ࡱ> 8:567%` %Pbjbj"x"x \@@Gg$Pf|<wPh*@VVV> OOOOOOO$QhGTP^"^"^"PVV41P.&.&.&^"XVVO.&^"O.&.&nJMV Z"dK OGP0wPKU#U@MUM(VF.&:`PP%XwP^"^"^"^"$  VCE Physical Education (20112014) Unit 3 SOCIAL-ECOLOGICAL MODEL Introduction This supplementary advice has been developed to guide teachers and publishers of text books on the approach to the social-ecological model as part of VCE Physical Education. The information presented has been prepared by the Victorian Curriculum and Assessment Authority in consultation with Helen Brown (Deakin University), Professor Jo Salmon (Deakin University) and Associate Professor Amanda Telford (University of Ballarat). The social-ecological model is a new concept in Unit 3, Area of Study 1, in VCE Physical Education (20112014). This advice relates specifically to Unit 3, Area of Study 1, Monitoring and promotion of physical activity. In particular, the following points of Key Knowledge and Key Skills refer to the social-ecological model. Key Knowledge components of social-ecological models: (individual, social environment, physical environment and policy); the relationship between the multiple levels of influence and physical activity. Key Skills identify the components of the social-ecological model apply the social-ecological model to critique physical activity strategies used by government and non-government organisations to target two subpopulation groups. Why do we need a model to explain physical activity participation? Physical activity behaviour and the factors influencing it are very complex. Models are used to provide a framework to understand the numerous factors and behaviours that enable or act as barriers to physical activity participation. Models are used to help us understand a specific problem in a particular setting or context. They help us to identify factors related to physical activity participation in specific populations therefore enabling the design of more effective interventions. In the context of physical activity, the term intervention is used to describe a strategy, program or policy that is designed to have an impact on physical activity participation. Models are used to inform intervention development, implementation and evaluation. Why use the social-ecological model? Research suggests that the social, physical and policy environments impact on the ability or likelihood of individuals participating in physical activity. Human behaviour is difficult to change, especially in an environment that does not support change. In order to increase physical activity, efforts need to focus not only on the behaviour choices of each individual but also on factors that influence those choices. The social-ecological model helps to identify opportunities to promote participation in physical activity by recognising the multiple factors that influence an individuals behaviour. Efforts to change behaviour are more likely to be successful when the multiple levels of influence are addressed at the same time. The previous study design referred to the Stages of Change and Self-efficacy as theoretical models to explain participation in physical activity. Both of these models focus on the individual and the psychology of the change process. While these models continue to be useful, they do not take into consideration the multiple factors which influence physical activity participation such as the social environment, the physical environment and public policy. The VCE Physical Education Study Design (20112014) is taking into consideration the multiple levels of influence on physical activity participation by identifying the social-ecological model to critique strategies designed to promote physical activity participation. Background to social-ecological model The term ecology originates in the biological sciences and refers to the interrelationships between organisms and their environments. Ecological and social-ecological models of human behaviour have evolved over a number of decades in the fields of sociology, psychology, education and health and focus on the nature of peoples interactions with their environments. Health behaviours, including physical activity participation, are thought to be improved when environments and policies support healthy choices, and individuals are motivated and educated to make those choices (World Health Organisation 1986). Educating people to make healthy choices when environments are not supportive will not be effective in making behavioural change. The social-ecological model acknowledges that it takes a combination of both individual level and environmental/policy level interventions to achieve substantial changes in health behaviours, including physical activity behaviour. The social-ecological model developed out of the work of a number of prominent researchers. These include: Urie Bronfenbrenners Ecological Systems Theory (1979), which focused on the relationship between the individual and the environment. Kenneth McLeroys Ecological Model of Health Behaviours (1988), which classified five different levels of influence on health behaviour, although this did not include physical environment, which is an essential element of a social-ecological model of physical activity. Daniel Stokolss Social Ecology Model of Health Promotion (1992, 2003), identified the core assumptions which underpin the social-ecological model (Glanz 2008, pp. 468469). The work of these and other researchers has been used and modified and has evolved into what is referred to as the social-ecological model. Components of the social-ecological model There are a number of versions of the social-ecological model, which use slightly different classifications of environmental influences. For the purposes of VCE Physical Education the social-ecological model made up of the individual, social environment, physical environment and policy components.  