^gdK2; qDEFHetB$?@FXabhoyûቔᔉᔉቔቔቔቔhHUzhK2;CJaJhK2;CJaJhK2;CJOJQJ^JaJ hK2;5CJOJQJ\^JaJhK2;B*ph3fhZ?hK2;56 hZ?hK2;h{uqhK2;5 hK2;5hK2; hD1hK2;hD1hK2;5hD1hK2;56>*6sDEde $$Ifa$gdK2;gdK2;`gdK2;^gdK2; ||| $$Ifa$gdK2; $IfgdK2;mkdP$$IfTl%d& t0d&644 laT#~ui $$Ifa$gdK2; $IfgdK2;kd=Q$$IfTl0 % x t0d&644 laT#$@Esj^ $$Ifa$gdK2; $IfgdK2;kdQ$$IfTlZ0 % x t0d&644 lapTEFbg~ui $$Ifa$gdK2; $IfgdK2;kd6R$$IfTl0 % x t0d&644 laTgh~uui $$Ifa$gdK2; $IfgdK2;kdR$$IfTl0 % x t0d&644 laTwwk $$Ifa$gdK2; $IfgdK2;~kd:S$$IfTl0 % x t0d&644 laTwwk $$Ifa$gdK2; $IfgdK2;~kdS$$IfTl0 % x t0d&644 laT789:;Y_js~  &0389˽鬠˽{oooohhK2;5CJaJh/D&hK2;5CJaJhK2;5CJaJh'WhyhK2;5CJaJh>hK2;5CJaJhK2;5CJaJhQ?ahK2;5hK2;CJOJQJ^JaJ hK2;5CJOJQJ\^JaJhBhK2;5 hK2;5hK2;hHUzhK2;CJaJhK2;CJaJ+89{{{{{oof $IfgdK2; $$Ifa$gdK2;gdK2;~kd T$$IfTl0 % x t0d&644 laT 9:;LV`jt~ $IfgdK2;gkduT$$Ifl,"" t0644 la ^UIII $$Ifa$gdK2; $IfgdK2;kdT$$Ifl\4,"X t0644 la^UIII $$Ifa$gdK2; $IfgdK2;kd;U$$Ifl\4,"X t0644 la^UIII $$Ifa$gdK2; $IfgdK2;kdU$$Ifl\4,"X t0644 la^UIII $$Ifa$gdK2; $IfgdK2;kd5V$$Ifl\4,"X t0644 la  01345678^YYYYYYYYYgdK2;kdV$$Ifl\4,"X t0644 la 89:}gkd/W$$Ifl6"" t0644 la $IfgdK2; $$Ifa$gdK2;gdK2;N_txz9mnopq      # $ % & ' J K L W X 漮曣棛Տ漮zzzh[XhK2;5CJaJhK2;5CJaJhO"hK2;5h'WhK2;CJaJh6&KhK2;CJaJhK2;CJOJQJ^JaJ hK2;5CJOJQJ\^JaJhA[hK2;5 hK2;5hRbhK2;5CJaJhK2;hK2;5CJaJhhK2;5CJaJ0 $IfgdK2;% $IfgdK2;kdxW$$Ifl֞ R6"1 >>k t0644 la  $$Ifa$gdK2; $$Ifa$gdK2;%% $$Ifa$gdK2;kdEX$$Ifl֞ R6"1 >>k t0644 la%&'()*+ $$Ifa$gdK2; $$Ifa$gdK2;+,?% $IfgdK2;kdY$$Ifl֞ R6"1 >>k t0644 la?@ABCEM $$Ifa$gdK2; $$Ifa$gdK2;MN_% $IfgdK2;kdY$$Ifl֞ R6"1 >>k t0644 la_`abjks $$Ifa$gdK2; $$Ifa$gdK2;stu% gdK2;kdZ$$Ifl֞ R6"1 >>k t0644 la89:nopq{ykkdy[$$IfTl$ t0644 laT $IfgdK2; $$Ifa$gdK2;gdK2; lcWW $$Ifa$gdK2; $IfgdK2;kd[$$IfTl4F` @  t06    44 laTlccc $IfgdK2;kdG\$$IfTl4F  @ ` t06    44 laT         lgggggggggggdK2;kd\$$IfTl4F  @  t06    44 laT                $ %  $IfgdK2; $$Ifa$gdK2;gdK2;% & ' ( K ~ $$Ifa$gdK2; $IfgdK2;lkdS]$$IfTs&v& t0v&44 saTK L X Y ] l m q {      tttttttttttt $$Ifa$gdK2;kd]$$IfTs0&] t0v&44 saT X \ l p q {                                                         ! " # $ + , - . 5 6 7 8 @ A B U V W h6&KhK2;CJaJh[XhK2;CJaJhK2;CJaJhK2;h[XhK2;5CJaJhK2;5CJaJO                         Ff8b $$Ifa$gdK2; $IfgdK2;Ff$_ $$Ifa$gdK2;       " $ , . 6 8 A B V X ` b j l t v   Ff lFfh $IfgdK2;FfZe $$Ifa$gdK2; $$Ifa$gdK2;W X _ ` a b i j k l s t u v ~                        C D E L N U W ^ ` g h i }          6>?U]^h6&KhK2;CJaJhK2;hK2;CJaJh[XhK2;CJaJU                           FfwtFfo $$Ifa$gdK2; $IfgdK2;                           Ff Ff}Ffx $IfgdK2;                   ' D E M N V W _  $$Ifa$gdK2;FfFf $IfgdK2;_ ` h i } ~                     FfFf! $IfgdK2;Ff $$Ifa$gdK2;          6789:;<=FfFf- $IfgdK2;=>?UVWXYZ[\]^xFfSFfFf9 $IfgdK2;$%67#gdK2;Ff_ $$Ifa$gdK2; $$Ifa$gdK2;Ffٳ $IfgdK2;#$%&'569:#$'@HXYZsC!/!!!!!!##7$8$9$:$;$<$=$>$?$@$ʼʸ۸ۜەxxxxxh'WCJaJ h'W5CJOJQJ\^JaJhX h1fh'W hGeh'Wh'W5CJaJhIh'W5CJaJh'W hMJhK2; j=hK2;hK2; hK2;5hc?HhK2;5 h'W5hK2;5CJaJh)yhK2;5CJaJh)yhK2;CJaJ)#$rt!"#$%&'()*+,-./01234gdK2; $ /0p@ P !$a$gdK2;456789:;<=>?@YZrs  h^hgd'Wgd'W$a$gd'W !!.!/!##7$8$9$$IfKkd$$IfTl466644 lap T $$Ifa$h^hgd'Wgd'W 9$:$;$<$=$aKkd#$$IfTl466644 lap T$IfKkd$$IfTl466644 lap T=$>$?$@$E$J$R$Z$b$h$aXXXXXX $$Ifa$Kkd'$$IfTl4$66644 lap T$IfKkd$$IfTl466644 lap T @$E$h$i$j$$$$$$$%%%K%L%%%M''''''''''''''':(;(u(v(((((#)$),)v)w)x)y)z){)))))))**8*9*^*_*a*b********++ +!+=+>+Z+[+ h'W5CJOJQJ\^JaJh'Wh'WCJaJh'WCJOJQJ^JaJh'WCJOJQJ^JaJNh$i$j$r$v$;5,, $$Ifa$$Ifkd$$IfTl4ֈ8&N&&&&&<6644 lap<Tv$~$$$$$$$$$$$$$$$$$$$$$$$$$FfK $Ifgd'W$IfFf $$Ifa$$$$%% %%%%%"%'%,%1%5%:%>%C%G%K%L%Q%V%[%`%e%i%Ff$IfFf $$Ifa$i%n%r%w%{%%%%L'M'n''''$IfGkd#$$Ifl4L%% %644 lap gd'WFf $$Ifa$ '''''iGkdE$$Ifl4L%% %644 lap $IfGkd$$Ifl4L%% %644 lap '''''''''''i``````` $$Ifa$Gkdg$$Ifl4L%% %644 lap $IfGkd$$Ifl4L%% %644 lap ''''!$Ifkd$$Ifl4֞LY %&G &b &b & &b & & %644 lapF'''( (((("(*(.(6(:(;(C(G(K(O(S(X(](a(e(i(m(q(u($IfFfb $$Ifa$u(v(~(((((((((((((((((((((((((Ff $$Ifa$$IfFf(((((((()) ))))))#)$)%)&)')()))*)+),)m)gd'WFfFf $$Ifa$m)v)w)x)y)z)`Gkd$$Ifl4[II644 lap $IfGkdJ$$Ifl4[II644 lap $$Ifa$z){))))) $$Ifa$GkdP$$Ifl4[II644 lap )))))))))oi`````` $$Ifa$$Ifkd$$Ifl4\[e&&m&&$ I644 lap())))' $$Ifa$kd$$Ifl4֞[ e '&&&&t&&}I644 lapF)))))) $$Ifa$))))) $$Ifa$kd9 $$Ifl;֞[ e ''''''t''}I644 lapF))** ** $$Ifa$****) $$Ifa$kdZ $$Ifl;֞[ e ''''''t''}I644 lapF*$*)*.*3*8* $$Ifa$8*9*A*E*) $$Ifa$kd_$$Ifl;֞[ e ''''''t''}I644 lapFE*J*O*T*Y*^* $$Ifa$^*_*`*a*)$$gd'Wkd$$Ifl֞[ e '&&&&&t&&}I644 lapFa*b********Fkd$$Ifl[&644 lap $$Ifa$gd'W*******~rrrr $$Ifa$gd'W $Ifgd'Wwkd$$Ifl4F[R&&Z & 6    44 lap******+WKKKKK $$Ifa$gd'Wkd#$$Ifl4r[R& &^&-&t644 lap2++ ++++ +YMMMMM $$Ifa$gd'Wkd$$Ifl;r[R'' '^'-'t644 lap2 +!+)+.+3+8+=+YMMMMM $$Ifa$gd'WkdS$$Ifl;r[R'' '^'-'t644 lap2=+>+F+K+P+U+Z+YMMMMM $$Ifa$gd'Wkd$$Ifl;r[R'' '^'-'t644 lap2Z+[+\+]++++YT????$$&`#$/Ifa$gd'Wgd'Wkdm$$Iflr[R&& &^&-&t644 lap2[+\++++++++++++++++++++/,3,4,8,9,=,>,B,C,D,L,P,Q,U,V,Z,[,_,`,c,d,g,h,l,m,q,r,u,v,y,z,~,,,,,,,,,,,,,,,,,ƾƭƭƭƭƭƭƾƭƭƭƭƭƭƭƭƭƭƭƭƭƭƭƭƭƭƭƭƭ h"h'WCJOJQJ^JaJh'WCJaJh'WCJOJQJ^JaJh'WCJOJQJ^JaJ h'W5CJOJQJ\^JaJh8h'W5CJaJD++++++++++++++,,Ff$$&`#$/Ifa$gd'W$&`#$/Ifgd'WOkd$$Iflh+&, 6`,644 lap , ,,,,,",&,+,/,4,5,9,>,?,C,D,L,Q,V,[,`,d,h,m,$&`#$/Ifgd'WFfi&$$&`#$/Ifa$gd'Wm,r,v,z,,,,,,,,,,,,,,,,,,,,,,$&`#$/Ifgd'WFf/$$&`#$/Ifa$gd'W,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,---- - --------- -!-$-%-(-)---.-2-3-7-8-<-=->-C-G-H-L-M-Q-R-V-W-Z-[-^-_-c-d-h-i-l-m-p-q-t-h'WCJaJh'WCJOJQJ^JaJ h"h'WCJOJQJ^JaJV,,,,,,,,,,,,,,,,-- -----!-%-$&`#$/Ifgd'WFfa9$$&`#$/Ifa$gd'W%-)-*-.-/-3-4-8-9-=->-C-H-M-R-W-[-_-d-i-m-q-u-y-z-~--FfB$$&`#$/Ifa$gd'Wt-u-x-y-}-~-------------------.. . ..<.=.E.H.I.M.N.Q.R.V.W.Z.[._.`.c.d.h.i.l.m.p.q.r.z.}.~....................... h'W5CJOJQJ\^JaJh'Wh'WCJaJh'WCJOJQJ^JaJ h"h'WCJOJQJ^JaJM-----------------OkdN$$Iflh)&0* 6`0*644 lap gd'WFfmK$$&`#$/Ifa$gd'W---------.. .$$&`#$/Ifa$gd'W$&`#$/Ifgd'W ...7%$&`#$/Ifgd'WkddO$$Iflhֈ< DLT!)&'''''p 6`0*644 lap<....!.&.*./.3.8.<.=.E.I.N.R.W.[.`.d.i.m.q.r.z.FfY$&`#$/Ifgd'WFfS$$&`#$/Ifa$gd'Wz.~........................Ffe$&`#$/Ifgd'WFf_$$&`#$/Ifa$gd'W......................//>|C}CCCCCCʺٺŲʲŪŢʑʼnł h'W5>*hm.h'W5 hah'Wh<'uh'W56h~0h'W6h?5"h'W5h?5"h'W6h,h'WCJaJ h'W5h'WhNh'WCJaJh'WCJaJ h"h'WCJOJQJ^JaJh'WCJOJQJ^JaJ3......// / ///>>>ʰCCCC12ʷڷEE''ɾɾ''CCC12ʷ巡ڷEEEEE$%489ϹF׶FF,-*-EE$F%F9F:FFFFF,H-HAHBHHHHHbIIJ5J{J|JJgd'Wgd'W  ^ `gd'W^gd'W`gd'Wgd'WHII4J5JAJzJ{JJJ#LLLLM#N$NNNNNNNNNNNNNNNNNº~ph]h]hRhRh]h?G;h'WCJaJhHUzh'WCJaJh'WCJaJh'WCJOJQJ^JaJ h'W5CJOJQJ\^JaJh'WB*ph3f h> h'Wh'Wh/h'W5 h'W5hah'W56>*h'W56>* h'W5>*hkKh'WCJ\^JaJh'WCJ\^JaJh/h'WCJ\^JaJh/h'W5CJ\^JaJ JJ)KKK"L#L}LLL8MMMMMMNNNNNN#N$N%N $$Ifa$gd'W @ ^@ `gd'W  ^ `gd'Wgd'W%NNNNNNN| $Ifgd'Wmkdo$$IfTl4"^' t0644 laBT $$Ifa$gd'WNNNNN~uii $$Ifa$gd'W $Ifgd'WkdZo$$IfTl0c4"  t0644 laBTNNNNNkbVV $$Ifa$gd'W $Ifgd'Wkdo$$IfTlFc4" *  t06    44 laBTNNNNNkbVV $$Ifa$gd'W $Ifgd'WkdHp$$IfTlFc4" *  t06    44 laBTNNNNOOO$O+O5OEOFONOOOPOoOvOOOOOOOOOOOOOOOPP%P&PmPnPoPpPqPPPPPPPPPPPQQ#Q,Q5Q8QQQ˽鬠˽hyh'W5CJaJh>h'W5CJaJh'W5CJaJhQ?ah'W5h'WCJOJQJ^JaJ h'W5CJOJQJ\^JaJhBh'W5 h'W5h'WhHUzh'WCJaJh'WCJaJ9NNOO#OkbVV $$Ifa$gd'W $Ifgd'Wkdp$$IfTlFc4" *  t06    44 laBT#O$OFOPOTOnOkbbVb $$Ifa$gd'W $Ifgd'WkdLq$$IfTlFc4" *  t06    44 laBTnOoOOOOOmddXd $$Ifa$gd'W $Ifgd'Wkdq$$IfTlFc4" *  t06    44 laBTOOOOOPmddXd $$Ifa$gd'W $Ifgd'WkdLr$$IfTlFc4" *  t06    44 laBTPPP%P&P'PnPoPmd__SSJ $Ifgd'W $$Ifa$gd'Wgd'W^gd'Wkdr$$IfTlFc4" *  t06    44 laBToPpPqPPPPPPPP $Ifgd'WgkdHs$$Ifl,"" t0644 la PPPPPP^UUUU $Ifgd'Wkds$$Ifl\4,"X t0644 laPPPPPP^UUUU $Ifgd'Wkdt$$Ifl\4,"X t0644 laPPPPPP^UUUU $Ifgd'Wkdt$$Ifl\4,"X t0644 laPPPPPP^UUUU $Ifgd'Wkdu$$Ifl\4,"X t0644 laPPPPPP^UUUU $Ifgd'Wkdu$$Ifl\4,"X t0644 laPPPPPP^UUUU $Ifgd'Wkdv$$Ifl\4,"X t0644 laPPQQQQQQQQQ^YYYYYYYYYgd'Wkdv$$Ifl\4,"X t0644 la Q Q Q Q Q QQQ6Q7Q8QQQQQ}gkdv$$Ifl,"" t0644 la $Ifgd'W $$Ifa$gd'Wgd'WQQQQQQQQQQQQQQQQQQQQERVRrRvRxRRRRRRRRRRSSS S SSSSSSSS5SESFSGS򧙎򆎆򎆎򎆎~hO"h'W5h'WCJaJh6&Kh'WCJaJh'WCJOJQJ^JaJ h'W5CJOJQJ\^JaJhA[h'W5 h'W5hRbh'W5CJaJhh'W5CJaJh/D&h'W5CJaJh'W5CJaJh'Wh'W5CJaJ1QQQQQQQQQQQQQQ $Ifgd'W QQ R% $Ifgd'WkdEw$$Ifl֞ R,"1 >>k t0644 la R RRRRR$R $$Ifa$gd'W$R%R&R% $Ifgd'Wkdx$$Ifl֞ R,"1 >>k t0644 la&R'R(R)R*R+R,R $$Ifa$gd'W,R-R.R% $Ifgd'Wkdx$$Ifl֞ R,"1 >>k t0644 la.R/R0R1R2R3R4R $$Ifa$gd'W4R5R6R% $Ifgd'Wkdy$$Ifl֞ R,"1 >>k t0644 la6R7R8R9R:R;RR% $Ifgd'Wkdyz$$Ifl֞ R,"1 >>k t0644 la>R?R@RARBRCRDR $$Ifa$gd'WDRERVR% $Ifgd'WkdF{$$Ifl֞ R,"1 >>k t0644 laVRXR_RaRhRjRqR $$Ifa$gd'WqRrRsRR% gd'Wkd|$$Ifl֞ R,"1 >>k t0644 laRRRRRRRRRRRSykkd|$$IfTl$ t0644 laT $Ifgd'W $$Ifa$gd'Wgd'W SSS SSlcWW $$Ifa$gd'W $Ifgd'Wkd-}$$IfTl4F` @  t06    44 laTSSSSSlcWc $$Ifa$gd'W $Ifgd'Wkd}$$IfTl4F  @  t06    44 laTSSSSSSSSSS S!Slgggggggggggd'Wkd:~$$IfTl4F  @  t06    44 laT !S"S#S$S%S&S'S(S)S*S+S,S-S.S/S0SFSGShSSS $Ifgd'W $$Ifa$gd'Wgd'WGSSSSSSSSSSSSSSSSSSSSSST T TTTTTT2T4T7T9TTATCTFTGTHTaTbTcTdTkTlTmTnTuTvTwTxTTTTTTTTTTTTTTTTTTTTh[Xh'WCJaJh'WCJaJh[Xh'W5CJaJh'Wh'W5CJaJh'WCJOJQJ^JaJ h'W5CJOJQJ\^JaJGSSSSS~ $$Ifa$gd'W $Ifgd'Wlkd~$$IfTlf#v& t0v&44 laTSSSSSSSSSSSSSTtttttttttttt $$Ifa$gd'Wkd$$IfTl0f#] t0v&44 laT TTT T TTTT3T4T8T9T=T>TBTCTGTHTbTdTlTnTvTxTTTTFf $Ifgd'WFf $$Ifa$gd'WTTTTTTTTTTTTTTTTTTTTTTTTTTUFfFFf։ $Ifgd'WFfTTTTTTTTTTTTTTTTTTTTTTTUUU U U UUUUUU%U'U-U/U5U6U7UJULUSUUU\U^UeUgUnUoUpUyUzU}UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUh'Wh[Xh'WCJaJh'WCJaJh6&Kh'WCJaJXUUU U UUUUUU&U'U.U/U6U7UKULUTUUU]U^UfUgUoUpUyUFfFfFf  $Ifgd'WyUzU~UUUUUUUUUUUUUUUUUUUUUUUUUUFfFf $Ifgd'WUUUUUUUUUUUUUUVV#V$V+V,V3V4V;V*h8]h8]h8]5\ h8]5\9]eeeefff'gpFAgd8]* & F' A`0hp @ HP gd8]. G`0p @ HP !$!@^!`@0 J`0Tp @ HP !$!@^!`@0 J`0Tp @ HP !$x^`x'g(gihjhkk;owcxdxyy{{hij $$Ifa$gd8]Ff $$Ifa$€Ȁր߀ $$Ifa$Bkd$$Ifu#&##62 24aǀȀՀրހ߀   !$%*+./4589:CDFGJKMNQRVW[\_`cdhilmpqtuvh8]CJaJh8]CJOJQJ^JaJh8]CJOJPJQJ^JaJVkd$$If4֞Y~ )Nu#""""%""#62 22 22 22 22 22 22 24af4 !%+/59:DGKNRW\`dimquFf $$Ifa$$IfuvƁʁρԁ؁܁Ff $$Ifa$$IfFfC ŁƁɁʁ΁ρӁԁׁ؁ہ܁   !$%&pŲŲŲŲ$h8]5CJOJPJQJ\^JaJ h8]5CJOJQJ\^JaJh8]h8]CJaJh8]CJOJQJ^JaJh8]CJOJPJQJ^JaJF !%&'?@nopFfW!Ff $$Ifa$pqƄфڄ $$Ifa$@kdz$$$Ifq&2 24a $$Ifa$gd8] ńƄЄфلڄ#$()-./89=>BCGHLMRSWXY`aefjkpquv{|h8]h8]CJaJh8]CJOJPJQJ^JaJh8]CJOJQJ^JaJTgaXXXXXX $$Ifa$$Ifkd$$$If4h\ &' 'p' 2 22 22 22 24af4 $$Ifa$kd&$$If4h֞ ,''''''2 22 22 22 22 22 24af4$). $$Ifa$./kd'$$Ifh֞ ,'''''''2 22 22 22 22 22 22 24a/9>CHMSX $$Ifa$XYkd)$$Ifh֞ ,'''''''2 22 22 22 22 22 22 24aYafkqv| $$Ifa$kd+$$Ifh֞ ,'''''''2 22 22 22 22 22 22 24a $$Ifa$kdd-$$If֞ ,'''''''2 22 22 22 22 22 22 24aąŅZ[ȇ  ')$If $$Ifa$BkdU/$$IfW &n n 62 24a $$Ifa$gd8]LJȇ߇  &'()*+0145:;>?@GHKLPQTUWXY`adeijlmqrsz{ƶƶƶƶƶԶƶƶƶƶƶƶƶƶƶƶƶƶƶƶƶƶƶƶƶƶƶƶƶh8]CJOJPJQJ^JaJh8]CJOJQJ^JaJh8]CJaJ$h8]5CJOJPJQJ\^JaJ h8]5CJOJQJ\^JaJH)*+15;?JD;;;; $$Ifa$$Ifkd/$$If4hriW `#####n 62 22 22 22 22 24af4?@HLQUXSJJJJJ $$Ifa$kdH1$$If4hriW ####n 62 22 22 22 24af4XYaejmrMDDDDD $$Ifa$kdi2$$IfhriW #####n 62 22 22 22 22 24ars{MDDDDD $$Ifa$kd3$$IfhriW #####n 62 22 22 22 22 24aMDDDDD $$Ifa$kdq5$$IfhriW #####n 62 22 22 22 22 24azĉʼn͉̉Ή҉Ӊډۉ   $%()-.1267:;?@CDHILMQRUVZ[^_cdgh貢袲h8]CJOJPJQJ^JaJh8]CJOJQJ^JaJ$h8]5CJOJPJQJ\^JaJ h8]5CJOJQJ\^JaJh8]h8]CJaJh8]CJOJPJQJ^JaJ@yz{MKKK??? $$Ifa$gd8]kd6$$IfriW #####n 62 22 22 22 22 24aʼn͉ΉӉۉ  %).2$IfFfv: $$Ifa$BkdA8$$If$&$$62 24a $$Ifa$gd8]27;@DIMRV[_dhiquz}$IfFf@ $$Ifa$hipqtuyz|}ŊƊȊɊ̊͊ϊЊԊՊ׊؊ۊ܊ފߊ  h8]CJOJPJQJ^JaJh8]CJOJQJ^JaJh8]CJaJVƊɊ͊ЊՊ؊܊ߊ FfU$IfFfK $$Ifa$ $)-37<@EIJOUZ`ejnty~Ff] $$Ifa$#$(),-2367;<?@DEHIJNOTUYZ_`deijmnstxy}~/01ű*h"h8]5CJOJPJQJ\^JaJ&h"h8]5CJOJQJ\^JaJ h8]5CJOJQJ\^JaJh8]h8]CJaJh8]CJOJQJ^JaJh8]CJOJPJQJ^JaJ<0 $$Ifa$gd8]Ff@e $$Ifa$016?O_o $$Ifa$gd8] $$Ifa$BkdCi$$IfF$$$62 24a156>?NO^_no~ÌČȌɌ͌ΌҌӌ֌׌،ߌ  ļļh8]CJaJh8]CJOJPJQJ^JaJh8]CJOJQJ^JaJh8]CJOJPJQJ^JaJh8]CJOJQJ^JaJJ.( $$Ifa$$Ifkdi$$If4ֈh H<$&hTTT$62 22 22 22 22 22 24af4ČɌΌӌ׌FfMq$IfFf9m $$Ifa$׌،1+" $$Ifa$$Ifkdus$$If{ֈh H<$'h''T'T''T$62 22 22 22 22 22 24a $$Ifa$1( $$Ifa$gd8] $$Ifa$kdt$$If{ֈh H<$'h''T'T''T$62 22 22 22 22 22 24a  $$Ifa$(Ql ϐ[st #*9:JKʜҜ!"ڝYZ[rSʾќ}}}֌ h8]5\h8]^JaJh8]5\^JaJ h8]6 h8]5>*#h8]6CJOJQJ\]^JaJh8]6\aJ h8]\ h8]6] h8]56 h8]5h8]h8]CJaJh8]CJOJPJQJ^JaJh8]CJOJQJ^JaJ0)*P1////kdgv$$Ifֈh H<$&h&&T&T&&T$62 22 22 22 22 22 24aPQkl ij[\$a$gd8]7$8$H$ !  )*JȜɜ! p @@@@@@@ X^ `Xgd8] p @@@@@@@ X^ `Xgd8] p @@@@@@@ X^ `Xgd8]$ p@ @@@@@@@a$ p@ @@@@@@@gd8]ٝڝIJZ[BCST p@ @@@@@@@gd8]$ p@ @@@@@@@@ ^@ `a$ p @@@@@@@ X^ `Xgd8]STk-/7DӤդۤݤ-mnç˧٧!"jlHP^FG$KLýڸڸڸڱh8]B*ph3f h8]56 h8]H* h8]CJh8]5CJ^JaJ h8]\ h8]5\h8] h8]5h8]^JaJh8]5\^JaJh8]CJ^JaJBTH-. p @@@@@@@ ^ `gd8] p @@@@@@@ X^ `Xgd8] p\ @@@@@@@\ X^\ `Xgd8]$ p@ @@@@@@@a$m̥R§!~$ p@ @@@@@@@@ ^@ `a$ p@ @@@@@@@gd8]$ p@ @@@@@@@a$ p @@@@@@@ ^ `gd8] p@ @@@@@@@@ ^@ `gd8]FGF#$KLMe $$Ifa$$ p@ @@@@@@@@ ^@ `a$ p @@@@@@@ ^ `gd8] p@ @@@@@@@gd8]$ p@ @@@@@@@a$LMdeƬǬȬɬʬˬЬѬԬլ֬ $%&@AEFJKLwx|}CD²²²в²²²²²²²²²²²²²²²²²²²² h8]5h8]CJOJPJQJ^JaJh8]CJOJQJ^JaJh8]CJaJ$h8]5CJOJPJQJ\^JaJ h8]5CJOJQJ\^JaJh8]DǬɬʬˬAakdx$$If4h0"""7!62 22 24af4$If $$Ifa$BkdBx$$If"&7!7!62 24a $$Ifa$gd8]ˬѬլ֬tkdy$$If4hF"##7!6    2 22 24af4 $$Ifa$ %||| $$Ifa$zkdz$$IfhF"###7!6    2 22 22 24a%&AFK||| $$Ifa$zkd{$$IfhF"###7!6    2 22 22 24aKLx}||| $$Ifa$zkd|$$IfhF"###7!6    2 22 22 24a||| $$Ifa$zkd}$$IfhF"###7!6    2 22 22 24a||| $$Ifa$zkd~$$IfhF"###7!6    2 22 22 24aMNDExxr$If $$Ifa$zkd$$IfhF"###7!6    2 22 22 24a DEFǰΰҰӰ45678 !@Bjlٲڲ !=>Avwִ״$%?@PQ~׵صδh8]CJaJh8]5CJaJh8]5CJaJh8]CJOJQJ^JaJ h8]5CJOJQJ\^JaJh8]5CJaJh8] h8]5GEFGXblv$Ifgkdڀ$$Ifl,"" t0644 la ^XLLL $$Ifa$gd8]$IfkdV$$Ifl\4,"X t0644 la^XXXX$Ifkd$$Ifl\4,"X t0644 la^XXXX$Ifkd$$Ifl\4,"X t0644 la^XXXX$Ifkdf$$Ifl\4,"X t0644 la^XXXX$Ifkd$$Ifl\4,"X t0644 laǰɰ˰Ͱ^XLLL $$Ifa$gdd$IfkdƄ$$Ifl\4,"X t0644 laͰΰϰ56^\\\SSM$If $$Ifa$kdv$$Ifl\4,"X t0644 la678=>GQ[\eoyz$Ifgkd&$$Ifl_"" t0644 la%$Ifkd$$Ifl֞ %_"1 >>k t0644 la$If $$Ifa$gd8]̱%$Ifkd$$Ifl֞ %_"1 >>k t0644 la̱αֱױرٱڱ$If $$Ifa$gd8]ڱ۱ܱ%$Ifkd$$Ifl֞ %_"1 >>k t0644 laܱݱޱ߱$If $$Ifa$gd8]%$Ifkd$$Ifl֞ %_"1 >>k t0644 la$If $$Ifa$gd8]%$Ifkd$$Ifl֞ %_"1 >>k t0644 la$If $$Ifa$gd8]%$Ifkd$$Ifl֞ %_"1 >>k t0644 la$If $$Ifa$gd8] %$Ifkd$$Ifl֞ %_"1 >>k t0644 la   $If $$Ifa$gd8] !"k%##kd$$Ifl֞ %_"1 >>k t0644 laklmIJҲٲv $$Ifa$gd8]kkd$$IfTl$ t0644 laT$If $$Ifa$ ٲڲ۲jddXXX $$Ifa$gd8]$Ifkd"$$IfTl4F` @  t06    44 laf4T jddd$Ifkdُ$$IfTl4F  @ ` t06    44 laf4T !"