ࡱ> LNGHIJKa jbjbdd Peer2#4hp|@:::VXXXXXX,uR:;1F :::CABCCC:rVC:VCC>~jBb ґK> xb0QCQbCDGeneric Skills The inverse care law: The time spent teaching a skill is in inverse proportion to its importance Generic Skills are like mini key skills Generic skills are any skills used over and over again They are high on Blooms Taxonomy and include: Synthesis Writing an essay, assignment, lab report, business report, etc Giving a presentation Responding to a design brief design problem, creating an ordered plan of work. Responding to a case study Problem solving including question typing i.e. how should I do this question? Designing an experiment, device, computer programme, Devising a marketing plan, policy etc or suggesting how to improve one Tackling a specific style of exam question Question typing the exam skill of deciding which sort of question this is and so knowing what strategy to use to answer it, and what topic it falls under. Annotating work in an art and design portfolio Writing a reflective journal Visualising a plan and elevation drawing Evaluation Evaluating a poem or piece of creative writing Evaluating an argument or polemical writing Evaluating an experiment Evaluating a marketing plan or other case study Evaulating anything produced under synthesis above Etc Analysis Making use of analysis by section and spectacles to describe the key points Mindmaps, posters, visualisations, etc to summarise a topic Study Skills Learning to learn Independent learning Answering exam questions in exam conditions etc Affective and Social Skills Behaving in a mature manner Interviewing a new client Etc Which of these apply in your subject? Can you think of any others? Generic Skills for Mathematical and related subjects Some of these are not specific exam skills, but they all increase understanding Synthesis question typing that is deciding how should I do this question? .e.g should I solve with momentum, energy, Newtons laws, or linear dynamics? Etc explaining tasks: describing for example what trigonometrical functions are, how and why they work, and when the can and cannot be used. (what, why, how, when, and where questions) Link making questions: e.g. what is the same and what is different between sins and cosines? What is the same and what is different between fractions, ratios, and trigonometrical functions. Problem solving: Doing problems that require more than one mathematical idea, and where the means of solution is not immediately obvious. Evaluating solutions to such problems. Devising applications or choosing them from a given list of possibilities. That is describing what a given mathematical idea of procedure could be, and could not be used for. Teaching by asking: that is the teacher gives students an unfamiliar problem or procedure, with its solution, and asks: Is this solution valid? Why does it work or not work? Is there a better way? Etc Analysis Seeing, (or preferably creating) multiple representations of a mathematical idea or procedure. For example as well as the conventional representation using visual, diagrammatic, 3D model, or verbal representations Establishing the key points, writing a summary, mindmaps, posters, models etc Explain why a method works, or why a solution given is justified Evaluation spoof* assessment. That is assessing a piece of work that was created by the teacher specifically for this activity. Students are asked to mark the work, then the teacher discusses the students views. Self-assessment, Using model answers with a marks cheme (This has been found to double attainment in some studies see Formative Teaching Methods) Peer assessment: students mark each others work. Again this has been found to nearly double attainment see Formative Teaching Methods Proof their own or others work for errors Compare and contrast two solutions or approaches Again, Which of these apply in your subject? Can you think of any others? What are the Generic Skills in your subject, programme or course? What do students have repeated difficulty with? What does the assessment require of them? For example are there any questions or tasks which are invariably required of them e.g. comprehension; data analysis etc. What does the subject require of them? Strategies to teach the process for Generic Skills in my subject include: Process: (How its made or done. The process required for effective use of the skill.) What is the process required to carry out this skill? How could you make this process clear? How can you get students to improve their use of this process? How can you find faults and fix process skills? If you can, adopt a team approach with colleagues. Product: (What is made or done. The characteristics of the end result.) How can you make clear the characteristics of good work? How can you give feedback on students attempts? How can you find faults and fix? How can you give students more corrected practice in the skill? Strategies to teach the product in my subject(s) Time: How can you make teaching time for it? Leaping the level 2 level 3 Divide: Advanced Organiser Geoff Petty 2004   A skill is a process It is learned by corrected practise   Teaching Generic Skills We all do some of this, but research shows that if we did more, results would improve:         Report writing process: Help Sheet GNVQ Health and Social Care team Use this process for all reports in all units. When you can use this process well, write your report without this helpsheet, but still using the process.   Self Assessment: Health and Social Care: Report writing processAssignment:Name:Self-assessment: including what you found most difficultRead think and plan Did you read the assignment often? Did you Plan the report writing process? Did you leave yourself time to do a good job? Research and brainstorm Did you gather enough relevant information using relevant sources such as the Library; CD Rom; internet; visits; asking people; etc? Check relevance Did you re-read the assignment and check your information for relevance? Classify Did you find an appropriate and logical way to group your material and ideas? E.g. topics and sub-topics, strengths and weaknesses; arguments for, and against etc, Draw conclusions and get evidence Did you: Summarise your main conclusions? Get evidence for each of your conclusions? Plan the report Did you plan your report by making a mind-map or series of headings? Did you note key points under these headings? Proof-read the report Did you leave the report after writing it and then proof read, and make changes? Present the report Did you present your report on time? Problem solving in mathematics: What to do when you dont know what to do! Start from read the question. If you remain stuck try working clockwise round the diagram, at least until you are familiar with all the strategies.  Reflection on problem solving: Once you have solved a problem ask students, or get them to ask themselves: How did we crack this one? Which of the strategies in the above diagram worked and why? How (else) could we have cracked this one? If you didnt solve the problem, which strategy would have worked and why? If you did solve it, which other strategy would have helped? Where else have we seen this strategy work well? (If you have been using the strategies on the diagram before, then ask students of other successes or failures in problem solving using the same strategy. Under what conditions is this strategy useful? E.g. spectacles is always useful, but particularly if you have read the question carefully and drawn a diagram. The above three questions is called bridging from and is key to the development of thinking skills. Demonstrating problem solving strategies. It can greatly help students if you use the diagram on a problem to demonstrate the skill. Think out loud, stepping through the strategies, pretending that you are stuck. Ground rules for problem solving in Mathematics We will learn best if we all work towards a blame-free classroom: Its okay if you dont fully understand a concept