Bronfenbrenners work saw the influences on behaviour as a series of layers, where each layer had a resulting impact on the next level. He described these layers as being like being a series of Russian dolls, where the innermost level represents the individual, which is then surrounded by differing levels of environmental influences (Bronfenbrenner 1994). For example, an individuals social environment of family, friends and workplace are embedded within the physical environment of geography and community facilities, which is in turn embedded within the policy environment of different levels of government or governing bodies. All levels of the social-ecological model impact on the behaviour of the individual (Stokols 1996, p. 291). The social-ecological model represents this concept as a series of overlapping circles, with each circle representing a different layer or component of the model. The social-ecological model needs to be tailored to suit particular behaviours and population groups. For example, adolescents will perform different physical activities in different settings to older adults; therefore intervention strategies would differ for each population. While the components of the social-ecological model will remain the same and can be used in a range of populations, the specific examples within each component will vary depending on the population group (Elder 2007, p. 156). Individual The individual is at the centre of the social-ecological model. This level includes personal factors that increase or decrease the likelihood of an individual being physically active. Individual factors which influence physical activity participation include: knowledge, attitudes, behaviours, beliefs, perceived barriers, motivation, enjoyment skills (including fundamental motor skills and sports specific skills), abilities, disabilities or injuries age sex level of education socioeconomic status employment status self-efficacy. Strategies which bring change at the individual level tend to focus on changing an individuals knowledge, attitudes, behaviour and skills. They include education and mentoring programs. Social environment Surrounding the individual in the social-ecological model is the social environment. The social environment comprises the relationships, the culture and the society with whom the individual interacts. The social environment has a significant influence on physical activity behaviour. For example, having someone such as a peer, family member or work colleague to be physically active with can impact on physical activity behaviour. The social environment includes: family, such as the influence of parental and sibling physical activity levels and family support spouse or partner peers institutions and organisations, such as schools, workplaces and community organisations access to social support networks versus social isolation influence of health and other professionals such as doctors, teachers and coaches community norms cultural background socioeconomic status of the community Strategies which bring change at the social environment level include community education, support groups, peer programs, workplace incentives and social marketing campaigns. These are used to promote positive community attitudes and awareness to participation in physical activity. Physical environment Physical activities take place in physical environments. Physical environment includes the natural environment and the built (or man-made) environment. Physical environments are likely to influence the amount and type of physical activity, this influence can be positive or negative. For example, physical environments such as sports fields, bike paths, swimming pools and gymnasiums are designed for physical activity, while other physical environments such as workplaces, schools, family homes or theatres may discourage, restrict or prohibit physical activity. The physical environment includes: natural factors such as weather or geography availability and access to facilities such as parks, playgrounds, sporting grounds, gymnasiums, walking or cycling tracks aesthetics or perceived qualities of facilities or the natural environment safety such as crime rates or amount and speed of traffic community design such as connectivity of streets, living in a cul-de-sac, density of housing or land use public transport. The built environment provides opportunities for intervention, such as the inclusion of walking or bicycle tracks and parks in new housing developments and ease of access to them. The natural environment has fewer opportunities for intervention; these tend to focus on overcoming barriers to physical activity within the natural environment. Strategies focusing on the physical environment usually should be put in place before educational or community awareness initiatives are attempted. Sometimes educational initiatives encourage impossible or unrealistic behaviour. For example, media campaigns that encourage people to walk will be ineffective in communities where there are no or poorly maintained walking paths or where safety is an issue. In this scenario, education and awareness programs are more likely to be effective when preceded by programs for the development of community facilities and promoting community safety (Sallis 1998, p. 381). Policy This refers to legislation, regulatory or policy making actions that have the potential to affect physical activity. These are often formal legal actions taken by local, state or federal governments but also can be informal local policies or rules in settings such as schools or workplaces. Policy includes: urban planning policies active transport policies education policies such as mandating time for physical education classes health policies environmental policies workplace policies funding policies. Developing the political will to implement policies promoting physical activity participation can sometimes be difficult. Strategies which align physical activity participation with priorities from other sectors can increase the chances of succeeding. For example, climate change is a significant issue and the context of reducing reliance on fossil fuels and the reduction of greenhouse gas emissions provides the opportunity to combine both health and environmental policies to promote physical activity participation (Katzmarzyk 2008, p. 