ࡱ> ` <bjbj 7<4(((((((<D<$9h >(>((S###((###vh(( )|*i0E BE  nE ( \0"#>> <<<d<<<<<<(((((( LIBRARY TECHNICIAN PROGRAM PROGRAM REVIEW AND PLANNING 2005-2008 1. PROGRAM DESCRIPTION Div.DisciplineSubj.New CourseOld CourseDescriptionCat#LIBRLBRYLBRYLBRY 151LIBRY 51Intro to Library Services670LIBRLBRYLBRYLBRY 152LIBRY 52Library Technical Services671LIBRLBRYLBRYLBRY 153LIBRY 53Library Public Services672LIBRLBRYLBRYLBRY 154LIBRY 54Intro To Media Services673LIBRLBRYLBRYLBRY 155LIBRY 55Intro Cataloging & Classificat1320LIBRLBRYLBRYLBRY 156LIBRY 56Infor & Reference Services1170 2. STRENGTHS AND CHALLENGES: 51 students have received their certificates since fall 1997 Those students who were already working in libraries have found the program to have greatly enhanced their job skills Surveys of employers and alumni have been very positive about the impact of the program on the improvement of libraries At least five of the students who were not employed in libraries at the time they took the classes, are now employed in public, school, and prison libraries. One school district requested help in aligning their library technician test to the curriculum being taught at IVC One school district and at least one public library gives a raise to their library technicians who complete our certificate program Several employers give preference to applicants who have a library technician certificate The curriculum and the certificate has been revised and a major has been instituted in response to community needs and student requests With the passage of No Child Left Behind, enrollment from staff in school libraries has continued to be strong, with two students driving from the Coachella area to attend classes After the initial surge, enrollment has been steady With the retirement of two of the adjunct faculty, efforts have been made to recruit new adjunct teachers to the program FACULTY All adjunct faculty have the Master of Library Science degree and are active in professional associations that provide continuing education in the field.  3. Student Demographics  Age: The student age distribution as shown in Table 1 below indicates that the age distribution for 25 and up is much higherthan for the IVC enrollment as a whole. Since most of the students have already been employed in libraries and a numberof them for many years, this is not surprising. We have been attracting some younger students, but they are still in smallnumbers compared to the rest of the students. Library Division Library Technology Discipline Demographic Information Age (in %) ( Table 1 ) Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 020.025.64.029.316.012.452.028.028.04.6Fall 0310.527.815.830.621.111.831.625.721.14.1Fall 040.039.89.133.64.58.768.215.718.22.3Avg.3.531.19.631.213.911.050.623.122.43.7Ethnicity: While the Hispanic ethnic distribution is comparable to IVC as a whole, the program tends to attract a largernumber of White students, possibly because many of the students are already employed in libraries in theValley. The recent No Child Left Behind law is bringing new Hispanic students to the program. Library Division Library Technology Discipline Demographic Information Ethnicity (in percentage) ( Table 2 )TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 020.02.00.01.484.086.50.00.416.09.60.00.2Fall 035.32.00.01.578.986.70.00.415.89.30.00.3Fall 040.01.90.01.390.987.60.00.49.18.50.00.2Avg.1.82.00.01.484.686.90.00.413.69.10.00.2  Gender: Library work traditionally tends to attract more women than it does men. While there have been some men in theprogram, the female enrollment is much higher than IVC's enrollment as a whole.  