first time: learning takes time. What counts is whether you understand the question or task, and its answer eventually, not whether you get it right first time I ask challenging questions so it is not humiliating to make a mistake. We all make mistakes when we learn. Indeed that is part of how we learn. If we dont make mistakes the work is too easy for us to learn at our maximum rate. Mistakes are useful because they tell us where we can improve. If you make a mistake, bet your life half the class has made it too. Its good for learning to say I dont understand and to ask for clarification. You should never ridicule another student for their mistakes, even in a joking way, because you wouldnt like it if you were ridiculed, and because it stops us learning. Students should give forward looking and positive medal and mission feedback. You will only learn from mistakes if you find out how to do it without mistakes next time, and really understand this. Lets help each other! The helper learns at least as much as the helped. In Evidence Based Teaching I suggest the above ground-rules for a blame free classroom. The best way to establish these is to get students to agree that they want to enjoy maths and to learn well, and that this will require ground-rules. Then ask the class for their suggestions for ground rules, and try to get them to agree something like the rules below through class dialogue. Write down their findings using their own words where possible. This is best done soon after meeting a new class. Then refer to the rules as your ground rules or as our ground rules. Students will feel more positive about keeping their own rules than they will yours. Key Skills Communication: Read and write from an extended source (1000 words +) Add to this process sheet the reason for each section, and the risk if you omitted it.  Essay Planning Proformas to help Process Skills Essay planning proformas improve students process skills. Those below are for writing but you could use planning proformas for many generic skills. The ones below could be bigger. Solihull Sixth Form College used what follows to greatly improve their A level results, read the full report on  HYPERLINK http://www.rqa.org.uk www.rqa.org.uk click on development projects then choose Solihull. Note the improvement, not just the standard in these results: 1995 pass rate: 81% with 46% A to C grade 1998 pass rate: 94% with 67% A to C grade Write the question here:For the key Instruction words: How far How successfully To what extent Assess Discuss Do you agreeYes/agree argumentsPriority orderNo/disagree argumentsPriority order     Now choose a two-part or simultaneous approach Are there enough links between the yes and no arguments to allow a simultaneous approach Now find examples/evidence to back up each of your arguments (History essay-planning proforma copied from a form by Solihull Sixth Form College. See: www.rqa.org.uk, choose Development Projects, then choose Solihull college to see the full report.)  Question Key instruction words? Therefore type of question? Any terms/names/dates need explaining? Introduction First sentence of first paragraph (Have you made your key point?)Development/explanation of point? Evidence to support your argument? 1. 2. 3. Check: Have you referred back to the question/linked the point explicitly to the question?Link to next paragraph/point? First sentence of second paragraph Have you made your key point?Development/explanation of the point? Evidence to support your argument? 1. 2. 3.Check: Have you referred back to the question/linked the point explicitly to the question?Link to next paragraph point? (History essay-planning proforma copied from a form by Solihull Sixth Form College. See: www.rqa.org.uk, choose Development Projects, then choose Solihull college to see the full report.) Essay Planning Proforma. Adapted from a proforma by Solihull Sixth Form College History Department. (It is best copied A3 size) Introduction: Criterion/Reason/ Factor/Issue/period i.e the Spectacles being used to see the wholeDevelopment, changes, issues, reasons etcEvidence: illustrations, examples, causes etc1.  2.  3.  4.  etc.  Conclusion: Essay Planning Proforma. Adapted from a proforma by Solihull Sixth Form College History Department. (It is best copied A3 size) Introduction: Criterion/Reason/ Factor/Issue/period i.e the Spectacles being used to see the wholeBefore and Or For and. Or With and. Or Causes...After .. ..Against ..Without ..and Effects etcEvidence: illustrations, examples, causes etc1. 2. 3. 4. etc. Conclusion: Planning Clock To plan your report, fill in days or dates for completion in the circles on the planning clock.  Teaching process with Writing Frames (National Literacy Trust) Writing frame for maths investigations Introduction: The purpose of this investigation is to find out _______  Teachers notes Objective  Stage 1: My first step is going to be _________  Experiment Making Drawing  Stage 2: My results are _________  Encourage to tabulate Stage 3: I have noticed that _________  Initial pattern Recognition (Algebra?)  Stage 4: By using my results, I predict that _________ Go to conclusion? Extended task: Having completed the first phrase of my investigation, I am now going to _________. (Going through stages 1-4 again as above)  Predict and test  Repeat again if appropriate My different phrase can be explained by__________ Conclusion: Overall my conclusion is __________  Link back to all sections (Formal proof)  A model for teaching with writing frames (National Literacy Trust) When introducing writing frames the following model should be used to help students become involved in the process, rather than letting them become too reliant on structure being provided for them.          Writing frame for an IT project (National Literacy Trust) Key wordsWriting frame Analysis Inputs Outputs Processes Performance Criteria TestingThe problem I have been asked to solve is The main tasks I will have to do are . The inputs that are required are. These will be processed as follows The final outcome should be .. I will know whether I have been successful if . I will test my outcome, if necessary, by . Design Sketches Annotation Reasons Software planning Justification Here are some sketches of what my system will look like I have chosen to do this design because . I could also have chosen to use because Here is a plan of how I intend to develop my system This is my test plan: Test Expected Actual Comment Outcome Outcome Implementation Evidence Annotated printouts Improvements Corrections Reasons Technique I have attached annotated printouts of my final system. I made the following modifications to my original design because.. I have used the following parts of the software ...Testing Test plan Results Evaluate workMy test plan is I had to make the following modifications to make my system . Because . The attached printouts show my testing. I feel my testing is successful Because ..Evaluation Criteria Effectiveness performanceMy system is/is not successful because .. If I had more time, I could have made the following possible Improvements:  Art -Writing frame for a critical study (National Literacy Trust) StructureUseful startersUseful VocabularyIntroduction: describe the work pretend you are telling someone who cannot see it.. was completed by. in . The work portrays .suggests, conveys, conjures up, recalls, recreates, when looked at closely, from a distanceArtists intention I think the artist is trying to.. The reason I think this is because .exaggerate, distort, conjure up, recreate, observe, reflect, express mood or ideas, explore material, line, tone, texture, colour, shape, see, feel, think, imagineSource of inspiration and influencesI think the artist worked from . because . The artist prepared for this work by .observation memory imagination supporting sketches photographs Your reactionThe work makes me feel . because .happy, sad, suggests, evokes, conveys, mood, feeling, atmosphere, recalls, reminds