381). Core principles The social-ecological model is based on four core principles: Multiple factors influence behaviours. Therefore efforts to change behaviour, including physical activity behaviour, should be based on the understanding of the interrelationship between the four levels of the social-ecological model: individual, social environment, physical environment and policy. Physical activity interventions are more likely to be successful when they target multiple components of the social-ecological model. Environments are multidimensional and complex. Social or physical environments can be described as containing a variety of features or attributes, such as the size, temperature, facilities and safety. Environments can also be described in terms of their actual or perceived qualities. The variable nature of environments has a direct implication on the design of initiatives to promote physical activity participation. For example, a community may have good access to parks which are easily accessible and well equipped with play equipment for children, however parental perceptions about traffic safety en-route to the park and stranger danger may prevent children from using this aspect of their physical environment. Human-environment interactions can be described at varying levels of organisation. Human interactions with the environment can occur at individual, small group, organisational, community or population levels. The social-ecological model does not just focus on the individual but includes multiple levels of human interaction with environments. For example, interventions promoting physical activity can be large such as whole population mass media campaigns or may focus on organisations such as a school or workplace settings or may be based around a local community which they are tailored to. The effectiveness of campaigns to promote physical activity is enhanced when they target differing levels of the human-environment interaction. The interrelationships between people and their environment are dynamic. There is a reciprocal relationship between people and their environments. The social, physical and policy environments influence the behaviour of the individual, while at the same time behaviour of the individual, group or organisation also impact on the wellbeing of their environments. The environment can control or set limits to the physical activity behaviour that occurs within it. Making a change in the environment can result in a modification of behaviour (Stokols 1992, p. 7 and Jamner & Stokols 2000, pp. 2728). Example of this reciprocal relationships include: lack of access of facilities such as a swimming pool limits the number of people who are able to undertake swimming as an activity (environment influencing behaviour) increasing numbers of people riding bicycles and lobbying of community groups has influenced governments to include facilities such as bike paths and bicycle lanes on roads (behaviour influencing the environment). Conclusion The social-ecological model represents a comprehensive approach to designing, implementing and evaluating interventions which target the multiple influences on behaviour including physical activity behaviour. This model has evolved over a number of years and has been influenced by various researchers; therefore, some references will use slightly different classifications of the components of this model. For the purposes of VCE Physical Education (20112014), the study design identifies the following components of the social-ecological model: individual social environment physical environment policy. Students will be required to understand and identify specific examples of the components of the social-ecological model. They will also be required to apply the social-ecological model to critique strategies used by both government and non-government organisations to promote physical activity to target sub-population groups. References Bronfenbrenner, U 1994 Ecological Models of Human Development, International Encyclopaedia of Education, Vol 3, Oxford, Elsevier. Elder, J P, Lytle, L, Sallis, J F, Young, D R, Steckler, A, Simons-Morton, D, Stone, E, Jobe, J E, Stevens, J, Lohman, T, Webber, L, Pate, R, Saksvig, B I and Ribisl K 2007, A Description of the Social-Ecological Framework used in the Trial of Activity for Adolescent Girls, Health Education Research, vol. 22, no. 2, pp. 155165. Glanz, K, Rimer B K & Viswanath, K (eds) 2008, Health Behaviour and Health Education Theory, Research and Practice, 4th edn, John Wiley and Sons, San Francisco, USA. Green, L W, Richard, L & Potvin, L 1996, Ecological Foundations of Health Promotion, American Journal of Health Promotion, vol. 10, no. 4, pp. 270281. Jamner, M S & Stokols, D 2000, Promoting Human Wellness: New Frontiers for Research, Practice and Policy, University of California Press, Berkley, USA. Katzmarzyk, P T, Baur, L A, Blair, S N, Lambert E V, Oppert, J M & Riddoch, C 2008, International conference on physical activity and obesity in children: Summary statement and recommendations, Applied Physiology Nutrition and Metabolism, vol. 33, pp. 371387. Sallis, J F, Bauman, A & Pratt, M 1998, Environmental and Policy Interventions to Promote Physical Activity, American Journal of Preventative Medicine, vol. 15, no. 4, pp. 379397. Sallis, J F & Owen, N 1999, Physical Activity and Behavioural Medicine, Sage Publications, Thousand Oaks, California, USA. Stokols, D 1992, Establishing and Maintaining Healthy Environments: Toward a Social Ecology of Health Promotion, American Psychologist, vol. 4, no. 1, pp. 622. Stokols, D 1996, Translating Social Ecological Theory into Guidelines for Community Health Promotion, American Journal of Health Promotion, vol. 10, no. 4, pp. 282298. Shumaker, SA, Ockene, J K and Riekert, K A (eds) 2009, The Handbook of Health Behaviour Change, Springer Publishing Company, New York, USA. World Health Organisation 1986, The Ottawa Charter for Health Promotion, Geneva, accessed from  HYPERLINK "http://www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf" www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf     VCE PHYSICAL EDUCATION 2011-2014 Social-ecological model VCAA, April 2010  PAGE 2  %-./FGHIV[o 7 d h u    , L ^ g n s    $ J K L |tthH*hH*6htpDh hUSDhKhW hjhH*hV" h=h=hM|9h=5CJaJh`sh=h@55 hn p5h=hr0htpD5CJaJhW 5CJaJhr0hr05CJaJh=5CJaJ jh=h=5CJUaJ,&-./GHIV  K L Z   " Y @ 0 & F h^hgdn p$$d&dNPa$gd=$a$gdr0O$PL Z   " Y @ R [ 0<AD)./0126:EWhxyzć{wssswh h^hM|9h`s5CJaJhM|9hH*5CJaJhn p5CJaJ h 5 hh hGhpQh&hKho%hohhM|9h 5CJaJ hH*5 hH*hH*hH*hH h=5 hjh hjhH*hn phH*6,012W565n>?i!"""gd_2 & F h^hgdW <Djr/45Z`aqrwx}#5KQR~)*6`s ־Ҿ־ζ֞hM|9h5CJaJhqhW h]]6hW hW 6ho%h&h 2h hW hqVhr0hkth^B*phhkthTSB*phh]]h^hpQhTS:.45Xr&/;GHn&I{HüǵӪצˢǒNJNJǢhM|9h&hI.]h h shM<hwl\hhPD hfhf hfhL hfh-h-hW hcm*h%w/h#GhhM|9hr05CJaJhM|9h5CJaJhM|9h65CJaJ6 #+=>?hi (os !!R!o!v!x!""