Library Division Library Technology Discipline Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 0225843224.037.376.062.7Fall 0319839921.137.478.962.6Fall 042281329.138.390.961.7Average22832118.137.781.962.3Primary Language: Table 4 below shows that the program as a whole tends to enroll more students whose primarylanguage is other than English and that is growing in recent years. This could be because libraries in theValley are being affected by the No Child Left Behind act, which requires school aides to get an A.S. or A.A. degree and many of the school aides who are working on their Library Technician major are of Hispanic descent.  Library Division Library Technology Discipline Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 027260.028.040.0Fall 0357.961.242.138.8Fall 0459.163.140.936.9Average6361.437.038.6 Residence: Students tend to enroll in the Library Technician program when given either a financial incentive by their employeror because their employer recommends it. Most libraries in the Valley have encouraged their employees to enroll in the program, so the residence of the students enrolled varies from year to year.  Library Division Library Technology Discipline Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 0216.013.736.029.80.02.220.033.84.05.216.07.60.00.08.07.7Fall 035.313.342.130.10.02.126.332.95.35.421.17.90.00.10.08.2Fall 044.513.027.330.89.12.213.632.09.15.227.38.40.00.29.18.2Avg.8.613.335.130.23.02.220.032.96.15.321.58.00.00.15.78.0 4. GRADE DISTRIBUTION/RETENTION Because most of the students enrolled in the Library technician program are already working in libraries and the classes are directly related to their jobs, more A and B grades than the campus average tend to be given. There was a higher than usual withdrawal rate in the program in the Fall of 2004, due to a variety of reasons, mostly personal problems of the students. That has not been the case in the past, when retention has been as high as 89%. Library Technician Division/Library Technician Department Grade Distribution and Retention Information (Table 6)Total 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%WLIBRY 151181315.430.815.40.07.70.00.00.030.872.269.261.5LIBRY 156161346.230.87.70.00.00.00.00.015.481.384.684.6Department Average342630.830.811.50.03.80.00.00.023.176.776.973.1Division Average30.830.811.50.03.80.00.00.023.176.776.973.1IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 5. STUDENT LEARNING OUTCOMES The following skills have been identified as desirable during a Student Learning Outcomes summit held on campus: Communication Global Awareness Critical Thinking Information Literacy Skills Personal Responsibility Each of these skills is touched upon in the Library Technician program. Communication, critical thinking, and information literacy skills receive the most emphasis through class assignments and projects. We still need to find a way to measure these outcomes, something the campus as a whole will be working on during the next few years. 6. STUDENT SUPPORT SERVICES: The IVC Library is the major support needed for this program Students visit other libraries throughout the Valley as a part of the program Librarians from other libraries are guest speakers in classes The IVC library, as the laboratory library for the program, must have up to date facilities, services, and print and non-print resources The library science print collection has been brought up to date, with new books and journals added to support the program The biggest challenge is keeping up to date with the newest technology for the media services class. We dont always have the newest technology to demonstrate to the class. The introduction of the library technician major means that students have to talk to a counselor about the general education classes they need to obtain their degree. 