<=jddd$Ifkd$$IfTl4F  @  t06    44 laf4T=>?@Ajddd$IfkdQ$$IfTl4F  @  t06    44 laf4TAB³jhhh___Y$If $$Ifa$kd $$IfTl4F  @  t06    44 laf4T $$Ifa$$Iflkdɒ$$IfTlf#v& t0v&44 laT!015?FGKV]wwwwwwwwwwww $$Ifa$kdO$$IfTl0f#] t0v&44 laT ]^_cdovwĴƴʹϴִFfd$IfFf' $$Ifa$ִ״ $%789:;<FfoFf$IfFf<=>?@HIJKLMNOPQefklqrwx~FfïFfFfe$IfFfнFf!Ffr$Ifõĵȵɵ͵εҵӵ׵ص     #$%&'(Ff.Ff$If()*+,OPQRSTUVWX}~Ff;FfFf$If+,WX϶жKL "#)*+-.45:;<>?@Ѽh3~0JmHnHuhq hq0Jjhq0JUhM"jhM"Uh'Wh8]5CJaJh8]h8]CJaJ,öĶɶʶ϶ж  349:?@FfFf$If@EFKLf·÷FfFfFfH$If÷ʷ˷ҷӷڷ۷!"+,-<=> &`#$gdqFfc$If>?@5091h:pq/ =!"#$`% $$If!vh5$#v$:V l40$6+,5$ap $$If!vh5$#v$:V l40$6+,5$ap $$If!vh5$#v$:V l40$6+,5$ap $$If!vh5$#v$:V l40$6+,5$ap $$If!vh5$#v$:V l490$6+,5$/ ap "$$If!vh5|55555#v|#v#v:V l40$6+,5|559/ ap<v$$If!vh5|55555#v|#v#v:V l4h <0$6+,,5|559/ ap<kd4$$Ifl4hֈh 8%|''''' <0$644 lap<h$$If!vh5|55555#v|#v#v:V l; <0$6,5|559/ ap<kd$$Ifl;ֈh 8%'|''''' <0$644 lap<h$$If!vh5|55555#v|#v#v:V l; <0$6,5|559/ ap<kdG $$Ifl;ֈh 8%'|''''' <0$644 lap<h$$If!vh5|55555#v|#v#v:V l; <0$6,5|559/ ap<kd$$Ifl;ֈh 8%'|''''' <0$644 lap<h$$If!vh5|55555#v|#v#v:V l <0$6,5|559/ ap<kdI$$Iflֈh 8%&|&&&&& <0$644 lap<$$IfU!vh5v$#vv$:V l40v$6+,5v$aUp $$IfU!vh5v$#vv$:V l40v$6+,5v$aUp $$IfU!vh5v$#vv$:V l40v$6+,5v$aUp $$IfU!vh5v$#vv$:V l40v$6+,5v$aUp $$IfU!vh5v$#vv$:V l4)0v$6+,5v$aUp 4$$IfU!vh5m5o5o55o5o5o#vm#vo#v#vo:V l40v$6+,5m5o55o9aUpFkd$$Ifl4֞V4_$&m&o&o&&o&o&o0v$644 laUpF$$IfU!vh5m5o5o55o5o5o#vm#vo#v#vo:V l4h F0v$6+,,5m5o55o9aUpFTkd$$Ifl4h֞V4_$m'o'o''o'o'o F0v$644 laUpF$$IfU!vh5m5o5o55o5o5o#vm#vo#v#vo:V lh F0v$6,5m5o55o9aUpFQkd$$Iflh֞V4_$'m'o'o''o'o'o F0v$644 laUpF,$$IfU!vh5m5o5o55o5o5o#vm#vo#v#vo:V lh0v$6,5m5o55o9aUpFkd#$$Iflh֞V4_$'m'o'o''o'o'o0v$644 laUpF,$$IfU!vh5m5o5o55o5o5o#vm#vo#v#vo:V lh0v$6,5m5o55o9aUpFkd&$$Iflh֞V4_$'m'o'o''o'o'o0v$644 laUpF,$$IfU!vh5m5o5o55o5o5o#vm#vo#v#vo:V l0v$6,5m5o55o9aUpFkd*$$Ifl֞V4_$&m&o&o&&o&o&o0v$644 laUpF$$If<!vh51#v1:V l416+,51/ /  a<p $$If<!vh51#v1:V l416+,51/ /  a<p $$If<!vh51#v1:V l416+,51/ /  a<p ;$$If<!vh55o55 #v#vo#v#v :V l416+,55o55 9/ /  / / / / / / a<p(;$$If<!vh55o55 #v#vo#v#v :V l416+,55o55 9/  / /  / / / /  / a<p([$$If<!vh55o55 #v#vo#v#v :V l; (16,55o55 9/ /  /  / /  / / a<p([$$If<!vh55o55 #v#vo#v#v :V l; (16,55o55 9/  / / / / / / a<p([$$If<!vh55o55 #v#vo#v#v :V l; (16,55o55 9/  / / / / / / a<p([$$If<!vh55o55 #v#vo#v#v :V l (16,55o55 9/ /  / /  / / / a<p($$If!vh5#v:V l4'6+,5/ /  ap $$If!vh5#v:V l46+,5/ /  ap $$If!vh5#v:V l46+,5/ /  ap $$If!vh555#v#v#v:V l46+,5559/ /  / / / / / ap $$If!vh555#v#v#v:V l46+,5559/  / /  / / / / ap$$If!vh555#v#v#v:V l;6,5559/  / / / / / ap$$If!vh555#v#v#v:V l;6,5559/  / / / / / ap$$If!vh555#v#v#v:V l;6,5559/  / / / / / ap$$If!vh555#v#v#v:V l6,5559/ /  / / / ap$$IfU!vh5x%#vx%:V l4x%6+,5x%/  /  aUp $$IfU!vh5x%#vx%:V l4x%6+,5x%/ /  /  aUp $$IfU!vh5x%#vx%:V l4x%6+,5x%/ /  /  aUp $$IfU!vh5x%#vx%:V l4x%6+,5x%/ /  /  aUp $$IfU!vh5x%#vx%:V l4)x%6+,5x%/ /  /  aUp $$IfU!v h5`5555555[5 #v`#v#v#v#v#v[#v :V l4x%6+, 5`55555[5 9 / /  /  /   /  /  /  aUpZ kd@$$Ifl4 IG WQ!a%&` & & & & & & &[ & x%6$$$$44 laUpZ$$IfU!v h5`5555555[5 #v`#v#v#v#v#v[#v :V l4h Zx%6+,, 5`55555[5 9 /  /  /  / /   /  aUpZ~kdD$$Ifl4h IG WQ!a%` ' ' ' ' ' ' '[ '  Zx%6$$$$44 laUpZ$$IfU!v h5`5555555[5 #v`#v#v#v#v#v[#v :V lh Zx%6, 5`55555[5 9 / /  /  /  /  aUpZ{kdSI$$Iflh IG WQ!a%'`'''''''[' Zx%6$$$$44 laUpZ$$IfU!v h5`5555555[5 #v`#v#v#v#v#v[#v :V lhx%6, 5`55555[5 9 / /  /  /  /  aUpZ kdM$$Iflh IG WQ!a%'`'''''''['x%6$$$$44 laUpZ$$IfU!v h5`5555555[5 #v`#v#v#v#v#v[#v :V lhx%6, 5`55555[5 9 / /  / /  aUpZ kdkQ$$Iflh IG WQ!a%'`'''''''['x%6$$$$44 laUpZ$$IfU!v h5`5555555[5 #v`#v#v#v#v#v[#v :V lx%6, 5`55555[5 9 / / / / / / / / / / / / / /  /  aUpZ kdT$$Ifl IG WQ!a%&`&&&&&&&[&x%6$$$$44 laUpZk$$If!vh5#v:V l6!,5/ ap Q$$If!vh5525252525#v#v2#v:V l46+,55259/ /  / / /  / / / ap<{$$If!vh5525252525s#v#v2#vs:V l4h <6!+,,5525s9/  / / / /  ap<m$$If!vh5525252525s#v#v2#vs:V l{ <6!,5525s9/ /  / / / ap<$$If!vh5525252525s#v#v2#vs:V l{6!,5525s9/ /  / / / ap<$$If!vh5525252525s#v#v2#vs:V l{6!,5525s9/ / / /  ap<$$If!vh5525252525s#v#v2#vs:V l6!,5525s9/ / / / / / / / / / / / / ap<T$$IfB!vh5^'#v^':Vl t65^'aBTj$$IfB!vh5G5#vG#v:Vl t65G5aBTj$$IfB!vh5G5 #vG#v :Vl t6 5G5 aBTj$$IfB!vh5G5 #vG#v :Vl t6 5G5 aBTj$$IfB!vh5G5 #vG#v :Vl t6 5G5 aBTf$$IfB!vh5G5 #vG#v :Vl t6 5G5 aBTf$$IfB!vh5G5 #vG#v :Vl t6 5G5 aBTf$$IfB!vh5G5 #vG#v :Vl t6 5G5 aBTL$$If\!vh5$#v$:Vl t65$a\$$If\!vh55554#v#v#v4:Vl t65554a\$$If\!vh55554#v#v#v4:Vl t65554a\$$If\!vh55554#v#v#v4:Vl t65554a\$$If\!vh55554#v#v#v4:Vl t65554a\$$If\!vh55554#v#v#v4:Vl t65554a\$$If\!vh55554#v#v#v4:Vl t65554a\$$If\!vh55554#v#v#v4:Vl t65554a\G$$If!vh5"#v":Vl t65"$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5K$$If!vh5$#v$:Vl t65$T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6+5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++5 5@ 5 TQ$$If!vh5v&#vv&:Vl tv&5v&aTg$$If!vh55]#v#v]:Vl tv&55]aT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&, 5@ 5555I5555 aTkdq$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&5@ 5555I5555 aTkdt$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / aTkd x$$IfTl^ f ~#@ I t0v&$$$$44 laT&$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / apTkd!{$$IfTl^ f ~#@ I t0v&$$$$44 lapTP$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / / / / apTkdg~$$IfTl^ f ~#@ I t0v&$$$$44 lapT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdׁ$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdS$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdϊ$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdK$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdǓ$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdC$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd;$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd3$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd+$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd#$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 / apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd)$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPTv$$If!vh5#v:V l46+,5/ /  f4Tv$$If!vh5#v:V l46+,5/ /  f4Tv$$If!vh5#v:V l46+,5/ /  f4Tv$$If!vh5#v:V l46+,5/ /  f4Tv$$If!vh5#v:V l4$6+,5/ /  f4T$$If!vh5N5t5555<#vN#vt#v#v<:V l46+,5N5t55<9/  / / / / / f4T$$If!vh5N5t5555<#vN#vt#v#v<:V l4h6+,,5N5t55<9/  / / / /  f4T$$If!vh5N5t5555<#vN#vt#v#v<:V l4J6,5N5t55<9/ /  / / / f4T$$If!vh5N5t5555<#vN#vt#v#v<:V l4J6,5N5t55<9/ /  / / / f4T$$If!vh5N5t5555<#vN#vt#v#v<:V l4;6,5N5t55<9/ /  / / / f4T$$If!vh5N5t5555<#vN#vt#v#v<:V l46,5N5t55<9/ / / /  f4T$$If!vh5$#v$:V l4$6+,5$/ /  / af4$$If!vh5$#v$:V l4$6+,5$/ /  / af4$$If!vh5$#v$:V l4$6+,5$/ /  / af4$$If!vh5$#v$:V l4$6+,5$/ /  / af4$$If!vh5$#v$:V l4$6+,5$/ /  / af49$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4$6+,5`5b55b55b9/ /  /  /  / / / af41$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4h$6+,,5`5b55b55b9/  /  / / /  / af4$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4h$6,5`5b55b55b9/ /  / / / af4$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4h$6,5`5b55b55b9/ /  / / / af4$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4h$6,5`5b55b55b9/  / / / / af4$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4$6,5`5b55b55b9/ /  / / / / / / / / / / / / /  af4w$$If!vh5@#v@:V l4@6+,5@/ /  af4w$$If!vh5@#v@:V l4@6+,5@/ /  af4w$$If!vh5@#v@:V l4@6+,5@/ /  af4$$If!vh55m55#v#vm#v:V l4@6+,55m59/ /  / / / / / / / af4!$$If!vh55m55#v#vm#v:V l4@6+,55m59/ /  / /  /  / / / /  / af4$$If!vh55m55#v#vm#v:V l4;@6,55m59/ / /  / / / / / af4$$If!vh55m55#v#vm#v:V l4;@6,55m59/  / /  / / / / / af4$$If!vh55m55#v#vm#v:V l4;@6,55m59/  / /  / / / / / af4$$If!vh55m55#v#vm#v:V l4@6,55m59/ /  / /  / / / af4r$$If!vh5#v:V l6,59/ /  a$$If!vh55Z 5 #v#vZ #v :V l46+,55Z 5 9/ /  / / / / / / af4$$If!vh55Z 5 #v#vZ #v :V l46+,55Z 5 9/ /  / /  / / /  / af4$$If!vh55Z 5 #v#vZ #v :V l4;6,55Z 5 9/ / /  / / / / af4$$If!vh55Z 5 #v#vZ #v :V l4;6,55Z 5 9/ / /  / / / af4$$If!vh55Z 5 #v#vZ #v :V l4;6,55Z 5 9/ / /  / / / / af4$$If!vh55Z 5 #v#vZ #v :V l46,55Z 5 9/  / / /  / / / af4r$$If!vh5,#v,:V lh 6`,6,5,9/ =$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V lh  6`Z,6,, 5`5V5555 555 89/ / /  / / / pZkdq$$Iflh Jt"`'+&`'V'''' '8  6`Z,6$$$$44 lapZ_$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4h  6`Z,6,, 5`5V5555 555 89/ / / / /  / / / f4pZkd@$$Ifl4h Jt"`'+&`'V'''' '8  6`Z,6$$$$44 laf4pZK$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4h  6`Z,6,5`5V5555 555 89/ /  / /  / / / f4pZkd7$$Ifl4h Jt"`'+'`'V'''' '8  6`Z,6$$$$44 laf4pZ/$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4h  6`Z,6,5`5V5555 555 89/  / / /  / f4pZkd$$Ifl4h Jt"`'+'`'V'''' '8  6`Z,6$$$$44 laf4pZ/$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4h  6`Z,6,5`5V5555 555 89/  / / /  / f4pZkd$$Ifl4h Jt"`'+'`'V'''' '8  6`Z,6$$$$44 laf4pZ$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4 6`,6,5`5V5555 555 89/ /  /  / / / / /  / / / / / /  /  / / f4$$If!vh5F$#vF$:V Z$6,5F$/ / 2 24 a3$$If!vh555555#v#v#v#v#v#v:V 4Z$6+,5555559/ /  / / / / 2 22 22 22 22 22 24 a3f4$$If!vh555555#v#v#v#v#v#v:V 4h <Z$6+,,5555559/  / / / /  2 22 22 22 22 24 a3f4p<kd $$If4hֈ 8Pv&''''' <Z$62 22 22 22 22 24a3f4p<$$If!vh555555#v#v#v#v#v#v:V { <Z$6,5555559/ /  / / / 2 22 22 22 22 22 24 a3p<&kd$$If{ֈ 8Pv&'''''' <Z$62 22 22 22 22 22 24a3p<{$$If!vh555555#v#v#v#v#v#v:V {Z$6,5555559/ /  / / / 2 22 22 22 22 22 24 a3m$$If!vh555555#v#v#v#v#v#v:V {Z$6,5555559/ / / /  2 22 22 22 22 22 24 a3$$If!vh555555#v#v#v#v#v#v:V Z$6,5555559/ / / /  / / / / / /  / / / 2 22 22 22 22 22 24 a3$$IfB!vh5_'#v_':V l t065_'aBT$$IfB!vh5 5#v #v:V l t065 5aBT$$IfB!vh5 5#v #v:V l t06,5 5aBT$$IfB!vh5 5#v #v:V l t06,5 5aBT$$IfB!vh5 5#v #v:V l t06,5 5aBT$$IfB!vh5 5#v #v:V l t065 5aBT$$IfB!vh5 5#v #v:V l t065 5aBT$$IfB!vh5 5#v #v:V l t065 5aBTz$$If!vh5"#v":V l t065"$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$Ifl!vh5##v#:V l t065#al$$Ifl!vh5 5>55>55k5#v #v>#v#v>#v#vk#v:V l t065 5>55>55k5al$$Ifl!vh5 5>55>55k5#v #v>#v#v>#v#vk#v:V l t065 5>55>55k5al$$Ifl!vh5 5>55>55k5#v #v>#v#v>#v#vk#v:V l t065 5>55>55k5al$$Ifl!vh5 5>55>55k5#v #v>#v#v>#v#vk#v:V l t065 5>55>55k5al$$Ifl!vh5 5>55>55k5#v #v>#v#v>#v#vk#v:V l t065 5>55>55k5al$$Ifl!vh5 5>55>55k5#v #v>#v#v>#v#vk#v:V l t065 5>55>55k5al$$Ifl!vh5 5>55>55k5#v #v>#v#v>#v#vk#v:V l t065 5>55>55k5al$$Ifl!vh5 5>55>55k5#v #v>#v#v>#v#vk#v:V l t065 5>55>55k5al~$$If!vh5$#v$:V l t065$T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06+5 5@ 5 f4T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06++,5 5@ 5 f4T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06++5 5@ 5 f4T$$If!vh5v&#vv&:V l t0v&5v&aT$$If!vh55]#v#v]:V l t0v&55]aT:$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l t0v&, 5@ 5555I5555 aTkd.$$IfTl f ~#@ I t0v&$$$$44 laT4$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l t0v&5@ 5555I5555 aTkd1$$IfTl f ~#@ I t0v&$$$$44 laTB$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ t0v&5@ 5555I5555 / aTkd15$$IfTl^ f ~#@ I t0v&$$$$44 laTB$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ t0v&5@ 5555I5555 / aTkd|8$$IfTl^ f ~#@ I t0v&$$$$44 laTl$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ t0v&5@ 5555I5555 / / / / aTkd;$$IfTl^ f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5K$$If!vh5$#v$:Vl t65$T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6+5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++,5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++5 5@ 5 TQ$$If!vh5v&#vv&:Vl tv&5v&aTg$$If!vh55]#v#v]:Vl tv&55]aT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&, 5@ 5555I5555 aTkd$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&5@ 5555I5555 aTkd$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / aTkd$$IfTl^ f ~#@ I t0v&$$$$44 laT&$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / apTkd$$IfTl^ f ~#@ I t0v&$$$$44 lapTP$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / / / / apTkd$$IfTl^ f ~#@ I t0v&$$$$44 lapT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdg$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd_$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdۻ$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdW$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdO$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdG$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd?$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd7$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 / apPTkd/$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd5$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPTQ$$If!vh5v&#vv&:Vl tv&5v&aTg$$If!vh55]#v#v]:Vl tv&55]aT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&, 5@ 5555I5555 aTkd$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&5@ 5555I5555 aTkd$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / aTkd$$IfTl^ f ~#@ I t0v&$$$$44 laT&$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / apTkd $$IfTl^ f ~#@ I t0v&$$$$44 lapTP$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / / / / apTkda $$IfTl^ f ~#@ I t0v&$$$$44 lapT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdM$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdE$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd!$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd=&$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd*$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd5/$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd3$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd-8$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd<$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd%A$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdE$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdJ$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 / apPTkdN$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd#S$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkdW$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPTv$$If!vh56#v6:V l466+,56/ /  f4Tv$$If!vh56#v6:V l466+,56/ /  f4Tv$$If!vh56#v6:V l466+,56/ /  f4Tv$$If!vh56#v6:V l466+,56/ /  f4Tv$$If!vh56#v6:V l466+,56/ /  f4T$$If!vh5N55555<#vN#v#v<:V l466+,5N55<9/  / / / / / f4T$$If!vh5N55555<#vN#v#v<:V l4h66+,,5N55<9/  / / / /  f4T$$If!vh5N55555<#vN#v#v<:V l4J66,5N55<9/ /  / / / f4T$$If!vh5N55555<#vN#v#v<:V l4J66,5N55<9/ /  / / / f4T$$If!vh5N55555<#vN#v#v<:V l4;66,5N55<9/ /  / / / f4T$$If!vh5N55555<#vN#v#v<:V l466,5N55<9/ / / /  f4T$$Ifl!vh5\&#v\&:V l4\&6+,5\&/ /  / alf4$$Ifl!vh5\&#v\&:V l4\&6+,5\&/ /  / alf4$$Ifl!vh5\&#v\&:V l4\&6+,5\&/ /  / alf4$$Ifl!vh5\&#v\&:V l4\&6+,5\&/ /  / alf4$$Ifl!vh5\&#v\&:V l4\&6+,5\&/ /  / alf49$$Ifl!vh55b5b55b55#v#vb#v#vb#v#v:V l4\&6+,55b55b559/ /  /  /  / / / alf41$$Ifl!vh55b5b55b55#v#vb#v#vb#v#v:V l4h\&6+,,55b55b559/  /  / / /  / alf4$$Ifl!vh55b5b55b55#v#vb#v#vb#v#v:V l4h\&6,55b55b559/ /  / / / alf4$$Ifl!vh55b5b55b55#v#vb#v#vb#v#v:V l4h\&6,55b55b559/ /  / / / alf4$$Ifl!vh55b5b55b55#v#vb#v#vb#v#v:V l4h\&6,55b55b559/  / / / / alf4$$Ifl!vh55b5b55b55#v#vb#v#vb#v#v:V l4\&6,55b55b559/ /  / / / / / / / / / / / / /  alf4w$$If!vh5m#vm:V l46+,5/ /  af4w$$If!vh5m#vm:V l46+,5/ /  af4w$$If!vh5m#vm:V l46+,5/ /  af4!$$If!vh55m55$ #v#vm#v#v$ :V l46+,5 5m55$ 9/ /  / / / / / / / af4!$$If!vh55m55$ #v#vm#v#v$ :V l46+,5 5m55$ 9/ / /  /  / / / /  / af4$$If!vh55m55$ #v#vm#v#v$ :V l4;6,5 5m55$ 9/  /  /  / /  / / / af4$$If!vh55m55$ #v#vm#v#v$ :V l4;6,5 5m55$ 9/ / /  / / / / / af4$$If!vh55m55$ #v#vm#v#v$ :V l4;6,5 5m55$ 9/ / /  / / / / / af4$$If!vh55m55$ #v#vm#v#v$ :V l46,5 5m55$ 9/ /  / /  / / / af4r$$If !vh5#v:V l6,59/ /  a $$If !vh5u5Z 5 #vu#vZ #v :V l46+,5u5Z 5 9/ /  / / / / / / a f4$$If !vh5u5Z 5 #vu#vZ #v :V l46+,5u5Z 5 9/ /  / /  / / /  / a f4$$If !vh5u5Z 5 #vu#vZ #v :V l4;6,5u5Z 5 9/  / / / / / a f4$$If !vh5u5Z 5 #vu#vZ #v :V l4;6,5u5Z 5 9/ / /  / / / / a f4$$If !vh5u5Z 5 #vu#vZ #v :V l4;6,5u5Z 5 9/ / /  / / / / a f4$$If !vh5u5Z 5 #vu#vZ #v :V l46,5u5Z 5 9/  / / /  / / / a f4r$$If!vh5,#v,:V lh 6`,6,5,9/ =$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V lh  6`Z,6,, 5`5V5555 555 89/ / /  / / / pZkd]|$$Iflh Jt"`'+&`'V'''' '8  6`Z,6$$$$44 lapZ_$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4h  6`Z,6,, 5`5V5555 555 89/ / / / /  / / / f4pZkd,$$Ifl4h Jt"`'+&`'V'''' '8  6`Z,6$$$$44 laf4pZK$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4h  6`Z,6, 5`5V5555 555 89/ /  / /  / / / f4pZkd#$$Ifl4h Jt"`'+'`'V'''' '8  6`Z,6$$$$44 laf4pZ/$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4h  6`Z,6, 5`5V5555 555 89/  / / /  / f4pZkd$$Ifl4h Jt"`'+'`'V'''' '8  6`Z,6$$$$44 laf4pZ/$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4h  6`Z,6, 5`5V5555 555 89/  / / /  / f4pZkd͏$$Ifl4h Jt"`'+'`'V'''' '8  6`Z,6$$$$44 laf4pZ$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V l4 6`,6, 5`5V5555 555 89/ / /  / / / / /  / / / / / /  /  / / f4r$$If!vh50*#v0*:V lh 6`0*6,50*9/ $$If!vh555555p#v#v#v#vp:V lh 6`0*6,,5555p9/ /  / $$If!vh555555p#v#v#v#vp:V l4h 6`0*6,,5555p9/ /  / f4$$If!vh555555p#v#v#v#vp:V l4h 6`0*6,5555p9/ /  / f4$$If!vh555555p#v#v#v#vp:V l4h 6`0*6,5555p9/ /  / f4$$If!vh555555p#v#v#v#vp:V l4h 6`0*6,5555p9/ /  / f4$$If!vh555555p#v#v#v#vp:V l4h 6`0*6,,5555p9/ /  / f4$$If!vh5h%#vh%:V l t065h%T$$If!vh55#v#v:V l t0655T$$If!vh55#v#v:V l4 t0655/ f4T$$If!vh55#v#v:V l4Z t0655/ / f4T$$If!vh55#v#v:V l4 t0655/ / f4T$$If!vh55#v#v:V l4 t0655/ f4T$$If!vh55#v#v:V l4 t0655f4T$$If!vh55#v#v:V l4 t0655f4T$$If!vh55#v#v:V l4 t0655f4Tz$$If!vh5"#v":V l t065"$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06,555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06,555Xz$$If!vh5h$#vh$:V l t065"$$If!vh51 5>55>55k5 #v1 #v>#v#v>#v#vk#v :V l t0651 5>55>55k5$$If!vh51 5>55>55k5 #v1 #v>#v#v>#v#vk#v :V l t06,,,51 5>55>55k5$$If!vh51 5>55>55k5 #v1 #v>#v#v>#v#vk#v :V l t06,,,51 5>55>55k5$$If!vh51 5>55>55k5 #v1 #v>#v#v>#v#vk#v :V l t06,,,51 5>55>55k5 $$If!vh51 5>55>55k5 #v1 #v>#v#v>#v#vk#v :V l t06,,51 5>55>55k5$$If!vh51 5>55>55k5 #v1 #v>#v#v>#v#vk#v :V l t0651 5>55>55k5$$If!vh51 5>55>55k5 #v1 #v>#v#v>#v#vk#v :V l t0651 5>55>55k5$$If!vh51 5>55>55k5 #v1 #v>#v#v>#v#vk#v :V l t06,,,51 5>55>55k5~$$If!vh5$#v$:V l t065$T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06+5 5@ 5 f4T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06++5 5@ 5 f4T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06++5 5@ 5 f4T$$If!vh5v&#vv&:V l t0v&5v&aT$$If!vh55]#v#v]:V l t0v&55]aT:$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l t0v&, 5@ 5555I5555 aTkdM$$IfTl f ~#@ I t0v&$$$$44 laT:$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l t0v&, 5@ 5555I5555 aTkd$$IfTl f ~#@ I t0v&$$$$44 laTH$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ t0v&, 5@ 5555I5555 / aTkdӺ$$IfTl^ f ~#@ I t0v&$$$$44 laTH$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ t0v&, 5@ 5555I5555 / aTkd$$$IfTl^ f ~#@ I t0v&$$$$44 laTr$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ t0v&, 5@ 5555I5555 / / / / aTkdu$$IfTl^ f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&,,,, 5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkdf$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkds$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd"$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd/$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd<$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 / apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ ]]\\ tP0v&5@ 5555I5555 apPTkdW $$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ ]]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!vh5N#vN:V l4N6+,5N/ /  p T$$If!vh5N#vN:V l4N6+,5N/ /  p T$$If!vh5N#vN:V l4N6+,5N/ /  p T$$If!vh5N#vN:V l4N6+,5N/ /  p T$$If!vh5N#vN:V l4N6+,5N/ /  p T4$$If!vh5N5t5t5t5t50#vN#vt#v0:V l4N6+,5N5t509/  / / / / / p<T$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V l4h nN6+,, 5N5M5'5M5'5M5'5M5 '5 M5 9 /  / /  / / /  / /  / / /  / /  / / /  / /  / /  /  / / /  / / / / pnTkdu$$IfTl4h /V >N'M'''M'''M'''M'''M' nN6,,,,44 lapnT$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V lJ nN6, 5N5M5'5M5'5M5'5M5 '5 M5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / pnTkd9$$IfTlJ /V >'N'M'''M'''M'''M'''M' nN6,,,,44 lapnT$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V lJ nN6, 5N5M5'5M5'5M5'5M5 '5 M5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / pnTkd%$$IfTlJ /V >'N'M'''M'''M'''M'''M' nN6,,,,44 lapnT$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V l; nN6, 5N5M5'5M5'5M5'5M5 '5 M5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / pnTkd,$$IfTl; /V >'N'M'''M'''M'''M'''M' nN6,,,,44 lapnT$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V lN6, 5N5M5'5M5'5M5'5M5 '5 M5 9 / /  / / /  / /  / / /  / /  / / /  / /  / /  /  / / /  / / / / pnTqkd(3$$IfTl /V >&N&M&'&M&'&M&'&M&'&M&N6,,,,44 lapnT$$If!vh5$#v$:V l4$6+,5$/ /  / ap $$If!vh5$#v$:V l4$6+,5$/ /  / ap $$If!vh5$#v$:V l4$6+,5$/ /  / ap $$If!vh5$#v$:V l4$6+,5$/ /  / ap $$If!vh5$#v$:V l4$6+,5$/ /  / ap $$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4$6+,5`5b55b55b9/ /  /  /  / / / apF$$If!v h5`5s55s55s5^5s5 5 s5 ^5 s5 #v`#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v :V l4h ւ$6+,, 5`5s55s55s5^5s5 5 s5 ^5 s5 9 /  /  /  / /   /  apւnkd=$$Ifl4h" 3h W ([ "` 's ' 's ' 's '^ 's ' 's '^ 's '  ւ$6444444 lapւ$$If!v h5`5s55s55s5^5s5 5 s5 ^5 s5 #v`#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v :V lh ւ$6, 5`5s55s55s5^5s5 5 s5 ^5 s5 9 / /  /  / /  / / /  / / /  / /  / /  / / / /  / / apւkkdhC$$Iflh" 3h W ([ "'`'s''s''s'^'s''s'^'s' ւ$6444444 lapւ$$If!v h5`5s55s55s5^5s5 5 s5 ^5 s5 #v`#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v :V lh ւ$6, 5`5s55s55s5^5s5 5 s5 ^5 s5 9 / /  /  / /  / / /  / / /  / /  / /  / / / /  / / apւkkdJ$$Iflh" 3h W ([ "'`'s''s''s'^'s''s'^'s' ւ$6444444 lapւ$$If!v h5`5s55s55s5^5s5 5 s5 ^5 s5 #v`#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v :V lh ւ$6, 5`5s55s55s5^5s5 5 s5 ^5 s5 9 /  /  / /  / / /  / / /  / /  / /  / / / /  / / / apւkkdQ$$Iflh" 3h W ([ "'`'s''s''s'^'s''s'^'s' ւ$6444444 lapւ]$$If!v h5`5s55s55s5^5s5 5 s5 ^5 s5 #v`#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v :V l$6, 5`5s55s55s5^5s5 5 s5 ^5 s5 9 / /  / / /  / / /  / / / / / /  / /  / / / /  / / / / / / / apւkdX$$Ifl" 3h W ([ "&`&s&&s&&s&^&s&&s&^&s&$6444444 lapւ$$If!vh5@#v@:V l4@6+,5@/ /  ap $$If!vh5@#v@:V l4@6+,5@/ /  ap $$If!vh5@#v@:V l4@6+,5@/ /  ap ;$$If!vh55m55#v#vm#v:V l4@6+,55m59/ /  / / / / / / / ap($$If!vh55555t55t#v#v#v#v#vt#v#vt:V l4@6+,55555t55t9/ /  / /  / / /  / / /  / / /  / / /  / apF$$If!vh55555t55t#v#v#v#v#vt#v#vt:V l;@6,55555t55t9/ / / / /  / / / / / / / / / /  / / / apF$$If!vh55555t55t#v#v#v#v#vt#v#vt:V l;@6,55555t55t9/  /  / / / / / / / / / / /  / / / apF$$If!vh55555t55t#v#v#v#v#vt#v#vt:V l;@6,55555t55t9/  /  / / / / / / / /  / / /  / / / / / apF$$If!vh55555t55t#v#v#v#v#vt#v#vt:V l@6,55555t55t9/ / / /  / / / / /  / / / /  / / / apFT$$IfB!vh5^'#v^':Vl t65^'aBTj$$IfB!vh5 5#v #v:Vl t65 5aBT$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT|$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT|$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT|$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBTG$$If!vh5"#v":Vl t65"{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555XG$$If!vh5"#v":Vl t65"$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5O$$If!vh5$#v$:Vlq t65$T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6+5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++,5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++5 5@ 5 TW$$If!vh5v&#vv&:VlV tv&,5v&aTg$$If!vh55]#v#v]:Vl tv&55]aT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&, 5@ 5555I5555 aTkd\}$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&5@ 5555I5555 aTkdl$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / aTkdv$$IfTl^ f ~#@ I t0v&$$$$44 laT&$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / apTkd$$IfTl^ f ~#@ I t0v&$$$$44 lapTP$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / / / / apTkdԉ$$IfTl^ f ~#@ I t0v&$$$$44 lapT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdD$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd<$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd4$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd,$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 / apPTkd $$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!vh5N#vN:V l4N6+,5N/ /  p T$$If!vh5N#vN:V l4N6+,5N/ /  p T$$If!vh5N#vN:V l4N6+,5N/ /  p T$$If!vh5N#vN:V l4N6+,5N/ /  p T$$If!vh5N#vN:V l4$N6+,5N/ /  p T4$$If!vh5N5t5t5t5t50#vN#vt#v0:V l4N6+,5N5t509/  / / / / / p<T$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V l4h nN6+,, 5N5M5'5M5'5M5'5M5 '5 M5 9 /  / /  / / /  / /  / / /  / /  / / /  / /  / /  /  / / /  / / / / pnTkdN$$IfTl4h /V >N'M'''M'''M'''M'''M' nN6,,,,44 lapnT$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V lJ nN6, 5N5M5'5M5'5M5'5M5 '5 M5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / pnTkd$$IfTlJ /V >'N'M'''M'''M'''M'''M' nN6,,,,44 lapnT$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V lJ nN6, 5N5M5'5M5'5M5'5M5 '5 M5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / pnTkd$$IfTlJ /V >'N'M'''M'''M'''M'''M' nN6,,,,44 lapnT$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V l; nN6, 5N5M5'5M5'5M5'5M5 '5 M5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / pnTkd\$$IfTl; /V >'N'M'''M'''M'''M'''M' nN6,,,,44 lapnT$$If!v h5N5M5'5M5'5M5'5M5 '5 M5 #vN#vM#v'#vM#v'#vM#v'#vM#v '#v M#v :V lN6, 5N5M5'5M5'5M5'5M5 '5 M5 9 / /  / / /  / /  / / /  / /  / / /  / /  / /  /  / / /  / / / / pnTqkd$$IfTl /V >&N&M&'&M&'&M&'&M&'&M&N6,,,,44 lapnT$$If!vh5'#v':V l4'6+,5'/ /  / ap $$If!vh5'#v':V l4'6+,5'/ /  / ap $$If!vh5'#v':V l4'6+,5'/ /  / ap $$If!vh5'#v':V l4'6+,5'/ /  / ap $$If!vh5'#v':V l4'6+,5'/ /  / ap $$If!vh5_5b5b55b55#v_#vb#v#vb#v#v:V l4'6+,5_5b55b559/ /  /  /  / / / apF$$If!v h5_5s55s55s5^5s5 5 s5 ^5 s5 v#v_#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V l4h ւ'6+,, 5_5s55s55s5^5s5 5 s5 ^5 s5 v9 /  /  /  / /   /  apւnkd$$Ifl4h" L  o @s!\&_ 's ' 's ' 's '^ 's ' 's '^ 's 'v  ւ'6444444 lapւ$$If!v h5_5s55s55s5^5s5 5 s5 ^5 s5 v#v_#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V lh ւ'6, 5_5s55s55s5^5s5 5 s5 ^5 s5 v9 / /  /  / /  / / /  / / /  / /  / /  / / / /  / / apւkkdA$$Iflh" L  o @s!\&'_'s''s''s'^'s''s'^'s'v ւ'6444444 lapւ$$If!v h5_5s55s55s5^5s5 5 s5 ^5 s5 v#v_#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V lh ւ'6, 5_5s55s55s5^5s5 5 s5 ^5 s5 v9 / /  /  / /  / / /  / / /  / /  / /  / / / /  / / apւkkd[$$Iflh" L  o @s!\&'_'s''s''s'^'s''s'^'s'v ւ'6444444 lapւ$$If!v h5_5s55s55s5^5s5 5 s5 ^5 s5 v#v_#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V lh ւ'6, 5_5s55s55s5^5s5 5 s5 ^5 s5 v9 /  /  / /  / / /  / / /  / /  / /  / / / /  / / / apւkkdu$$Iflh" L  o @s!