="# $$$$$$Ͽh[ h h[hkthUnYB*phhUnYhW hQ$h_2htpDj *hhhhUhZhtpDh5CJaJh&h}htpD5CJaJhM|9hPD5CJaJhn ph-hPDhh shwl\2""$$%$)%%%%%&&-&<&=&&& '(((@)S)Z)))>*N*gd & F h^hgdW gd[$%$e$$$$(%)%*%R%}%%%%%%%%%%%%%%%%& &&&-&;&<&=&&&&&&&&&&&& '''F'`'a'&('(E(e(i((((((((((@)A)Ž㽭hqh~m h[h?hThP hh hhyhtpDhp5h&hcm*hW hh5thyhhI.]h5AA)S)T)X)Z)[)g)x)))))))* *'*=*>*?*N*O*b*g**********+++6+>+R+[+++++++T,,,---...@.A.R....нԜĜhht2hhvChI.]h5 hn p5hI.]h5 hhThtpDhEuhqhThxY{h3h? h~m h? h~m hT h~m hqhW h~m hxY{>>>>ž̒h}h0@h[ hc>hc>hc>hc>6hW h\,$h6 h\,$h0@ h\,$h[h\,$ h\,$h\,$ h\,$h9 h\,$hT[ h\,$hc>h\,$hT[6h\,$hc>6 h^h{h6hMt h^h^ h^h*8/>>>>??X?\???????????"@&@Z@k@u@w@|@@@@RAqArAzAAAAAAAAAABBB[C\C]C^C_CjCCCxDDDDEϿϿǿϻ᷻ỷh\,$hM|9hM|9h H5CJ\hn p5CJ\ h 5 h{h*8h]-h1htpDhBhVhxhhc> h6 hx6hW h}hkthUnYB*phhkth}B*ph8EE#E,E-E1E2E7EDEJE|EEEEEEEEEEEEEFFFGGGG G!G^GGGGGGGGGGGGGHH:H;HNHOHSH_HfHHHHHHHHHHHHHHHŽ hB6h hB hb6hbh}h5thM|9h5CJaJ h H5 h HhqRh[hqRhM|9hW hKh H h Hh HCEGGGGGHHII3J4JJJKKLL M MMMYNZNNNOOOgdqRHHHHIIIIIIIIIGIMIdIeIfIjIkIlImInIIIIIIIIIIIIJJJ!J"J'J.J3J4J=J>JSJJJJJJJJJJJJJJJJJ K KK KKûö˯hv h9h9 h96h9hM|96h9h96h9 hB6h hW h#G hb6 h#G6h%w/h#G hBhBhBhW BKKKKKKKKKKDLmLLLLLLLLLLLLLMM M MMM}MMMMMMMMMMMMMMMN;N?N@NGNHNMNTNZNqNrNNNN̻̿ззззЧЧЧЧККh{ hl^f6hBhl^f h^h^ h^6h^h*8hHh h 6h%w/h5th h#GhI.]hM|9hI.]6hI.] hvhvhW hv hv6:NNNNNNOOO/OFOGOOOOOOOOOOOOOOOOOOPPPPPPP P!P"P#P$P%P翷~oh>0JCJaJmHnHuhn ph>0JCJaJ!jhn ph>0JCJUaJh>h>CJaJhn ph>CJaJhjhU h%w/h%w/h8N<h%w/0Jj,ph%w/Ujh%w/U h%w/6h%w/ h{h{h5th{ h{6)OOOOOOOPP"P#P$P%P 9gdn p ,1h. A!"#$% ,1h. A!"#$% Ddd  C @A(vcaacolournoaddressbe,Z/y / AD=n9,Z/y / PNG  IHDR`R]zlPLTEGDD򍌋v̩Sr}5A}`[Zi|)ꙙ[xuuWSSb^_pml悀N)\YYb_^rpo8TQQtĖk`]ZZR||1trrAKw둎!|T]lrOKKzwx{xwjY|njfff|zzDLIIGzIy:է`dJnɑνz:wpw  Ā,d~wwxxxxĀ @wttd~wxwhYX|Uw@VCAA0H T\|hW|\WCUw@ h$Rcolox 4d~wPwDW|UwDD-1HD-sDSbKGDH cmPPJCmp0712Hs IDATx^of"S_Lz]<8tz[^*7˲ڵ{s6~SчH 0X 9#) G-Ʀ|21!S8tcbKo˛̻.k72-Ȃry^;oNYk} 0vQ?\̡Ћ(HvHw"J[!esꣶY}KwZ5V_34]xp̟{l %#6«t6chM01Ė4IakxRѮ,vgcLGiQPJQUW]k4 Rl'(BŪYԗ;ZW`$`4IY0bxehqI'#O1=qxxd3D;/<,]Ђy[,QFҍQG!PEݩ`24۹)<qTo@fwzxP#%`'`R#FM0[,2''e4Amf 6LIcpxorٸj Hg㠴EB|K+lq \F]'-D^I~9icMKle'ـK<~ ԇ0)1EĢKlL[d"jA,`AFFdi|XQq2xWfkaEJ1(ƭo }F  piMcj> 5ob(f;x) g4 vo,P^].`4ECE=dӓ87zTbӴTtx$,F?3ވ68)s$'ArL 2+gC$2{vȼMbiإ >U+M9dsagi#>,b4E fH#ҜHgfCSMxr,1G0̊2la0̑G9>,^1F9}9i #8:Kin|OaQS3(e UV @T:0 C *lE&zAȘ-%Ნ`[BIs!$Q- |ii/ɛ)/VFhdEj=bmcCe,\FiCۑNAn<9le" 2,*D`5,`7_z9f::X18@$VLI YX>lQ_$n{U; UzհHsI%`K Ň)_8r7 xBRa5 8N|Ng%V>'`c~v9&1}BIm h߹=ozk𖃃)ɳGΙ^mkŀճJ3^;8N^ o0t{>_b{WO. 0?zƷͷ"|P7mlN\4p wgrt|a9ó8W?m6z/0_n[%E̾f{O4m7vƾ-g[DӴ=ٗuGw_OW2Dl;b2Mc*{/7=xW9s6 EwuGS-іiPqDN[M?VA)(\\F2\,{OQ>'bhcϖƝ`Gڣ넷~e J2urq4sJ'\y䀭9upsyӅf;-MM(~ Qrc"G]ymx@m^V|xu]4`QGW HIYT~Xf~-GVަPX lHlR`K uw&ݧGJzW7&JjN[JijwZw&[E>{}ـ㣎n5- ~w|V )@nlN̓cnǃ5Z]ck+H\ 98xX{t?Xӂx*A4m'I=T ⑕ NW_ Vt&S h\ 8 ]$=~oF j1]|#4Czo}6\stBM 9 ^Cꎮģ>Ҙcz-&PstZm~cZDNh1wj+:_R E5\B1G']=7wbx#+:=dgHcyȣKm?t<571;巇u; A;2~ѕwA4ZLu?ʯ1ZL3mEH< &ߴ]p϶N} 9b_kG)Oۘ:ZWe6\#VsHu:9EQZLn%ӌp8= f%w1ÞK~8|*hEgVqDT @Gw4Ӵs=ԃ\"~5r?;5&b/O5}&CvkUIENDB`_Dd)\  l  C HA0Social ecological modelRO^mbisɭ4+^a=F#^mbisɭ4JFIF``ExifII*CC" }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ?((((((((((((((ߧ^,QL=4(תsjyczojQU~һ~LH)$l9w$S;7oj {w=̾"Uu@o|Tin.|Ԧ+KZ +w0m%dYIx[ vڌw Gk|ls]B4Lj5e~y6hx\V'+JRmF6I-ە] 9ᄟgGSUFGʟ5~c,G?W|)q??W|}cQ?o~t국]m4oLkJjj؝yz<=}>~R^U>|kSou׎>||=?̋(ǟ|"'Zo =k#Ffh_zlo(Xu?{p~XIKz-Z+;#9o%"ʽ>˾;[uwmլ/}838?# \/j(W_$>_+S]_3 8]OgoF3WO> {koⷄX=~hzr5}ZhÚ4+m/G?V{V$)XkGG'qz5okZa=3~*u$cN_ozG' >h.^:}[=SLJ~[᷹HԗDPJ{?k;qVN_lR}hשwC>k * Qɥf~!B?l MI h/4GGߴ\z<'W!> DSW\ե{%6ӵnJ  g$Z_}o׻?gcIo '?-aiizY#k)b:νK 2'++{[ ~˞ ghkރh>Y'<8")Ia?˩j<~((|{7W49tE?̷87.?|ZCZ>_3෎;o𥇎5φ~7bQtߋxD<"<-3kr%$jbx fFRJMݤ|qK2,qxtI&r%;9o}QύkW&K mH7?bOqgŒKM/gҟ} {4yba{N^ wHG&8?:??&LV/Ti[ZYiuoKnΕ<!dmmζ׭G7?ƼqioſOL~ֿO{-r}?jExW۵ۮ-[[Ü䎝S.P.m/9M7ׯ:> 0+5|/of0=.{:wr?CؖO=^axW^6KOoF.`{k㿷yf 5? Ώ/n<x3S*pr燇#|c<+?M#.|m ~G}g~8NZ֍N|1O\1Acቸ(=W#ki7kkGӧ;^Ÿ7)Z1RQrn*7|Gw[;e4{mW¿ n<-<[OxOV ?ekxXX󟜃 t~#}_Q؏jDca'=/#xdv1EFI;l]ޯ\9Wewid6Oࣾk}Vgoѣ*f2?>#t9p26g 韶|yF]g?M3XY| w$_ξ{j&oc^.#x_mSN1t-SVV\ͻ-\ {wˮ][kz߆\U <6_՞^09>xSg η|2>v|L%f5l~?}MfyΟD)/0 @T̃ M>?Ҽo?/e֋{Ï ,~šn ak@>+؂I_Yf!sa3Ŧԣ=]_ܷ}w_3y-pZoiZZ&ݕ^ 8vG>9&}ߦ~i׎Ƨ{P|%_K?xtSڀ|]G:" <_e*A%}|8(6_7Һ} |QS𮔉/։xmx<I+qN̻\x{au;$^ůvWn=ݏ|=+vKFU}=#9?>haW#g~iU?g>K>9x3|A__[ӕ}i? t 3^lBz}CO x'š)xftsAX֐wpٖ8l(IEqvI_+ngo`=1pdŮ[~zu5[soo՘o!}~GzsשwCoW_x((((((((((((((((((((((((l>dWpLr;:qEohL>G1}3ĎC߿{Oů(_|0yu/nOO?' ZOk㐶x> @x¾-񥗍|1kS7gw[o>?c ZZ潨D5~9|Cpx`|5o>񯃟Dv9n3Gu4dӜ_4쟹pqdܴu{?E8~ן_cO<.`h6ƾ!󤾲4mC^Z܉"DJQ&+xП[?gS4 5Ld`<7e蒩tMoR|!e_!+)t3e?|1jZïZ^nh&_:z?|D|Y;x=~8ץ~sᒖ6r[VqWg)މ+mj|Vӟ~+z:|yg SvuWo8W'wP,FT*wÏZ][h^hN%zJYA5T> ?P¾ `0:a2${ =cY/yEEnڽ?.ʚxL;Gxuk?zODC=@?-6>)E{G%Q@Š((/^gG)?O&Nq~P6}xSj;(Ȃz ? Wc>ʥ{n~QI?1FG~cj/~_ fQ^ 㕗~0~?:~" <#&/Q,W$Ħ[ož{~މOůIJ|]x?>'Y!S ro|_ ~68o|p%_uSK'O7|[eğ/A> >3?g?ٯ>| `|>8]'no?iߌC^">&k_%x/6? xxǎ{Դ_-G3|t?,WZWŵյ>|;_u/⯌<)?mgs~ Ϡu|1߈8ǿxj? V3_xV-~Gk_x?Ox{3>ׁ5_7߰K~십ƞ!=@g쭨| [~wϊ|k>#wß ~!~~o~xQ…?, |Z9eᏌϏc_7#~:ĿGמ<5/"U[Xkh,m;Ms u -k??)j~'):QSQqDxzj6k| ?SmbIMmkN ?g_?1@ ~W?RO0Y}?1_W\I9`'|q4]?SyQ_tOQGT?QEYQEY-(}v~E) \iw"Oԭ ixPo9q3`c7 񷀇g?ڭKa|.|?Ӎ <־ ??ӂOWtDIVae9̲/FʗU^O(ߩj? ?mZ}{bt+uu?x 9 %񇉼W/Oc@ <?ŏ_ҼÚ4xZSO;ßmuR|Y <."Nh|wOm_D?!}<o dH/ƞ9>ONpJX"֊Z(N:'e]l#?%x'?5K V⹚I飷G(]$=:t߭X,?EcW x_<9·ڶj #ZRhZCx^o7|I|(I<+{A'&a5ujϪw>Ni$ꚷZziJ?fOEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPE_?iZ]&|=rj*'dGd9;{NIrHH#={W?n5ؾu?5a -|X%[Qixs^gfci2o\$1WĞ+p|c/Ok~οj ҹW?]_G|O?gSxL|o0-gZ*yJ.1WOR~K9_TMCi6[.vۣ_P/^f෇|EOrb=ټ@67?ܩ+xoxk똓) VY~-o¯ W^_7xO6vZm4.Tg%%I=.TBuG+iSTeZn&]?F`V1MIiZk]tIh(((((hl?֟m4BK~aۧw >9~ ?j<"<-A5&xïMqS&ō] +<[T ,.QS7$ڲN)Y[Vֽ,q ,ICϭd7̟[Y.