me ofUse of formThe work has been composed to balanced, symmetrical, foreground, background, arrangement, composition, design, strong lines, lead the eye, shapes, small, large, angular, curved. Use of colour tone and textureThe artists use of . suggests I think he/she has done this to suggest hot, cold, bright, dull, vivid, sombre, pastel, clashing, matching, range, variety, rough, smooth, brokenStyleThe artists style is I can tell this by ..Technique, abstract, realistic, surrealistic ConclusionI like/dislike this work because . Benefits of writing frames (National Literacy Trust) Writing frames can help students by: Curing the I dont know how to start syndrome that often results when students are confronted with a blank sheet of paper. Providing students with a sense of what they are writing. Writing frames offer a structure and overview for the piece of writing along with the appropriate pronouns (I, you, he, it ect.) and joining words and phrases (connectives) that form the links within the text. Reducing the and then style of writing by giving students a range of appropriate sentence beginnings and related connectives. Raising motivation and esteem by helping students write successfully. Helping students understand the appropriate structure and style of a range of different types of non-fiction writing. Discouraging copying by providing a structure that helps students to understand, select and structure information appropriately. Encouraging students to move to higher levels of structuring and expressing their ideas (e.g. bridging gap between GCSE and A-Level or A-Level and degree). If planned appropriately, writing frames are an excellent way of differentiating tasks to meet the needs of all students. Beware of the following dangers: Limiting creativity. Writing frames were developed to support non-fiction writing, not creative writing. Students do not have to stick to the frame. Students becoming too dependent on frames. Avoid this by planning units that include the students in construction their own writing frames and help them internalise the process so that no frame is needed. Setting the frames in stone (by printing off hundreds or laminating them for all time). Allow scope for adaptation and development. Death by a thousand writing frames. There is a danger of over-using writing frames-it is a question of building development and variety into your planning, and monitoring the students overall diet of writing frames. Independent Learning Skills Questionnaire Questionnaire and competence record Name:  When I am studying.... I have Books I can find suitable books in the library ........................ I can find the relevant sections using contents, ................ and index ....................... Non Book I can find relevant journals and other non-book sources ..... I have used a journal index .................................................... CD ROM & the internet I find relevant CD Roms ........................................................ I find relevant material using logical searches ...................... I search the internet for useful sites ...................................... I print out only vital material ................................................. I even read the material I print out! ....................................... Study Skills I read in an interrogative way (with questions in mind) .................................................................................. I skim read .............................................................................. I speed read ............................................................................ I make notes from my reading .............................................. I make notes from my computer searches ........................... I produce mind maps or other summaries ........................... Coping Strategies If I can't understand: I try harder ............................ or change resources ................ I recognise when I am stuck and change strategy ................ I have the courage to ask: a fellow student for help........ a lecturer for help ................... If I can't find suitable materials I ask a librarian ............... or a fellow student ........ or a lecturer ..................  Monitoring my learning I self-test my own recall of important facts........................ I self-test my understanding ............................................... I prepare well for a test ....................................................... I maintain concentration while studying ............................ I re-read tasks I am working on often .................................. I interpret the brief correctly ................................................. and keep to it .............. I think carefully about my learning strategies ................... I am learning how to improve my learning ........................ Self Management I find an attractive and practical place to study ............ I make good use of my time ................................................ I complete on time .............................................................. I choose tasks appropriate to the time bearing in mind tiredness etc) ................................................................ I apply new learning-to-learn action plans ........ I am responsive to the situation, e.g. if prevented from doing task X, then I do task Y instead ................................ I make use of parallel working (doing X & Y together) ......... I make effective use of non lecture time ...... Summary State two things....... ...you find difficult about learning ... you enjoy about learning ... you do well ... you could improve next time  Over-all learning to learn Score /10 Teaching writing skills by attending to the Product. Generic assessment criteria for self-assessment and teacher assessment Here, are some examples of assessment proformas. At level 3 it is very useful to negotiate the criteria used to assess essays. First ask the class what are the critieria for a successful essay? Then leave them to work on this in groups. Once they have reported back a very useful discussion can ensue. Which criteria really count? Which ones do examiners look out for? Etc. The examples focus on writing skills, but any generic skill could be developed in the same way, e.g. electronic circuit design, painting, lab report writing, learning to learn etc. Geoff Petty may have examples, if not he would enjoy helping you with the criteria for your subject. Each criterion needs to be discussed, explained, and justified to the class. (I do not pretend that the example criteria below are the only, or the best criteria for essay writing for example, you must decide your own!) Continuing with the example of essay writing skills, the assessment criteria are then used repeatedly, perhaps for every essay written on the course. Students hand in the work already self-assessed, then the teacher assesses against the same criteria. Ideally no grade is awarded, or if it is, it is given some weeks after this informative feedback. Black and Wiliams research review shows that if you grade, then students may pay attention only to this, and dont read or act on your feedback. Ruth Beard in Teaching in Higher Education claims that such generic criteria greatly improve essay writing skills over a course even without self-assessment. Black and Wiliam showed that self assessment and informative feedback were amongst the most important things a teacher did. Assessment profromas like those below really can make a difference, but make sure students understand the criteria. The following grids should often be bigger in practice, to allow more space for comments. Alternatively you will find assessment proformas in the materials on Black and Wiliam. Assessment of Writing Skills Please think about each skill carefully and assess how well you think you do. Then score each one as follows Red: Needs improving Amber: Average/okay