7. ACADEMIC STANDARDS: Members of the Library Technician Advisory Committee, which meets monthly during the school year, are practicing librarians and library technicians from throughout the Valley and are involved in the curriculum as faculty and as guest speakers. Since they employ many of the students who have finished the program, or have been students in the program themselves, they are crucial in keeping the curriculum up to date and the academic standards high and frequently make suggestions for areas that should be covered in the program. Surveys of the students as they exit the program have been done and surveys of the employers are done to assure that the curriculum is meeting the needs of the students and the employers. The coordinator talks to other community colleges who offer a library technician program and shares information with them. The program is listed on a national listing of library technician programs and contacts with other programs are received on a regular basis. There are no prerequisites or corequisites for the Library Technician Certificate or Major, only recommended preparations. The faculty meets regularly to discuss skills that are required for a student to be successful in the program. Any changes made are taken to the Curriculum and Instruction Committee. Those students who show a weakness in writing are encouraged to go to the Reading/Writing Lab for assistance. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008: Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: Address continuing requests and need for new classes or workshops in the Library Technician program Program objective 1: Develop a Childrens Literature for Library Technicians class in 2005-2006 Program objective 2: Update the Library Technician certificate and major to include the new Childrens Literature for Library Technicians class Program objective 3: Consider developing continuing education workshops (possibly non-credit) for current library staff to upgrade their skills and knowledge (possible topics: book maintenance and repair, security in libraries, the Patriot Act and libraries, disaster planning for libraries) Institutional Goal D: Develop a long-term facility plan. Program objective 1: Expand Room 1502 to provide both a computer lab and classroom space for the Library Technician program and other library uses Program objective 2: Support the plan to construct a new library building to provide a better learning environment for all IVC students 9. Goals for Meeting Student DemandWhile the FTEs in the program dipped in 2003, it is back up in 2004. This program is taught entirely by adjunct faculty, but there is sufficient adjunct faculty available presently to meet the demand for the program which continues to remain level. The No Child Left Behind law has driven new students into the program from as far away as the Coachella area.  Library Division Library Technology Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCStudents Served - Fall 20022.82433.07.013.80Students Served - Fall 20032.22502.35.514.60Students Served - Fall 20042.62557.56.513.70Students expected to served: Fall 20052.50Students expected to served: Fall 20062.50Students expected to served: Fall 20072.50 10. CAPITAL OUTLAY/FACILITIES Support expansion of Library Room 1502 and funding for new Library building (as detailed in the Library Program Review). 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE None requested. 12. FTEF FULL TIME/PART TIME RATIO Library Division Library Technology Program FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 0.00.0%Part Time0.4*Chancellor's Office goal is 75% full time to 25% part time. 13. PROJECTED BUDGET The Program presently does not have its own budget. The adjunct faculty come out of the Librarys adjunct faculty line item. 