߼^jwh~}Ƿo^8c_sù??a"ow4ù??a"ow5K EEyZzmС[Kֶ|~lދ?_N/w'30^ w'30^ C,~yy>A9|[Alދ?_NO6?E}}?χ; F/|u?:w; F/|sGC,~yy>A9|[~|l/^ |G{[¿>Cg5/Oi:<hФ.4 Heצh{mA!=͏_xц~xц~a+?nwߦ9>_oOӟr)]H,`h ,gψX'+ ?r<?g`Hg^~qu s(:M&WWoQ9RѡOGo-vB(bc,RXG1AES(((((*hwE+&ҷki*I0 x~##>>*܁ to+SZwt|7^OI*0۴ ۽ ?<ǥ~ o- N J3Y4T} 4<|*>0g㻋h|ɼu g^Fx=3֦ [z˰Nk7l4]W)(g{'KT9)pTVh4f,[vӗxnl`gºo_~7_kւGW5i}& g^I8=9>+] _vxPѿ{ⷁu|Qx3 Ox/X㟄wRlliVz!XXxwH|K#Iv?<w>4Ư ,g< emRMxZ=5[)C9FTJkukѣsi,4oxW\,uÚ k^U v5Y#Y"'¾QFwU|m( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( J(; p0~QiI='ïھ'j }?e/|W=]iW>)4!Bk^/_ZYoH<^}l^/6 IZ;nRok%~hO.\2Vgk|P'\:#QW`|UⰑ0?Ef$ܕҿXRK̔eZҖm&՝ғ1XtWѫJZyUj_-F^w>!xX_ĝS!I=_q}׏GFw9=?#K@+,58 1edۭYl#,XX0i+$k5_w򥢺iEPEPEPE&AAih@=W1 j>1x'Qmi>֝.k<7iḲ$x ,i]64񭇎<`hwfǟ 0_/'_X%ozY%̞I%b[oEF5mgo':d7MľnwI?@ ?eoK IMτCc P>07025| {xoKOŏ淤x^?ž'"xrzx%;u 03J"wk$XzMOoKxuW \TU&]eh٤X=#[˞i٫NIQ sMuw|F߳Iel }$Nc}pæ5I'UxLSw<Ek,ѭ4\O-CY(D?uGoag ?Oz3Io'/?:$ W >M%?3_}>=~{jZ|i<*N⟂?+|'N&^gƤ08L_ 'oKtίI$?v'>lտ$*Ѧ]mX|͵ut#?%?%2|T~9/~%ԋ/([{o⍻FO>Mj?俷N~=OtƳI+vxkuov՚RM-]Z~D"j5>vv?࠿ H~پIowgA҉$Zc@%~7x/ć0$B4i1x?i?ڋWG. t/+qU{+]]-wK鰾0GV։]=V]7?R{wTvҿ6x? |? i>)! >>>Ȓk~?/KGoα 74O<%rruw\ Kc\ o |0$6yba^vo' 鶧'p2v+ _[a4b c⽖OQ׿9?<7O|'dNpF6}y?^WF&k잟&m{}4t߶Š(= ( QEQEQEUY\@F~h,ŭ_цAp *W=_5M[MZi4wJZz4;xG g{ˡw+xWմςVmw\־ 7_PϯHm<#jq|yռ5ͿߎҬ~&~~(6mf;whR= xhr]x;^- E2V%˓q^Y;G*C\jL񿃯u=kgį(`|>Ű5P|lx+{ Y+%|&cz,oEetV7ni;I+%4ON, \ZSm5믥_(>dg*A#k.~ZO_i^ҿmɣGe]o8 n; CŞ.^3goF߮:th3 du8?k|$29r"i6kG֖ᙞK1_Ul흯}63 5&Ml8Z(Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Sh#׏Rj[k/qxݑ8~#~Ӿ,/ 4|F_ÿ^,~$Yxź4ƿ߄O\|X7w~Kfy*+ O1oDdܞY6<+fإ&WvW~VxĿc˯CQt+M~~{ϊ?.ϊ_Wy>7mh޷la-|MnnNxz~8f>R<@3 <)N &QVzߚV]Ɋ`x:7wk=V؄Y?ϭs#7PG7ÞFuxxsMQg['·c=hK-|`^|M4/sC';*g<|G>=3b;|hOh_U G:۴3cQ> Qw&?_)nU49Zm~gwk$K[]ݫ+5Y׉^5K[Dդ+kj_j|kY6zM$vcxㆾ?Y|"{*p,eP`xT:h|_/zqOx_&0? nj xDo>">BTJJMn]KK^n幏qVg,VZ[+Z>oe^#qO>AԲѾ!~<~-j~ؽ1Ng_DhV:ov6&kzOtďX;4Yh۷ό7ٛIoWm;R(5mQE}Z5cgχ _IE[8|{_Wg~߳7$MIolSj߰<3|d+L<o'| BIx^շï \x6ÿ8u'g> ~~<|3AW -wXlj{xg|3?gMo0+n>'Gqu40p̯Y|]-5O/ख <{_EsY9^!_,?o&fx$'.2~_ ߈ି / v߀ů?bPY-x*->$~?k>}xg?Eo3Сׅ,s?!O? ?f3>/~2x>>!9пi/|MQ>?̝<8OfN[Zxw~C|𱇁^<$F?|;Oo ~Wd?O@A7ƿ|KjE?|)[,|3)>.' ' [_gmM~ɟw[/~|kxkǟ [ǟ('O|)|g~(y x;ݱW xwş~׾%9|#5m#ڄ?/Y,,6R+/ý7_?%=ߵԿ5dž>xO2o*{O_N3o?o 6<x?/|b .x짬^|g=x{G3[忄>8|u^~xƺG3~NJYv_2o\uKv_g~'|i/ <-|B'Ǐ h >5>WWq~ +w>|9u~.MO߰oMn|E'4PoiVq4x$6_Z̶n|X,~72_?7xYok_|S+?ho? <nǺ5:w|3GOx'VXsď-C|\'\zl,iu<4(_(3fɮ(3fɮs/g8ikтm6M۵s$|aN<+/_VxoF'4aCχ[I}?ů쎵|>>i'8ε,>>qqo_GzW6O/=[#X}_ Hβ4MĞO'񏃼|4RW6OA8Fb.hռWoA 2%3&4Vvzˣmi*UYC-9eM^oK~\|[x~Ş<}m4x'z/<7}&_ C1sK?}M9*r~z}մ}-k \T%-TZ}׿aQEQQEQEQEeQAw ͕VVfGLӈ%|71m[XqxÞ&Nj|g$+?~*$`|T" qzJsL^k;Y{Y|VRVV yq)-/j}co¯~{Ǿ r4VjVdF07,U asмeIM$_~xsgßjf\h/].GӾ҇CCU7< q|KŒ ?C( _?uSwվf=^W5_ ߊ}J g,^2C?7K0SEm``p'ݣ99E9!,6j&RZgﻲQ_'˜N}^*2i^'}C@Q^EPEP?PT۸*n}hF;1$u]lrCn6{6쭣 g~? '~ 7_xhi ?\'?4b_X ?";Q#|qřVYl;mJ֊ٶuvMXFe)st+6v=jiOlh_/>-? r|F,|M?>/('Z=< VӼ-៊;3ڷ ?Ŀ۞$Ok^NJSe KY|!P?|"'h_oI|Jy7|kg]>_~&-GSH}Ÿ>'k~/xk7Ɠbw< ?e/) j?sG_+ᯁ_Ѡ|^>x?5;]_'/%'IJvV?h? R=|J?fo c/Ÿ? >~><䷺gŏ <@"Y//㍟>? է |@G= 1~ӶG?fx|M(eּ|]x;uCx+Ə>|a)7#Z'>>`6ᯋ_ _߂KM}ERZ?,b4/:|w>OB7?f '|>~)?_|Y||g<(|4|oo⿂~?HQ/>%=_w {Eό|7˨h ?dO/ _?iCu/ckك6 O)?j|?g.kc/?'[*7&?~?a Eh= 񖱬q|,-ൿY_`3 0x }i?dg|/ᆽ yi^ o@K᪈.|#I⿌V6g?${?^⧈<)ߎ1?]ouN7SG^$~d?N_|'w!xM=|k /?.~͟Oڗd~KYe>|J>x"_߉i?^s Þg'[;?3k\K9~|c{؛ f>jzGmF7|:~,/|[X?t-Wxip@AW~xQhkwJ c/6[#\OϏ|eៃ~-35| >Q߁O?oğ?lj {~xƏT<z~֟l3/N7 |ym#T_٩iΛӷ+BM^_SŠ(EPEPEPEPEPEPEPEPEPE@=sz=/$PF =?,51Yۡt=z㟧;WW dXlEZܝ{+Zk‘^Jot{mvEWtQEQA@  ?UP9oҾNDj~E߃ :]( i·oψI9#Kg&͉[{&OdL5*E;]jtvg|cz:gu=cU>[|[]|hz'b_|GmTm;xXh4cKE@?F!g6:&/QmkO64[)׃?<9H8׾:~"Ɠo4x|S#/|7&x"SL{JVg亵 jow_>{Γa_?:C~1B#oAG:?o$%?|E ;,K_{:]K]AI8P)}1é|`?I+OTf]k%?L{PN|'kowHmO,Typ+N+o8NrY"ӥޯKi| _eG s{:/c/8z5#`Cu??Lo jWï闟c'&6k ᗈ 9갸3WxfR՟2nrroM[Q_!wh/Ec|ῌ ?¿xowFx[~x5<`/ g.pG#~Ìfxg__~߿Q?g 1 \ xWoh![|-k >5sK%Bhַxo>&O xiIu^Dݓz&zQEQEQEQEQE]+%woi.4jV@hz_^UQ]X\k-4}WqrN-kUdžh_~1~̟>?>]b$~>uo>xƸ?) )t#^  ւFutiP2; 2>gXc-O׮~*|մ|Y3!>ͣ?C ~|ga1wODhMZ_u~>"ⰲS_M:tl~#:c |l-SBIx_Wgǟ e 5K7uvU?xA xHσc u.p=1 G9ϯ^x<[RM_V+<0X58od?٥hM[$> ,Bo Au1cY@xw&OSa‹<~'x?V)RH[ұh:wh32O-#P=>VﭯJn[տ(o-B3)?$dx;/ovH<cیѧG:*V2=GμdxaES((((((((?Xo<|'#~'BWvZ5_|36%_ů޻cM'ELJdj(A> Ÿ(I_5:7kO{oxVx7?j~*jSӴ64O.0irXbsS\_Koq/ٷĿ<cKlڈoA{A*xm|5&[Ÿ|MBZ8>18<fs? i)EI+jk94|cVlctSZf֝]00aƤ+OڕIm`(QEOzf2yE"zcӯבN%;|G? 5GEvlh?:Ao? ,o@~2m>6|S^ %,?$ϋ|Qwƞ8?`>:<? 6iW:o^:kk?iev|W̱Xҽ[4m^wwĜIZM_鮻Q_$nw>kQ@Q@QE+QE WeoZEϵ}=v}gl'>3ho+qhߎ?~_x$ONo|d&.@.t] kqPO"? >|FsI4]fc>8 qw&I;vI7imtaUۧn/skX4? \j#t x7LƋ:sq QzH?tGH[>!F4W@8£wD3~7?e #xkS GGbQYI4 cFQ*%CI/^ uO?.o7Ϲ#sߌsXߦO e8^Yڷ~Y]AdٵwGLޜ]_Ug׹~Q/O]/ xgK?Ü_?<| }SC?D+>"Ă7ѿ#񖵮׵O$^4x!Oc xkwk#ŢFqCdA~"|^‡^W >g/:,?bߊ#_ Cx|MFE_Iwx'?T/LpyXߏ_79&dsU8i6RT}Vwg*Mvw8r3&䃿ԕח-ۯ_g?aZwkw%? ~a%K} n%=]3 >eOk?-=꼯0J _)?K5IwQpw~_O+o_#~b_* |n@/[ 5{o?CM} EGfjk$g}zOO pnǶ3s6[^!~tkaO`?>_%COKCrq KrEgYK_o478'+[w~m-uf?4h |9dU`u!"Ts9 s C)iFz_ٛAG7f>1qwR1u7S^ה $U} +ÿG# |k7<`÷#?yx'xðs#˥}]kU{:e˛i}~_WZjZ_|&mih$1~i40ƺ'~9xm/2|X+W|Zy^<|qӭ,ǎ?e߉CK+h >0-1CƋg x$:xK3㯂9Vۿ ~_m_D־~#h> /4~.*9b_ Sn~hy+-=Iҟ_YOüq.զ$cRTMʤ2Yi4ۺ]| 4·N ;(YG\%l-sĚk.h^$OG~Lnx)h~( z}sC |$ݠxC?ï|+a&eω ѼiYƊ։HYբĐºÿ*8U_ojgO >,^kQv=^K}}<> τ~03^x.P񤟦pWxc9rݿ]f}}.һ;2]Uխo+ͣ߮g5-%Dg?/oR4cuf!/ h ^/^",WaX?I_ ;_~*9UM'U|5o j`8??.6x?)g~y wM->i.Ӧ+3խtOowQE;iY>ϪW(((s.8^?lsSM勵 +k< |Ai>xĿ 3Z?شxxiм+ 3otm~C KѢ^h!.At-p *0O`qu>T4?~;=S??ru EƇüY~œWl\p]WtOm|YbX|M-]j˿c&ێ_8u JWZjH=:o%_s[>(o<#1>9=q?S_a10Ŧek7fWI;6]rf7,f 8Miu}R-QEzEPEPK6J,-.GMhxNrkq?Ido^^߈ެFQ:k=B 4/k x<)#Iߖs~ {GqZ^'+ӱ'"GIDx^&o/ __kq!QE!Q@Q@Q@Q@Q@Q@Q@3x?@H?~b~߿u+Rm3 xYu_<$q񦃭FYW xgh'vׄVߢzާhZi:>fחx4>Ns#r#_ > Οh|=xে5%ҼO_޺5»x%~'l}g'$۰Od4o%xSkKE;~mVWO+&ym+3N^T&ީ+?wށxW@|-wiޒ@@Ҵ= B^2G8繮Dq;Ur%/;%=4쒍Z'[p)!EPPyߧ^~ߏ~TįoVԵ?x"!RT%S3U8yKzkvdޗk1Ŭxk$޶IkoZvp?YigRLI -f|b5GÛ<5 'j d j+?i>mx_Ai!-O8k0xş;=~w|_T>!KSo8 ȯ Зך ~>#eOyeue$edemݟ<[Ęʺj}H(((6{}QL?}{_ޱIM:sǍRkZ? Fu?^8Lj? t1Cu{?`#߆ 52|3lr)N'{@\2k^ I[Jԕ?g| |?WDm}_kS~O˩Gn.IblS:Ǐ@zT߶7 =[G_ړğ"?q?_o~9|SG7Y"?]C<=g&xG?ᗀS>+ᖟwƿw/73>>|U/8ğg|c|al?<]w>:G|.z{_KXZ>||!Co?&O g;d'x_ |]?uo^<CAO3"xG>~о[|6Ԭ xf/@>,GƝw߇ y|8~|`/Z_o'x;7|D7?_~Ϟ9- |T_}?3%|). Gͯ_/ k5qχ_ hSczx?|[Y7/+<9?h(N/~+B|O|z_<sR?b׼}~ f>=E¿x%+xc[ _a7O!/'qvw_gK?>m#vn11ׁWgx<: {Z׈xOYO\?|M?%<O ھgwj|tNO|cW&S9&_/Wӝ|qG~ w~|3֡O<9!WM|3}H(e_'˓'vWV7d\zWO%?QZYWG>_#u_/G{jIbdzqEg}wq13㛜 Ok䟏ݿu;UG&,4 ufĽ-'1oxsk1ω>b*9_N8*9aY#>@s_cڡkYFj֤e)WK< *އ3,"}00Tr_2VM-4n;󘬒Ioק|Eyt+hO6|!` xG>WW:yOwž΢;_A^ο@ >'0>1>gI}k++4잊}R$8 KkdY~l~A0ۯj+zHW53Ğ׬gÞ!