\&'_'s''s''s'^'s''s'^'s'v ւ'6444444 lapւ]$$If!v h5_5s55s55s5^5s5 5 s5 ^5 s5 v#v_#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V l'6, 5_5s55s55s5^5s5 5 s5 ^5 s5 v9 / /  / / /  / / /  / / / / / /  / /  / / / /  / / / / / / / apւkd$$Ifl" L  o @s!\&&_&s&&s&&s&^&s&&s&^&s&v'6444444 lapւ$$If!vh5@#v@:V l4@6+,5@/ /  ap $$If!vh5@#v@:V l4@6+,5@/ /  ap $$If!vh5@#v@:V l4@6+,5@/ /  ap ;$$If!vh55m55#v#vm#v:V l4@6+,55m59/ /  / / / / / / / ap($$If!vh55555t55t#v#v#v#v#vt#v#vt:V l4@6+,55555t55t9/ /  / /  / / /  / / /  / / /  / / /  / apF$$If!vh55555t55t#v#v#v#v#vt#v#vt:V l;@6,55555t55t9/ / / / /  / / / / / / / / / /  / / / apF$$If!vh55555t55t#v#v#v#v#vt#v#vt:V l;@6,55555t55t9/  /  / / / / / / / / / / /  / / / apF$$If!vh55555t55t#v#v#v#v#vt#v#vt:V l;@6,55555t55t9/  /  / / / / / / / /  / / /  / / / / / apF$$If!vh55555t55t#v#v#v#v#vt#v#vt:V l@6,55555t55t9/ / / /  / / / / /  / / / /  / / / apF$$If!vh5,#v,:V lh 6`,6,5,9/ p =$$If!v h5`5V5555 555 p#v`#vV#v#v#v#v #v#v#v p:V lh  6`Z,6,, 5`5V5555 555 89/ / /  / / / pZkdg1$$Iflh Jt"('+&`'V'''' '8  6`Z,6$$$$44 lapZ+$$If!vh5`55555555 5 5 <5 5 5 5 5`5#v`#v#v#v#v#v #v #v <#v #v #v #v #v`#v:V lh " 6`֪,6,,,5`55555 5 5 <5 5 5 55*59 / / / / /  / / / /  / / / /  / / / /  / / / / / / / / / / / / /  / / / / / /  / p֪nkd66$$IflhzJ@ lX t"%(')+&`''''''''''<''* " 6`֪,6DDDD44 lap֪$$If!vh5`55555555 5 5 <5 5 5 5 5`5#v`#v#v#v#v#v #v #v <#v #v #v #v #v`#v:V lh " 6`֪,6, 5`55555 5 5 <5 5 5 55*59 / /  /  / /  / /  / /  / /  / /  / /  / /  / / /  / / / / / / / /  / /  / / / /  /  / p֪nkd?$$IflhzJ@ lX t"%(')+'`''''''''''<''* " 6`֪,6DDDD44 lap֪$$If!vh5`55555555 5 5 <5 5 5 5 5`5#v`#v#v#v#v#v #v #v <#v #v #v #v #v`#v:V lh " 6`֪,6, 5`55555 5 5 <5 5 5 55*59 /  /  / / / /  / / / /  / / / /  / / /  / /  /  / / / / / /  / / / / / /  / / / p֪nkdVI$$IflhzJ@ lX t"%(')+'`''''''''''<''* " 6`֪,6DDDD44 lap֪$$If!vh5`55555555 5 5 <5 5 5 5 5`5#v`#v#v#v#v#v #v #v <#v #v #v #v #v`#v:V lh " 6`֪,6, 5`55555 5 5 <5 5 5 55*59 /  /  / / / /  / / / /  / / / /  / / /  / /  /  / / / / / /  / / / / / /  / / / p֪nkdR$$IflhzJ@ lX t"%(')+'`''''''''''<''* " 6`֪,6DDDD44 lap֪%$$If!vh5`55555555 5 5 <5 5 5 5 5`5#v`#v#v#v#v#v #v #v <#v #v #v #v #v`#v:V l 6`,6, 5`55555 5 5 <5 5 5 55*59 / /  / / /  / /  /  / /  / / / /  /  / /  / / /  / /  / / / / / /  / / / /  / /  / / /  pւtkd@\$$IflzJ@ lX t"%(')+&`&&&&&&&&&&<&&* 6`,6DDDD44 lapւ$$If!vh5,#v,:V lh 6`,6,5,9/ p =$$If!v h5`5V5555 555 y#v`#vV#v#v#v#v #v#v#v y:V lh  6`Z,6,, 5`5V5555 555 89/ / /  / / / pZkd^d$$Iflh Jt"'+&`'V'''' '8  6`Z,6$$$$44 lapZ+$$If!vh5`55555555 5 5 <5 5 5 55i5#v`#v#v#v#v#v #v #v <#v #v #v #v#vi#v:V lh " 6`֪,6,,,5`55555 5 5 <5 5 5 55*59 / / / / /  / / / /  / / / /  / / / /  / / / / / / / / / / / / /  / / / / / /  / p֪nkd-i$$IflhzJ@ lX t"%')+&`''''''''''<''* " 6`֪,6DDDD44 lap֪$$If!vh5`55555555 5 5 <5 5 5 55i5#v`#v#v#v#v#v #v #v <#v #v #v #v#vi#v:V lh " 6`֪,6, 5`55555 5 5 <5 5 5 55*59 / /  /  / /  / /  / /  / /  / /  / /  / /  / / /  / / / / / / / /  / /  / / / /  /  / p֪nkdr$$IflhzJ@ lX t"%')+'`''''''''''<''* " 6`֪,6DDDD44 lap֪$$If!vh5`55555555 5 5 <5 5 5 55i5#v`#v#v#v#v#v #v #v <#v #v #v #v#vi#v:V lh " 6`֪,6, 5`55555 5 5 <5 5 5 55*59 /  /  / / / /  / / / /  / / / /  / / /  / /  /  / / / / / /  / / / / / /  / / / p֪nkdM|$$IflhzJ@ lX t"%')+'`''''''''''<''* " 6`֪,6DDDD44 lap֪$$If!vh5`55555555 5 5 <5 5 5 55i5#v`#v#v#v#v#v #v #v <#v #v #v #v#vi#v:V lh " 6`֪,6, 5`55555 5 5 <5 5 5 55*59 /  /  / / / /  / / / /  / / / /  / / /  / /  /  / / / / / /  / / / / / /  / / / p֪nkd…$$IflhzJ@ lX t"%')+'`''''''''''<''* " 6`֪,6DDDD44 lap֪%$$If!vh5`55555555 5 5 <5 5 5 55i5#v`#v#v#v#v#v #v #v <#v #v #v #v#vi#v:V l 6`,6, 5`55555 5 5 <5 5 5 55*59 / /  / / /  / /  /  / /  / / / /  /  / /  / / /  / /  / / / / / /  / / / /  / /  / / /  pւtkd7$$IflzJ@ lX t"%')+&`&&&&&&&&&&<&&* 6`,6DDDD44 lapւ$$If!vh5*#v*:V lh 6`*6,5*9/ p %$$If!vh55(5555p#v#v(#v#vp:V lh 6`*6,,55(55p9/ /  / p<s$$If!vh55(5555p#v#v(#v#vp:V lh  6`<*6,,55(55p9/ /  / p<m$$If!vh55(5555p#v#v(#v#vp:V lh  6`<*6,55(55p9/ /  / p<m$$If!vh55(5555p#v#v(#v#vp:V lh  6`<*6,55(55p9/ /  / p<m$$If!vh55(5555p#v#v(#v#vp:V lh  6`<*6,55(55p9/ /  / p<$$If!vh5#v:V l46+,5/ /  ap $$If!vh5#v:V l46+,5/ /  ap $$If!vh5#v:V l46+,5/ /  ap 3$$If!vh5555#v#v#v:V lI6,5559/ /  /  / / / / /  / ap(%$$If!vh5555#v#v#v:V l;6,5559/  / /  / / / / / ap(%$$If!vh5555#v#v#v:V l;6,5559/  / /  / / / / / ap(%$$If!vh5555#v#v#v:V l;6,5559/  / /  / / / / / ap(%$$If!vh5555#v#v#v:V l6,5559/ /  /  / / / /  / ap(T$$IfB!vh5^'#v^':Vl t65^'aBTj$$IfB!vh5 5#v #v:Vl t65 5aBT$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT|$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT|$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBT|$$IfB!vh5 5* 5 #v #v* #v :Vl t65 5* 5 aBTG$$If!vh5"#v":Vl t65"{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555XG$$If!vh5"#v":Vl t65"$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5K$$If!vh5$#v$:Vl t65$T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6+5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++,5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++5 5@ 5 TQ$$If!vh5v&#vv&:Vl tv&5v&aTg$$If!vh55]#v#v]:Vl tv&55]aT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&, 5@ 5555I5555 aTkdݶ$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&5@ 5555I5555 aTkd$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / aTkd$$IfTl^ f ~#@ I t0v&$$$$44 laT&$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / apTkd$$IfTl^ f ~#@ I t0v&$$$$44 lapTP$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / / / / apTkdU$$IfTl^ f ~#@ I t0v&$$$$44 lapT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdA$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd9$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd1$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd)$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd!$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 / apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd $$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPTv$$If!vh56#v6:V l466+,56/ /  f4Tv$$If!vh56#v6:V l466+,56/ /  f4Tv$$If!vh56#v6:V l466+,56/ /  f4Tv$$If!vh56#v6:V l466+,56/ /  f4Tv$$If!vh56#v6:V l4$66+,56/ /  f4T$$If!vh5N55555<#vN#v#v<:V l466+,5N55<9/  / / / / / f4T$$If!vh5N55555<#vN#v#v<:V l4h66+,5N55<9/  / / / /  f4T$$If!vh5N55555<#vN#v#v<:V l4J66,5N55<9/ /  / / / f4T$$If!vh5N55555<#vN#v#v<:V l4J66,5N55<9/ /  / / / f4T$$If!vh5N55555<#vN#v#v<:V l4;66,5N55<9/ /  / / / f4T$$If!vh5N55555<#vN#v#v<:V l466,5N55<9/ / / /  f4T$$If!vh5$#v$:V l4$6+,5$/ /  / f4T$$If!vh5$#v$:V l4$6+,5$/ /  / f4T$$If!vh5$#v$:V l4$6+,5$/ /  / f4T$$If!vh5$#v$:V l4$6+,5$/ /  / f4T$$If!vh5$#v$:V l4$6+,5$/ /  / f4T8$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4$6+,5`5b55b55b9/ /  /  /  / / / f4T*$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4h$6+,5`5b55b55b9/  /  / / /  / f4T$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4h$6,5`5b55b55b9/ /  / / / f4T$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4h$6,5`5b55b55b9/ /  / / / f4T$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4h$6,5`5b55b55b9/  / / / / f4T$$If!vh5`5b5b55b55b#v`#vb#v#vb#v#vb:V l4$6,5`5b55b55b9/ /  / / / / / / / / / / / / /  f4Tw$$If!vh5@#v@:V l4@6+,5@/ /  af4w$$If!vh5@#v@:V l4@6+,5@/ /  af4w$$If!vh5@#v@:V l4@6+,5@/ /  af4$$If!vh55m55#v#vm#v:V l4@6+,55m59/ /  / / / / / / / af4$$If!vh55m55#v#vm#v:V l4@6+,55m59/ / /  /  / / / /  / af4$$If!vh55m55#v#vm#v:V l4;@6,55m59/  /  /  / /  / / / af4$$If!vh55m55#v#vm#v:V l4;@6,55m59/ / /  / / / / / af4$$If!vh55m55#v#vm#v:V l4;@6,55m59/ / /  / / / / / af4$$If!vh55m55#v#vm#v:V l4@6,55m59/ /  / /  / / / af4r$$If!vh5#v:V l6,59/ /  a$$If!vh55Z 5 #v#vZ #v :V l46+,55Z 5 9/ /  / / / / / / af4$$If!vh55Z 5 #v#vZ #v :V l46+,55Z 5 9/ /  / /  / / /  / af4$$If!vh55Z 5 #v#vZ #v :V l4;6,55Z 5 9/  / / / / / af4$$If!vh55Z 5 #v#vZ #v :V l4;6,55Z 5 9/ / /  / / / / af4$$If!vh55Z 5 #v#vZ #v :V l4;6,55Z 5 9/ / /  / / / / af4$$If!vh55Z 5 #v#vZ #v :V l46,55Z 5 9/  / / /  / / / af4r$$If!vh5H$#vH$:V lh 6`H$6,5H$9/ $$If!v h5`55858585858585 #v`#v#v8#v :V lh  6`ZH$6, 5`5585 9/ / /  / / / pZkd2$$Iflh @ x X #&`&&8&8&8&8&88  6`ZH$6$$$$44 lapZ $$If!v h5`55858585858585 #v`#v#v8#v :V lh  6`ZH$6, 5`5585 9/ / / / /  / / / pZkdi7$$Iflh @ x X #&`&&8&8&8&8&88  6`ZH$6$$$$44 lapZ$$If!v h5`55858585858585 #v`#v#v8#v :V l4h  6`ZH$6, 5`5585 9/ /  / /  / / / f4pZkd<$$Ifl4h @ x X #&`&&8&8&8&8&88  6`ZH$6$$$$44 laf4pZ$$If!v h5`55858585858585 #v`#v#v8#v :V l4h  6`ZH$6, 5`5585 9/  / / /  / f4pZkd@$$Ifl4h @ x X #&`&&8&8&8&8&88  6`ZH$6$$$$44 laf4pZ$$If!v h5`55858585858585 #v`#v#v8#v :V l4h  6`ZH$6, 5`5585 9/  / / /  / f4pZkd&E$$Ifl4h @ x X #&`&&8&8&8&8&88  6`ZH$6$$$$44 laf4pZ$$If!v h5`55858585858585 #v`#v#v8#v :V l4 6`H$6, 5`5585 9/ / /  / / / / /  / / / / / /  /  / / f4r$$If!vh5 #v :V lh 6` 6,5 9/ $$If!vh555555#v#v:V l4h 6` 6+,,559/ / / /  / $$If!vh555555#v#v:V l4h 6` 6+,559/ / / /  / f4$$If!vh555555#v#v:V l4h 6` 6,559/ /  / f4$$If!vh555555#v#v:V l4h 6` 6,559/ /  / f4$$If!vh555555#v#v:V l4h 6` 6,559/ /  / f4$$If!vh555555#v#v:V l4h 6` 6,559/ /  / f4O$$If!vh5d&#vd&:Vl td&65d&Te$$If!vh5 5x#v #vx:Vl td&65 5xT$$If!vh5 5x#v #vx:VlZ td&6,5 5x/ pT$$If!vh5 5x#v #vx:Vl td&6,5 5x/ / Ty$$If!vh5 5x#v #vx:Vl td&6,5 5x/ Tg$$If!vh5 5x#v #vx:Vl td&6,5 5xTg$$If!vh5 5x#v #vx:Vl td&6,5 5xTg$$If!vh5 5x#v #vx:Vl td&6,5 5xTG$$If!vh5"#v":Vl t65"{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555X{$$If!vh5555X#v#v#vX:Vl t6555XG$$If!vh5"#v":Vl t65"$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5K$$If!vh5$#v$:Vl t65$T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6+5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++5 5@ 5 TU$$If!vh5v&#vv&:Vs tv&5v&4 sTk$$If!vh55]#v#v]:Vs tv&55]4 sT $$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs tv&, 5@ 5555I5555 4 sTkd^$$IfTs !&@ I t0v&$$$$44 saT $$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs tv&, 5@ 5555I5555 4 sTkd+a$$IfTs !&@ I t0v&$$$$44 saT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ tv&, 5@ 5555I5555 / 4 sTkd?d$$IfTs^ !&@ I t0v&$$$$44 saT0$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ tv&, 5@ 5555I5555 / 4 spTkdag$$IfTs^ !&@ I t0v&$$$$44 sapTZ$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ tv&, 5@ 5555I5555 / / / / 4 spTkdj$$IfTs^ !&@ I t0v&$$$$44 sapT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkd+n$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkdr$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkd7w$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkd{$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkdC$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkdɄ$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkdO$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkdՍ$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkd[$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkd$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkdg$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkd$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkds$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 4 spPTkd$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ \]\\ tPv&, 5@ 5555I5555 / 4 spPTkd$$IfTs^ !&@ I \]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ ]]\\ tPv&, 5@ 5555I5555 4 spPTkd$$IfTs^ !&@ I ]]\\ tP0v&$$$$44 sapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vs^ ]]\\ tPv&, 5@ 5555I5555 4 spPTkd$$IfTs^ !&@ I ]]\\ tP0v&$$$$44 sapPT$$If!vh56#v6:V l466+,56/ /  p T$$If!vh56#v6:V l466+,56/ /  p T$$If!vh56#v6:V l466+,56/ /  p T$$If!vh56#v6:V l466+,56/ /  p T$$If!vh56#v6:V l4$66+,56/ /  p T4$$If!vh5N55555<#vN#v#v<:V l466+,5N55<9/  / / / / / p<T$$If!v h5N5M5^5M5^5M5^5M5 ^5 M5 #vN#vM#v^#vM#v^#vM#v^#vM#v ^#v M#v :V l4h n66+,, 5N5M5^5M5^5M5^5M5 ^5 M5 9 /  / /  / / /  / /  / / /  / /  / / /  / /  / /  /  / / /  / / / / pnTkd߾$$IfTl4h / 80N'M'^'M'^'M'^'M'^'M' n66,,,,44 lapnT$$If!v h5N5M5^5M5^5M5^5M5 ^5 M5 #vN#vM#v^#vM#v^#vM#v^#vM#v ^#v M#v :V lJ n66, 5N5M5^5M5^5M5^5M5 ^5 M5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / pnTkd$$IfTlJ / 80'N'M'^'M'^'M'^'M'^'M' n66,,,,44 lapnT$$If!v h5N5M5^5M5^5M5^5M5 ^5 M5 #vN#vM#v^#vM#v^#vM#v^#vM#v ^#v M#v :V lJ n66, 5N5M5^5M5^5M5^5M5 ^5 M5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / pnTkdH$$IfTlJ / 80'N'M'^'M'^'M'^'M'^'M' n66,,,,44 lapnT$$If!v h5N5M5^5M5^5M5^5M5 ^5 M5 #vN#vM#v^#vM#v^#vM#v^#vM#v ^#v M#v :V l; n66, 5N5M5^5M5^5M5^5M5 ^5 M5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / pnTkd$$IfTl; / 80'N'M'^'M'^'M'^'M'^'M' n66,,,,44 lapnT$$If!v h5N5M5^5M5^5M5^5M5 ^5 M5 #vN#vM#v^#vM#v^#vM#v^#vM#v ^#v M#v :V l66, 5N5M5^5M5^5M5^5M5 ^5 M5 9 / /  / / /  / /  / / /  / /  / / /  / /  / /  /  / / /  / / / / pnTqkd$$IfTl / 80&N&M&^&M&^&M&^&M&^&M&66,,,,44 lapnT$$If!vh5\&#v\&:V l4%6+,5%/ /  / ap $$If!vh5\&#v\&:V l4%6+,5%/ /  / ap $$If!vh5\&#v\&:V l4%6+,5%/ /  / ap $$If!vh5\&#v\&:V l4%6+,5%/ /  / ap $$If!vh5\&#v\&:V l4%6+,5%/ /  / ap $$If!vh55b5b55b55#v#vb#v#vb#v#v:V l4%6+,5G5b55b559/ /  /  /  / / / apF$$If!v h55s55s55s5^5s5 5 s5 ^5 s5 v#v#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V l4h ւ%6+,, 5G5s55s55s5^5s5 5 s5 ^5 s5 v9 /  /  /  / /   /  apւnkdy$$Ifl4h" LjY .a2!%G 's ' 's ' 's '^ 's ' 's '^ 's 'v  ւ%6444444 lapւ$$If!v h55s55s55s5^5s5 5 s5 ^5 s5 v#v#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V lh ւ%6, 5G5s55s55s5^5s5 5 s5 ^5 s5 v9 / /  /  / /  / / /  / / /  / /  / /  / / / /  / / apւkkd$$Iflh" LjY .a2!%'G's''s''s'^'s''s'^'s'v ւ%6444444 lapւ$$If!v h55s55s55s5^5s5 5 s5 ^5 s5 v#v#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V lh ւ%6, 5G5s55s55s5^5s5 5 s5 ^5 s5 v9 / /  /  / /  / / /  / / /  / /  / /  / / / /  / / apւkkd$$Iflh" LjY .a2!