Green: good. Self AssessmentSkillRedAmberGreenTeacher AssessmentPlan Using sentences Using paragraphs Using verbs Proof reading Using capital letters Using full stops and commas apostophiesspellingAppropriate styleAnswered the questionGood conclusion   Vocational Skills Care Self-assessment of key criteria for written work Below is a list of some of the most important skills needed when completing any written tasks. These skills will help you achieve your Care Modules and will also help you in the future whenever you need to find out information for yourself and present it well. Please think about each skill carefully and assess how well you think you do. Then score each one as follows Red: Needs improving Amber: Average/okay Green: good. SkillRedAmberGreenNeat writing Correct spelling Using paragraphs Using only relevant information Writing in your own words Using the library Using computers and the internet Keeping a record of sources of information eg. books, internet sites, etc.Finding pictures, articles, leaflets, etc to add interest to your workHanding work in on time  Which of these skills do you need to improve most? How are you going to do this? Assessment Proforma Name:Minimum Predicted Grade: Actual grade for previous assignment: Target grade for this assignment:CriteriaSelf-assessmentTeacher comments1. Read the question or consider the title very carefully. Re-read this often throughout the writing process.2. Order material logically (mind maps or rough plans are vital)3. Keep to the point, and make your points as clearly, concisely and as persuasively as possible.4. State your opinions with care providing a justification, and thinking for yourself.5. Represent the opinions of others fairly and accurately.6. Have a strong opening which sets out the scope of the essay7. Have a strong ending which summarises your key points8. Include a bibliography. Strengths and general comments Improvements for this piece of work: Targets for next piece of work:  Essay writing assessment proformaCriteriaSelf-assessmentTeacher assessmentDid you relate each of your arguments to the essay question? Did you give arguments both for and against both: The proposition in the essay question? Any major points or conclusions you made? Did you give enough evidence, examples, and illustrations for each of your arguments? Did you prioritise the arguments for and against, and evaluate them? Did you draw a justified conclusion related directly to the essay title? Improvements needed for this essay Targets for the next essay  Maths Assessment Exercise: Name: Assessment criteriagradeTeacher, peer, or self-assessmentMethods: aim to make these appropriate, and as simple or elegant as possible.  Methods justified The principles or formulae used are made clear  Working: aim to make working clear; complete; easy to follow; stating principles or formulae used where necessary.Care taken: aim to check your work for errors, and present work neatly.  Main strengths  Remember: Its okay if you dont fully understand a concept first time, learning takes time. If this work is graded, aim to beat your own record, not someone elses what counts is whether you understand the problem and solution, not whether you made any silly slips If you got something wrong thats fine. Its how we learn. You will learn from mistakes if you find out how to do it without mistakes next time, and really understand this. Corrective work on this exercise (Find someone with an A for .. and ask them to show and explain their work.)Target for your next piece of work Freely based on Using Assessment to Raise Achievement in Mathematics QCA Nov 2001 PAGE  PAGE 8 PAGE  PAGE 28 In your teaching team, identify the generic skills that are crucial for success in your subject or Qualification Aim (QA). E.g.: Subject-specific skills e.g. essay/assignment planning and writing Skills required by your QAs particular assessment requirements e.g. doing a precis; SWOT analysis of a strategy; drawing graphs, designing experiments See past papers, Examiners Reports, Examiners marking schemes etc Prior learning required for early success in your subject/QA. It takes time but you could carry out a Curriculum Skills Analysis (Topic 1 sec4 part 2 of the Inclusive Learning materials) Still in your teaching team, and for each main generic skill: Describe the PROCESS you expect students to use on a one-page handout if this will help them. e.g. write a handout on how to plan an essay Use: flow diagrams and/or mindmaps of the process planning proformas e.g. writing frames to assist students (see examples attached) student self-assessment on how they use this process write assignment tasks in terms of this process. E.g. set proof-reading etc as an assignment task Teach the process explicitly. Give yourself time to check work in progress and give feedback Induction activities Describe the PRODUCT you expect students to produce i.e. the qualities and characteristics of good work Use: Assessment criteria Self-assessment against the assessment criteria (followed by:) Teacher assessment against the assessment criteria Assessment proformas or competences Use the above to develop targets for improvement, Feed-forward tasks, action plans etc. examples of good practice examples of bad practice Activities to evaluate examples of moderate performance. e.g. students criticise an essay Develop a whole team approach to teaching generic skills e.g. Plan induction activities on generic skills Put generic skill teaching onto the scheme of work, giving it time Share handouts; assignments for students to mark; exemplars; etc Agree common approaches, assessment proformas, expectations, and terminology What follows are examples only. You will need to adapt these substantially to your context, and to meet the needs of your students. You will need to add detail too. Geoff Petty 2001 Read think and plan Read the assignment brief or title and make sure you understand it thoroughly. Re-read it often. What will it include? Where could you find information? When must you hand it in? Plan the report writing process. Research and brainstorm Gather information relevant to the topic Use: Library; CD Rom; internet; visits; ask people; etc Re-read the assignment brief! Check relevance Check your information for relevance. Reread the assignment brief. Classify Use an ordered set of headings or mindmaps to sort your information into groups. E.g: topics and sub-topics, strengths and weaknesses; arguments for, and arguments against etc, The categories you use will depend on the report title, so re-read it before you start classifying. Look at the material with different key spectacles or questions in mind. Draw conclusions and get evidence What do you want your report to say? For example, what are the strengths and weaknesses of what you have been investigating? Summarise your main conclusions Get evidence for each of your conclusions Plan the report Make a mind-map or series of headings based on your classification stage. Make notes of what you want to say. Make sure you do all the tasks or questions. Write the report, then leave it for day or so Proof-read the report making changes where necessary Present the report (one time!) Targets for next written assignment: Learning points and action plan: Teacher models the process through explanation/demonstration Joint activity teacher jointly completes writing frame with class Scaffolded activity students individually use frames to support their writing these frames can be differentiated to support/stretch the full range of students in a class Involving students in the process class given task of creating the frames that will structure the writing Independent activity students can now structure their writing without the help of the frame The student uses this proforma to brainstorm content for their essay in bullet point form. The student uses this proforma to brainstorm content for their essay in bullet point form. Proof read Marking the changes you want to make