/F^YuH*z+I]mWꖪn?U2I^/aEUAEPUwb2nPz=k#oJ6мK}}o:]񗈣 7>"OwF 7D"P~Z:=!#z9= w~Oic[7oxH7N=w@״SПF}_G3kzC:Tιd'|^v|!xG| ú4;dмK⥁<%h~15Y/OC7v6jJͧvݴM}_'p+6¯uk馯Vm+6gpz QU?玽~VWߩ@QEQEQEQEQEQEQEUy!ӏCZ#~uy/i.[4)uxCVOoemG"mi qge0ϟ xg;alza86^i~[6gh6hGvhBz6 @s3zF~9~@beԼ)k>3d@TxZ? 22WW3g2/N{z{@p>VܥMQFmRi7|ѫꜢ|1 Dqեkkɮzp3M-W۟^p(PNi:Fk槦6g_jwXi.rÒ>P3FFC}CT㻏36hDž.Nk]N|g4<O r{ Lug:>OΧ܋sW|I?sgf.ײ|.^]UϿMGap+Ekmz;{+uxq ֊Eny`–((ЃEiG??L6S蟵}"\ψ-!xw[дxVW% 4|Bύ<+7'p#>-|=…_Uhf&wO?OE}+ xLJ<;[Sj~69k~ѼO]kĞi1oO xkKOr{.Gÿ'M+Z</͟oFC/~_ϏC{Kj#oOׇ~Yi?֗/?N+ho$,xGA|y-׃ӿng;b썬~x/d~4Oۋe/> \ ZWixσēGDg߅񇌼 |F_~ξ=0eOj+|}M߲|⟊|~7OUB_~˿ڟx▏⇂,> 'ǯ)371f؟wďk>ƽ#Z't>/~Жx="gExo -:5~ӚW{_֟6i9U~{si6_Ҽ Ro(Ÿڳ&hQ+~g=c_K#~_u|7c-s^(fh?>$l!I?1?hχ>+o^x_%W,wϊ߳0ůRZ?,b4/:|w>OB7?f '|>~)?_|Y||g.c m|i_~6|?-M˟2koV+r־*bZ>xm%|%sK] > kMo ǂfOZv?/Qx#/??g=CE|wW{N ~9K/~6 EG.i/y_KwZmEu'yC>"-[.C .< /~/|w+ⷀ<`#%@O%?QZYWO%?QZ گ'쐏{_$+:(+{|gZG4]u~' {Z?>$x#ƥjd =3_%?{|G,"@mVeKZHǟd5*/q-%>u2r}GL;iVe$ۀ3:+v 3h'\IRrkvcfխn;h+>~@XV7ږYwwZe Z.*Pqd N 7~^'Ǟer1tgzVQ|q ]SWx>.dt \ż;FW\;.l':}xsEx71X+?5mo}w_.QEjvrs(@QEyϿz($M4z[Ѧ[3>k`5I߀2C2jY:gP_õZH<;/z> auxrA_l'=C?>]A x?şdKǞִ|(=W6|2|_}x_5Wx/\n$}|h42$?'Q5{K+;Zm-m#>%x*ʱ~*rMnIVm$(`((% !=G{x>{QB音g[&/>5dSF _>|S<'j<-?? |IqO|>֓xtItGu}$^6o4Oեy;]Y{|S8&NcjNm$ZuIYWnG* '=={`Z_Z`m<o(.cYk?+n_i4Rdr3cҿXbvN]VWO[yY*Ueu+YkԻEVR}Š(((((TPRcW˟ƻ?iP]>/4{XxXQx%[G?%4TOG6J`y;.kW ߲&PG~ xM.xWľҼiH^)~x{~/N2-^Oifj݊Kwk\0TRm5_ky=|8`6(5\xUr|D71֣*+}5OFbM$ݮvaVO een잾oO̢*Т(d8uxWҼ7#oHյ]c iZ[Z=.11tmh fC}Zξo>,om?|Ú a/x>0lV'R{>kZ;+vg+)-{kz}<޻ċE>3]1ymmn1w?v?c|g|#c3 eB5 ^3 g^%6+G/u>1<{myhys(rvk$mά xe]٭<5?hiK]Zk_ρL[_^p̤`6Nw & ݯ珧>砧a}?5]J΄r21_qEgxKS¨B7Id›m{W_b|#oO'Y E>3I%QƃaGK✫+ ,)i9UV|mBMIp͸3lJPܬv./[96lR;{mlswsJjC[⇉;ֽ'#?5-u_ ;? | CtB hx$x3`ZFoٯÏ]{ŞC>(F ZօؼD 򙌅]8rB=_ 5~\%B7ܱm%vڽ͙;sOcZTeeaQ1eS<`mH)P'o}u,&| j3ݵ_?3.k\sn4Vj_[Et՞|a,/ ~k5G1wT0 }Y՟ϊ.Γ -gf+@bu!t&h9 *kg2<[oٝ^f:Gtmt2FvxZ0h?P]|WON:w[@*\?͞*`2VfqRyWᔺ*iyݸi|-wWO2_MpWi_MNgћ™~CZqP}q6C>J\{:7O8ho u{|WfG$lj߮^- dU{Hvgh+16_x{-Yo?SZb|F|/`x@_ 0t T^#p(x1oIk]wׅ>^qM,Y$kBJm% uvn׵_g/>7/?On^ }wSgm7|I~Ϻ-B>"O!A(cаFFG9N >=>5sŸ4[K_m? VT߆|%q|57υRmgs/rN}s}^5f#K>J !rpUJQueRZ\j{v}#/z5Ƽ*Zk>Ѿ9EVOXŴVMukvE+(=@?AV(w5-ݝƟ}emXjk}-`ULl1O n?codz}\֯n?fkrǏe_^$@c~ 8[^Z$|?oO:W$x<'_xÿkk|5]=wI!N$$x`~Y\CM䳔bI{-%˫Z_^-^[Z]QuNEy|PGU> ~?nΛ g滭ky ·[q,Ꮞ!~ ^ Nu41rM&~]4j6(Q@Q@xolφ5C:灵d _஋_ƾ)l_ <U'ω so ]OzYP. kD#hz?Wp^a5Qw咶n՞t{5gc3/*/k[Y8mY#*_iொmsJֿ|@?u<|)O x7w607:0|/M'?M |7ηP5IfS69@|!e^.WpP讹yV'{r&x,KJkomR6kQ_ AEPEPEPEPEPE^v@~ȯJh ^M9| OM{⾵k9r|3)_Dl6$b[_R]=rs?  ~Ej~-|˷#?_~E#טF2 8-(I^Qiw+-m.uWFOUM_Dk[]_Eꏬ1:J.EPEPIaz/ZOi,ᒼ i~-|sֈo@*|7πVqVguk=kZ65vݬ^[ϦE{W; (Q@P<~[:krM e5g~I~OM@_iů f jV?|Do~/I-x s(:RA  <pT3ƞ>헅'c𞉥xw t GúMthLZ&Pi,) +%nlO? ^x l?hg ƚu|8i"yG~2O)?VxCƟ5uiL߹pydq9垃Kowrdo`VMW4G_V%4[%w?N=;u/Aʖ޿l(() ' \֫?<!]>R|R{ߞ;u>pO^Lzf3omnn0%.wc,3_2񿊿kɥC<$[j'H? Ob2I8|soO|7G&&NIx_a##w?lR*pJZdnI#mp:C?Eq](S|\o%# ĚLFw4oTcϑc'(V<98 #|yOX4mSROWwt?x9ŬNAʤ/UE5x2dm:uŶ%g>1ɭ; !<.1$\:I" ?ȩP6 IӃ޿2~$|e#y#dg3_J!ī+u6w~[k[>(p F~R@96`OO_W۞&Cqx^UZnGXëO <7k_g]KZޥo2ƅ|q.|3Տ@xAT ':4?h:?9xZ?t-2K׿}r3c?ׯB>;~ηi;?!U g>:x^QxOVEQ~ } Is>[N6VSjϕ^Y.$r5[Kw{mwTzQ_OQEQEQO>?4QU8I6i4]qտ_?n?o_}xF:ֿx#NO|3>?S˚ٽ ~߲Lǟ hGǑ2+7z?֟L8ՙe8 \UJ򵞫W;?|9~Wom5صEW~QEQE_~d+櫮>(,_Mu-Kσ5[W$#r~z_WQ%~_uOƯkWѯJХ?4 iPb. |7Ķٻwg;s? }. [U?iJc֏k~x7mǕO xl1#{Do?oSŧw$זKխyk^0alb]^wwuS):Ub;/EQL((((*@-C6xTg?>3ЦH0ω{~ݳV<#:Pm$2xٝS0C~BzF~?A?>xWmƿ?Vŏ>¨m{ozxEHPG˟֯Dgo~(3],d5S͗GBsJ4UmzYڵ{晜%M}ׯTQE~DQ@Uk@ )<5-|^nsGmM3Wu+5?GH@q&@¬>WG+]*~𾍥nm Eд_xuߜ|_g']:e^[XSkfwg?؋gEKEoW(Š((j^Hx:oX}6[ ?g5?.$i/{xi KJ"|wNZֱs6RS? ½[bGFd^ 1ȳiFۼ5roog:2~|3uៃ>*ۛX٠гMHڠ_K zUWEFݾk'γLVs8kέI>ZヨVI#X$,]unҊQE򥠌=F([QsǦ;㞵Lż{99;SJ?4_ŏ݆h |NdohϮEgb8* (QaZ)j;IkvKu..0xJKQI%~=_wMgYۏ? l~ӗUٰf=e_|Oaocv[6j>imilt!O889xoi>3ӵ~)%K]~| i]ߍ/'|Qx[ |)#¿/xB g9< 'ז"-Z|%wxJ/ xZxb0^To[kaϙ ]f DbWgo{mSA?|K|!?7<%⿉9"փOKNzƍsGß _ſ ?goKmcK:MA4OCj,B  I$4O vюJ$ '$ЊY36g` [ -N_K/>`c=Q^A+70Ҭ:)8.J?#7+.c%&ۋ3\g)̲ՅJxjT*NqԒҳM68Oڜ0@#NԧG~{}/Ч؃< $x~:wσ+;|O{f5/ xRc*c^C!&ot=s\AUo!;'ϭyUp˳JdZwWKmhϢ3_ &sYMRdTwݦv_ 4_ZoF|? ~1:7x6O"ލJ|3a%yGI~~ʿ.\|<3iaCú5 զc|Dw/o)+gj "~K:c_!wSMe5ܸU\*QDʓic qӜURwwn{]QH*Zr{?O ( (MnWI_PM߲c5_ٓǗW*ڗPmEe@do3Ax(h J`T$I9:~x/*%~![g堕{2~ xwJnI<7'tʰ&Fv(_xY-upMYZVI7˻cwb֝׵z6 &_#&g/?4?mŽcŖ~^4?za ooNg>_ÁxOJJ=Ϡ3Di?'c iuR}ѫ5~_.M-[^ַwHSE>Y%X(QEQEQEQEZnUfMʚގz>_M7O-bÞ!QW3Ӣ]'E:#A_{9#-˙Z}<_+(~QE0 'Z*A[S.i>#I?h ׵O~ϿyA=  W~6i7<}i RĚ_j x'¡s_h~탯^_U_GPEQ_Q@QMZ__@ YZx 7Z7Ow#<9ijN >h<<~8Tqg|*:Xo ?ٺ??f3࿆ wƟ-^ s?⧊O#@/ {9k{k],ua%X~?ҬUz:Wny_vc_QEQE[-#t?C[ *Tf?Wvoيssd TgOxHd5ψJBJuO+ g0rr:p? |cyx+cSž M -gKO^4]k_ѵ xIı &co>pg|)Y}4vn+޻gqU N's&i,mܝ;E-+Jɷ]#LL^q׿j>O|!>-5|F߆|gڝ45 V96qxsۿ~H' S,pkg W˱=q8<[jQSM{Z֛BJCފ:V6)Ӛp)~/G[ =>xʀN_"~ߵgÏ[>.>&~~}g?y)|a-_C߃|&!|.LJ?$G$E.c^ ᥊ʨ8WM(|M'G?C_dۿkb<#]/Ɵ)Sf,>#2hk'jNx<9|(>:/o^G=3M<bټ2ृQzg@_7,QƖ_7ͮTVwmEwl"XZg7?_.ٶ}_Bi_;7⟆ ۭ4kon~~&Bņ|1_=?o61?io؛xWlw5 sRhO:@?xâxh? A>:x>>?X>~ɿYR?韲olVgFq.u[wk-tAq&GCg0n=WsO|J~|c i?cO,~7ého>$k?1__f` Ɵ|k|K ǚOoz'xM"OJ"| '=3M/(L f?य़ 4}GBܗtęZvمK# {|5OjτYśKͬCFO )?ĿGůo//´=_M߁?फ़Ҿ|?` ~^߷o푨O:>LwV>$f/ڻ'w|'ϋw??zg@_7,Q&eK?죏ΏbS|&髾;?L k~_>z|7On7.t-*:ӍzS((g۶qqLR `c>k2NrьڭdƳ+?N:#k+.f]qmY]3+S; ?l_^Cs| 6_5!2dV'&w?҇0;Wm.b?BxbOeͳ>x '41%Cx/dեǀ=99>>6 r>:[^7mCR͸zj\4GMJ+G4A}hZ?S((SxO'g |uewxG_ yxKm2JmVgutv >SE2v1^CŸ |fZxC {xVXIpH4@q\pq^y¼(t2O-xbݪoNOFߍωFL>(?|Iwift2:^kq{{xs*DG~ /4i}?)K{Eai|Gk.<͂(()8o⯇?<9=+M?ZƓ.K.9V|K/Wj>#?g~&'ukO]F@ug\#9Ǿ+Ⱦ*xÞ_#>*mtO _~(ּI]i}KN3^+x+?eo٣xxI_xB4cpT3_)v)r]rz;/ǯ)'جGWQJC:(X?| ((s?y;o)w`w>; >™5_A ּxwĶ_hc5Wķv\xPx_</)#^(vC_+yioyߣg'E8<ڨ)R4>v7ޭQEQEQEQEQE^~߇^~߇ _`u?,+K񉿲;~̿c/=RW^xFѭr?ums΍!c# cWo8:ܟ|'iT?_ AZ/8xW w^UWk_g+6{$Tғlt_?/4VkY=M/o袊qjBQ@W` [߷A~#=vʡ| /i'Q߄&FcKN:|I'G$RQЅ𯊼9 _7o?V}wEе'??T~/'gFfꯦnڲg[ ťhtI%]tQE~>~^QEQE&^?J~_WDӟk:O?~xEX<qƽI|Gc#.? =oh<.Ի +r<:/#u _Kas/LcgyxSo<?Zk~ <=Ox5]4:⧈\hR o!(5'8gYUܼ[_-lk~u8zK@Exem ((0=gZ*9pn28Zqk4M=SM5ѧ~G䯁<8>|d˩gՍ@ВG>zg_ l5KW^%~|Ccc9љ<][HHn|9c>\*w~"Z~|Y,3I{=.^=#N6iGklOHox3%} K* 5쒚,1QPRݴgsWx1%,:n\@qqmRٮXݾo?HW#?;c˯cG[MS \ПΒi=MvjxJPv'mtӵȱEWG,?r/kW~T~K (X,~t_p_S/(9c}jʟ}EQܿkW~T~K 2= Rօ٨FURѧ94nϦzP2@8VIobZ_oE,ֲ5}WHдm[^/-4H5_T$|f:##&~Px$?iI٘ d7Oqt>KP9=8q^_^kZ_~#C>%w5eʓ~^66h7Ho>(p|)S82QnUb3ۙx77İr̶K$RVI*1k[ZYFOWY]uڡ6c:x{Ÿ4B׼e7\=\x:0p1*~=U3g| rs;Tq#z={R3/s^-nq)B7%edZ+^{txgȲ_҅8Y{+T۔z-/`tAK@1ӵQ@R7C?ʋ^^PK؀>G#8k Fa?Qdޕ#v{77W< JokMo>A&1G#׎_PacvTkj&о~̈́þ3?O ?8D Jr}u,pQKٻr5dމ%eV\ʿհMnw[٭8ه{~?Z<;[>_6bI/{[}Š(Q@Q@+ܟfG31Nڊ 7 3_|><(HǏ>myIhOR=?BQ ~Xe$r~}lO|YfrKFjmz_TN>+Š((rqc?\?y?࠿<;&<|JӵvL"˧jby~_Ott/_WW_ i_|, Qpw_X>K%9;$jJݴ[j+Y~??