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aVpP#$$IfV!v h55#5555555 #v#v##v :V lA6,, 55#5 9 / aVpZ kdWV$$Ifl '+M/ 36:M> B&&#&''''''A6$$$$44 laVpZ$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6, , 55 5 5 9/ aVp֪kdY$$Iflz #'+M/ 36:M> B&&&&&&&&&&&''''''A6DDDD44 laVp֪$$IfV!vh5#35555#v#3#v:V l4A6+,,5259/ /  / / aVp2$$IfV!vh5#35555#v#3#v:V l4A6+,,5259/ /  / / aVp2$$IfV!vh5#35555#v#3#v:V l4A6+,,5259/ /  / / aVp2$$IfV!vh5#35555#v#3#v:V l4A6+,,5259/ /  / / aVp2$$IfV!vh5#35555#v#3#v:V l4A6+,,5259/ /  / / aVp2$$IfV!v h555555555 5 5 #v#v#v#v#v :V l4A6+,, 55555 9 / /  /  /  / / /  / aVpnlkdc$$Ifl4  #+ 36:M> B& & & & & & & ''''A6,,,,44 laVpn$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V l4 ւA6+,,55 5 5 9/  /  /   /  / / /  aVp֪.kdh$$Ifl4z #'+M/ 36:M> B ' ' ' ' ' ' ' ' ' ' ' ' '''' ւA6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V l ւA6,55 5 5 9/ /  /  / /  / / /  / / /  / /  / /  / / / / / / /  /  aVp֪+kdo$$Iflz #'+M/ 36:M> B''''''''''''''''' ւA6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/ /  /  / /  / / /  / / /  / /  / /  / / / / / / /  /  aVp֪kdv$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/ / /  / / /  / / /  / / /  / / / / / / / / / /  aVp֪kdD}$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪I$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6, , 55 5 5 9/  /  / / / /  / / /  / / / / / /  / /  / / / /  / / / / / / / / aVp֪kd$$Iflz #'+M/ 36:M> B&&&&&&&&&&&&&''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6, , 55 5 5 9/ aVp֪kd$$Iflz #'+M/ 36:M> B&&&&&&&&&&&&&''''A6DDDD44 laVp֪$$IfV!vh5c/55555#vc/#v:V lA6,,5/59/ aVp<C$$IfV!v h555555555 5 #v#v#v#v :V lA6,, 5555 9 / aVpd9kd$$Ifl #'+M/ 36:M> B&&&&&&''''A6((((44 laVpd$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/ aVp֪kd7$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!v h555555555 5 5 #v#v#v#v :V l4A6+,, 5555 9 / / /  / aVpnlkd$$Ifl4 #'+M/ 36:M> B''''''''''A6,,,,44 laVpn$$IfV!v h555555555 5 5 #v#v#v#v :V l4A6+,, 5555 9 / / /  / aVpnlkdv$$Ifl4 #'+M/ 36:M> B''''''''''A6,,,,44 laVpn$$IfV!v h555555555 5 5 #v#v#v#v :V l4A6+,, 5555 9 / / /  / aVpnlkdm$$Ifl4 #'+M/ 36:M> B''''''''''A6,,,,44 laVpn$$IfV!vh555555555 5 5 5 5 5 #v#v#v#v#v:V l4A6+,,555559/ /  / / / / / / / / aVp֌kdd$$Ifl48 #'+M/ 36:M> B&&&&''''''''''A6888844 laVp֌$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V l4A6+,,55 5 5 9/  / /  / /  / /  / / / /  / / /  / / / / aVp֪kd$$Ifl4z #'+M/ 36:M> B&&&&&&''''''''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/  / / / / / / / / / / / / / / / / / / aVp֪kdʰ$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/  / / / / / / / / / / / / / / / / / / aVp֪kd$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/  / / / / / / / / / / / / / / / / / / aVp֪kdR$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,,55 5 5 9/ /  /  / / /  / / /  / /  / / / / aVp֪kd$$Iflz #'+M/ 36:M> B&&&&&&&''''''''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/ aVp֪kd$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/ aVp֪kd$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!vh5+555555#v+#v:V lA6,5_+59/ aVpF$$IfV!v h55#5555555 #v#v##v :V lA6, 55#5 9 / aVpZ kd%$$Ifl '+M/ 36:M> B''#'''''''A6$$$$44 laVpZ $$IfV!vh55'555555#v#v'#v:V lA6,55'59/ aVpP $$IfV!vh55'555555#v#v'#v:V lA6,55'59/ aVpP$$IfV!vh55 5555555 5 5 5 5 5 5#v#v #v#v#v:V lA6,,55 55599/ aVp֖)kdi$$IflN#'+M/ 36:M> B& ''''''''''''A6<<<<44 laVp֖$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,,55 5 5 9/ aVp֪kdG$$Iflz #'+M/ 36:M> B''''''''''''A6DDDD44 laVp֪$$IfV!v h555555555 5 5 5 5 #v#v#v#v :V l4A6+,, 5555 9 / / /  / aVpւkd$$Ifl4" #'+M/ 36:M> B''''''''''''A6444444 laVpւ$$IfV!v h555555555 5 5 5 5 #v#v#v#v :V l4A6+,, 5555 9 / / /  / aVpւkd$$Ifl4" #'+M/ 36:M> B''''''''''''A6444444 laVpւ$$IfV!v h555555555 5 5 5 5 #v#v#v#v :V l4A6+,, 5555 9 / / /  / aVpւkd$$Ifl4" #'+M/ 36:M> B''''''''''''A6444444 laVpւ#$$IfV!vh555555555 5 5 5 5 5 5#v#v#v#v#v:V l4A6+,,555559/ /  / / / / / / / aVp֖,kd$$Ifl4N #'+M/ 36:M> &&&''''''''''''A6<<<<44 