%'G's''s''s'^'s''s'^'s'v ւ%6444444 lapւ$$If!v h55s55s55s5^5s5 5 s5 ^5 s5 v#v#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V lh ւ%6, 5G5s55s55s5^5s5 5 s5 ^5 s5 v9 /  /  / /  / / /  / / /  / /  / /  / / / /  / / / apւkkd$$Iflh" LjY .a2!%'G's''s''s'^'s''s'^'s'v ւ%6444444 lapւ]$$If!v h55s55s55s5^5s5 5 s5 ^5 s5 v#v#vs#v#vs#v#vs#v^#vs#v #v s#v ^#v s#v v:V l%6, 5G5s55s55s5^5s5 5 s5 ^5 s5 v9 / /  / / /  / / /  / / / / / /  / /  / / / /  / / / / / / / apւkd $$Ifl" LjY .a2!%&G&s&&s&&s&^&s&&s&^&s&v%6444444 lapւ$$If!vh5I#vI:V l4I6+,5I/ /  ap $$If!vh5I#vI:V l4I6+,5I/ /  ap $$If!vh5I#vI:V l4I6+,5I/ /  ap I$$If!vh55m55$ #v#vm#v#v$ :V l4I6+,55m55$ 9/ /  / / / / / / / ap($$If!vh55555t55}#v#v#v#v#vt#v#v}:V l4I6+,55555t55}9/ /  / /  / / /  / / /  / / /  / / /  / apF$$If!vh55555t55}#v#v#v#v#vt#v#v}:V l;I6,55555t55}9/ / / / /  / / / / / / / / / /  / / / apF$$If!vh55555t55}#v#v#v#v#vt#v#v}:V l;I6,55555t55}9/  /  / / / / / / / / / / /  / / / apF$$If!vh55555t55}#v#v#v#v#vt#v#v}:V l;I6,55555t55}9/  /  / / / / / / / /  / / /  / / / / / apF$$If!vh55555t55}#v#v#v#v#vt#v#v}:V lI6,55555t55}9/ / / /  / / / / /  / / / /  / / / apF$$If!vh5#v:V l6,59/ /  ap $$If!vh55Z 5 #v#vZ #v :V l46+,55Z 5 9/ /  / / / / / / ap$$If!vh55 5^5-5t#v#v #v^#v-#vt:V l46+,55 5^5-5t9/ /  / / /  / / /  / / /  / ap2$$If!vh55 5^5-5t#v#v #v^#v-#vt:V l;6,55 5^5-5t9/ / / / / / / / / /  / / / ap2}$$If!vh55 5^5-5t#v#v #v^#v-#vt:V l;6,55 5^5-5t9/ / / / / / / /  / / / ap2$$If!vh55 5^5-5t#v#v #v^#v-#vt:V l;6,55 5^5-5t9/ / / / /  / / /  / / / / / ap2}$$If!vh55 5^5-5t#v#v #v^#v-#vt:V l6,55 5^5-5t9/  / / /  / / / /  / / / ap2$$If!vh5,#v,:V lh 6`,6,5,9/ p =$$If!v h5`5V5555 555 8#v`#vV#v#v#v#v #v#v#v 8:V lh  6`Z,6,, 5`5V5555 555 89/ / /  / / / pZkdm$$Iflh Jt"`'+&`'V'''' '8  6`Z,6$$$$44 lapZ+$$If!vh5`55555555 5 5 <5 5 5 55*5#v`#v#v#v#v#v #v #v <#v #v #v #v#v*#v:V lh " 6`֪,6,,,5`55555 5 5 <5 5 5 55*59 / / / / /  / / / /  / / / /  / / / /  / / / / / / / / / / / / /  / / / / / /  / p֪nkd55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:Vl t651 5>55>55k5K$$If!vh5$#v$:Vl t65$T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6+5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++,5 5@ 5 T$$If!vh5 5@ 5 #v #v@ #v :Vl4 t6++5 5@ 5 TQ$$If!vh5v&#vv&:Vl tv&5v&aTg$$If!vh55]#v#v]:Vl tv&55]aT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&, 5@ 5555I5555 aTkd|$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl tv&5@ 5555I5555 aTkd$$IfTl f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / aTkd$$IfTl^ f ~#@ I t0v&$$$$44 laT&$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / apTkd$$IfTl^ f ~#@ I t0v&$$$$44 lapTP$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ tv&5@ 5555I5555 / / / / apTkd$$IfTl^ f ~#@ I t0v&$$$$44 lapT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd\$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd؜$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdT$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdХ$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdL$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdȮ$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkdD$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd<$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd4$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ \]\\ tPv&5@ 5555I5555 / apPTkd,$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :Vl^ ]]\\ tPv&5@ 5555I5555 apPTkd2$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT~$$If!vh5A##vA#:V  A#65A#9/ / 2 24 $$If!vh5 505T55T5V#v #v0#vT#v#vT#vV:V 4A#6+,5505T55T5V9/  / / / / 2 22 22 22 22 22 24 f4B$$If!v h5 5`5555555 5 5 #v #v`#v#v#v#v#v #v :V 4h nA#6+,, 55`55555 5 9 /  / /  / /  / /  / / /  / /  / / /  / /  / /  /  / / /  / / / / 2 22 22 22 22 22 22 22 2 2 2 2 2 4 f4pnkd$$If4h T$ x*#'`''''''''' nA#6,,,,2 22 22 22 22 22 22 22 2 2 2 2 2 4af4pnC$$If!v h5 5`5555555 5 5 #v #v`#v#v#v#v#v #v :V h nA#6, 55`55555 5 9 / /  /  / / / / /  / / / / /  / / / / /  /  / / /  / / / / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 4 pnkd$$Ifh T$ x*##'`''''''''' nA#6,,,,2 22 22 22 22 22 22 22 22 2 2 2 2 2 4apnH$$If!v h5 5`5555555 5 5 #v #v`#v#v#v#v#v #v :V hA#6, 55`55555 5 9 / /  /  / / / /  / / / / /  / / / / /  / /  / /  / /  / / / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 4 kd$$Ifh T$ x*##'`'''''''''A#6,,,,2 22 22 22 22 22 22 22 22 2 2 2 2 2 4aH$$If!v h5 5`5555555 5 5 #v #v`#v#v#v#v#v #v :V hA#6, 55`55555 5 9 / /  / / /  / /  / / /  / /  / / /  / /  / /  /  / / /  / / / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 4 kd$$Ifh T$ x*##'`'''''''''A#6,,,,2 22 22 22 22 22 22 22 22 2 2 2 2 2 4aH$$If!v h5 5`5555555 5 5 #v #v`#v#v#v#v#v #v :V A#6, 55`55555 5 9 / /  / / /  / /  / / /  / /  / / /  / /  / /  /  / / /  / / / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 4 kd$$If T$ x*#"&`&&&&&&&&&A#6,,,,2 22 22 22 22 22 22 22 22 2 2 2 2 2 4a~$$If!vh5##v#:V #65#9/ / 2 24 $$If!vh5p5%5%5a5%5%5'#vp#v%#va#v%#v':V 4#6+,55%599/  / / / / 2 22 22 22 22 22 22 24 f4F$$If!v h5p55)55)55e55 )5 5 )5 5 +#vp#v#v)#v#v)#v#ve#v#v )#v #v )#v #v +:V 4h ւ#6+,, 5 9 /  / /  /  2 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4 f4pւ<kd$$If4h" YU~ z )%NJ!u############# ւ#644442 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4af4pւ5$$If!v h5p55)55)55e55 )5 5 )5 5 +#vp#v#v)#v#v)#v#ve#v#v )#v #v )#v #v +:V h ւ#6, 5 9 / /  /  / /  / / /  / / /  / /  / /  / / / /  / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4 pւHkd $$Ifh" YU~ z )%NJ!u############## ւ#644442 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4apւ$$If!v h5p55)55)55e55 )5 5 )5 5 +#vp#v#v)#v#v)#v#ve#v#v )#v #v )#v #v +:V h#6, 5 9 / /  /  / /  / / /  / / /  / /  / /  / / / /  / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4 !kd$$Ifh" YU~ z )%NJ!u###############644442 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4a$$If!v h5p55)55)55e55 )5 5 )5 5 +#vp#v#v)#v#v)#v#ve#v#v )#v #v )#v #v +:V h#6, 5 9 / / /  / / /  / / /  / / /  / / / / / /  / / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4 !kd$$Ifh" YU~ z )%NJ!u###############644442 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4ab$$If!v h5p55)55)55e55 )5 5 )5 5 +#vp#v#v)#v#v)#v#ve#v#v )#v #v )#v #v +:V #6, 5 9 / /  / / /  / / /  / / / / / /  / /  / / / /  / / / / / / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4 !kd$$If" YU~ z )%NJ!u#"""""""""""""#644442 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 4a{$$If!vh5#v:V q59/ / 2 24 &$$If!vh55 5p5 #v#v #vp#v :V 4h+,,55 5p5 9/  / /  / 2 22 22 22 24 f4p$$If!vh5555555#v#v#v#v#v:V 4h+,,555559/  / /  / 2 22 22 22 22 22 24 f4$$If!vh5555555#v#v#v#v#v:V h,555559/  / /  / / /  / / /  / / / / / 2 22 22 22 22 22 22 24 $$If!vh5555555#v#v#v#v#v:V h,555559/  / /  / / /  / / /  / / / / / 2 22 22 22 22 22 22 24 $$If!vh5555555#v#v#v#v#v:V h,555559/  / / / / / / / / / / 2 22 22 22 22 22 22 24 $$If!vh5555555#v#v#v#v#v:V ,555559/ / / /  / /  / / / /  / / / 2 22 22 22 22 22 22 24 ~$$If!vh5n #vn :V n 65n 9/ / 2 24 q$$If!vh5(5 55 5#v(#v #v#v #v:V 4hn 6+,59/  / / /  / / /  / / 2 22 22 22 22 24 f4$$If!vh5(5 55 5#v(#v #v#v #v:V 4hn 6+,,59/  / /  / 2 22 22 22 24 f4$$If!vh5(5 55 5#v(#v #v#v #v:V hn 6,59/  / /  / / /  / / / / / 2 22 22 22 22 24 $$If!vh5(5 55 5#v(#v #v#v #v:V hn 6,59/  / /  / / /  / / / / / 2 22 22 22 22 24 f$$If!vh5(5 55 5#v(#v #v#v #v:V hn 6,59/  / / / / / / / / 2 22 22 22 22 24 f$$If!vh5(5 55 5#v(#v #v#v #v:V n 6,59/ / / /  / /  / / / 2 22 22 22 22 24 ~$$If!vh5$#v$:V $65$9/ / 2 24 $$If!v h5 5U5U55U55&5 5 #v #vU#v#vU#v#v&#v #v :V 4$6+, 5 9 /  / /  /  /  2 22 22 22 22 22 22 22 22 2 4 f4Gkd8$$If4 ^ 'Fl $"""""""""$6$$$$2 22 22 22 22 22 22 22 22 2 4af4$$If!vh5 5M55M55F55M5 5 F5 5 M5 5 G55F5#v #vM#v#vM#v#vF#v#vM#v #v F#v #v M#v #v G#v#vF#v:V 4h "֪$6+,,59/  / / /  2 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24 f4p֪tkd<$$If4hz V^ 'mFl "$################ "֪$6DDDD2 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24af4p֪a$$If!vh5 5M55M55F55M5 5 F5 5 M5 5 G55F5#v #vM#v#vM#v#vF#v#vM#v #v F#v #v M#v #v G#v#vF#v:V h "֪$6,59/ /  /  / /  / / /  / / /  / /  / /  / / / / /  / / /  / / / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24 p֪kdUF$$Ifhz V^ 'mFl "$################# "֪$6DDDD2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24ap֪$$If!vh5 5M55M55F55M5 5 F5 5 M5 5 G55F5#v #vM#v#vM#v#vF#v#vM#v #v F#v #v M#v #v G#v#vF#v:V h$6,59/ /  /  / /  / / /  / / /  / /  / /  / / / / /  / / /  / / / / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24 kd:Q$$Ifhz V^ 'mFl "$#################$6DDDD2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24a$$If!vh5 5M55M55F55M5 5 F5 5 M5 5 G55F5#v #vM#v#vM#v#vF#v#vM#v #v F#v #v M#v #v G#v#vF#v:V h$6,59/ / /  / / /  / / /  / / /  / / / / / / / / /  / / / / /  / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24 kd!Y$$Ifhz V^ 'mFl "$#################$6DDDD2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24a6$$If!vh5 5M55M55F55M5 5 F5 5 M5 5 G55F5#v #vM#v#vM#v#vF#v#vM#v #v F#v #v M#v #v G#v#vF#v:V $6,59/ /  / / /  / / /  / / / / / /  / /  / / / /  / / / / / / /  / / / / /  / 2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24 kda$$Ifz V^ 'mFl "$"""""""""""""""""$6DDDD2 22 22 22 22 22 22 22 22 2 2 2 2 2 2 2 2 2 2  2 2 22 22 24ay$$If!vh5$#v$:V F$65$/ / 2 24 a$$If!vh5h55T5T55T#vh#v#vT#v#vT:V 4$6+,5h55T55T9/ /  / / / / 2 22 22 22 22 22 24 af4$$If!vh5h55T5T55T#vh#v#vT#v#vT:V 4h <$6+,,5h55T55T9/  / / / /  2 22 22 22 22 24 af4p<kdBk$$If4hֈh H<$h''T'T''T <$62 22 22 22 22 24af4p<$$If!vh5h55T5T55T#vh#v#vT#v#vT:V { <$6,5h55T55T9/ /  / / / 2 22 22 22 22 22 24 ap<&kdUo$$If{ֈh H<$'h''T'T''T <$62 22 22 22 22 22 24ap<i$$If!vh5h55T5T55T#vh#v#vT#v#vT:V {$6,5h55T55T9/ /  / / / 2 22 22 22 22 22 24 a$$If!vh5h55T5T55T#vh#v#vT#v#vT:V {$6,5h55T55T9/ /  / / / /  / 2 22 22 22 22 22 24 a$$If!vh5h55T5T55T#vh#v#vT#v#vT:V $6,5h55T55T9/ / / / / / / /  / / / / /  2 22 22 22 22 22 24 a$$If!vh5%"#v%":V 7!6,57!9/ / 2 24 $$If!vh525#v2#v:V 4h7!6+,59/  / /  / 2 22 24 f4$$If!vh5255#v2#v#v:V 4h7!6+,,59/  / /  / / / 2 22 24 f4 $$If!vh5255#v2#v#v:V h7!6,59/  /  / / / / / 2 22 22 24  $$If!vh5255#v2#v#v:V h7!6,59/  /  / / / / / 2 22 22 24  $$If!vh5255#v2#v#v:V h7!6,59/  /  / / / / / 2 22 22 24  $$If!vh5255#v2#v#v:V h7!6,59/  /  / / / / / 2 22 22 24  $$If!vh5255#v2#v#v:V h7!6,59/  /  / / / / / 2 22 22 24  $$If!vh5255#v2#v#v:V h7!6,59/  / / / / / /  2 22 22 24 z$$If!vh5"#v":V l t065"$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555X$$If!vh5555X#v#v#vX:V l t06555Xz$$If!vh5"#v":V l t065"$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:V l t0651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:V l t0651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:V l t0651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:V l t0651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:V l t0651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:V l t0651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:V l t0651 5>55>55k5$$If!vh51 5>55>55k5#v1 #v>#v#v>#v#vk#v:V l t0651 5>55>55k5~$$If!vh5$#v$:V l t065$T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06+5 5@ 5 f4T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06++5 5@ 5 f4T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06++5 5@ 5 f4T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06++5 5@ 5 f4T$$If!vh5 5@ 5 #v #v@ #v :V l4 t06++5 5@ 5 f4T$$If!vh5v&#vv&:V l t0v&5v&aT$$If!vh55]#v#v]:V l t0v&55]aT:$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l t0v&, 5@ 5555I5555 aTkd$$IfTl f ~#@ I t0v&$$$$44 laT4$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l t0v&5@ 5555I5555 aTkd.$$IfTl f ~#@ I t0v&$$$$44 laTB$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ t0v&5@ 5555I5555 / aTkdk$$IfTl^ f ~#@ I t0v&$$$$44 laTB$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ t0v&5@ 5555I5555 / aTkd$$IfTl^ f ~#@ I t0v&$$$$44 laTl$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ t0v&5@ 5555I5555 / / / / aTkd$$IfTl^ f ~#@ I t0v&$$$$44 laT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkdv$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd%$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkdԭ$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd2$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd?$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkdL$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 apPTkdY$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ \]\\ tP0v&5@ 5555I5555 / apPTkd$$IfTl^ f ~#@ I \]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ ]]\\ tP0v&5@ 5555I5555 apPTkd$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT$$If!v h5@ 5555I5555 #v@ #v#v#v#vI#v#v#v#v :V l^ ]]\\ tP0v&5@ 5555I5555 apPTkdt$$IfTl^ f ~#@ I ]]\\ tP0v&$$$$44 lapPT@@@ NormalCJ_HaJmH sH tH @@ C Heading 8 <@&6]DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k(No Listj@j &@ Table Grid7:V0HH ]1 Balloon TextCJOJQJ^JaJHC@H =)Body Text Indent ^\4@"4 =)Header  !F%@2F =)Envelope Return CJ^JaJ,R, CStyle15V>RV CTitle$<@&a$5CJ KHOJQJ\^JaJ 4 @b4 CFooter  !.)@q. C Page Number<B@< 8] Body Text 7$8$H$6<P@< 8] Body Text 2 6CJ]@ )Opqryz N O cdS]^wx #(-27;<DINSX\]ejoty}~ $4:@ABFJNRVZ[cgkptx|}#,-./016AJUVW[_cdlqv{|$-456:>?GLQRZ_demrwx (1=CDEIMQUY]aefnsx| TUZcs "',16:;<=!!""""\$]${$|$&&&&(((())**\*]*r*s*++K,L,M,,--\----B.C.5/6////07181r1s111h2i222T3U33394:444455G6H6I6666H7777777.8/8888 99e9f9999o:p::;;Z;[;<<i<j<<<<Q=R=====Z>[>>?(?)