ࡱ> |~yz{` mbjbj ee~48@@@h\<8gLL4[[[$Ah [[ !LLLLLLn2N@ @J: 70gZ33@NN3bx[/NL} [[[  ^[[[g888D|&888|888  California State Polytechnic University Political Science Undergraduate Degree Program Assessment Plan Including Department Response to External Review Spring 2007 Table of Contents 1. Introduction 3 2. Mission and goals of the Political Science Degree Program 3 a. Mission statement 3 b. Specific goals 4 3. Assessment activities 4 a. Assessment tools 4 b. Matrix relating Department goals and assessment tools 5 c. Feedback loop 6 4. Assessment timeline 6 5. Relationship of the Political Science Department to the University and CLASS 6 6. Faculty Participation Sign-off Sheet 7 Appendix 1 Department Fact Sheet 8 Appendix 2 Units to Degree 9 Appendix 3 Models of Assessment Tools 10 1. Introduction This assessment plan states the Political Science Department's goals with respect to educating our majors, delineates assessment tools for determining how well we are currently meeting these goals, and spells out how the information generated by these tools will be used to improve our effectiveness in meeting these goals in the future. The Political Science major is holding steady: the number of enrolled political science majors in Spring 2007 is 206. This plan is designed to assess how we can better serve these majors and attract new majors. The Department's eight tenured faculty members are: Mohammed Al-Saadi, Sandra Emerson, Charles Gossett, John Korey, Lisa Nelson, Renford Reese, David Speak, and Jose Vadi. Dr. Jill Hargis is the newest faculty member, a first year Assistant Professor. In the 2003-04 academic year, significant changes to the major in political science were implemented. The separate option in public administration was eliminated leaving only a single political science option for all future majors. Also, a requirement for distribution of courses across the subfields of the major was eliminated and became effective in 2004-05. The first change, eliminating the public administration option, reflected the fact that the department now offered a masters degree program in public administration and an academic decision that a specialization in public administration at the undergraduate level does not give students any edge in seeking employment over a more general liberal arts degree such as the political science major. The second change, eliminating subfield distribution requirements, was the departments response to the university systems call for reducing time to degree. The principal problem our students were having was fulfilling the distribution requirements because their work and other class schedules meant they kept missing the one or two classes they needed to plug in to the last remaining subfield requirement. The faculty believed that most students, even with a free hand at selecting electives, would achieve a reasonable distribution across subfields even without the constraints of a formal required distribution. In addition, it would allow students who had a strong interest and motivation to specialize in an area, such as international relations, to do so within the context of the major. However, as the external reviewers noted, it is hard to be sure of that outcome, so the department made a major revision to its curriculum so that all students take two 200-level in each of three subfields and research methods and then at least two upper division classes from the three upper division areas of American/Public Administration, Comparative/International Relations, and Political Theory and Public Law. We have also required students to complete a senior capstone experience either in the form of a thesis or an internship. This senior project will allow us to address the logistical and substantive problems identified by the external reviewers in looking at our previous Assessment Plan. 2. Mission and goals of the Political Science Department Mission statement The Political Science Department of the California State Polytechnic University Pomona, a collaborative learning community, seeks positive and significant impact in the world by: Acquiring and conveying substantive knowledge about politics, government and public life, Encouraging our students to develop certain critical skills necessary for informed, active participation in political communities, and Facilitating and encouraging experiential learning as a complement to the traditional pedagogies of the academy. Our vision is not just to learn and teach about civic life, but also to engage in and encourage others to belong in civic life. b. Specific goals The Department's specific instructional goals are to ensure that: 1. Students can demonstrate the ability to conduct library research on political science topics using a variety of scholarly and current resources. 2. Students can demonstrate the ability to analyze quantitative and qualitative data. 3. Students can effectively present arguments, both about research and political positions, orally and in writing. 4. Students can demonstrate the ability to learn about politics and government from experience. 5. Students can demonstrate knowledge of and the ability to think critically about the processes and institutions of American Government. 6. Students can demonstrate knowledge of and the ability to think critically about the processes and institutions of governmental systems other than that of the United States and about international relations. 7. Students can demonstrate knowledge of and the ability to think critically about the theoretical and legal underpinnings of political systems and processes. 