as your read. Does it need another draft? Draft: Write a draft and leave it a day or so. (Only the daft dont draft!) Improve your draft: Read your draft with a critical eye. Mark the changes you want to make on the draft, then make these changes. Leave it for a day if you can. Plan: Plan what you are going to write about this piece of writing? Mind map or rough this out. Summarise: Create a mindmap, or a headings and subheadings summary Highlight Key points. Read the text closely, and mark the key points by lines or double lines etc in the margin Read for the gist Read the source twice to get the basic idea. Separate facts from opinion Use a highlighter, or a coloured pencil to highlight or underline facts Use a different coloured highlighter or different coloured pencil to highlight or underline opinions. My reaction: What is your opinion of this piece of writing? Consider its strengths and weaknesses in content and style. Clarify your agreements and disagreements and write these down. What are your own opinions on this topic? Present your finished work Cant or dont do I do this sometimes I can do this well Cant or dont do I do this sometimes I can do this well Teaching Study Skills (can add 1.5 grades) Research Review: (Hattie Biggs and Purdie) Integrate skills with content Use snowball or another metacognitive approach Teach attribution Teach it directly Use self, peer, and spoof assessment Use learning loops Use role models Teach students structural aids and make use of these in class: Advanced organisers Mindmaps Summaries and key points Underlinging and highlighting Teach evaluation Teach model 1, 2, or 3 or some other model You could use spectacles or diacase Teaching Generic Skills: not just content What are the skills required for assessment success in your subject? Teach the process Helps sheets, thinking frames, writing frames, planning frames etc Step though the process nd then use killer questions Teach using the product: Goals, medals and missions asssement proformas Learning loops Teach synthesis Determine the process and teach it, e.g. report writing Thinking frames, writing frames, planning proformas etc Assessment proformas to teach from the product Teach the Icedip model or models 2 or 3. Teaching analysis Teach students to analyse with knives and spectacles Make use of Biggs SOLO taxonomy: (spectacles, relationships, principles) Use spectacles as a teaching method Use double decker lessons Part 1 FE case studies: Solihull & Brockenhurst They found that if you make time for teaching skills as well as content then attainment improves. Make use of pure skills lessons Teach double decker lessons where skills are used to teach content and vice versa Step students through a process then use Feuerstiens killer questions How did you do that? Where else could you use that process? e.g. But how? 70 130 100 Ability is learned: Feuerstein can add 30 points to IQ Ericssons review of research on excellence. skill time Part 2 Try solving a more general problem first. Work backwards. If you had the answer, what could you work out from it? Write down the principles and formulae that might apply in this problem Draw a diagram If the problem is abstract, consider a concrete example Incubate! Do another problem, then come back to this one later. This allows your unconscious to work on it What can be calculated from the data, especially data you have not yet used? What do you need to know to unlock the problem? Can you make a step towards this? Use different spectacles to look at the question, e.g. in mechanics: Equations of motion Newtons Laws Conservation of momentum Conservation of energy Vectors etc Dont Panic! Dont give up! Try another approach Read the question with care more than once. Extract the key facts and data. What exactly does it ask you to do? Have you seen a question like this before? Task: Plan the report Follow the framework or decide my own; Time; number of words; Classify and organise my ideas What are the topics and subtopics?, What are the spectacles? Arguments for and against; Similarities and differences etc Brainstorm: What?, who?; why;? Where?; when?; how?; what for? Decide specifics: title; scope; prediction; hypothesis; methodology; how when and where Background reading Books; journals; internet; CDRom What do I know already? Interests, experience, lecture notes, .. Write the report Decide conclusions and collect evidence for them Evaluate: What went well? What shall I change and why? Check with assignment brief Proof read; me and another Hand it in on time! Name: &rt  U b    S T .npq$()-gh5fmتعءشششءشءءhj5>*OJQJ hjCJ$ hj5CJhj5>*CJhjOJPJQJ hj>* hj6>* hj5 hj6hjOJQJ hjCJhj hj6CJ hj6CJ hjCJ hj5CJhj5>*CJ 3st LbSf  B [  & F & F $a$xx  T U b t   7 z / & F1 & F !  & F2 & FQ'Ng./0rGnop & F & F3 ! & F1pqLs(h45fg & F & Fghijklmnopqrs5=Z$a$$a$457;<=>?@Zdh1>ݳݪզզxx hj56 hj5"jhj5UmHnHsHtHjhj5>*U hj>*hjhj5>*CJjhj5>*OJQJUhjOJQJhj5>*OJQJjhjUjhjOJQJUhj5>*CJOJQJhj5OJQJ+$a$01!$$Ifa$l $a$$a$ p ()+   / T U W X Z \ ] z ɽɽɽɽ۶ɶɶɽɽ۶ɽ۶ɽۦۓq!hKhjB*CJOJQJph hKhj5B*OJQJph$hKhj5B*CJOJQJphjhj5B*CJUph hj5CJhj5B*CJph hjCJ hj5 hj5CJ hj5B*CJph/jhj5B*CJUmHnHphsHtH+!".45'nkd|$$Ifl40&`??04 la$Ifl Ykd$$Ifl&~&04 la56opp$@&Ifl nkd$$Ifl40& ??04 la$Ifl  Eqqqq$Ifl $@&Ifl lkd$$Ifl0&??04 laqqq$Ifl $@&Ifl lkd$$Ifl0&??04 laZrq^^^qq & F$Ifl $Ifl $@&Ifl lkd$$Ifl0&??04 la()*o\ & F$Ifl  & F$Ifl $Ifl lkd $$Ifl0&??04 la*+;qqqq$Ifl $@&Ifl lkd$$Ifl0&??04 la   $Ifl lkd($$Ifl0&??04 la  0 U V $Ifl lkd$$Ifl0&??04 laV W Y =!?!@!A!B!C!D!E!F!G!H!I!dhlkd0$$Ifl0&??04 la =!>!O!n!!!"="n"s"""""##5$$$s%u%v%%Y&c&&Ծ~h~\QEQhKhj>*OJQJhKhjOJQJhKhj5OJQJ+hKhj5CJOJQJmHnHsHtH(hKhjCJOJQJmHnHsHtH+hKhj>*CJOJQJmHnHsHtH(hKhjCJOJQJmHnHsHtH+hKhj5CJOJQJmHnHsHtHhjmHnHsHtHjhjUmHnHsHtHhKhjB*OJQJphI!J!K!L!M!N!O!n!!""#4$5$$$$u%v%%%%>&&' & F  dh & Fdh & F dh^`gdjdh&&&&B'E'((0+2+A+F+,, -v-w----../////X/c///q0r000000001112ѽزɬاؠܠܠ܂xhjCJOJQJ hj5CJ hjCJhjCJOJQJ hj5CJ hj5CJ hj6 hj0JjhjUhj5B*CJphjhjU hj56hj hj5 h`hjhKhjOJQJhKhj>*OJQJ+'',(}(')u))6*7*,,- -w---////0 0t$If]tl  ^`n^n$a$$a$dhdhgdj & Fdh 0>0X0q0r000000~mm$@&Ifl lkdu$$Ifl0!04 lat$If]tl  000000000lXXXXXXXt$If]tl kd$$Ifl\ >!  f04 la0000000lXXXXXt$If]tl kd$$Ifl\ >!  f04 la0000000lXXXXXt$If]tl kdu$$Ifl\ >!  f04 la00000000lXXXXXXt$If]tl kd3 $$Ifl\ >!  f04 la0000000000lXXXXXXXXt$If]tl kd $$Ifl\ >!  f04 la 00011(1D1Z1p1q1{1lXXXXXXXXXt$If]tl kd $$Ifl\ >!  f04 la {111111q2r2$Ifl Ykdm $$Ifl!"04 lat$If]tl 22q2r2v225t5555555_6l6o66666677 7&7*7-7.7074797=7B7H7M7X7Z7[7s77778'8C888888888ŽŝŽŽŽŝŽŽjhjCJ OJQJUhj5>*OJQJhjCJ OJQJhj5CJ OJQJhjOJQJhj5OJQJ hj5CJ hj>*hj hj5CJ hj5hjCJOJQJhj>*CJOJQJ5r2s2t2v2222222~gggSt$If]tl  & Ft$If]tl $Ifl $@&Ifl t]tYkd $$Ifl!"04 la 22222227Ykd $$Ifl!"  04 lat$If]tl Ykde $$Ifl!"   04 la23333343V3W3X3Y3Ykd $$Ifl!"   04 lat$If]tl  Y3Z3}33333t$If]tl Ykd;$$Ifl!"  04 la3333447Ykdk$$Ifl!"  04 lat$If]tl Ykd$$Ifl!"  04 la44'4(4)4G4H47Ykd$$Ifl!"   04 lat$If]tl Ykd$$Ifl!"  04 laH4n4o4p4q44444YkdA$$Ifl!"  04 lat$If]tl 4444557Ykdq$$Ifl!"  04 lat$If]tl Ykd$$Ifl!"  04 la55555557555Ykd$$Ifl!"04 lat$If]tl Ykd $$Ifl!"   04 la555_6m6n6o666667$@&Ifl Ykd+$$Ifl99094 la$Ifl  77 7!7"7#7$7%7}mmmmmm$Ifl kd$$IflF l(9` x09    4 la%7&7)7*7+7,7-7/7oooooo$Ifl kda$$IflF l(9` x09    4 la/707374757677787oooooo$Ifl kd $$IflF l(9` x09    4 la8797<7=7>7?7@7A7oooooo$Ifl kd$$IflF l(9` x09    4 laA7B7G7H7I7J7K7L7oooooo$Ifl kdY$$IflF l(9` x09    4 laL7M7Y7o$Ifl kd$$IflF l(9` x09    4 laY7Z77777$Ifl [kd$$Ifl%99094 la7788C8O8\8j8v88888ooo$@&Ifl $Ifl $@&Ifl ^kd7$$Ifl=y::0:4 la 888888888Ukd$$Iflt\' u(y: N0:4 la$Ifl 88888888eUUUUUU$Ifl kd$$Ifl=\' u(y: N0:4 la8888888999999$9999999999:[:c:::::L;T;;;;;<<<=8=9=:=>>>>> > > >>>>>ѲٻٻٻٻٻٻٻٻѲћىىىىىjhjUhjCJOJQJ hj5>*jhjUmHnHsHtHhj5OJQJ hj5hj5OJQJhjOJQJhjOJQJhjhj5CJ OJQJhjCJ OJQJjhj5OJQJU688888888eUUUUUU$Ifl kdD$$Ifl=\' u(y: N0:4 la88888888eUUUUUU$Ifl kd$$Ifl=\' u(y: N0:4 la88999999eUUUUUU$Ifl kd$$Ifl*\' u(y: N0:4 la999eU$Ifl kd$$Ifl=\' u(y: N0:4 la999$99999999::;:{kkk$Ifl $@&Ifl  $ da$gdj$a$^kdL$$Ifly::0:4 la ;:<:M:N:Y:Z:[::::::::::lkd$$Ifl0 8 04 la$Ifl :::::::::lkdg$$Ifl0 8 04 la$Ifl ::;;;;/;0;=;>;I;J;$Ifl lkd$$Ifl0 8 04 la J;K;L;;;;;;;;<+<,<-<.