` JUmfc5jXQE ( ( ( ( (1/aN9 ᜟ |k'ˋFծ$[=CŞ5cGQD Oxx0O3vÜx1wJ)imUf?Uh:A}:ޞ٫5DIIQAQEf:NuK-OE?:u'Os|PIfQ7 hӟT+Okny> G¿wÁ)G4a[xmH\(G~W]snGU`+#?'d^5^guo+Z_Uv|VWWlVK7nWܨU}ߧ^z+4Ykʵ?OQE ((\B%O쿠Q앟zKtп>/м=7P%$xu}9X_F( _ R?O|9={w=+>(վ|SqIh _Zg?i/@.kz漁,׈_ ~->(!,*Xt]E $i|SxB_~A tў0+d63N\`gG=~w=~:Krh:oojIu>-b $'>3?*?u+ Ox;pWzJ׏Uk(=5KSmdNZ͸5k^=O;r:vFG^l~w`03b^]%3u(Ym4U6_׮؇z;cz~hޟ_/߯zvsPߧ^_f') A4L`^֫Ay?Һ,֭Yw1P[.#v<qcz)10FN]O ڿ8|W SZ5_6P Wf} ddwo?ƴ:ιs7w_>(_ۿ5N87 W\evԒwIYh뭯{} 3|c鼟,U%I,IM6O'Wˋ{VS0Ièx -o@~9xp|GǾue><] $1m*+  YZZڛeTv7e'6c~^#xp3UR~6qNjٿָ3$)FMp٨VWNds+)UY], E^ .F\IY]%sǿ=~>Lnzm.dyz}pQEQERAycM@","#$sԑ}O~x'/fOŸa|uֆ?5h|mlO|"anߌ#k$C_~5Ii+? >9#ƾt-xo'q|I|iWsGlVv_o ?hş:r+ '*{e]ቸj>W=5wI=Q_g((΂s.0. 8)$avݴá~?5_>wgii0/9M Y59?~*TgDW1G}L}:oh|k# #W?r|E \xEtl1zJfWa_7wզҳUkۦd*eyGQEGQ@Q@on^yUƹ͞uy6ZOm?dj+x_wD# XKyGWZQGߊ`Ԯ?LJ*"+6oz?_c^ k$l}QE朡EPEP40M<ڕ՞eyivY~u_Ouػ50XxWgខ&RN?|.I߃ώcƆVoxx[=kZ𧍼39>hzƊ! FEQE`4P0?˰Hٙ=H& 'l}8=)/i-kPK ~Ǔ|Io.¯|FY=@c_Cqyïy&sW#EoN뒦6/ NZe-4ZjϯOSN J?jkQoHG'/2?vx{Dо+ ljў M`~`"ᯋ>,K=8|6_-zf>I_"E/D?xXohhDKH1ӷ4ĸ$(9'{8saR➋zM?ufV7o¯p*P&~V«[Iil3?zo&}" 1UoQ{qg\Ù۲/]uKKm{Ew זk=:~M`}lo>Qf,?ࣞ: {ρ߳ohE֏⎳]cAmv_͓`~ȁ8c׿ڣ~߮?J_ŜNO*&'|[9rWYn%IpÒvwrr[s?Rt?Gj5|6/xZ{_Z'ƽ hI  [OcN Ҿ1|csl<=)Qtv8"I>s:~C޿ /1K\YS8[rgKDZJ/uV~^NP-(SvӥNw*Cf"m霎I1kgqګyClg}q׿銳_{{m}/k-a0:gR=^QEQEO4wKuoE~ۭdA>N\Go?xC?񾽥SxWo {H]uiٔ  'BKt乄GXnvoQE((+ixq} Z(|e ⶵx۟.Gh__?(׼}?tx&/_607>tZ⿂I Ch?p(ox}xA ˖evՒf좵nᬷW9sEݾ}ãυ9ς>x> O |9Z^^63AїC_sp:?v sBNS ]gjEB*Z',&8Uܭ/VQEQװQERApxm~Oj=:_{O=3?_;0xU4|,|ix|rI~r?_ J0i֖vpxmS11ӥ>"xJh?u1jֻ1{=s烵xK᷁g-x㍾!&Y8<) il}~Na8&▎ɷ+8QT%wOlf\AeVrzDh'CLN>+$+QE0 ( ( ( ( (~UuhW r9`~ *(Z4o0?kڋKZ~[2xo⮬<몀/ |Dѣ)|E)0(o#΄ڳ࢞/ºl:▛Zj?g=QhZx_\h),^ gat 8vZ_X^AkZCNH5n_< ,(Q%k^T۳VYgK4^ r%wto}nIiEW۟]w(b7ӿ7_Apg%]u ?C§'/x\9"~G+$N]8} 7u6oOC⿀XA q$K|Y |W>0KxT*1s?Ge4{=n4Ec9GC{?CH񮹤| ע[.#K6:Y׿g??ȱ.M$ܯi oqBz>zZ`V ?|j&@g&0[9 xc.O'x<3ohV"~+񿈴 x[BI&x*uWyXn FWfcJa+8_[T?ğMo]wÞ +F_I'~3x$kdx#Ş"ОJ9%2q~욵N#fQ§q˶g{yG~4׵-7/﵏ |vލ;Q}k|oOG1VUf%}?Vccmbmlt /ҳCލoÚU=z.&7Lt د ?{y(˕sKIKh>'xwtB(WJމ9B(((ۦ)}wJ-m4 ' UW*msK_oj ׾2xZQu$zV/eok QֵFW>&珵u^g^/Dž ks{Dc3-]J;z_<=sOHK4^_mKLE _ăVOx<㷃0VfظpRKEuw%}tmۭ5NNg?ɾ?&+o㸴?|Kώ4+Q_i~_ku:ɟxoG"xɓz )oa3׃]n6kx--m>bsH+]r{bGnx:_~"ts'u/ BԭZdVBˡl:<٣7wcjα?h>xU|?gM{mhhCh#Ov0¯)o;ww?֩ite ~-5!ŖǕb_x|>?~ 6C/ fPd鶣>].va5K!ͣghT|+Ifzi8'5kO4?\gZFi&.+[\ug*d~ )QXj 񦉭hk+\nŞo#V$RxUL<10唜j㢗O]8x<>; 𸦹d--{=il¯k~&<-,h3D;)]n?b | p|"@5ľ5oeºvӴx[\6׍ sdx*"P'O7H'xsG-cY,4[%&𖩠w~8x^7¸ˇ^[x$Z\KoSZm;(gcrMGn]ӽݮ (ᏑZWuŠ(((vkyD/o[qiVږwgwc ZE<S֭?ſي&;|sYoVgI~$_|-Slž>p$#<88FFHdk'wx +G'mkګ0HLQt??BM֞? v8?UR $JqzC;s4}7帼WZOB 7F$,#~.x#$+K4S+qig$_]n\ˢKC,3f1+o߶ozn/uKGτg?oU$ x{y[AKZ'B3C - Gc |1?]P7DT|I}YԼMS`Z׎!~:拮hE>+Y[h`C\xƱx*1 >,o.]3߯^}(&pk'!yBI5I](_CmwQEzM9(((;x/{ǖ|(n\x7zegKt bć}'n83>//^$֑w_eτ?|h9' x#.EVf{ :4 ?Bݟ NTs[ֵpuxB&Nw,鑝WF߃_iS:Ŀ>>jAc|7~!xn2]GpU?fMZ]Deuď>X<_#CpQEh0(((((((01ڹN/ycmq]gvn@0誹F|KgU]VU4~$eWvJuaC|_O1yž a?<x_4z $ktkE& yF5EVoUvWvz(G?c ( (w?{g׵|Y?=mGKGKבJ:4,( 8Lnj!{Ӭ6/2}`71{kte{]^ii{=;0y SmhnnM.7;×#cT|I?hφM/h\k ǁA7E+3C/_-Yiz?~i742Ndx/O?FHGI#K-'_[z߄O}c=a~(3\?WHh)O x_A . eS+OXm_Mw=x1RNߺݛKwzQ_ki]IZQ@Q@Q@W<',-/,YZH`QBWjGekAk/k:fߌ_fjƩ^i?u_5x\A"p%ؼ;_ Z)G>]&_'##k2o!x0|%>f%x<ͯE|7mfVpW;I+rM;8lV3 oKXk0hu? W v?TT3]>Ҿ9ak~5 xKQxF&67 #)~.d}a'L<A_<YCڷ.ɽ|Zﭻpܳ[gg9E㤡5m=~iAE&G6}LQ2BNϳ ҫ/ I|N]u~]ViUASgr{vcǑr=~x?]Oxkŋ>#gu'^ҫֺcGSB0fwS؛·6v&^X?g|I1ae}]? x^0ϋ&𿊥P%HIx̣hxzQ.gVo&sapWe6]53K2'$|/_)A>o~NjQoaO~&|XoO[>oTƊ~+ʵP?q]ɣ=:,rG/O_$i<<='|Qm%eyCqiWIhꝮkb3&ջ=_C>(σĺVTVxsK5]q0HiÜ*x_|FW/ğWh_l_5Z¾6<%8#D4|׿?zemc82ݚQj6]t]{ob8QIi{_]uWz|O{| ݝ|?$x^60~"xTGUU27\i0<1oޑax'U+A50?:tǨ_ҙ&C|+X^^ɥdҲRSoK٣m۫k.7(nNۛWgrQJlEPEP]頢??_~ji6Iۏgofa<~'hσ5~gzXO_|;`3/~!T #b7}/]*k!7y|*E'  b(OP,V'Y8&*Nvկu'+;4|Oq"^'G6bսWW^>g=sg|OOo~:`⯈4XjDu*¾W2ξC~ԴQy@#^7&}x2Į}?㯽853,Lrz{ͮJZ6lN8ڏw3Y_[W٫X(EQEQEQEQEQEQEQEQER7C?ʖc|]ڃτoKw_?gSk:6/|B_^| [I?;˥@o|'/qYn*8+$ޭ&gi+֍u`x.$gMjRRzmoɯx¾o-O񔖿.mn }LoK7/Z6Ű#Px?~8>-^}}|<5u>UͪmJګ-+얇 q&0qh%$崬f=QEGׅQ@Q@ y˟gx>$k>So@Zþ+ִxMB7x+A |@ݭ^2H񏂇*Xh 43{F5K_`NxA?+?'(װWWO7/[52ھ:ƅZ >&Pkhac] dݕ$CrG|]Cྖa 쇍uctb>&'z~C//n"^kb6̮.ot9_\k/uҽi-:_2u;cJӵ_iޏYVo4mO7%#<7sZV' bWV]} ?9iM>Mk (}=4 ( QEQE6ۻw}~QEWwxXi UWmlm~Aǟ_¿_4?|9Oc_o >sF1OqOcGƿ?f\;3wo 뺪2kzއ5 )(`r_1߯V3B(ҝ'N}_q?i /'z7ڽ=R'B?D~c5a('dxKճ,_oi,zGe>,ݕ- +.&¼19-Z}K]oS?MZM-G= C3?j g@']  /$ i}9j)??WSॺ%?bvZ98 j Ѿ!D~_>*uq*c,0`OuI`4_$_[@ư/>F%ƹKԼa[u ǀ<=?(e'3Ȼէgm b1_|ȿ mBŏď-?t5=~EVRjMͶ}QI^_vQE&'ES((m+ {}߈QAǛoyWBz o&b=Y|Y-oq<N[qxϪ`$vo[v枘,ɻ$ֺu#!Ass[O,wt/76zg ^1Oְ5Rqx+<}§|\G~U_ߴ~&ss|G3Ǟ($|q>xxwœo,už&fx'm'%jSM O_B\Rv[WMnn߽᰸\&8HKDk%z;)K ((rzwjxOGO72z׈|Ng_yG>6bcgZ. TZе#h>,cBxƾ8+a2Vُ|Qy xē[}('<96|nѥe;xNJmݤj]leh(((((((((()?ŸEraC{a{ͽլWvwVTYSV(9T!bK#?>(xn:?bBm!⻭?]2ី4gm)_Ā, RuV?oLPJ2Gޝ:sOUvu?מ8ϧ⾳֛\ɫ2IJ?trLc//vuk]4koswio{c{kiVkoЮ#Ok*|6*צԴr4>! mw*JVL`+ $]IhۺJZX+>((fO|O${zu Irm|>w|>?5:xᏋ[(|s~)xL 6h+wQRyB:w|ov7|O;W xg] >7|2п8PW>Ol?J+5|QE#} ( (]w_:Š(aEPEPOM(w} (({EPEPEQºuQ@Š(IOԵ+K5rN|?ֳ^76^!o\>і2\e-ugwS}WXɯV~X:^xUtMK'횶hnaas4OCߴ=?>!H|94xOt?>b'xbGaּ;4n-Jg_zKxUx3Ƙ_3"f돈\xOƝRQѵoF0uCIc[@ w*>z?<=_~[m𧦍﬛oHN]x*ȒM麺+K+Xl }zJYQ@Š((.}pV|f&}=z#\J#׏B{זxƚ[=ko_>|?];M4Vklʾ)mׅƾ)g`oxTc1\1{WKgokhZtfy(Һ.Ͷ0iºYBП4Ϫ_n /|ic/;|G/9 7?| 5Y_~!K|_x]kSH_x;G1ξuw~ xs3x]fA E.K_|}{aO_u}8x?¤.|+|8I-<%}_xXEģ?\d_W,4[(hdEG]lF?YŸ YTS־['vP@s׵YrAlQEQEQEQEQEQEQEQEQEQEQEQE̓O9[B5/P]gGmol]7QP t") "_Ho<oKZǿt|%>Ao|S-$P|gVel2ҒRi6w|_'J/G8 i((+^uz?W Q*V+Z~˧QE ( (*$~[k_j xڥ6xGcAx$נ zN1o.UrⰘL^FZZm]祏[+/s6DYj jc Amе<%|3 IǃUGprwH<7M|]]bZčF>7?gǙOşUK]?RK+]OH,-XҮtsK`T=p@k2ᬫ1^[{&i]QI(4~o>9OdVɶw+iSG4?Z_xW~nk{+[ƍM2Tִ;ӿZ|O͚նº.^Wz~3cᎿ=I[B0F_-~<~<j'M WօƊK>bd5cvxLQvrQkM|{hvq}kJ쫨]bweώ.*2G}?Af#$Ͱ+mj]h zc!-5z漎?Q^#otվ;S_pQE(((5QE}QE0 ( ( (Oǽ^ wLks禫{}Q+|~Ey/~acSg7ihc*ܧL~ogR _h!ϵp<፮}7|omk!'M,t1?G:9~ߴgq}? ?t7hiB<|;í>YF}2|&ѵT>(> xV3AԈ&o{^I92Z\ؼͫ^)Z;{[V~c⯋EY'^Ut|<.~퉤k G7_nSM CXeBxt/ZGnLJ~YxBokZᖃD<eS# #ƾd4>|\\t=yמcQ/[tۮ2+brVn FFۚw&^7=IsQvѽ.֩6ah6.l8Ҵ1t?$ߟ9(~ߟVr).{hGٲdQL ( ( (@lLO A,>?M|Kwˡ!N<1OuԎN[\?eW}đ|k]<kaTx>/Kyi0[k;%gUGŴSi;hӻzߣz.=GǟxGQ;=:M[U:G_C\:6|=oU?hQF%}2ʾ5j=w,xM>~"꭪xGeeѴ!]nMb <-$^k3 8?zbnOυ_xO6ޫ\G>:Ljuy׌c{z1èW71GhE0b ,c..(f-cMI(-8-Vf>3q6%ݥ+ݎ_Wkm|0_׽X=FjV+~Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@,c8'?k i|A8>%*Voĭ_Y#_j> 3W1\4Or3GL2B&|VlN+-q 2ѩj[4ѫyhVX954彭u[~Wx zڋšoϊW!G{j~Ͽ]\SJVD΅XgnR1~#'~oo x'⟃8!O-慖6;ʱ|{".~7~1xR<>/Ÿl\'g(_eS~Ü}JMET)_v:'SZ#=8> մe_ֺ?b$t8HT:/o/jYޫcw+X֩j) 9? / Q@#Cy~Qz+ QT_wV^ͻ]=|c~5G<=Rz|7eC:~=8$lc?Ox;Ÿoď .Sod&e7 $=4~Zv^n4[+S3iofFhө νZo޳cI|yKS6ę@?! 濦iS̟4O>q߆7HoG,Sט&i/_I<M~.Á^d|25# ֻ[_k;<,WVkEy߰/۟t^,-$߃G7>?1ϱԼ2MKV輭t]=ivV)/⸞[^]ķK7I|[KOxz6Mtokl M_|G_uu^ ~)IN8d2??fo?gσS#޼4i 3Vߙ5NKg Vi^K~2?