??????AAA~AAAAAAAAAAAAAABB.B4B5B`BfBgBBBBBBBBCCCCC C*C4C>CHCRCSCXCYCZC[C\C]C^C_C`CaCbCcCdCeCfCgChCiCjCkClCmCnCoCpCCCCCCCCCCCCCCCCC DDDDDDD)D3D4D=DGDQDRD[DeDoDpDDDDDDDDDDDDDDDDDDDDDDDDEE$E&E.E0E:EG?G@GAGBGCGDG^G_G`GaGbGcGdGeGfGgGvGxGGGGGGGGGGGGGGGGGGGGGGGGGGGGGHHHHHHHH H H,H-H7H8HCHDHOHPHZH[HdHeHmHnHwHxHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHII I)I*I4I5I?I@IJIKI_I`IjIkIlImInIoIpIqIIIIIIIIIIIIIIIIIIIIIIJJJJJJ"J#J,J-JIJJJNJOJPJQJRJSJTJUJkJlJuJvJJJJJJJJJJJJJJJJJJ K KKKKKKKKKKK$K%K-K.K6K7K?K@KAKRKSKL LLLMMuOvOxOyOzO{O|O}O~OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOORRSSTTiUjUUVcVVWTWUW{Y|YZZZZ2[3[4[5[@[l[m[n[o[p[q[r[s[t[u[z[[[[[[[[[[[[[[[[[[[[[[[[[[[[[\\ \\\\\!\&\+\0\4\5\6\?]@]K]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]^^ ^ ^^^^^#^'^+^,^4^8^<^A^E^I^M^N^S^W^[^`^d^h^l^m^n^````````H`Q`R`S`T`U`V`[`f`o`z`{`|`~``````````````````````````bbbGbObPbQbVb_bfbgbhblbpbqbyb~bbbbbbbbbbbbbbbbccccdd d ddd&d0d:dCdOdUdVdWd[d_dcdgdkdodpdtdudydzdddddddddddddddddddddddddddddddddddee eeeee e$e%e)e*e.e/effg#g$g)g2gBgRgbgrgsgtgxg|ggggggggggggggggggggggggggggghh h h h1h2h6h7hVhXhjjjjblcln o oqqqqqq>r?rSrTrqsrsssss t tGtHt\t]tttuuOvPvvvwwyyRySygyyyyyzz*{+{||||||3}4}5}6}7}L}P}Q}R}S}n}s}t}u}}}}}}}}}}}}}~~~~ ~B~L~M~R~S~T~^_}~ā΁؁ 012345\]]^_`efoy܅$(,0456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUfgnovw~()*+5?MTUVX_`acdef|}ϊЊъҊӊԊՊ֊׊؊يڊۊ܊݊ފߊABNOSbcgqxy}‹ËċŋƋNjȋ!(*13:;MNOPQRSTUV^_`abcdefg{|}~ȌɌʌˌ̌͌ΌόЌь 0123456789\]^_`abcdečōƍǍȍɍʍˍ͍̍ +IJKLMNOPQRSnoprst{|}ŎƎ֐א]^ޘߘ Ýwxop`abcdefghijklmnop #+567?CKOW[cgost|ĪɪͪҪתܪ "',16:?DIMQRSTˬ̬ͬRSTUVWXYZ[`ft}ǭ˭ӭ׭߭  (,048=BFJOSW[\dhlpty~ĮȮ̮ЮѮҮӮ !"#$%&',7@KLMVZbfnrs{ǰ˰аհڰ߰ ,56789:?HOPQZ^fjksx}²ʲͲҲײܲݲ޲߲ %-6AKU^jpqrx|´ô˴дմڴߴ  %*/37<AEIMQVZ^bckpuzƵ˵ϵӵصݵ ':XøĸŸƸǸѸԸ׸ܸ #'+/37;?CHMRS]`chlptx|Ĺȹ͹ѹֹܹ #()369=AEIMQV[`ejopz|~ĺȺͺҺֺں޺ #)-16<BCMOQUY]aeinsw}Ļɻλϻٻܻ߻  #&*.26:>CHLQV[\filptx|¼ƼʼϼԼټ޼ #(-.BFJOSW[_chmqv{½ǽ̽ͽٽ۽ݽ <=PQq;<[\23vw AB WXnoUhSTderst~^_ XYcdopWXbcYZno &'@B?@ABCMNnoyz*+56ijtu`akl]^jk "#bcmnopqrstuv #$%*./0KOTUVrv{|}'19TUqr !+5?IS]^s lmnotu~!";AINOPQRu|$%&123<=>IJ]^_`aistuvwxyz{|abcdnx@ABCDghtuy-.67ABMNXYhiqr|}  !"67@AKLWXcdmnopqrstuv  !"-.BCLMXYdepq ' ( 1 2 = > J K W X t u v w x y z { | }                      - . 8 9 C D O P [ \ b c k l v w                            3 4 @ A E T U Y c j k o z                           $ % 4 5 = > F G S T ` a t u ~                                          ! " # $ % & / 0 1 2 3 4 5 6 7 8 C D E F G H I J K L X Y Z [ \ ] ^ _ ` a r                       ()NOPQRSTUVWr0123456789TUVW`aklwx~WX""/"1"{"|"}"~""""""""""""""""""""""""""""""""### ####!#%#&#+#0#5#:#?#C#D#E#b###########################$ $$$$$ $!$)$-$1$6$:$>$B$C$K$O$S$X$\$`$d$e$j$n$r$w${$$$$$$$$$$$$$$$$$$$$$%% %%%%%$%)%.%3%4%<%A%F%K%L%T%Y%^%c%d%e%f%g%h%%%%%%%%%%%%%%%%%%%%%&& &&&& &%&&&'&(&)&i&q&r&s&t&|&&&&&&&&&&&&&&&&&&&&&&&&&&'' '''''"'&'+'/'3'7';'<'D'I'N'R'W'['_'c'g'h'm'r'w'{''''''''''''''((( ( (((!(#(-(/(8(9(:(>(((((((((((((((((((((((((((((((((((****..000033344667777::::::;;;;<<<<==A>B>>>D?E???l@m@*A+AAABB|B}BCCCCJDKDDDqErEAFBFGGGGIIIIJJpKqK'L(LgLhLLL[M\MMMNN1N3NGNHNINJNKNLNMNNNONPNQNRNqNrNsNtNNNNNNNNNNNNOOO5O:O;OWO\O]OOOOOOOOOOOQQQQQQRRRRR!R+R5R?RIRSRTRURZR_RdReRfRgRhRiRjRkRlRmRnRoRpRqRrRsRtRuRvRwRxRyRRRRRRRRRRRRRRRRRRRR S!S"S#S(S)S2Si?iGiLiQiVi[i_idiiiniriviwiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiijj jjjjjjjUjVjWjXjYjZj[j\j]j^jcjijwjjjjjjjjjjjjjjjjjjjjjjjjjk k kkkkk!k"k*k.k2k6k:k?kDkFkJkNkRkVkZk[kckfkjkmkqktkyk|kkkkkkkkkkkkkkkkkkkkkkkkkkkkkl lll l!l*l.l6l:lBlFlGlOlTlYl_ldlilnlolwl|llllllllllllllllllllllllnnnnoooolpprr.r/rktltsutuuu>w?wwwxwwwwwwwyy%y&yyyyyyyyyzzzz{{||@|A|U|||}}~ ~~~ijk"#?DIJfkpqʀԀـހ߀ 678cdefwÁāŁƁǁȁɁʁˁ́́΁ρЁKLMNST]gqr{łʂтׂނ߂ !"#$%&'()*+,-./01BGNSZ`ghȃփ݃ރ߃ 12345XYefjyz~ք؄   #$%&'()*+,?AJKLMNOPQcdefghijkltuvwxyz{|}…ÅąŅƅх҅ӅԅՅօׅ؅مڅ'()*+,-.BCDEFGHIJKnopqrstuvwȆކ߆    )*3456789:Trstuvwxyz{CDUV֌׌.4UdY24nopqrstuvw|Ś͚њٚݚޚ  !&+05:?CGHNSX]bglqvz~ś "+;AGHIQU]aimuyÜǜ˜̜Ҝ֜ڜޜ !&*.26:>?DHLPTY^bfjoswxyzŝΝٝڝ۝  %&,16;@EJKQV[`ejopx}˞ӞԞ՞֞ޞ!"#(,15:>CGLPUY^_chimntx}Ÿǟ̟џ֟ڟޟ  !&*.38<@DHLPUZ[`dinsw{ &289:DHRV`dnr|ơʡΡӡءܡ !&*./6:>BGLMSX]bgkoty}¢ǢˢϢӢעۢߢ   !#-/9;DEFJNRVZ[cghijkltxyz{|}ݥޥߥ "#).278>CGLMW\`efgh7>acAJKbcgh9:;rsخٮ  }~ΰ_`st±ñ^_tuʳ˳   fg ]`    "#$)-.IMRSotyzø͸Ҹ׸ظ 2<AFGHfghĹιع  !HIǺѺҺۺ !5679?@ABVX\^bdhi{|ûĻ˻̻ͻ !"#-7ELMNPTUVXYZ[\]^_`abcdefghijklmnopqrst¼ü "-456:;FMNdefghijklm½˽߽̽   !"#$%&'/012345678LMNOPQRSTU^_`abcdefgpqrstuvwxyپھ*+,-./0123XYZ[\]^_`a|¿ÿĿſƿǿȿɿ߿ )*01234567RSbcop{|  de"#3_`abcdefghmrz "&'():uvwxyz{|}~ #'+048<=BFJOSW[\]^_` #(-23456Fpxyz{%&'(09DNXamstuy}  $)-26:>BCDEFGHIghinpvx $).38<=>?7812"#34ef34hiop~/056qsDEde#$@EFbgh89:;LV`jt~  013456789: %&'()*+,?@ABCEMN_`abjkstu89:nopq{$%&'(KLXY]lmq{    "$,.68ABVX`bjltv 'DEMNVW_`hi}~6789:;<=>?UVWXYZ[\]^x$%67#$  r t !"#$%&'()*+,-./0123456789:;<=>?@YZrs  ./789:;<=>?@EJRZbhijrv~ "',15:>CGKLQV[`einrw{LMn     " * . 6 : ; C G K O S X ] a e i m q u v ~                                !! !!!!!!#!$!%!&!'!(!)!*!+!,!m!v!w!x!y!z!{!!!!!!!!!!!!!!!!!!!!!!!!!"" """""$")"."3"8"9"A"E"J"O"T"Y"^"_"`"a"b"""""""""""""""""""## #### #!#)#.#3#8#=#>#F#K#P#U#Z#[#\#]#################$$ $$$$$"$&$+$/$4$5$9$>$?$C$D$L$Q$V$[$`$d$h$m$r$v$z$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$%% %%%%%!%%%)%*%.%/%3%4%8%9%=%>%C%H%M%R%W%[%_%d%i%m%q%u%y%z%~%%%%%%%%%%%%%%%%%%%%%%%%%%&& &&&&&&!&&&*&/&3&8&<&=&E&I&N&R&W&[&`&d&i&m&q&r&z&~&&&&&&&&&&&&&&&&&&&&&&&&&&&&&'' ' '''<'=',,--s0t02224444x6y666};~;;;;;<<1<2<O=P=e=f====$>%>9>:>>>>>,@-@A@B@@@@@bAAB5B{B|BBB)CCC"D#D}DDD8EEEEEEFFFFFF#F$F%FFFFFFFFFFFFFFFFFFFFGG#G$GFGPGTGnGoGGGGGGGGGHHH%H&H'HnHoHpHqHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHIIIIIIIII I I I I III6I7I8IIIIIIIIIIIIIIIIIII J JJJJJ$J%J&J'J(J)J*J+J,J-J.J/J0J1J2J3J4J5J6J7J8J9J:J;JJ?J@JAJBJCJDJEJVJXJ_JaJhJjJqJrJsJJJJJJJJJJJJKKK KKKKKKKKKKKKKKK K!K"K#K$K%K&K'K(K)K*K+K,K-K.K/K0KFKGKhKKKKKKKKKKKKKKKKKKKLLL L LLLL3L4L8L9L=L>LBLCLGLHLbLdLlLnLvLxLLLLLLLLLLLLLLLLLLLLLLLLLLLLLMMM M MMMMMM&M'M.M/M6M7MKMLMTMUM]M^MfMgMoMpMyMzM~MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMNN#N$N+N,N3N4N;Nocpdpqqsshxixjxxxxxxxxxxxxxxxyy yyyy!y%y+y/y5y9y:yDyGyKyNyRyWy\y`ydyiymyqyuyvyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyzz zzzzz!z%z&z'z?z@z{{n|o|p|q||||||||||||||||}}}}}}}$})}.}/}9}>}C}H}M}S}X}Y}a}f}k}q}v}|}}}}}}}}}}}}}}Z[  ')*+15;?@HLQUXYaejmrs{yz{Ł́΁Ӂہ  %).27;@DIMRV[_dhiquz}Ƃɂ͂ЂՂ؂܂߂ $)-37<@EIJOUZ`ejnty~016?O_oĄɄ΄ӄׄ؄ )*PQkl ij[\  )*JȔɔ!ٕڕIJZ[BCSTTH-.m̝RŸ!~FGF#$KLMeǤɤʤˤѤդ֤ %&AFKLx}MNDEFGXblvǨɨ˨ͨΨϨ5678=>GQ[\eoyz̩Ω֩שة٩ک۩ܩݩީߩ   !"klmĪҪ٪ڪ۪ !"<=>?@AB«!015?FGKV]^_cdovwĬƬͬϬ֬׬ $%789:;<=>?@HIJKLMNOPQefklqrwx~íĭȭɭͭέҭӭ׭ح     #$%&'()*+,OPQRSTUVWX}~îĮɮʮϮЮ  349:?@EFKLf¯ïʯ˯үӯگۯ!"+,-<=>A00000000000000000000000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000 0 00 00 00 00 00000000 0 0000000 00000000 00000000 00000000 00000000 00000 00 00 00000 00000 00000 00000 00000 00000 0000 00 00 0000 0000 0000 0000 0000 0000 0000 0 00 00 00 00 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 000 0 0000000 0000000 0000000 0000000 0000000 0000000 0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0000 000 000 000 000 000 000 0000000 000000000 00000 00000 00000 00000 00000 00000 00000000000000 000000000000000 00000000 000000000 00000000 00000000 00000000 00000000 00000000 0000000 000000 0000 00 00 00000000000000000000000000000 0000 0000000000000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 00000000000 0000000000 0000000000 0000000000 00000000000 0000000000 0000000000 00000000000 0000000000 0000000000 0000000000000000000000000000000000000000000000000000000000000000 00 00 0000000000000000 00 00 00 00 0000000 0000000 0000000 0000000 0000000 0000000 000000 00 00 00 00 00000000 00000000 00000000 00000000 00000000 00000000 000000000000 00 00 00000 000000 00000 00000 00000 00000 00000000 0000 0000 0000 0000 0000 0000 00000000 0000000000 000000000000 000000000000 000000000000 000000000000 000000000000 00000 0000000 0000000 0000000 0000000 0000000 0000000 0000000000000000000000000000000000000000000000000000000000000000000000 000000 0000 0000 0000 00000 00000 00000 000000000 000000000 00000 00000 00000 00000 00000 00000 0000000000 000000000000000 000000000 00000000 00000000 00000000 00000000 00000000 00000000 00000000000 000000 0000 00 00 0000000000000000000000000000000000 0000 0000000000000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 0000000000 00000000000 0000000000 0000000000 0000000000 00000000000 0000000000 0000000000 000000000000 00000000000000 0000000000000 000000000000000000000000000000000000000000000000000000 0 00 00 00 00 0000000 000000000000 000000000000 000000000000 000000000000 000000000000 000000 0 00 00 00 00 00000000 00000000000000 00000000000000 00000000000000 00000000000000 00000000000000 000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000000000000000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000000000000000000000000000000000000000" 0" 0" 0" 0" 0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0F y0F  y0 y0I  y0y0H  y0 y0M  y0 y0J  y0 y0L y0L  y0L  y0L  y0 y0N y0N  y0N  y0N  y0 y0P y0P  y0P  y0P  y0 y0R y0R  y0R y0R  y0R y0R  y0 y0T y0T  y0T y0T  y0T y0T  y0 y0V y0V  y0V y0V  y0V y0V  y0 y0y0y0y0y0y0y0y0y0} y0}  y0 y0 y0  y0 y0  y0 y0  y0 y0  y0 y0  y0  y0  y0  y0 y0  y0  y0  y0  y0 y0  y0  y0  y0  y0 y0  y0  y0  y0  y0 y0   y0   y0   y0  y0 y0  y0  y0  y0  y0 y0y0y0y0y0y0y0  y0 y0 y0  y0 y0  y0 y0  y0 y0  y0 y0  y0 y0  y0 y0  y0 y0  y0  y0  y0  y0  y0  y0  y0 y0  y0  y0  y0  y0  y0  y0  y0 y0  y0  y0  y0  y0  y0  y0  y0 y0  y0 y0 y0  y0 y0 y0  y0 y0 y0  y0 y0 y0  y0 y0 y0  y0 y0 y0  y0 y0  y0   y0   y0   y0   y0 y0  y0 y0   y0   y0   y0   y0   y0   y0  y0 y0  y0  y0 y0  y0 y0  y0  y0 y0y0y0y0y0y0y0y0 y0  y0 y0 y0 y0  y0  y0  y0 y0  y0 y0  y0 y0  y0 y0  y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0* y0*  y0 y0- 4 y0y0,  y0 y0.  y0. y0.  y0.  y0. y0.  y0. y0.  y0. y0.  y0. y0.  y0. y0. y0. y0@ 2 y0y0.  y0 y00  y0E 0 y0 y0G 0 y0 y0I 0 y0 y0K 0 y00  y0 y02  y0O . y0 y0Q . y0 y0S . y0 y0U . y02  y0 y04  y0Y , y0 y0[ , y0 y0] , y0 y0_ , y04  y0 y06  y0c * y0 y0e * y0 y0g * y0 y0i * y06  y0 y08  y0m ) y0m ) y0m ) y0m ) y0m ) y0m ) y0m ) y08  y0 y0:  y0q & y0 y0s & y0 y0u & y0 y0w & y0:  y0 y0<  y0{ $ y0 y0} $ y0 y0 $ y0 y0 $ y0<  y0 y0>  y0 # y0 # y0 # y0 # y0 # y0 # y0 # y0>  y0 y0@  y0 ! y0 ! y0 ! y0 ! y0 ! y0 ! y0 ! y0@  y0 y0B  y0  y0 y0  y0 y0  y0 y0  y0B  y0 y0D  y0  y0  y0  y0  y0  y0  y0  y0D  y0 y0F y0F  y0  y0 y0  y0 y0  y0 y0  y0F  y0 y0H  y0  y0 y0  y0 y0  y0 y0  y0H  y0 y0J  y0  y0  y0  y0  y0  y0  y0  y0J  y0 y0L  y0  y0 y0  y0 y0  y0 y0  y0L  y0 y0N y0N  y0  y0 y0  y0 y0  y0 y0  y0N  y0 y0P  y0  y0  y0  y0  y0  y0  y0  y0P  y0 y0R  y0  y0 y0  y0 y0  y0 y0  y0R  y0 y0T y0T  y0   y0 y0   y0 y0   y0 y0   y0T  y0 y0V  y0   y0 y0   y0 y0   y0 y0   y0V  y0 y0X  y0  y0 y0  y0 y0  y0 y0  y0X  y0 y0Z  y0Z  y0Z  y0Z  y0Z  y0Z  y0Z  y0Z  y0Z  y0 y0y0y0y0y0y0y0y0y0+ y0+  y0 y0. 2 y0y0-  y0 y0/  y0/ y0/  y0/  y0/ y0/  y0/ y0/  y0/ y0/  y0/ y0/  y0/ y0/ y0/ y0A 0 y0y0/  y0 y01  y0F . y0 y0H . y0 y0J . y0 y01  y01  y0 y03  y0P , y0 y0R , y0 y0T , y0 y0V , y03  y0 y05  y0Z * y0 y0\ * y0 y0^ * y0 y0` * y05  y0 y07  y0d ( y0 y0f ( y0 y0h ( y0 y0j ( y07  y0 y09  y0n ' y0n ' y0n ' y0n ' y0n ' y0n ' y0n ' y09  y0 y0;  y0r $ y0 y0t $ y0 y0v $ y0 y0x $ y0;  y0 y0=  y0| # y0| # y0| # y0| # y0| # y0| # y0| # y0=  y0 y0?  y0 ! y0 ! y0 ! y0 ! y0 ! y0 ! y0 ! y0?  y0 y0A  y0  y0  y0  y0  y0  y0  y0  y0A  y0 y0C  y0  y0  y0  y0  y0  y0  y0  y0C  y0 y0E  y0  y0  y0  y0  y0  y0  y0  y0E  y0 y0G y0G  y0  y0  y0  y0  y0  y0  y0  y0G  y0 y0I  y0  y0 y0  y0 y0  y0 y0  y0I  y0 y0K  y0  y0 y0  y0 y0  y0 y0  y0K  y0 y0M  y0  y0  y0  y0  y0  y0  y0  y0M  y0 y0O y0O  y0  y0 y0  y0 y0  y0 y0  y0O  y0 y0Q  y0  y0  y0  y0  y0  y0  y0  y0Q  y0 y0S  y0   y0   y0   y0   y0   y0   y0   y0S  y0 y0U y0U  y0   y0   y0   y0   y0   y0   y0   y0U  y0 y0W  y0   y0   y0  y0 y0  y0 y0  y0W  y0 y0Y  y0  y0 y0  y0 y0  y0 y0  y0Y  y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y0; y0 y0= y0 y0? y0 y0A y0 y0C y0C y0C y0C y0C y0C y0 y0J y0 y0E y0E y0E y0E y0 y0G y0G y0G y0G y0G y0G y0 y0I y0I y0I y0I y0I y0I y0 y0K y0K y0K y0K y0K y0K y0 y0M y0M y0M y0M y0M y0M y0 y0y0y0o y0 y0q y0 y0s y0 y0u y0 y0w y0 y0y y0y y0y y0y y0y y0y y0y y0 y0 y0 y0{ y0{ y0{ y0{ y0{ y0 y0} y0} y0} y0} y0} y0} y0} y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0: y0: y0: y0 y0> y0 y0< y0< y0< y0< y0< y0< y0< y0< y0< y0 y0J y0 y0> y0> y0> y0> y0 y0@ y0@ y0@ y0@ y0@ y0@ y0 y0B y0B y0B y0B y0B y0B y0 y0D y0D y0D y0D y0D y0D y0 y0F y0F y0F y0F y0F y0F y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0 y0 y0y0 y0y0 y0y0 y0y0 y0 y0  y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0  y0  y0  y0  y0 y0  y0  y0  y0  y0 y0  y0  y0  y0  y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y08 y0 y0:y0: y0:y0: y0:y0: y0:y0: y0:y0: y0:y0: y0:y0: y0 y0< y0< y0< y0< y0< y0< y0< y0 y0> y0> y0> y0> y0> y0> y0> y0 y0@ y0@ y0@ y0@ y0@ y0@ y0@ y0 y0B y0B y0B y0B y0B y0B y0B y0 y0D y0j  y0j  y0 y0D y0D y0D y0 y0p  y0p  y0p  y0p  y0p  y0p  y0F y0 y0H y0H y0H y0H y0H y0H y0H y0 y0y0y0y0y0y0 y0 y0y0y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y02 y0y0 y0 y0 y0y0 y0 y0y0 y0y0 y0y0 y0y0 y0y0y0y00 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0' y0' y0' y0' y0' y0' y0' y0 y0 y0 y0$ y0 y0$ y0 y0$ y0 y0$ y0 y0 y0 y0# y0# y0# y0# y0# y0# y0# y0 y0 y0 y0! y0! y0! y0! y0! y0! y0! y0 y0 y0 y0  y0  y0  y0  y0  y0  y0  y0 y0 y0 y0  y0  y0  y0  y0  y0  y0  y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0" y0" y0" y0" y0" y0" y0" y0 y0 y0y0 y0' y0' y0' y0' y0' y0' y0' y0 y0 y0 y0+ y0+ y0+ y0+ y0+ y0+ y0+ y0 y0 y0 y0/  y0/  y0/  y0/  y0/  y0/  y0/  y0 y0 y0y0 y04  y04  y04  y04  y04  y04  y04  y0 y0 y0 y08  y08  y08  y08  y08  y08  y08  y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0$ y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0 