<@<$Ifl lkd $$Ifl0 8 04 la@<A<B<_<`<<<<<<<<<$Ifl lkd!$$Ifl0 8 04 la <<<9=:=>>>>>>> > > > >$a$lkd!$$Ifl0 8 04 la >>>>>>>>>>>>>>> >!>">$>%>&>'>(>)>+>,>->.>j>k>>>>>">#>)>*>.>P>i>j>k>>>@@#@$@AABBCCDDDDDDDDDEEFFFGGTHUHII J J{J|JJJJJJJJKyOObRcRRR󵪡hj5OJQJhj5CJOJQJhj5B*CJph hj>*CJhj5>*CJ hj5>* hj5 hj>*hj5OJQJhjOJQJhjjhjU>k>u>>>>>>>>o^NNNN$Ifl $@&Ifl nkdA"$$IflG0pD%04 la$@&Ifl $Ifl >>>>>)?*?U?V???????@@$Ifl @@$@-@8@A@S@a@b@c@@@@oooooooooo$Ifl $@&Ifl nkd"$$Ifl0pD%04 la @@AADAZAAAAAABBBq$@&Ifl lkdm#$$Ifl0pD%04 la$Ifl  B'B2B3BkBlBBBBBBBCCq$@&Ifl lkd#$$Ifl0pD%04 la$Ifl  CC)C*CfC}C~CCCCCCCDq$@&Ifl lkd$$$Ifl0pD%04 la$Ifl  D8D9DwDDDDDDDD}{}kZ$@&Ifl $Ifl $a$lkd#%$$Ifl0pD%04 la$Ifl  DDDRE}EEEn^^^^$Ifl kd%$$IflF@ $ x 0    4 la$@&Ifl EEF(F)FRFFn^^^^$Ifl $@&Ifl kd]&$$IflF@ $ x 0    4 laFFGPGQG}GGGGGGooooooooo$Ifl kd'$$IflF@ $ x 0    4 la GGGGTHooo$Ifl kd'$$IflF@ $ x 0    4 laTHUHaHHIooo$Ifl kdU($$IflF@ $ x 0    4 laII=IkIlII Jooooo$Ifl kd($$IflF@ $ x 0    4 la J JJ-J.JMJ{Jooooo$Ifl kd)$$IflF@ $ x 0    4 la{J|JJJJooo$Ifl kdM*$$IflF@ $ x 0    4 laJJJJJKKKKKLL M!Mzzxxxxsxsxsx & F($a$kd*$$IflF@ $ x 0    4 la !MhMiMMMaNbNxOyOzOOOO2P3P4PQQQQQQbRRR $dh1$a$ $dh1$a$ & F)H^Hh^h & F(RRRRR S SSSSdTzTVV-X>XYYZZZ4Z\\\\e_l_m__``,`5`7`d`l`p```Ĺ쟹앟|rjhjB*phhj5B*phhj5>*B*CJphhj5B*CJphhjCJOJQJhjCJOJQJjhj5CJOJQJUhj5CJOJQJhjCJ OJQJhj5OJQJhj6OJQJjhjOJQJUhjOJQJhj5CJOJQJ'RRS^SSSSTcTdTzTTUbUUVVVAVVVWWWW,X-X?X @dh1$ $"dh1$dh1$?XXXX3YcYYYYYYZZ ZZZ4ZyZZ[`[[[\c\\\\]T]dh1$T]]]/^c^^^'___e_m________``-`7`n`o`p```7b8bdh1$8bScTc0d1d%f&fggkhhhhhhi(i7i8i9i:iJi$$Ifa$l p^p$a$`Sc1dee%fkhhh9iJiKitiyjzj}jjjj~llcndnnnnnnnooooooooo2p3p6ppppppp q qqIqJqLqfqgqiqjqqqhjB*OJQJphhj5B*OJQJphhjOJQJhjCJOJQJhjB*OJQJphjhjUhjOJQJhj5>*CJ hj5hjhjB*phhjCJOJQJ:JiKiQiUi[iaiti}}}}}$$Ifa$l okd+$$Ifl0 ) . 0 4 latiuizi{i|i}i~iiYIIIIII$Ifl kd4,$$Iflr  %) n 04 laiiiiiiiiYIIIIII$Ifl kd-$$Iflr  %) n 04 laiiiiiiiiYIIIIII$Ifl kd-$$Iflr  %) n 04 laiiiiiiiiYIIIIII$Ifl kd.$$Iflr  %) n 04 laiiiiiiiiYIIIIII$Ifl kd/$$Iflr  %) n 04 laiiiiiiiiYIIIIII$Ifl kdX0$$Iflr  %) n 04 laii j j jjjjYIIIIII$Ifl kd,1$$Iflr  %) n 04 lajjjjj j!jYIIIII$Ifl kd2$$Iflr  %) n 04 la!j"j+j,j-j.j/jYIIIII$Ifl kd2$$Iflr  %) n 04 la/j0jBjCjDjEjFjYIIIII$Ifl kd3$$Iflr  %) n 04 laFjGj]j^j_j`jajYIIIII$Ifl kd|4$$Iflr  %) n 04 laajbjrjsjtjujvjwjYIIIIII$Ifl kdP5$$Iflr  %) n 04 lawjxjyj{j|jjjjjkYWWWUWSWWkd$6$$Iflr  %) n 04 la kk>l?lWlml|l}l~lllll$$Ifa$l p^p llllllll\\\\\$Ifl kd6$$Ifl\ ,") %%%04 lallllllll\\\\\$Ifl kd7$$Ifl\ ,") %%%04 lallllllll\\\\\$Ifl kd<8$$Ifl\ ,") %%%04 lallllllll\\\\\$Ifl kd8$$Ifl\ ,") %%%04 lallmmmmml\\\\\$Ifl kd9$$Ifl\ ,") %%%04 lamm)m*m+m,m-ml\\\\\$Ifl kd":$$Ifl\ ,") %%%04 la-m.mOmPmQmRmSml\\\\\$Ifl kd:$$Ifl\ ,") %%%04 laSmTmmmmml\\\\$Ifl kdf;$$Ifl\ ,") %%%04 lammmmmml\\\\$Ifl kd<$$Ifl\ ,") %%%04 lammnnn n nl\\\\\$Ifl kd<$$Ifl\ ,") %%%04 la n n n n@nAnBnbndnnljjjjjjjV$$@&Ifa$l kdL=$$Ifl\ ,") %%%04 la nnnnnnp$@&Ifl $Ifl $$@&Ifa$l Ykd=$$Ifl$$04 lannnoonZn$$@&Ifa$l $@&Ifl kdx>$$IflF $   0    4 laoooooZJJJ$Ifl kd*OJQJhj5OJQJhjCJ$OJQJhjOJQJ hjCJ$ hjCJ hj5CJ hjCJ hj5hj hj5CJhjB*OJQJph@rr rr-r$@&Ifl ikd{E$$Ifl     Q!      0    4 lap -r.rkrlrmrnrorZJJJJJ$Ifl kd2F$$Ifl    F            0        4 laporprrrrrrrr}mZZmmmm & F $Ifl $Ifl kdkG$$Ifl    JF     0        4 larrRsSsTsUs}mmmm$Ifl kdAH$$Ifl    JF     0        4 laUsVsssss}mmmm$Ifl kdI$$Ifl    JF     0        4 lassssss}mmmm$Ifl kdI$$Ifl    JF     0        4 lasss}m$Ifl kdJ$$Ifl    JF     0        4 lasstttttt$Ifl YkdK$$Ifl     Q!0    4 latt2t3t4t5t6t7t8t9toooooooo$Ifl kd#L$$Ifl    F     0        4 la 9t:t;tMt`tatut{tzmkkSS$$@&If^a$l  $p^p`a$$a$kdL$$Ifl    F        0        4 la{ttttttttttn^^^^^^^$Ifl kdM$$IflF &d 40    4 la$@&Ifl  ttu4u5u6u7u8u9u:u;un^^^^^^^^$Ifl $@&Ifl kdoN$$IflF &d 40    4 la ;uN %P% & Fň̆!"GHij^$h^ha$$a$ & F_`&vwŊƊڊijpˋً̋͋,nj$a$p͋֋)Ȍ&+{͎̎юԎ <ȐD#*jkl|FGY_cm|Ihռhj5B*CJmH phsH hjOJQJhj6CJOJQJ hjCJhjCJOJQJhj5CJOJQJ hjCJ hj5>* hj5hj?njȌ,Pz{ҎӎԎݎ<hɏۏ#bvȐDޑ & F9 & F4 & F4-H\kl|FGYؓH ^ & F6 h^` & F7 h^` & F8ʔ i~•ƕǕە+,1$7$8$H$ & F5  & F5 ^` & F5 ^`•ŕƕǕە*,238DnoJK[\56Gљҙؙٙ()šÚ͚Znћ틔틔hj5OJQJhjOJQJhKhj>*OJQJhKhj5OJQJhKhjOJQJhj5CJOJQJhjCJOJQJhj5OJQJhj5B*CJmH phsH hjhjB*CJmH phsH 6,2389@ABCDnoJK[\gdjŘߘ 56bљҙؙٙ()H$a$gdj & F: ^`gdjšÚϚZ[nћқ!1Njkxћ!jxhj5CJOJQJ hj5hjOJQJhj5OJQJhj&&P :pj{. A!n"n#n$n%" ,,  j eg{HH(dh com.apple.print.PageFormat.FormattingPrinter com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.FormattingPrinter com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMHorizontalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMHorizontalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2003-06-23T16:47:54Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMOrientation com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMOrientation 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2003-06-23T16:47:54Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 0 com.apple.print.subTicket.paper_info_ticket com.apple.print.PageFormat.PMAdjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPageRect 0.0 0.0 3262.5000000000005 2329.166666666667 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMAdjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPaperRect -75 -75 3433.3333333333335 2404.166666666667 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMCustomPaper com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMCustomPaper com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMPaperName com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMPaperName iso-a4 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPageRect 0.0 0.0 783 559 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPaperRect -18 -18 824 577 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.ppd.PMPaperName com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.ppd.PMPaperName A4 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:09:33Z com.apple.print.ticket.stateFlag 1 com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PaperInfoTicket com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PageFormatTicket )&P 0:pjA {.!n"n#n$n%" ,,  e je{HH(dh com.apple.print.PageFormat.FormattingPrinter com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.FormattingPrinter com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMHorizontalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMHorizontalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2003-06-23T16:47:54Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMOrientation com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMOrientation 2 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2003-06-23T16:47:54Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 0 com.apple.print.subTicket.paper_info_ticket com.apple.print.PageFormat.PMAdjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPageRect 0.0 0.0 2329.166666666667 3262.5000000000005 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMAdjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPaperRect -75 -75 2404.166666666667 3433.3333333333335 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMCustomPaper com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMCustomPaper com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMPaperName com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMPaperName iso-a4 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPageRect 0.0 0.0 783 559 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPaperRect -18 -18 824 577 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.ppd.PMPaperName com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.ppd.PMPaperName A4 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:11:27Z com.apple.print.ticket.stateFlag 1 com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PaperInfoTicket com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PageFormatTicket *&P :pj{. A!n"n#n$n%" ,,  j eg{HH(dh com.apple.print.PageFormat.FormattingPrinter com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.FormattingPrinter