/ɫ:Σ7fß x>#Nj51D"O&#ץtan>~u챟oI:,qИF>.a5\}c)ׯϵ/1{W,][[wWw ]Rvwvp`3>d}ѵ5Z\??f U_|lnUmoD״"{$ WT?}|zLJGJ|!oE_ 9֏3 ry)>y9y.;\qޥOHN+TrOE~]tI-]zumWxlv}4kEUYv_2[I(7[+Q@Q@Q@FONz{qG?oC0Oَ?'ZiV엛9a~)(7צ˭ǖ1OGG+3 He| Ŗc~ /7}OZUkme ^+/WO7%|771%S^ʿ<$Af?' :akJ.mE^$WN5JwSI'^6[6U0wlVi[z+8W?/ǯڐk%ݏk /_|2>Gxf|D`ѦaGoG3\_GehuY Zfhu\dLe26mbXF <Nۧ=l'^syܓTvн4գ-m_ykϱOJ~/hSZ-̊HFP <{jEy)Y%X~H(c ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( 0@P`tǦ+ |sЌcJ٢xu_ __4m|e]x5Ɓ*\[|3x*Z,(we,c%e{̡(OJ&|"W}cE3cc_-7N}8?β䳙&~c,lK MY+i&U(t>%!sRjw{[kk}?-wE.7h~#͟=ڗ$ v8+ҫ&_?x|LS_d\agQ97%vMMuq_p,lg.Q$ڽM(=ZuG5M;Zg?4xo]5t=cD+H*@`I3 [Oצ?_i jw_֍nL' \Sk]/[EU[~AEPEPEPEPL=O(l }S6S>(,/}QE] ( (z)Q@Q@Q@Q@Q@Q@Qas]>=m.s?"d~2z)ooׄJ~ |. x$|Ou~j+:Z<50<#OZ{4r1F$oi+^x+ ;> )MmkzZn%I3 {mWwϮ'OmÖ^$V+SNJw;0/mY˕KWZvGBFmzw>Aož#bt4Mn7BZcvۻmw6}ޯ~B*QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE_b+t+ fKt;X ]Vu==2 tl=I'ֺz)ŸMVAͯM/?M?x[jZ2~x _k55a/xCcQk(x ./}4NMWMxƚȕ7/>ď+@м3ܷO x1⌰stx5ϧM,>:x_?oeQ %T{'guwGqnq4%;tn-&#ߋe> X^Y fںZ?<#ĚH3t} e]8#8b˿5xxSտ/>'|7־KԼKotM[6w xIȉ{ ž/oM%¿vjv/j#_ @FoEg*j(rEjҝnWչF6W|~x%.g&{E 0ycW4 j_e(g64AyMovx1`~h/u_ 7,\>|=|V<9G%2x@x?v᳻ y犄7mپYm6t~xOĺ҇RPπ;⡒|QcMą[oWtE| Ӌ~Nj9=ߴC_ uD𩇄|#n5n-Zܱsφ/O|1cg<u"X CТAѣ6H5 9JX~A_u/5H&5}94oo\}gz){*{+ieu].[l|+]%>i|=MCS|ɩx+֚%kL|ExH2=q\}! &0 <ֺ~؎ZRܮ:g>uqX')7ɽv'Ҕ)JOzPKE^ąQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@W=_X+Z#U(4dաLnkEԴ2v)$pz95_o&o_ƾߌxW߳g_|V,D:վZK൸ #d`81AWFµY=]J;;٤IYS|3]KEoSTo?K|,kZ'b4_-s,^ IK]nQ4bc%[WMQoV7Ij,lKxv]]uCϰ҉o~\~)|.n|8c7חO?m/G*Q2x:1\&(o|U7 C?|iִ,&_G0R >5$1/*уj4nQn唓v|j}vnQz7~Nu[kk^ݿPe^f?|~ǁXu DA|ӗ ~˧<:UYH_BV4?76~iBÏ_O b'[F<,]ls\~,-HM]^W۾U[4쬴Wm-{uxڃe-)#"S?G?T:Vq'Ef8oC+Uc-䮭2/o6s,#̠km,Q~zj7C|7Tn/ +⿃Kjx]'~#Qx#>Ig>^;Ieo?ڿ4ONs,]'y+[vE}zY$x-38tvR;u/s >Gq_5Y~g/|E_~~ <>v.?>&*oSdE.;7^kW+~͗I#ſzC'⏈S9$ > Ѣg.x5%ƛfjRmٽb|G5֫Kl_d(;r^09x^V2~e^ZxĚ?=CMt=^emw<pFO}a l&<;_|%O] Sg>Hcx7^ *hsNUE[MCR}tokI+|aovVmI>B'ǯڕ@{K|Gj 6wG,Ef:_)G[_?쵧۬&>&xYQRA5߅ h-V ^MNjΒr%oڨ`Qs ggtZ8 5|_8ek~Tv;>Mjf^$hIMFN+tn.hjSͪ:6]'u.V1w~6cx+^?c%տŮEA7;|/c [aѼ'HO}jck!ڬ.WI@LdY$B~nG:H?/ i>(c߉?0Chz֍o0<@yDi%7zyqpz)gzֱzgZQ.:#ūZEm]:L8hji??ooMQ*Fey5(^O?.]ʵmig/Tl|Aս?ۻofYN|@~ھ̚>5F(/E A?NگucDt>ߥ~c?}϶ݿ;C[4RI[WzKgR-+hܻ_NG;|Yf TĆoyŏe34uCҿ]ރZ0ރZ_ͪ?r_vG}f>U}|x v:kR?kߍ Qꋡ&LJWaT֗ =TDgjSދ8>6C?y?֎ oUֵYikwK}9^q=:?M3 = ⮏?W[J~0Ejj^#k"[x(nTn G?d~עH`Iܒyo}Ѿ`Ca) ??xו՚J6vݷg (V?W^_"X֟ZLAREQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQ?~TQ@Q@Q@Q@Q@QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE?DyK /www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdfyK lhttp://www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf@@@ NormalCJ_HaJmH sH tH DA@D Default Paragraph FontRiR  Table Normal4 l4a (k@(No List 6U@6 %w/ Hyperlink >*B*phFV@F %w/FollowedHyperlink >*B* phB'B jComment ReferenceCJaJ<"< j Comment TextCJaJ@j!"@ jComment Subject5\HBH j Balloon TextCJOJQJ^JaJ4@R4 USDHeader  9r 4 @b4 USDFooter  9r .)@q. n p Page Number2%H  .&-./GHIVKLZ"Y@012W5 6 5n>?i!"%)-<=  @!S!Z!!!>"N"b"""###&@&&'?''''))y+z++,,,0-@-W-j-|-}-////1t4X79:\;];^;j;======?????@@AA3B4BBBCCDD E EEEYFZFFFGGGGGGGGGHH"H#H&H000000000000000 000 0 00000000000000000 0 0 000000000000000 0 0 0 0 0 0 0 0 0000000 0 0 0 0 0 0 0 0 000000 0 0 0 0 0 00000000 0 0 0 0 0 0 0 00000 0 0 0 0 0V7 0V70000 0 0 0 000000000000000000000000000@0X00@0X00@0X00@0X00@0@0fH@0@0HX00|? GGfffiL $A).3G8>EHKN%P),./0235689:<=>0""N*j5EO%P*-147;?$P+FGGG%HXZaci!@  @̙ 0(  B S  ?H0(  %Hi _Hlt252182202 _Hlt252182203GG&H@@GG&HE E  E E 5*E l#E dV#E c#E E 5#E !E c#E DqE |E #E U#E E t&E  sE ܦ"E $E 6F %F ,%F d&??BBBBBDDDEFFF0G0G&H     ??BBBBBDEEEFFF6G6G&H  9*urn:schemas-microsoft-com:office:smarttagsplace9*urn:schemas-microsoft-com:office:smarttagsStateB *urn:schemas-microsoft-com:office:smarttagscountry-region=*urn:schemas-microsoft-com:office:smarttags PlaceName=*urn:schemas-microsoft-com:office:smarttags PlaceType8*urn:schemas-microsoft-com:office:smarttagsCity>*urn:schemas-microsoft-com:office:smarttags PersonName 8   GGGGGGGGGGGG#H&HZdGGGGGGGGGGGG#H&H3/F12=>??##^;_;? ???mAmAAAAAAABB!B"B'B)B-B.B=B>BBBBBBBBBBB C CC CCCCCCCCCDDDDDDDDDEEEEEEEEEEEEE?F@FGFHFMFPFSFTFqFrFFFFFGGFGGGGGGGGGGGGGGHHH!H#H&HGGGGGGGGGGGG#H&H A` (N#U ucZ K2W/hz3=3#4s6 CT j{UQs,[Pn"_6-jTh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhh^h`o(.h88^8`OJQJo(hH L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.h^`OJQJ^Jo(hHoh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hH ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH s6#Un"_  Kj{UW/-jA` CTucA s,[3=3                                                                                                             K0@~m W  a }=& E3_2{V*!V"IQ"\,$o%cm*%w/r0 2t2p5@5_W5M|9M<c>>,AnAvCPDUSDtpD HKFPqRTSW5WUnYT[o[wl\#]I.]l^fjWmn p s5tktv`3wyxY{!^{ *8:7HEufqL61qVMtb)G?}Z]-H*oPg_q}BgLdq E\ #G&pQ^=lx.r]]xG^9 -[Q$Xzh}r`s[9AGT &H}O@kk08kk%H@UnknownGz Times New Roman5Symbol3& z Arial5& zaTahoma;Wingdings?5 : Courier New"1h䆏䆞 =$ =$!4dGG 2qHX ?`s2-Social Ecological model and physical activityNerida Matthews Julie Coleman@         Oh+'0( @L l x  0Social Ecological model and physical activityNerida Matthews Normal.dotJulie Coleman2Microsoft Office Word@G@@Zذ@Zذ =Properties ?@BCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$&'()*+,/01234?9<>=-[@ABCDEFGHIJKLMNOPQRSUV\TRoot Entry FP]d; Data Akq1TableCUWordDocument\SummaryInformation(%DocumentSummaryInformation8CompObjqMsoDataStoreP]dP]d ! "#$%&'()*+,-./0123  FMicrosoft Office Word Document MSWordDocWord.Document.89q as.microsoft.com/office/2006/metadata/longProperties"/>W3GQEKYDD3Q==2 P]dP]dItem  PropertiesVLGDP0GUF==2 P]dP]dItem  Properties MRX0XEDSBJATMQ==2P]dP]dItem .6DocumentLibraryFormDocumentLibraryFormDocumentLibraryForm5E1-B7EE-4C1A-B0B5-B39B06615BBE}" xml This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision. this value after each revision. lexType>  "0Victorian Curriculum and Assessment Authority$G' .Social Ecological model and physical activity Titlexl $0X      $0<HT`l _PID_HLINKSContentTypeId DEECD_AuthorDEECD_Expired!ofbb8b9a280a423a91cf717fb81349cd7display_urn:schemas-microsoft-com:office:office#EditorOrder Templns:ds="http://schemas.openxmlformats.org/officeDocument/2006/customXml"/>w>ffice/2006/metadata/longProperties"/>