laVp֖$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V l4A6+,,55 5 5 9/  / /  / /  / /  / / / / / / / aVp֪kdY$$Ifl4z #'+M/ 36:M> B&&&&''''''''''''A6DDDD44 laVp֪q$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/  / / / / / / / / / / / / / aVp֪kdh$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪q$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/  / / / / / / / / / / / / / aVp֪kdf$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪q$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/  / / / / / / / / / / / / / aVp֪kdd $$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪1$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,,55 5 5 9/ /  /  / / / / / / aVp֪kdb$$Iflz #'+M/ 36:M> B&&&&&&'''''''''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/ aVp֪kd $$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!vh5c/55555#vc/#v:V lA6,5/59/ aVp<+$$IfV!v h555555555 #v#v#v#v :V lA6, 5555 9 / aVpZ kdC$$Ifl +M/ 36:M> B'''''''''A6$$$$44 laVpZ$$IfV!v h55#5555555 #v#v##v :V lA6, 55#5 9 / aVpZ kd{$$Ifl '+M/ 36:M> B''#'''''''A6$$$$44 laVpZ$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/ aVp֪kd!$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!vh5#B#v#B:V l4A6+,5A/  / /  aVp $$IfV!vh5#B#v#B:V l4A6+,5A/  / /  aVp $$IfV!vh5#B#v#B:V l4A6+,5A/  / /  aVp $$IfV!vh5#B#v#B:V l4A6+,5A/  / /  aVp $$IfV!vh5#B#v#B:V l4A6+,5A/  / /  aVp $$IfV!v h555555555 #v#v#v#v :V l4A6+, 5555 9 / /  /  /   /  /  /  aVpZ kd)$$Ifl4  #+ 3: B& & & & & & & & & A6$$$$44 laVpZ$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V l4 "֪A6+,,55 5 5 9/  /  / / /  / aVp֪^kdY-$$Ifl4z #'+M/ 36:M> B ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '  "֪A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V l "֪A6,55 5 5 9/ /  /  / /  / / /  / / /  / /  / /  / / / / /  / / /  / / / / aVp֪[kd4$$Iflz #'+M/ 36:M> B''''''''''''''''' "֪A6DDDD44 laVp֪'$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/ /  /  / /  / / /  / / /  / /  / /  / / / / /  / / /  / / / / aVp֪kd<$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪'$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/ / /  / / /  / / /  / / /  / / / / / / / / /  / / / / /  / aVp֪kdC$$Iflz #'+M/ 36:M> B'''''''''''''''''A6DDDD44 laVp֪$$IfV!vh555555555 5 5 5 5 5 555#v#v #v #v :V lA6,55 5 5 9/  /  / / / /  / / /  / / / / / /  / /  / / / /  / / / / / / /  / / / / /  / aVp֪kd\J$$Iflz #'+M/ 36:M> B&&&&&&&&&&&&&&&&&A6DDDD44 laVp֪k$$IfX!vh5V)#vV):V l%6,5%/ aXp $$IfX!vh5F55j5555>#vF#v#vj#v#v#v#v>:V l4%6)v++++++,5F55j5555>9/ / /  / / / aXpF$$IfX!vh5F55j5^5^5^555 5 i5 5 ^5 5 5>#vF#v#vj#v^#v#v#v #v i#v #v ^#v #v #v>:V l4%6++++ + +,5F55j5555 o5 5 G5 5 5 5>9 / /  / / / /  /  aXp֖,kdS$$Ifl4N2| 8  "&B)Fj&&&&&&o&&G&>%6<<<<44 laXp֖?$$IfX!vh5F55j5^5^5^555 5 i5 5 ^5 5 5>#vF#v#vj#v^#v#v#v #v i#v #v ^#v #v #v>:V l%6,5F55j5555 o5 5 G5 5 5 5>9/ / / /  aXp֖)kd9Y$$IflN2| 8  "&B)'F''j''''''o''G''''>%6<<<<44 laXp֖?$$IfX!vh5F55j5^5^5^555 5 i5 5 ^5 5 5>#vF#v#vj#v^#v#v#v #v i#v #v ^#v #v #v>:V l%6,5F55j5555 o5 5 G5 5 5 5>9/ / / /  aXp֖)kd^$$IflN2| 8  "&B)'F''j''''''o''G''''>%6<<<<44 laXp֖E$$IfX!vh5F55j5^5^5^555 5 i5 5 ^5 5 5>#vF#v#vj#v^#v#v#v #v i#v #v ^#v #v #v>:V l%6,,5F55j5555 o5 5 G5 5 5 5>9/ / / /  aXp֖)kdd$$IflN2| 8  "&B)F''j''''''o''G''''>%6<<<<44 laXp֖?$$IfX!vh5F55j5^5^5^555 5 i5 5 ^5 5 5>#vF#v#vj#v^#v#v#v #v i#v #v ^#v #v #v>:V l%6,5F55j5555 o5 5 G5 5 5 5>9/ / / /  aXp֖)kdi$$IflN2| 8  "&B)Fj&&&&&&o&&G&&&&>%6<<<<44 laXp֖?$$IfX!vh5F55j5^5^5^555 5 i5 5 ^5 5 5>#vF#v#vj#v^#v#v#v #v i#v #v ^#v #v #v>:V l%6,5F55j5555 o5 5 G5 5 5 5>9/ / / /  aXp֖)kdn$$IflN2| 8  "&B)&F&&j&&&&&&o&&G&&&&>%6<<<<44 laXp֖?$$IfX!vh5F55j5^5^5^555 5 i5 5 ^5 5 5>#vF#v#vj#v^#v#v#v #v i#v #v ^#v #v #v>:V l%6,5F55j5555 o5 5 G5 5 5 5>9/ / / /  aXp֖)kd[t$$IflN2| 8  "&B)'F''j''''''o''G''''>%6<<<<44 laXp֖$$If]!vh5 5555555#v #v#v#v:V l(6,5 559/ 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