com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMHorizontalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMHorizontalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2003-06-23T16:47:54Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMOrientation com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMOrientation 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2003-06-23T16:47:54Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 0 com.apple.print.subTicket.paper_info_ticket com.apple.print.PageFormat.PMAdjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPageRect 0.0 0.0 3262.5000000000005 2329.166666666667 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMAdjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPaperRect -75 -75 3433.3333333333335 2404.166666666667 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMCustomPaper com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMCustomPaper com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMPaperName com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMPaperName iso-a4 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPageRect 0.0 0.0 783 559 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPaperRect -18 -18 824 577 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.ppd.PMPaperName com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.ppd.PMPaperName A4 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-10-04T16:13:14Z com.apple.print.ticket.stateFlag 1 com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PaperInfoTicket com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PageFormatTicket z$$If!vh5~&#v~&:V l05~&4$$If!vh5?5?#v?:V l40+5?4$$If!vh5?5?#v?:V l40+5?4$$If!vh5?5?#v?:V l05?4$$If!vh5?5?#v?:V l05?4$$If!vh5?5?#v?:V l05?4$$If!vh5?5?#v?:V l05?4$$If!vh5?5?#v?:V l05?4$$If!vh5?5?#v?:V l05?4$$If!vh5?5?#v?:V l05?4$$If!vh5?5?#v?:V l05?4DyK www.rqa.org.ukyK .http://www.rqa.org.uk/$$If!vh55#v:V l054$$If!vh5 55 5f#vf#v #v#v :V l05f5 55 4$$If!vh5 55 5f#vf#v #v#v :V l05f5 55 4$$If!vh5 55 5f#vf#v #v#v :V l05f5 55 4$$If!vh5 55 5f#vf#v #v#v :V l05f5 55 4$$If!vh5 55 5f#vf#v #v#v :V l05f5 55 4$$If!vh5 55 5f#vf#v #v#v :V l05f5 55 4z$$If!vh5"#v":V l05"4z$$If!vh5"#v":V l05"4$$If!vh5"#v":V l05"/  / 4$$If!vh5"#v":V l05"/ /  / 4$$If!vh5"#v":V l05"/  / 4$$If!vh5"#v":V l05"/ /  4$$If!vh5"#v":V l05"/ /  4$$If!vh5"#v":V l05"/ /  4$$If!vh5"#v":V l05"/ /  / 4$$If!vh5"#v":V l05"/  / 4$$If!vh5"#v":V l05"/ /  4$$If!vh5"#v":V l05"/ /  4$$If!vh5"#v":V l05"/ /  4$$If!vh5"#v":V l05"/ /  4$$If!vh5"#v":V l05"/ 4z$$If!vh59#v9:V l09594$$If!vh5` 5x5#v#vx#v` :V l0955x5` / 4$$If!vh5` 5x5#v#vx#v` :V l0955x5` 4$$If!vh5` 5x5#v#vx#v` :V l0955x5` 4$$If!vh5` 5x5#v#vx#v` :V l0955x5` 4$$If!vh5` 5x5#v#vx#v` :V l0955x5` 4$$If!vh5` 5x5#v#vx#v` :V l0955x5` 4$$If!vh59#v9:V l%0959/ 4y$$If!vh5:#v::V l=0:5:4$$If!vh5 5N55#v#v#vN#v :V lt0:555N5 / 4$$If!vh5 5N55#v#v#vN#v :V l=0:555N5 4$$If!vh5 5N55#v#v#vN#v :V l=0:555N5 4$$If!vh5 5N55#v#v#vN#v :V l=0:555N5 4$$If!vh5 5N55#v#v#vN#v :V l*0:555N5 4$$If!vh5 5N55#v#v#vN#v :V l=0:555N5 4$$If!vh5:#v::V l0:5:/ 4$$If!vh585 #v #v8:V l05 584$$If!vh585 #v #v8:V l05 584$$If!vh585 #v #v8:V l05 584$$If!vh585 #v #v8:V l05 584$$If!vh585 #v #v8:V l05 584$$If!vh585 #v #v8:V l05 584$$If!vh55#v#v:V lG0554$$If!vh55#v#v:V l0554$$If!vh55#v#v:V l0554$$If!vh55#v#v:V l0554$$If!vh55#v#v:V l0554$$If!vh55#v#v:V l0554$$If!vh5 5x5 #v #vx#v :V l05 5x5 4$$If!vh5 5x5 #v #vx#v :V l05 5x5 4$$If!vh5 5x5 #v #vx#v :V l05 5x5 4$$If!vh5 5x5 #v #vx#v :V l05 5x5 4$$If!vh5 5x5 #v #vx#v :V l05 5x5 4$$If!vh5 5x5 #v #vx#v :V l05 5x5 4$$If!vh5 5x5 #v #vx#v :V l05 5x5 4$$If!vh5 5x5 #v #vx#v :V l05 5x5 4$$If!vh5 5x5 #v #vx#v :V l05 5x5 4$$If!vh5) 5. #v. #v) :V l0 5. 5) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 55n55 #v #v#vn#v#v) :V l05 55n55) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5) 5%5%5%#v%#v) :V l05%5) 4$$If!vh5$#v$:V l05$/ 4$$If!vh5 5 5 #v #v :V l05 5 /  / / 4$$If!vh5 5 5 #v #v :V l %%%05 5 / 4p%%%$$If!vh5 5 5 #v #v :V l05 5 4$$If!vh5 5 5 #v #v :V l05 5 4$$If!vh5 5 5 #v #v :V l05 5 4$$If!vh5 5 5 #v #v :V l05 5 4$$If!vh5 5 5 #v #v :V l05 5 4$$If!vh5 5 5 #v #v :V l05 5 4$$If!vh5 5 5 #v #v :V l05 5 4$$If!vh5 5 5 #v #v :V l05 5 4z$$If!vh5$#v$:V l05$4$$If!vh5Q!#vQ!:V l   0    5Q!/  / 4p 7$$If!vh5 5 5 #v :V l  0    5 /  /  / / / /  /  4p$$If!vh5 5 5 #v :V lJ0    5 / / / / / 4$$If!vh5 5 5 #v :V lJ0    5 / / / / / 4$$If!vh5 5 5 #v :V lJ0    5 / / / / / 4$$If!vh5 5 5 #v :V lJ0    5 / / / / / 4$$If!vh5 5 5 #v :V lJ0    5 / / / / / 4$$If!vh5Q!#vQ!:V l0    5Q!/ 4$$If!vh5 5 5 #v :V l0    5 / / / / / 4$$If!vh5 5 5 #v :V l0    5 /  / / / /  4$$If!vh5d 554#v4#v#vd :V l05455d 4$$If!vh5d 554#v4#v#vd :V l05455d 4$$If!vh5d 554#v4#v#vd :V lf05455d 4$$If!vh5d 554#v4#v#vd :V lf05455d 4$$If!vh5d 554#v4#v#vd :V l05455d 4$$If!vh5d 5#v#vd :V l055d 4z$$If!vh5|&#v|&:V l05|&4z$$If!vh5|&#v|&:V l05|&4z$$If!vh5|&#v|&:V l05|&4z$$If!vh5|&#v|&:V l05|&4@@@ NormalCJOJQJmH sH tH 8@8 Heading 1$@&5L@L Heading 2$$@&a$5B*OJPJQJB@B Heading 3$t@&]t5>*J@J Heading 4$$t@&]ta$5CJF@F Heading 5$$h@&^ha$5D@D Heading 7$@&5OJPJQJ<@< Heading 8$@&CJ$PJ@ @@ Heading 9 $@& 5CJ$PJDA@D Default Paragraph FontZi@Z  Table Normal :V 4 l4a _H(k(No List BJ@B Subtitle$a$5OJPJQJBB@B Body TextB*CJOJPJQJ<>@< Title$a$5OJPJQJ6P@"6 Body Text 2B*>Q@2> Body Text 3 t]tCJ0U@A0 Hyperlink>*B*DC@RD Body Text Indent h^hHR@bH Body Text Indent 2 ^@@r@ Header  ! OJPJQJ4 @4 Footer  !.)@. Page Numbera I  -Suk%u%wR"*7>DLMNOzVg A 4!! "f"""""#v####  !"#$%+,5342/.-01>BCETUWx}|{zyw89 :a I  -Suk%u%wR"*7>DLMNOzVg A 4!! "f"""""#v#####    !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQ/3( % -#.!"&!"&!"&!"&!"&!"&!"&!"& "&! "&! "&! "&! Ks!Ks!Ks!"&!"&!"&!"&!"&!"&!"&!"&!"&!"&!"&!"&!"&TrAZv&'u,/[1336/8>DcLS7Zlb}dchk !!,"}"'#u##6$7$&&' 'w'''))))* *>*X*q*r********************************************++(+D+Z+p+q+{++++++q,r,s,t,v,,,,,,,,,,,,,---3-4-V-W-X-Y-Z-}--------...'.(.).G.H.n.o.p.q........//////////_0m0n0o0000011 1!1"1#1$1%1&1)1*1+1,1-1/10131415161718191<1=1>1?1@1A1B1G1H1I1J1K1L1M1Y1Z11111122C2O2\2j2v222222222222222222222222222222222223333333333$33333333:4;4<4M4N4Y4Z4[44444444444444444445555/505=5>5I5J5K5L555555556+6,6-6.6@6A6B6_6`6666666666697:78888888 8 8 8 888888888888888 8!8"8$8%8&8'8(8)8+8,8-8.8j8k8u888888888888)9*9U9V9999999:::$:-:8:A:S:a:b:c:::::;;D;Z;;;;;;<<<'<2<3<k<l<<<<<<<===)=*=f=}=~=======>8>9>w>>>>>>>>>>R?}????@(@)@R@@@APAQA}AAAAAAAAATBUBaBBCC=CkClCC D DD-D.DMD{D|DDDDDDDDEEEEEFF G!GhGiGGGaHbHxIyIzIIII2J3J4JKKKKKKbLLLLM^MMMMNcNdNzNNObOOPPPAPPPWQQQ,R-R?RRRR3ScSSSSSSTT TTT4TyTTU`UUUVcVVVVWTWWW/XcXXX'Y_YeYmYYYYYYYYZZ-Z7ZnZoZpZZZ7\8\S]T]0^1^%`&`aakbbbbbbc(c7c8c9c:cJcKcQcUc[cactcuczc{c|c}c~cccccccccccccccccccccccccccccccccccccc d d dddddddd d!d"d+d,d-d.d/d0dBdCdDdEdFdGd]d^d_d`dadbdrdsdtdudvdwdxdyd{d|dddddee>f?fWfmf|f}f~ffffffffffffffffffffffffffffffgggggg)g*g+g,g-g.gOgPgQgRgSgTggggggggggghhh h h h h h@hAhBhbhdhhhhhhhhhiiiiiiiiiii0j1j2j3jjjjjjjjj k k k kGkHkIkJkekfkgkhkikjkkkkkkkkkkkkkkkkkkkkll ll-l.lklllmlnlolplllllllllRmSmTmUmVmmmmmmmmmmmmmnnnnnnn2n3n4n5n6n7n8n9n:n;nMn`nanun{nnnnnnnnnnno4o5o6o7o8o9o:o;o}N}}}}} ~%~P~%ˀ̀!"GHij_`&vwńƄڄijp˅̅ͅم,džȆ,Pz{҈ӈԈ݈<hɉۉ#bvȊDދ-H\kl|FGY؍Hʎ i~ƏǏۏ+,2389@ABCDnoJK[\Œߒ 56bѓғؓٓ()H”ÔϔZ[nѕҕ!1Njkxx0рx0x0x0x00t0t0t 0t 0 0 0 0 0 0 0 0 0 0 0 0 0 0t 0  0  0  0  0 0002 02 00 0 0U 0U 0U 0U0U0 0 0 000007001 01 01 01 01 01 0001 0 1 0 1 0 0 03 0 3 0 3 0 3 0 3 0 000000 00 00 000000000000000000 00 00 00 000000000000000000000000 00 00 00 00000000000000000000000000000000000000р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00р00ɀ00ɀ00ɠ00ɠ00ɠ00ɠ00ɠ00ɠ00ɠ00ɠ00ɀ00ɀ00ɀ00ɀ00ɠ00ɠ00ɠ00ɀ00ɀ00ɀ00ɠ00ɠ00ɠ00ɀ00ɀ00ɠ00ɠ00ɠ00ɀ00ɀ 00ɀ 00ɀ 00ɀ00ɠ00ɠ00ɠ00ɀ00ɀ 00ɀ 00ɀ00ɠ00ɠ00ɠ00ɀ00ɀ00ɀ00ɠ00ɠ00ɠ00ɀ00ɀ00ɠ00ɠ00ɠ00ɀ00ɠ00ɠ00ɠ00ɀ@0ɀ@00ɀ@0ɀ@0ɀ@0ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@0ɀ@0ɀ@ 00ɀ@ 00ɀ@ 00ɀ@ 00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ@00ɀ0ɀ0ɀ0ɀ 0ɀ 0ɀ 0ɀ 0ɀ 0ɀ 0ɀ 0ɀ 0ɀ 0ɀ 0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ80ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ 0ɀ 0ɀ 