y0" y0" y0" y0" y0" y0" y0" y0" y0" y0" y0" y0" y0" y0 y0$ y0$ y0$ y0$ y0$ y0$ y0$ y0$ y0$ y0$ y0$ y0$ y0$ y0 y0& y0& y0& y0& y0& y0& y0& y0& y0& y0& y0& y0& y0& y0 y0y0y0l y0 y0n y0 y0p y0 y0r y0r y0r y0r y0 y0w y0 y0t y0t y0t y0t y0t y0 y0v y0v y0v y0v y0v y0v y0v y0 y0x y0x y0x y0x y0x y0x y0x y0 y0z y0z y0z y0z y0z y0z y0z y0 y0| y0| y0| y0| y0| y0| y0| y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0 y0y0 y0 y0 y0 y0y0 y0 y0 y0 y0y0y0y0y0 y0  y0 y0y0 y0y0 y0y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0"  y0"  y0"  y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0=y0= y0 y0?y0? y0?y0? y0?y0? y0?y0? y0?y0? y0?y0? y0?y0? y0 y0A y0A y0A y0A y0A y0A y0A y0 y0C y0C y0C y0C y0C y0C y0C y0 y0E y0E y0E y0E y0E y0E y0E y0 y0G y0G y0G y0G y0G y0G y0G y0 y0I y0I y0I y0I y0I y0I y0I y0 y0e  y0e  y0e  y0e  y0e  y0e  y0K y0 y0M y0M y0M y0M y0M y0M y0M y0 y0y0y0y0y0y0 y0 y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0 y0 y02 y0y0 y0 y0 y0y0 y0 y0y0 y0y0 y0y0 y0y0 y0y0y0y00 y0y0 y0 y0 y0 y0 y0. y0 y0. y0 y0. y0 y0 y0 y0- y0- y0- y0- y0- y0- y0- y0 y0 y0 y0+ y0+ y0+ y0+ y0+ y0+ y0+ y0 y0 y0 y0 y0 y0) y0) y0) y0) y0) y0 y0 y0 y0' y0' y0' y0' y0' y0' y0' y0 y0 y0 y0% y0% y0% y0% y0% y0% y0% y0 y0 y0 y0" y0 y0# y0# y0# y0# y0# y0 y0 y0 y0! y0! y0! y0! y0! y0! y0! y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0  y0  y0  y0  y0  y0 y0 y0 y0  y0  y0  y0  y0  y0  y0  y0 y0 y0 y0  y0 y0  y0  y0  y0  y0  y0 y0 y0y0 y0  y0  y0  y0  y0  y0  y0  y0 y0 y0 y0  y0  y0  y0  y0  y0  y0  y0 y0 y0 y0  y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0 y0 y0 y0 y0 y0 y0! y0 y0# y0 y0% y0% y0% y0% y0% y0% y0% y0 y0- y0 y0' y0' y0' y0' y0' y0' y0' y0' y0' y0' y0' y0 y0) y0) y0) y0) y0) y0) y0) y0) y0) y0) y0) y0) y0) y0 y0+ y0+ y0+ y0+ y0+ y0+ y0+ y0+ y0+ y0+ y0+ y0+ y0+ y0 y0- y0- y0- y0- y0- y0- y0- y0- y0- y0- y0- y0- y0- y0 y0/ y0/ y0/ y0/ y0/ y0/ y0/ y0/ y0/ y0/ y0/ y0/ y0/ y0 y0y0y0 y0 y0w y0 y0y y0 y0{ y0{ y0{ y0{ y0 y0 y0 y0} y0} y0} y0} y0} y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0% y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0 y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0 y0y0y0y0 y0 y0 y0y0 y0y0 y0y0 y0y0 y0y0 y0 y0  y0 y0 y0 y0 y0 y0 y0 y0 y0  y0  y0  y0 y0 y0 y0 y0  y0  y0  y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y0! y0y0! y0 y0% y0 y0# y0 y0% y0% y0% y0 y0' y0' y0' y0 y0) y0) y0) y0 y0+y0+ y0+ y0+ y0 y0-y0- y0- y0- y0 y0/y0/ y0/ y0/ y0 y0y0y0y0y0Hy0H y0 y0Jy0J y0Jy0J y0Jy0J y0Jy0J y0 y0L y0L y0L y0L y0 y0N y0N y0N y0N y0 y0P y0P y0P y0P y0 y0R y0R y0R y0R y0 y0]  y0]  y0]  y0T y0 y0V y0V y0V y0V y0 y0y0y0y0y0y0y0x y0 y0zy0z y0zy0z y0zy0z y0zy0z y0zy0z y0zy0z y0zy0z y0 y0| y0| y0| y0| y0| y0| y0| y0 y0~ y0 y0 y0 y0~ y0 y0~ y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0  y0 y0  y0 y0  y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0  y0  y0  y0  y0  y0  y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0 y0 y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y02 y0y0 y0 y0 y0y0 y0 y0y0 y0y0 y0y0 y0y0 y0y0y0y0 0 y0y0 y0 y0 y0/ y0/ y0/ y0/ y0/ y0/ y0/ y0 y0 y0 y0- y0- y0- y0- y0- y0- y0- y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0*' y0*' y0*' y0*' y0*' y0*' y0*' y0 y0 y0 y0.% y0.% y0.% y0.% y0.% y0.% y0.% y0 y0 y0 y02# y02# y02# y02# y02# y02# y02# y0 y0 y0 y06! y06! y06! y06! y06! y06! y06! y0 y0 y0  y0: y0: y0: y0: y0: y0: y0: y0  y0 y0  y0> y0> y0> y0> y0> y0> y0> y0  y0 y0  y0B y0 y0D y0D y0D y0D y0D y0  y0 y0y0 y0I y0 y0K y0K y0K y0K y0K y0 y0 y0 y0O y0O y0O y0O y0O y0O y0O y0 y0 y0 y0S y0S y0S y0S y0S y0S y0S y0 y0 y0 y0W y0W y0W y0W y0W y0W y0W y0 y0 y0y0 y0\ y0 y0^ y0^ y0^ y0^ y0^ y0 y0 y0 y0b y0b y0b y0b y0b y0b y0b y0 y0 y0 y0f  y0 y0h  y0h  y0h  y0h  y0h  y0 y0 y0y0 y0m  y0 y0o  y0o  y0o  y0o  y0o  y0 y0 y0 y0s y0 y0u y0 y0w y0 y0y y0 y0 y0! y0} y0 y0 y0 y0 y0 y0 y0! y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0- y0 y0/ y0 y01 y0 y03 y0 y05 y0 y07 y07 y07 y07 y07 y07 y0 y0> y0 y09 y09 y09 y09 y0 y0; y0; y0; y0; y0; y0; y0 y0= y0= y0= y0= y0= y0= y0 y0? y0? y0? y0? y0? y0? y0 y0A y0A y0A y0A y0A y0A y0 y0y0y0y0d y0 y0f y0 y0h y0 y0j y0 y0l y0 y0n y0n y0n y0n y0n y0n y0n y0 y0v y0 y0p y0p y0p y0p y0p y0 y0r y0r y0r y0r y0r y0r y0r y0 y0t y0t y0t y0t y0t y0t y0t y0 y0v y0v y0v y0v y0v y0v y0v y0 y0x y0x y0x y0x y0x y0x y0x y0 y0y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y01y01 y0 y03 y03y03 y03y03 y03y03 y03y03 y03y03 y0 y0@ y0 y05 y05 y05 y05 y0 y07 y07 y07 y07 y07 y07 y0 y09 y09 y09 y09 y09 y09 y0 y0; y0; y0; y0; y0; y0; y0 y0= y0= y0= y0= y0= y0= y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y0 y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0y0 y0 y0 y0y0 y0 y0 y0y0y0y0y0y0y0y0 y0 y0y0 y0y0 y0y0 y0y0 y0 y0 y0  y0 y0 y0 y0 y0  y0  y0 y0 y0  y0  y0  y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0y0y0y0 y0  y0 y0 y0  y0 y0  y0 y0  y0 y0  y0 y0  y0 y0  y0 y0  y0 y0 y0 y0  y0 y0 y0"  y0 y0 y0 y0&  y0&  y0&  y0&  y0&  y0 y0 y0 y0*  y0*  y0*  y0* y0 y0 y0 y0 y01  y01 y01 y0 y05 y0 y0 y0y0y0y0y0y0y0Cy0C y0 y0Ey0Ey0E y0E y0E y0 y0L y0 y0G y0 y0I y0I y0I y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0ly0ly0l y0 y0p2 y0y0n y0 y0p y0py0p y0p y0py0p y0py0p y0py0p y0py0p y0py0py0py00 y0y0p y0 y0r y0r y0ry0r y0r y0r y0r y0r y0r y0r y0 y0t y0t y0t y0t y0t y0t y0t y0t y0t y0 y0v y0v y0v y0v y0v y0v y0v y0v y0v y0 y0x y0x y0x y0x y0x y0x y0x y0x y0x y0 y0z y0' y0' y0' y0' y0' y0' y0' y0z y0 y0| y0% y0% y0% y0% y0% y0% y0% y0| y0 y0~ y0# y0# y0# y0# y0# y0# y0# y0~ y0 y0 y0! y0! y0! y0! y0! y0! y0! y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0  y0  y0  y0  y0  y0  y0  y0 y0 y0y0 y0  y0  y0  y0  y0  y0  y0  y0 y0 y0 y0  y0  y0  y0  y0  y0  y0  y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0y0M y0 y0O y0 y0Q y0 y0S y0S y0S y0S y0 y0X y0 y0U y0U y0U y0U y0U y0 y0W y0W y0W y0W y0W y0W y0W y0 y0Y y0Y y0Y y0Y y0Y y0Y y0Y y0 y0[ y0[ y0[ y0[ y0[ y0[ y0[ y0 y0] y0] y0] y0] y0] y0] y0] y0 y0y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0y0 y0y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0y0 y0y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0y0 y0y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0y0 y0y0 y0y0 y0 y0y0y0y0y0y0y0y0y0- y0 y0/ y0y0/ y0/y0/ y0/y0/ y0/y0/ y0/y0/ y0 y0; y0 y01 y01 y01 y01 y01 y01 y01 y01 y01 y0 y03 y03 y03 y03 y03 y03 y03 y03 y03 y03 y03 y0 y05 y05 y05 y05 y05 y05 y05 y05 y05 y05 y05 y0 y07 y07 y07 y07 y07 y07 y07 y07 y07 y07 y07 y0 y09 y09 y09 y09 y09 y09 y09 y09 y09 y09 y09 y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0y0 y0 y0 y0 y0y0 y0 y0 y0 y0y0 y0 y0 y0 y0y0y0y0y0y0 y0 y0y0 y0y0 y0y0 y0y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0   y0   y0   y0 y0 y0 y0 y0 y0 y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y02 y0 y04y04 y04y04 y04y04 y04y04 y04y04 y04y04 y04y04 y0 y06 y06 y06 y06 y06 y06 y06 y0 y08 y08 y08 y08 y08 y08 y08 y0 y0: y0: y0: y0: y0: y0: y0: y0 y0< y0< y0< y0< y0< y0< y0< y0 y0Q  y0Q  y0Q  y0Q  y0Q  y0Q  y0> y0 y0@ y0@ y0@ y0@ y0@ y0@ y0@ y0 y0y0y0y0y0y0xy0x y0 y0zy0zy0z y0z y0z y0 y0 y0 y0| y0 y0 y0 y0~ y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0 y0 y02 y0y0 y0 y0 y0y0 y0 y0y0 y0y0 y0y0 y0y0 y0y0y0y00 y0y0 y0 y0 y0. y0 y0. y0 y0. y0 y0. y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0* y0 y0* y0 y0* y0 y0* y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0 y0& y0 y0& y0 y0& y0 y0& y0 y0 y0 y0$ y0 y0$ y0 y0$ y0 y0$ y0 y0 y0 y0" y0 y0" y0 y0 " y0 y0 " y0 y0 y0 y0   y0 y0   y0 y0   y0 y0   y0 y0 y0 y0  y0 y0  y0 y0  y0 y0  y0 y0 y0 y0  y0 y0  y0 y0  y0 y0  y0 y0 y0 y0$  y0 y0&  y0 y0(  y0 y0*  y0 y0 y0y0 y0/  y0 y01  y0 y03  y0 y05  y0 y0 y0 y09  y0 y0;  y0 y0=  y0 y0?  y0 y0 y0 y0C  y0 y0E  y0 y0G  y0 y0I  y0 y0 y0 y0M  y0 y0O  y0 y0Q  y0 y0S  y0 y0 y0y0 y0X  y0 y0Z  y0 y0\  y0 y0^  y0 y0 y0 y0b  y0 y0d  y0 y0f  y0 y0h  y0 y0 y0 y0l   y0 y0n   y0 y0p   y0 y0r   y0 y0 y0y0 y0w   y0 y0y   y0 y0{   y0 y0}   y0 y0 y0 y0  y0 y0  y0 y0  y0 y0  y0 y0 y0 y0  y0 y0  y0 y0  y0 y0  y0 y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0  y0  y0  y0  y0 y0  y0  y0  y0  y0  y0  y0 y0  y0 y0  y0  y0  y0  y0  y0  y0  y0  y0  y0 y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0 y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0 y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0 y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0  y0 y0y0y0y0y0y0y0y0y0y0y0! y0! y0! y0! y0 y0 ! y0 ! y0 ! y0 ! y0 ! y0 ! y0 ! y0 y0+! y0 y0"! y0"! y0"! y0"! y0"! y0"! y0"! y0"! y0"! y0"! y0"! y0 y0$! y0$! y0$! y0$! y0$! y0$! y0$! y0$! y0$! y0$! y0$! y0$! y0$! y0 y0&! y0&! y0&! y0&! y0&! y0&! y0&! y0&! y0&! y0&! y0&! y0&! y0&! y0 y0(! y0(! y0(! y0(! y0(! y0(! y0(! y0(! y0(! y0(! y0(! y0(! y0(! y0 y0*! y0*! y0*! y0*! y0*! y0*! y0*! y0*! y0*! y0*! y0*! y0*! y0*! y0 y0y0y0y0y0y0y0y0y0y0z! y0z! y0z! y0z! y0 y0|! y0|! y0|! y0|! y0 y0! y0 y0~! y0~! y0~! y0~! y0~! y0 y0! y0! y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0! y0! y0 y0y0y0y0y0y0y0y0y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0 y0! y0 y0! y0! y0! y0 y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0 y0y0y0y0y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0! y0! y0! y0! y0 y0! y0 y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0 y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0! y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0Z" y0 y0\" y0\" y0\" y0\" y0\" y0\" y0 y0c" y0 y0^" y0^" y0^" y0^" y0 y0`" y0`" y0`" y0`" y0`" y0`" y0 y0b" y0b" y0b" y0b" y0b" y0b" y0 y0d" y0d" y0d" y0d" y0d" y0d" y0 y0f" y0f" y0f" y0f" y0f" y0f" y0 y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0" y0" y0 y0" y0" y0" y0 y0" y0 y0" y0 y0" y0" y0" y0 y0# y0# y0# y0 y0# y0# y0# y0 y0# y0# y0# y0 y0# y0# y0# y0 y0# y0# y0# y0 y0y0y0y0y0y0y0y0y0y0$# y0$# y0 y0&# y0&# y0&# y0&# y0&# y0&# y0&# y0&# y0 y0(# y0(# y0(# y0(# y0 y0*# y0*# y0*# y0*# y0 y0,# y0,# y0,# y0,# y0 y0.# y0.# y0.# y0.# y0 y0;#  y0;#  y0;#  y00# y0 y02# y02# y02# y02# y0 y0y0y0y0y0R# y0R# y0 y0T# y0T# y0T# y0T# y0T# y0T# y0T# y0T# y0T# y0T# y0T# y0T# y0T# y0T# y0 y0V# y0e# y0e# y0 y0V# y0i# y0V# y0 y0X# y0X# y0X# y0X# y0X# y0X# y0X# y0 y0Z# y0Z# y0Z# y0Z# y0Z# y0Z# y0Z# y0 y0\# y0\# y0\# y0\# y0\# y0\# y0\# y0 y0^# y0^# y0^# y0^# y0^# y0^# y0^# y0 y0w#  y0w#  y0w#  y0w#  y0w#  y0w#  y0`# y0 y0b# y0{# y0 y0}# y0 y0b# y0b# y0 y0y0y0y0y0# y0# y0 y0# y0# y0# y0# y0# y0# y0# y0 y0#  y0 y0# y0# y0# y0 y0#  y0 y0# y0 y0# y0 y0# y0 y0# y0# y0# y0 y0y0y0y0y0# y0# y0# y0 y0#2 y0 y0# y0 y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0# y0#0 y0 y0# y0 y0# y0#/ y0#/ y0#/ y0#/ y0#/ y0#/ y0#/ y0# y0 y0# y0# y0# y0# y0# y0# y0# y0# y0# y0 y0# y0#+ y0#+ y0#+ y0#+ y0#+ y0#+ y0#+ y0# y0 y0# y0# y0# y0# y0# y0# y0# y0# y0# y0 y0# y0#' y0#' y0#' y0#' y0#' y0#' y0#' y0# y0 y0# y0#% y0#% y0#% y0#% y0#% y0#% y0#% y0# y0 y0# y0$" y0 y0$" y0 y0$" y0 y0$" y0# y0 y0# y0 $! y0 $! y0 $! y0 $! y0 $! y0 $! y0 $! y0# y0 y0# y0$ y0$ y0$ y0$ y0$ y0$ y0$ y0# y0 y0# y0$ y0$ y0$ y0$ y0$ y0$ y0$ y0# y0 y0# y0$ y0 y0$ y0 y0$ y0 y0$ y0# y0 y0# y0# y0"$ y0"$ y0"$ y0"$ y0"$ y0"$ y0"$ y0# y0 y0# y0&$ y0&$ y0&$ y0&$ y0&$ y0&$ y0&$ y0# y0 y0# y0*$ y0*$ y0*$ y0*$ y0*$ y0*$ y0*$ y0# y0 y0# y0.$ y0.$ y0.$ y0.$ y0.$ y0.$ y0.$ y0# y0 y0# y0# y03$ y0 y05$ y0 y07$ y0 y09$ y0# y0 y0# y0# y0>$ y0 y0@$ y0@$ y0 y0C$ y0 y0E$ y0 y0# y0 y0# y0J$  y0 y0L$  y0 y0N$  y0 y0P$  y0# y0 y0# y0# y0U$  y0 y0W$  y0W$  y0W$  y0W$  y0W$  y0# y0 y0# y0[$  y0[$  y0[$ y0 y0_$ y0 y0a$  y0# y0 y0# y0e$ y0 y0g$ y0 y0i$ y0 y0k$ y0# y0 y0y0y0y0y00y00y00y00y00y00y00y00y00Qy00y00y00y00y00Py00 (((+\Z!#%.M9@FIRKLM$OPRxWMfoz_87Zj u`  c%/+b-0B\U [cqw%BwҦ˧ש}? 6zXX W @$[+,t-.CHNQGSTUW-eevǀh1SLD@]`dp5=Xhwz|}3:OQS]v} 357@I[^fl Bd  y !R!!."U"c"{""""##5#Q#d#w#####]$$T%%%%%%%%&6&=&\279>DIIIIJ4JfJJKRK[K`KeKjKoKKKGLoLLLLLLM&MCMFMKMNMSMfMMMNN N+NNN OfOOdPPjQQvRSyWW_ncrcccccd4deeeeef,fMfhfhUh{hhhhhPjpjjjjjlgllm.mnroxooooo pTzg4QsR 3]܍47<?DGLOTg~M_d֒AR5ŕ^g5Cɲ?TX"&Kr{˸ 9Pxܺp[B& pl#.T{q ]l!AQ| I ^ s v {        g  XmL[3$JVw{******+%+C+++++,),C,d,,,,--3-K-c-----.%.r..3///-0B0W0p00002PCKTVVVW:W\WWWWZSZdZiZnZsZxZZZG[[[[[[\8\W\w\\\\\\\!]]]]_L`r``LaabHbbcccippqqqrWr[rrr!sssstFtTtnt|ttttttvه"IpވdʼnʉωKފ #(+0Gg݋2Xg؍D4הnrv+GIˤ6٥ %1JVo}"UHΩ6 DFZ[kl|}"7LeA "-RyF 5AVh{LTYd4"^`dae&uy}#<S_2z&BD)>os#Eg98%+?M_s % K      _  =#4 9$=$h$v$$i%''''u((m)z))))))**8*E*^*a***+ +=+Z++,m,,%--- ..z..:EJ%NNNNN#OnOOPoPPPPPPPPQQQ R$R&R,R.R4R6RRDRVRqRRSSS!SSSTTUyUUUVV}WX\]e'gu!v)vv%wup./XY)?Xr2 0׌Pˬ%KEͰ6̱ڱܱ  kٲ =A]ִ<(@÷>@^abcefghijklmnoqrstuvwxyz{|}~      !"#$%&'()*+,-./012346789:;<>?@ABCDEFGHIJKLMNOPQRSTUVWYZ[\]^_`abcdefgijklmnopqrstuvxy{~      !"#$%&'()*+,-./012456789;<=>?@ABCDEFGHIJKLMNPRTUVWXYZ[\^_`abcdefghijklmnopqrstuwxyz{|~     !"#$%&'()*+,-./0124689:;<=>?ABCDEFGHJKLMNOPQRSTUVWXYZ\]_`abcdeghijkmnopqrstuvwxyz{|}~     !"#$%&'()*+,-./0123456789:;<=>?@ACDEF?