0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ00ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɀ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɀ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɀ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɀ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɠ0ɀ0ɠ0ɠ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ( 0ɀ0ɀ( 0ɀ0ɀ( 0ɀ0ɀ( 0ɀ0ɀ( 0ɀ0ɀ( 0ɀ0ɀ( 0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ) 0ɀ0ɀ0ɀ) 0ɀ0ɀ0ɀ) 0ɀ0ɀ0ɀ) 0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ 0ɀ 0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀH0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɀ0ɀ0ɠ0ɠ0ɀ0ɠ0ɀ0ɀ0ɀ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɠ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɠ0ɀ0ɀ 0ɀ 0ɀ 0ɀ 0ɀ 0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ0ɀ0ɠ0ɠ0ɠ0ɠ0ɀ0ɀ0ɀ0ɠ0ɠ0ɀ 0@0ɀ @0@0ɀ 080ʀ0ʀ 0ʀ 0ʀ 0ʀ0ʀ 0`0ʀ 00ʀ0ʀ0ʀ0ʀ 0ʀ 0ʀ 0ʀ 0ʀ 0ʀ 0ʀ0ʀ 00ʀ0ʀ0ʀ 0ʀ 0ʀ 0ʀ 0ʀ 0ʀ 0ʀ 0ʀ 0ʀ0ʀ 00ʀ 0ʀ 0ʀ 0ʀ 0ʀ 00ʀ0ʀ 00ʀ0ʀ0ʀ 0 0ʀ0ʀ0ʀ0ʀ0ʀ 0H 0ʀ0ʀ 0 0ʀ0ʀ 0ʀ 0ʀ 0ʀ0ʀ0ʀ0ʀ 0 0ʀ0ʀ 0ʀ 0ʀ 0 0ʀ0ʀ0ʀ 0 0ʀ 0 0ʀ 0 0ʀм0,0ʀ 0,0ʀм0t0ʀ 0n0ʀ 0n0ʀ 0n0ʀ 0n H0ʀ0ʀм0t0ʀм00ʀ 0t0ʀ0ʀ 0t0ʀ0ʀ 00ʀ0ʀ 0t0ʀ0ʀ0ʀ 0t0ʀ0ʀ 0t0ʀ0ʀ0ʀ 0t0ʀ0ʀ 00ʀ0ʀ0ʀ0ʀ0ʀ 00ʀ0ʀ0ʀ0ʀ 00ʀм00ʀ0ʀ 0K0ʀ0ʀ 0["0ʀ0ʀм00ʀ0ʀ 0 0ʀ0ʀ 0#0ʀ0ʀ 00ʀ0ʀ4 0ʀ4 0ʀ4 0ʀ4 0ʀ4 0ʀ4 0ʀ4 0ʀ4 0ʀ4 0ʀ4 0ʀ4 0ʀ4 0ʀ 00ʀ0ʀ0ʀ 00ʀ0ʀ0ʀ9 0ʀ9 0ʀ0ʀ8 0ʀ8 0ʀ8 0ʀ 00ʀ7 0ʀ7 0ʀ7 0ʀ7 0ʀ 00ʀ6 0ʀ6 0ʀ6 0ʀ6 0ʀC5!0ʀ 00ʀ0ʀ5 0ʀ5 0ʀ5 0ʀ5 0ʀ5 0ʀ0ʀ0ʀ0ʀ 00ʀ 00ʀ 00ʀ 00ʀ 00ʀ 00ʀ0ʀ0ʀ 0/0ʀ 0/0ʀC5C0ʀ 0KK 0R 0i 0G@0ʀ 0@0ʀ@0ʀ 0 @0ʀ@0ʀ 0# @0ʀ@0ʀ 0g%b@0ʀ 0,&@0ʀ 0@0ʀ 0/@0ʀ@: 0ʀ@: 0ʀ@: 0ʀ@: 0ʀ@: 0ʀ@: 0ʀ@0ʀ 0G@0ʀ@0ʀ@0ʀC52 @0ʀ@0ʀ@: 0ʀ@: 0ʀC5 0ʀ 0-' 0ʀ0ʀAC52 0ʀ0ʀ0ʀ0ʀ @0G0ʀ0ʀ @0/0ʀ @00ʀ0ʀ @0,&0ʀ0ʀ @0g%b0ʀ0ʀ @0# 0ʀ @0 0ʀ0ʀ0ʀ0ʀ @00ʀ0ʀ0ʀ @0G0ʀ0ʀ0ʀ @0i0ʀ @0R0!"45op*+VW=&q*r*************++r,s,,,,,3-4-Y-Z-----..G.H.p.q.....////n0o011%1&1/1018191A1B1L1M1Y1Z11122222222223333Y4Z44444J5K5rrn @0(|" " @0(|" 5 @0(|" p @0(|"  @0(|"  @0(|"  @0(|"  @0(|" + @0(|"  @0(|"  @0(|" xl8@0(|"0  ǺǺA 0 ǺǺ0F  020N  00T  00Z  0OJQJo(0a 5h0j  00?  00  i0"`dd0i  0 0z   0nn0   00  `sP0!  00o!  03ɠ0!  00! 50!  0)"  0%0"  `0!!P0" 00c#  00l$  00%  0"3+0#%  00-%  0%06% "P0?%  00J%  00W%  g#0#P0%  00&  00&  00&  00&  0%0&  d3e#P0'  00'  00'  00<(  03v10{(  00@ @080 #1111111114 &28>R`qoxpћOVYdfp pg!5* V I!' 0000000{1r222Y334H44557%7/787A7L7Y778888899;:::J;@<< >k>>@@BCDDEFGTHI J{JJ!MR?XT]8bJitiiiiiiij!j/jFjajwjklllllm-mSmmm nnnooo2ppp qIqiqqr-rorrUsssst9t{tt;uuvvwixox!|nj,PRSTUWXZ[\]^_`abceghijklmnoqrstuvwxyz{|}~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n +9 @# 3"KjZ +9 A +9N B  #+9 #N C  $!`'9 $TB D C D + N E  %`'+  %D F  "M>n +9 R# 3"LjZ +9 S +9N T  &+9 &N U  '!`'9 'TB V C D + N W  (`'+  (H w # 5  5H x # )  )H y # / /H z # -  -H { # , ,H | # + +H } # *  *B2 ~ 3 h . # #" v  BCDEHFxoRRwZsT$iR&[  + ~ D kP  &e PY.E Y ( 5 s  T  % d; 2 '@ nM Z u  ]  N    T 30 J 5n   Z   > ?  1 ; U x w <:   >+ASj )>9<@                           S"s-x  04 "t' 4x  03 )|. 3x  02  2fB  s *D;.b  C "<% fB  s *D6 h  \  # #" f  S 71=   7f  S 61  6`B  c $D1  `B  c $D1  *  B CDEpF01$YHP3`p`c=@P3%:e 5jp    @          \ 8t ']  # #" $ G   BCDEF1jj4Kiq:! 1BSO`qfK% (AP_dnx{210 "v5O6%HZ{%#! =VwoS( /?M[gsc-<q iaU"r^D-*Ui}s<L\_bIL@                                   #" &]   BC`DE4F1 `(KQ6i||Z8 @    &'d  BJCDE(F1 J'D)oK',  @   #" I . Z   ~BKC`DEF1K7G# A`@   T N B2  3 H  # 0   0H  # 1  1H  # . .H  # 8) 8h W<|' # #" AbB  C D""E e&{bB  C D"#*bB  C D"P$[E,ubB  C D"#P-`bB  C D""P`(P!bB B C D" !bB B C D"bB B C D"@0bB  C D"P0bB  C D"p @bB  C D"P B2  "@$h  3 F"C" Fh  3 G"CmC$ Gh  3 H"$!S5|' Hh  3 I",0;% Ih  3 J"+WN<L Jh  3 K"X){8p Kh  3 L"&"S5  Lh  3 M"m R Mh  3 N"=!#% Nh  3 O"W V Oh  3 P"G q  Ph  3 Q"["  QB2  "# %B2  "`&b(-B2  "2,B2  "\B2  "` MB2  "#"l&B2  "&r,)=B2  "'*B2  ""|B2  "0B B2  " B \   R",< R&b /,s   #" +`  C EjJ 0 E`  C D&> DT  # CP /, CZ  3 B o  BZ  3 AP ,b  AT  # @ @Z  3 ? ?Tb  C ijfZ  3 >P , >Nb  3 Tb  C M Tb  C 3~kTb  C Z4q  Tb  C  @,+{Z  3 =s  =Nb  3 `Tb   C ZSuTb   C Z] 0 Tb   C vt|KuZ   3 < l] <Tb   C pR(zB S  ?56789:;=>?123456789:;<=W=w'x'y'z'{'|'}'~''''''''''''-12388 8 8888"8)8LTZyd =bJtwTT t gtyv#-T9 Et~3et{(*t|N-N(txFtzbK(Bt |&t}*(D/t$ tt?j t Rt  t,8%tt }ti:#.t .&/t-!tm>c t@t9t$&tI*z,tO t`$1,%2t`+%-tQr.%a0to>&%*t` &tB %t3%Mt`P+&ft`%0#t-\/t +k,t!%~t +& tN^%t.-T% t?kA/<0t<k$<U&t:k[<!t;k<t7k<ft8k9 < t6k<t9k|<7 t5,$h/t44&$%+t3!!%3$t2$ot1P%0t/ % t-`%t>f0$3t=k*<,t0 %t+<t,W8tx07"t!0!t&|\t"!t't#! t(5t$!t)Vt%!9t@ (B4tR(%tF}t%W T ),0 8 Z&''''/(8(()))) )++2/:///0000j1r11122;;HFKFNNZZ[[d[__``OaXa;bDbcbibddggohwhkkrrrrrrrrrsstt;vCv\vevxxzz}}}}wԃ܃`fv~HQR[ތ&, ;G؎ގIUDnoJK[\56ѓz 8 < 23EJZ&t(O)))))J0U000B1E11122v22222222229(99999 ::::<<m=|===$>7>[?^???D@Q@6A@AAAHAsA|AAAAABBNCXCYCaC>DLDDDMMMMNNqNyN O(OAPCPRR SS;SzoHm=}x <~.qlh ^`OJQJo( hh^h`OJQJo( hh^h`OJQJo( hh^h`OJQJo( hh^h`OJQJo(h ^`OJQJo(%h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( hh^h`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(h ^`OJQJo(%h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( Th^T`OJ QJ o(Y^`OJPJQJo(- pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(^`o(.ss^s`.CLC^C`L.  ^ `.  ^ `.L^`L.^`.SS^S`.#L#^#`L. ^`OJQJo(% ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo( hh^h`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(h^`CJOJQJo(qh ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( hh^h`OJQJo( hh^h`OJQJo( hh^h`OJQJo(hh^h`CJOJQJo(q ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo(h^`CJOJQJo(qh ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( hh^h`OJQJo(h^`OJQJo(hHh^`OJ QJ o(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJQJo(hH hh^h`OJQJo(^`o(^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.hh^h`CJOJQJo(q ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo(h^`CJOJQJo(qh ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( Th^T`OJQJo( ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo(h ^`OJQJo(%h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( Th^T`OJ QJ o(Y ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo( Th^T`OJ QJ o(Y ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo( hh^h`OJQJo( hh^h`OJQJo( hh^h`OJQJo(h^`CJOJQJo(qh ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(h^`CJOJQJo(qh ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( hh^h`OJQJo( ^`OJQJo( ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(hhh^h`CJOJQJo(qh ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( hh^h`OJQJo(h ^`OJQJo(vh ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( Th^T`OJ QJ o(Y ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( hh^h`OJQJo( hh^h`OJQJo(h ^`OJQJo(%h ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo(hhh^h`CJOJQJo(qh ^`OJ QJ o(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJ QJ o(oh ^`OJQJo(h ^`OJQJo(h ^`OJ QJ o(oh PP^P`OJQJo( hh^h`OJQJo( ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo( Th^T`OJ QJ o(Y ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo( Th^T`OJ QJ o(Y ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo(hh^h`CJOJQJo(q ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo(:.VVVTh Y 'a`,sZ?cLtm (V.WFY~' 0bl:`S5]a<63 f5/Bf N] oEwnP\ PV.im=}pNGUR>z|m_G~^V &6mz%AkJ~ RQE*u|[YbBl]t <~s7 )lbP-(.WxjTfM_"9na b'6499                                                                                          !".456op)*+UVW))*q*r*******************************++r,s,t,v,,,,,3-4-Y-Z-----..G.H.p.q.....//////_0n0o00011!1$1%1&1*1-1/10141718191=1@1A1B1H1K1L1M1Y1Z1111C2v222222222222222222222222333333333;4Y4Z44444445J5K5-6@6A6666j8k8u8888::c:;;3<<<===>>>>>>>>>R????@R@@@A}AAAAATBUBaBBCC=CC D DDMD{D|DDDDD8c9c:cJcKcQcUc[cactcuc{c|c}c~ccccccccccccccccccccccccccccccccc d dddddddd d!d"d+d,d-d.d/d0dBdCdDdEdFdGd]d^d_d`dadbdsdtdudvdwdxd}f~ffffffffffffffffffffffffffggggg*g+g,g-g.gPgQgRgSgTggggggggggghh h h hbhdhhhhhhhhiiiiiiiiiii0j1j2j3jjjjjjjjj k k k kGkHkIkJkgkhkikjkkkkll ll-l.lmlnlolplllllSmTmUmVmmmmmmmmmmmnnnn7n8n9n:n`nanun{nnnnnnn4o8o;o?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'(*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./012345689:;<=>@ABCDEFMRoot Entry FiVOData )S1TableSAWordDocumentPSummaryInformation(7DocumentSummaryInformation8?CompObjX FMicrosoft Word DocumentNB6WWord.Document.8