_ $+!!buS$vS$DwS$DxS$yS$zS${S$|S$ }S$$`~S$dS$S$S$tS$,S$S$tS$DS$mS$mS$TmS$mS$mS$mS$TmS$S$܃S$S$S$܄S$S$\QS$QS$QS$RS$\RS$RS$SS$JS$JS$\KS$KS$KS$LS$\LS$LS$LS$MS$\MS$MS$MS$NS$\NS$NS$NS$OS$\OS$OS$OS$S$̙S$ S$LS$S$̚S$ S$LS$S$̛S$ S$LS$S$̜S$ S$LS$S$̝S$ S$LS$S$̞S$ S$LS$S$̟S$ S$LS$S$̠S$ S$LS$S$̡S$ S$LS$S$̢S$ S$LS$S$̣S$ S$LS$S$̤S$ S$LS$S$̥S$ S$LS$S$̦S$ S$LS$S$̧S$ S$LS$S$̨S$ S$LS$S$̩S$ S$LS$S$̪S$ S$LS$S$̫S$iS$DiS$iS$iS$jS$DjS$jT$jT$kT$DkT$kT$kT$lT$DlT$lT$l T$m T$Dm T$m T$m T$nT$DnT$nT$nT$oT$DoT$oT$oT$pT$DpT$pT$pT$qT$DqT$qT$qT$rT$DrT$r T$r!T$s"T$Ds#T$s$T$s%T$t&T$Dt'T$t(T$t)T$u*T$Du+T$u,T$u-T$v.T$Dv/T$v0T$v1T$w2T$Dw3T$w4T$w5T$x6T$Dx7T$x8T$x9T$y:T$Dy;T$yT$Dz?T$z@T$zAT${BT$D{CT${DT${ET$|FT$D|GT$|HT$|IT$}JT$D}KT$}LT$}MT$~NT$D~OT$~PT$~QT$RT$DST$TT$UT$VT$DWT$\JXT$ĀYT$ZT$D[T$\T$ā]T$^T$D_T$`T$ĂaT$bT$DcT$dT$ăeT$fT$DgT$hT$ĄiT$jT$DkT$lT$ąmT$nT$DoT$pT$ĆqT$rT$DsT$tT$ćuT$vT$DwT$xT$ĈyT$zT$D{T$ |T$ĉ}T$~T$DT$T$ĊT$T$DT$T$ċT$T$DT$T$ČT$T$DT$T$čT$T$DT$T$ĎT$T$ DT$T$ďT$T$DT$T$ĐT$T$DT$T$đT$T$DT$T$ ĒT$T$DT$T$ēT$T$DT$T$ĔT$T$?T$4@T$t@T$@T$@T$4AT$tAT$AT$AT$4BT$tBT$BT$BT$4CT$tCT$CT$CT$4DT$tDT$DT$DT$4ET$tET$ET$ET$4FT$tFT$FT$FT$4GT$tGT$GT$GT$4HT$tHT$HT$HT$4IT$tIT$IT$IT$4JT$tJT$JT$JT$4KT$tKT$KT$KT$4LT$tLT$LT$LT$4MT$tMT$MT$MT$4NT$tNT$NT$NT$4OT$tOT$OT$OT$4PT$tPT$PT$PT$4QT$tQT$QT$QT$4RT$tRT$RT$RT$4ST$tST$ST$ST$4TT$tTT$TT$TT$4UU$tUU$UU$UU$4VU$tVU$VU$VU$4WU$tW U$W U$W U$4X U$tX U$XU$XU$4YU$tYU$YU$YU$4ZU$tZU$ZU$ZU$4[U$t[U$[U$[U$4\U$\U$\U$4]U$t] U$]!U$]"U$4^#U$t^$U$^%U$^&U$4_'U$t_(U$_)U$_*U$4`+U$t`,U$`-U$`.U$4a/U$ta0U$a1U$a2U$4b3U$tb4U$b5U$b6U$4c7U$tc8U$c9U$c:U$4d;U$tdU$4e?U$te@U$eAU$eBU$4fCU$tfDU$fEU$fFU$4gGU$tgHU$gIU$gJU$4hKU$thLU$hMU$hNU$4iOU$tiPU$iQU$iRU$4jSU$tjTU$jUU$jVU$4kWU$tkXU$kYU$kZU$4l[U$tl\U$l]U$l^U$4m_U$tm`U$maU$mbU$4ncU$tndU$neU$nfU$4ogU$tohU$oiU$ojU$4pkU$tplU$pmU$pnU$4qoU$tqpU$qqU$qrU$4rsU$trtU$ruU$rvU$4swU$tsxU$syU$szU$4t{U$tt|U$t}U$t~U$4uU$tuU$uU$uU$4vU$tvU$vU$vU$4wU$twU$wU$wU$4xU$txU$xU$xU$4yU$tyU$yU$yU$4zU$tzU$zU$zU$4{U$t{U${U${U$4|U$t|U$|U$|U$4}U$t}U$}U$}U$4~U$t~U$~U$~U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4U$tU$U$U$4  F8@#(I*I*T*****114444777<==>>?RRR88*ee++6ܰܰʰr'',5~~~((8ǖ##,ݚݚ99&&**0014466666999<;<;G;;;;;Q=Q=a=>>>dBdBtBlClC|CGGGGlIlIuIOO PUUU@\___TsTs]swwwxxx&xzzzz5~~ɠɠՠ  xxŮŮЮ! )))1DDRR[uu44< %]]e((0        #}}WHb"]###%'''000.090d0222c5c5g5p555'6'6066 < <<S<S<\<e<?? ??%F'H8IJGK;Q;QDQQQQQQQRRRTTTUUUWWW[[[[x\x\\\\\^___``!`N`N`^`aaalblbubccceeececeleeeefffii(i0iEiEiKiYiYibiiiiijjjqkqkzkmmmssssstvvvjxjxsx[|[|d|q|q|z|{{UU^00@WW`wwQQ 'nnybbr--6?>>GkkpyșHHQ11:֝͝͝ݟݟɠbbkMMV۪۪""+ddmA      !"#$%&')(*,+-/.021345768:9;=<>A?@BECDFHGIKJLMNQOPRTSUXVWY[Z\]^_`cabdfegihjlkmonpsqrtwuvxy{z|~}      "!#&$%')(*+-,.0/14235768:9;=<>@?ACBDFEGIHJLKMONPQRSUTVWXZY[\]^_`bacedfghikjlomnpqrtsuvxwy|z{}~      !#"$&%'*()+-,.0/132465798:<;=?>@BACEDFHGIKJLNMOQPRTSUWVXZY[]\^`_a HBJ #(S*Z*Z*****1144447"7"7*<== >>?RRR)00!!5>>sB{B{B{CCCGGHHtI{I{I PPPUUUK\___\scscswwwx%x,x,xzzzzEɞɞԠϮ֮֮ ''/(00077MMZaa ;BB $++dkk!!/66        Cwh"}###%'''00070Y0p0222f5o5v5v555/666666<<<[<d<k<k<????EFGHXIJgKCQJQJQQQQQQQRRRTTTUUUWWW[[[[\\\\\\^___ `'`'`]`e`e`aaatb{b{bccceeekerereeeefff'i/i:i:iIiRiRiaihihiiiiijjjykkkmmmssstttvvvrxyxyxc|j|j|y|||  ]dd?GG_ff[[ &..xqyy5>EEFMM!!oxǙΙΙ››PWW9@@՝ܝܝ  ÞÞȠϠϠjqqU\\ *11lssA  !"#$%&')(*,+-/.021345768:9;=<>@A?BDECFHGIKJLMNPQORTSUWXVY[Z\]^_`bcadfegihjlkmonprsqtvwuxy{z|~}      "!#%&$')(*+-,.0/13425768:9;=<>@?ACBDFEGIHJLKMONPQRSUTVWXZY[\]^_`bacedfghikjlnompqrtsuvxwy{|z}~      !#"$&%')*(+-,.0/132465798:<;=?>@BACEDFHGIKJLNMOQPRTSUWVXZY[]\^`_a 9*urn:schemas-microsoft-com:office:smarttagsState:*urn:schemas-microsoft-com:office:smarttagsStreet8T*urn:schemas-microsoft-com:office:smarttagsCity8H*urn:schemas-microsoft-com:office:smarttagsdate;*urn:schemas-microsoft-com:office:smarttagsaddress=`*urn:schemas-microsoft-com:office:smarttags PlaceType=b*urn:schemas-microsoft-com:office:smarttags PlaceName9a*urn:schemas-microsoft-com:office:smarttagsplace>^*urn:schemas-microsoft-com:office:smarttags PersonName 110111219872004200522243314DayMonthYearba``^^^^^^^^^aT^^^ab`abb`^H  abb`ab`H ^H ^H  ^ab`ab`ab`ab`aTab`ab`ab`abb`abb`ab`ab`aTabb`ab`ab``ab`aTaTab``ab`ab`ab`ab`abb`abb`^ab`ab`aTaTabb`ab`ab`ab`ab`ab`ab`ab`aTaTab`aTaTab`ab`ab`abb`ab`ab`ab`ab`abb`ab`ab`ab`aab`ab`ab`abb`abb`H  ab`ab`ab`a`bab`aTab`aTab`ab`abb`abb`^ab`ab`a``a``aTaTab`ab`^ab`a``abb`a``^a``a``abb`ab`a``a``a``a``ab`a``a``a``^ab`^^ab`^^aT^ab`ab`^^^ab`abb`aTab`^ab`abb`abb`^^^^^ab`ab`ab`ab`ab`ab`ab`a`baab`ab`H  ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`abb`aTab`abb`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`aTab`ab`ab`ab`ab`ab`aaab`ab`ab`ab`ab`abb`ab`ab`ab`abb`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`ab`d%dGdNd&f0fdfkf6@^irv|&&&&ST@]I]*1%-HP######$$ $$$$$!$&$*$/$3$9$=$&&&&!&%&*&.&3&7&S)])c)j)||||||!"*-;>A2= ) S\ !"*-;A333)OprPS^^xAB#VW56CEU;""]$}$&&((]*q*--77?)???AAAAAB.B5B`BgBBBCCCCpDDDE$EEEEE!F8FFF H-HHHH IIJMJUJJJ@KAKQKOOSTKUjUZZ5[@[u[6\]@]]n^V``Qbb d/eg#g$grgtggggggg h h5h7hTdt YcXaCNoy+5juakcmv0'89TUroRu$&13<>|dD~,.              a  W9/"1""D#E#b#$$$f%%%%(&i&''(L3P3::RNtNN]OOOOOOOQQyRRRR#STTTgUUWW%XOXX`ZZ[H[[[\7\g\aahhh>i?ijjkkkkkklnnoor/rtuu?wDwxwwy&yyyyyzz{|kqʀ߀8fm oyz #,>?džȆ STDVŒUlwݚޚbx˞mn./ J !#-.1268BCFGKM[\_`dKOPa;?sΰ`s±_u˳ "$-.øظ2GHh!&57̻ͻһ#LNZtyü*-6FN޽߽ھ{|   #3']5p(suBI;818i.aEeh;17zq((Ewx%*@^/@ $!m!a""""""[####$$$$!$"$*$+$>$?$C$D$$$$$$$$$$$$$$$$$)%*%.%/%3%4%8%9%y%z%%%%%%%N&R&W&[&`&d&i&m&r&~&&&&&&&&&&&&&&& ''',,22o44y6}6~;;;;P=e=%>9>>>-@A@B5BEEF#FF$GFGoGGGGHH&HHHI8IJ=JEJrJsJxJJKK K KK0K5KhKKKKLLLHLbLLLLLLLMMMNOOpPPP%Q8Q;QjQsWW-]]]]^mmmmmmm!n#nUnVnnnnnooA !">A'gNyk.D|2nK`G| -RRp ž !P6z(60wej$Rn.C4Y1&&j8 \/Ng)545讐>9"Բ9ik~;?LA?\D:=hu|G88^8`o(.^`. L ^ `L.  ^ `.xx^x`.HLH^H`L.^`.^`.L^`L. hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH. hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH. hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.h hh^h`o(hH.h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(0^`0o(. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo( hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.^`o(. ^`hH. L^`LhH.   ^ `hH. \ \ ^\ `hH. ,L,^,`LhH. ^`hH. ^`hH. L^`LhH. hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH. \ ^ `\o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h hh^h`hH.h 88^8`hH.h L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH. hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.h   ^ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h | | ^| `OJQJo(h LL^L`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.hh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h hh^h`hH.h 88^8`hH.h L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.hh^h`5o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`OJPJQJ^Jo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(0^`0OJPJQJ^J. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo('gNE/dd=jb" I\D&&$'V~;? \/Rp j_nM9G]|8/kg)545hu|]C4loc,s(6XXJPwe ! _9QIb>9| FAqhSsoxk.Y12nKID=F%3w''8                                   PPF                                                             r        %        lV                                             z                 E        z6                          ;Rr                                                     FD                                            B|                          b:"T&~3'oo@ FYtg)Xp9mBtad&@C~)BrG5B"  7 }Z>|=&?A?L0(FGnmdfz,O;KXcY] |A +!L!\k! "M"W"[#G8#.k#v#%k'>(d(N")i*+s+%, B,&.Z/ b/f0*1]1>2293545Z9:5:-;2;;)<=$?p@gA2BvB6;ErFH?JKI M6NZYaYZsZ[[m[8]A^i cMcdO-def#ghiDj'k0mdmMn,oqhqfkr`s`sssLtmuH;x!Qx/{ |4|q|Z}B_}~3~6~d~)Z2[l&[`HdY aOE>@!+nk'."H"^c1nZn=)X*c$ %i\1)C3'[p|~pbsAW{d|U\gYbFUc"-v$27t\ST4~ULOn`hx=*b \09RH:,1YV3QP-} ' X9kqZ2 :@Kzh}Glq:]bdK3 E BnICq-s}PHqx1IYItZ&c WNx #(-27;<DINSX\]ejoty}~ $4:@ABFJNRVZ[cgkptx|},-./016AJUVW[_cdlqv{|$-456:>?GLQRZ_demrwx (1=CDEIMQUY]aefnsx| TUZcs "',16:;AAAAAAAAAAAAABB.B4B5B`BfBgBBBBBCCC*C>ݰ۰ܰڰհڰ԰ǰCCCCC3=϶ڶǶDDDDDDDDDDDDDDDDDDDDD$&.0:G?G@GAGBGCGDG^G_G`GaGbGcGdGeGfGgGvGxGGGGGGGGGGGGGGGGGGGGGGGGGGGGGHHHHHHHH H H,H-H7H8HCHDHOHPHZH[HdHeHmHnHwHxHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHI I)I*I4I5I?I@IJIKI_I`IjIkIlImInIoIpIqIIIIIIIIIIIIIIIIIIIIIJJJJJJ"J#J,J-JIJJJNJOJPJQJRJSJTJUJkJlJuJvJJJJJJJJJJJJJJJJJ K KKKKKKKKKKK$K%K-K.K6K7K?K@K5[l[m[n[o[p[q[r[s[t[u[z[[[[[[[[[[[[[[[[[[[[[[[[[[[[[\\ \\\\\!\&\+\0\4\5\@]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]^^ ^ ^^^^^#^'^+^,^4^8^<^A^E^I^M^N^S^W^[^`^d^h^l^m^`Q`R`S`T`U`V`[`f`o`z`{`|`````````````````````````bPbQbVb_bfbgbhblbpbqbyb~bbbbbbbbbbbbbbbcd d ddd&d0d:dCdOdUdVdWd[d_dcdgdkdodtdydzdddddddddddddddddddddddddddddee eeeee e$e)e.e/ef#g$g)g2gBgRgbgrgsgtgxg|ggggggggggggggggggggggggggggghh h h|4}5}6}Q}R}n}s}t}}}}}}}}}}~~ ~L~R~S~~ā؁ 01234^_eo܅$(,0456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUfgnovw~)*?MTUVX_`acdeABNSbgx}‹ËċŋƋNjȋ!(*13:;MNOPQRSTUV^_`abcdefg{|}~ȌɌʌˌ̌͌ΌόЌь 0123456789\]^_`abcdečōƍǍȍɍʍˍ͍̍ IJLMNOPQRSnors{| #+567?CKOW[cgost|ĪɪͪҪתܪ "',16:?DIMQRͬRSTUVWXYZ[`ft}ǭ˭ӭ׭߭  (,048=BFJOSW[\dhlpty~ĮȮ̮ЮѮ !"#$%&',7@KLMVZbfnrs{ǰ˰аհڰ߰ 56789:?HOPQZ^fjksx}²ʲͲҲײܲݲ %-6AKU^jpqrx|´ô˴дմڴߴ  %*/37<AEIMQVZ^bckpuzƵ˵ϵӵصݵ ':XøĸŸƸǸѸԸ׸ܸ #'+/37;?CHMRS]`chlptx|Ĺȹ͹ѹֹܹ #()369=AEIMQV[`ejopz|~ĺȺͺҺֺں޺ #)-16<BCMOQUY]aeinsw}Ļɻλϻٻܻ߻  #&*.26:>CHLQV[\filptx|¼ƼʼϼԼټ޼ #(-.BFJOSW[_chmqv{½ǽ̽ͽٽ۽ݽ  #$%*./KOTUrv{|1Tqr!5I]^s mnt~!";AINOPQRu|$1<IJ]^_`aistuvwxyz{|bcxABCghty-.67ABMNXYhiqr|}  !"67@AKLWXcdmnopqrstuv  !"-.BCLMXYdepq' ( 1 2 = > J K W X t u v w x y z { | }                     - . 8 9 C D O P [ \ b c k l v w                   3 4 @ E T Y j o                       $ % 4 5 = > F G S T ` a t u ~                                          ! " # $ % & / 0 1 2 3 4 5 6 7 8 C D E F G H I J K L X Y Z [ \ ] ^ _ ` a                       ()NOPQRSTUVW0123456789TUVW`aklwx~1"{"|"}"~""""""""""""""""""""""""""""""""### ####!#%#&#+#0#5#:#?#C#D#E###########################$ $$$$$ $!$)$-$1$6$:$>$B$C$K$O$S$X$\$`$d$e$j$n$r$w${$$$$$$$$$$$$$$$$$$$%% %%%%%$%)%.%3%4%<%A%F%K%L%T%Y%^%c%d%f%%%%%%%%%%%%%%%%%%&& &&&& &%&&&(&r&s&t&|&&&&&&&&&&&&&&&&&&&&&&&&'' '''''"'&'+'/'3'7';'<'D'I'N'R'W'['_'c'g'h'm'r'w'{'''''''''(( ((!(-(8(9(:(>(B(F(J(N(O(W(\(a(f(k(o(p(x(}((((((((((((((((((((sNNNNNNNNNOOO5O:O;OWO\O]OOOOOOOOOOQRRR+R?RSRTRURZR_RdReRfRgRhRiRjRkRlRmRnRoRpRqRrRsRtRuRvRwRxRyRRRRRRR!S"S(S2SFSPSdSnSSSSSSSSSSSSSSSSSSSTT$T&T.T0T8T9TWTZTdTfTpTrTwTxTTTTTTTTTTTTTTTTTTTTTTTTT"UeUfU{UUUUUUUUUUUUXLXMXNXrXsXXXXXXXXXXXXXXXXYY YYY,Y.Y6Y8Y@YBYJYLYTYUYeYgYiYkYmYoYqYsYuYvYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY Z Z Z ZZZZZZZZZZZ Z!Z"Z#Z$Z%Z.Z/Z0Z1Z2Z3Z4Z5Z6Z7ZBZCZDZEZFZGZHZIZJZKZWZXZYZZZ[Z\Z]Z^Z_Z`ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ[[[[ [ [ [ [ [[?[@[A[B[C[D[E[F[G[H[d[e[f[g[h[i[j[k[l[m[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[\hhhhhhhhhhhhhhhhiii iiii"i&i.i2i:i>i?iGiLiQiVi[i_idiiiniriviwiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiijj jjjjjUjVjWjXjYjZj[j\j]j^jcjijwjjjjjjjjjjjjjjjjjjjjjjjjjk k kkkkk!k"k*k.k2k6k:k?kDkFkJkNkRkVkZk[kckfkjkmkqktkyk|kkkkkkkkkkkkkkkkkkkkkkkkkkkkl lll l!l*l.l6l:lBlFlGlOlTlYl_ldlilnlolwl|lllllllllllllllllllllll"#?DIJfkpqԀـހ߀ 7dewÁāŁƁǁȁɁʁˁ́́΁ρЁLMS]q{łʂтׂނ߂ !"#$%&'()*+,-./01BGNSZ`ghȃփ݃ރ߃234XYejy~ք؄   #$%&'()*+,?AJKLMNOPQcdefghijkltuvwxyz{|}…ÅąŅƅх҅ӅԅՅօׅ؅مڅ'()*+,-.BCDEFGHIJKnopqrstuvwކ߆    )*3456789:rstuvwxyz{4nopqrstuvw|Ś͚њٚݚޚ  !&+05:?CGHNSX]bglqvz~ "+;AGHIQU]aimuyÜǜ˜̜Ҝ֜ڜޜ !&*.26:>?DHLPTY^bfjoswxzŝΝٝڝ۝  %&,16;@EJKQV[`ejopx}Ԟ՞֞ޞ!"#(,15:>CGLPUY^chmntx}Ÿǟ̟џ֟ڟޟ  !&*.38<@DHLPUZ[`dinsw{ &289:DHRV`dnr|ơʡΡӡءܡ !&*.6:>BGLMSX]bgkoty}¢ǢˢϢӢעۢߢ   !-9DEFJNRVZ[cghijkltxyz{|}ݥޥߥ "#).278>CGLMW\`ef   "#$)-.IMRSotyz͸Ҹ׸ظ <AFGgĹع IѺۺ !5679?@ABVX\^bdhi{|ûĻ˻̻!"7ELMNPTUVXYZ¼ "4;MNdefghijklm½˽߽̽   !"#$%&'/012345678LMNOPQRSTU^_`abcdefgpqrstuvwxyپھ*+,-./0123XYZ[\]^_`a¿ÿĿſƿǿȿɿ߿)*01234567RSbcop{|#_`abcdefghmrz "&')uvwxyz{|}~ #'+048<=BFJOSW[\` #(-235z{&'(09DNXamstuy}  $)-26:>BCHhinv $).38<=#$@EFbgh9:L`t 9 %&'()*+,?@ABCEMN_`abjkst9op%&'KLX]lq    "$,.68ABVX`bjltv DEMNVW_`hi}~6789:;<=>?789:;<=>?@EJRZbhijrv~ "',15:>CGKLQV[`einrw{M     " * . 6 : ; C G K O S X ] a e i m q u v ~                                !! !!!!!!#!$!,!v!w!x!y!z!{!!!!!!!!!!!!!!!!!!!!!!!!!"" """""$")"."3"8"9"A"E"J"O"T"Y"^"_"a"""""""""""""""""## #### #!#)#.#3#8#=#>#F#K#P#U#Z#[#\###############$$ $$$$$"$&$+$/$4$9$>$C$D$L$Q$V$[$`$d$h$m$r$v$z$$$$$$$$$$$$$$$$$$$$$$$$$$$$$%% %%%%%!%%%)%.%3%8%=%>%C%H%M%R%W%[%_%d%i%m%q%u%y%~%%%%%%%%%%%%& &&&&&&!&&&*&/&3&8&<&=&E&I&N&R&W&[&`&d&i&m&q&r&z&~&&&&&&&&&&&&&&&&&&&&&&&&&&&&&'' ' '''$FFFFFFFFFFFFFFFFFFGG#G$GPGTGnGoGGGGGGGHH&HoHpHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH8IIIIIIIIIII J JJJJJ$J%J&J'J(J)J*J+J,J-J.J/J0J1J2J3J4J5J6J7J8J9J:J;JJ?J@JAJBJCJDJEJVJXJ_JaJhJjJqJrJJJJJJKKK KKKKKKKGKKKKKKKKKKKKL LLL3L4L8L9L=L>LBLCLGLHLbLdLlLnLvLxLLLLLLLLLLLLLLLLLLLLLLLLLLLLLMMM M MMMMMM&M'M.M/M6M7MKMLMTMUM]M^MfMgMoMpMyMzM~MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMNN#N$N+N,N3N4N;N}C}H}M}S}X}Y}a}f}k}q}v}|}}}}}}}}}}}  ')*+15;?@HLQUXYaejmrs{ź΁Ӂہ  %).27;@DIMRV[_dhiquz}Ƃɂ͂ЂՂ؂܂߂ $)-37<@EIJOUZ`ejnty~016?O_oĄɄ΄ӄׄ؄ MɤʤˤѤդ֤ %&AFKLx}EFXlǨɨ˨ͨΨ67=G[ey̩Ω֩שة٩ک۩ܩݩީߩ   !lĪҪ٪ڪ۪ !"<=>?@AB!05FK]dvwĬƬͬϬ֬׬ $%789:;<=>?@HIJKLMNOPQefklqrwx~íĭȭɭͭέҭӭ׭ح     #$%&'()*+,OPQRSTUVWX}~îĮɮʮϮЮ  349:?@EFKL¯ïʯ˯үӯگۯA@(3@p@UnknownGz Times New Roman5Symbol3& z ArialI& ??Arial Unicode MSSWP TypographicSymbols5& zaTahoma?5 z Courier New;Wingdings"1h:&:&틓fcI_fcI_"x4d2QHX ?-2IMPERIAL VALLEY COLLEGEkathie.westerfieldtechnology center'                           ! " # $ % & Oh+'0 0< \ h t IMPERIAL VALLEY COLLEGEkathie.westerfield Normal.dottechnology center2Microsoft Office Word@@fUK+@ZX.@ZX.fcI՜.+,D՜.+,D hp|   _ IMPERIAL VALLEY COLLEGE TitlelH@X`_AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName_PreviousAdHocReviewCycleID_ReviewingToolsShownOnceYq2 more kendra.jeffcoat@imperial.eduKendra Jeffcoat1  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~                           ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~                            ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~                            ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~                            ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~                    5 Root Entry FM9X.7 Data H#1Table lWordDocument7 SummaryInformation( DocumentSummaryInformation8 CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q