3. Assessment activities a. Assessment tools Senior Thesis or Senior Internship Seniors will take either a senior thesis or senior internship class that requires a culminating paper. The paper will be evaluated by a committee using an assessment sheet that allows the linking of the content and execution of the paper to department learning goals and objectives. Annually the collection of these senior papers will be reviewed by the department as a whole to assess our success in achieving these goals. An Alumni Survey The alumni survey, consisting of questions about the strengths and weaknesses of the political science education provided by the Department in light of students experiences in professional or graduate school and/or in the workplace, will be conducted every five years using a random sample of alumni. An Advising Survey The Department conducts an advising survey every other year which focuses on assessing our performance as a department in the important area of student advising. It can be used collaterally in assessing our students accomplishment of our learning goals for them. Miscellaneous Tools Other tools, such as the Graduation Writing Test will be periodically examined. The Department will monitor the aggregated scores of its majors on the graduate writing test a miners canary which, while it cannot show our role in students acquisition of reasoning and writing skills, may at least provide a crude warning of significant gaps, should they arise. b. Matrix relating Department goals and assessment tools LibraryData AnalysisArgu-mentationLearn from ExperienceAmer. GovtComp./ IRTheory/ LawAlumni SurveyXXXXXXAdvising SurveyXSenior ThesisXXXXDepends on thesis topicSenior InternshipXXXXDepends on internship locationCourse workSee Appendix 3 for detailed analysis c. Feedback Loop The Faculty of the Political Science Department will meet one Saturday each Fall Term to conduct an assessment retreat. The goal of this retreat will be to: Aggregate and synthesize the assessment data from the several sources identified above Decide what programmatic modifications are indicated by the assessment results Consider what recommendations the Department might make to other units on campus to the extent that modifications to the general education program or the addition or modification of specific support courses would assist the Department in meeting its program learning goals. Evaluate the assessment process and tools themselves and decide what Assessment Plan modifications are indicated by the foregoing analysis. 4. Assessment timeline As described in the preceding sections, in the quarter in which a student plans to graduate or the quarter immediately preceding that one, each student will be asked to submit the writing sample; this activity will be continuous throughout the year as students graduate. The result from the reviews of records and best papers will be brought to the annual Fall Assessment Retreat. At the retreat the information from that years GWT for our majors, from the most recent Advising Survey, and from the most recent Alumni Survey will be included. The Department will act as a committee of the whole for purposes of assessment. Winter and Spring 07 Initial round of thesis and internship papers from seniors volunteering to participate Fall 07 Fall Retreat (discussion of findings from papers) Winter and Spring 08 Second round of thesis and internship papers from seniors volunteering to participate Spring 08 Sr. thesis, internship, and sample papers from Spring and Summer 08 seniors Summer 08 Alumni Survey Fall 08 Fall Retreat (review of senior papers/internships and alumni survey results) Winter 09 Advising Survey Winter and Spring 09 Third round of thesis and internship papers from seniors volunteering to participate (by Spring 09 we may begin to have students who are required to complete the thesis or internship under their curriculum requirements) Fall 09 Fall Retreat (review of senior papers/internships and advising survey results) 5. Relationship of the Political Science Undergraduate Degree Program to the University and CLASS The University mission statement is: "Cal Poly Pomona's mission is to advance learning and knowledge by linking theory and practice in all disciplines, and to prepare students for lifelong learning, leadership, and careers in a changing, multicultural world." The College's mission statement is: "[CLASS] functions to equip students with lifelong learning skills. These skills include creative and critical thinking processes enabling both qualitative and quantitative reasoning; the application of theory to practice; learning through performance based activities in the arts and social sciences; integration of mind and body in health and wellness activity; and written and oral communication skills." The Department's mission and more specific goals are consistent with the missions of the University and the College. The Department's mission emphasizes training in the analytical and critical thinking skills necessary for understanding the world we live in, the verbal and writing skills necessary for the articulation of this understanding; and factual knowledge about the government and politics. As stated in the Department's mission itself, the development of such skills is precisely what's called for by the CLASS mission statement. Accomplishing such goals would also help to meet University's more general goal of "prepar[ing] students for lifelong learning, leadership, and careers in a changing, multicultural world." 6. Faculty Participation Sign-off Sheet By signing below, each of us certifies that he/she has been involved in the process of constructing this assessment document, and will, in one capacity or another, be involved in its implementation. Mohammed Al-Saadi _____________________________________ Sandra Emerson _____________________________________ Charles Gossett __________________________________________ Jill Hargis______________________________________________ John Korey ____________________________________ Lisa Nelson _________________________________________ Renford Reese ______________________________________ David Speak ________________________________________ Jose Vadi ___________________________________________ Appendix 1 a. Enrollment trends: Majors taking classes in Fall Quarter: 2006 --214 2005 223 2004 not available 2003 175 2002 159 2001 156 b. Faculty: There are nine tenured and tenure-track faculty members. At the rank of Professor are Mohammed Al-Saadi, Charles Gossett, John Korey, Lisa Nelson, David Speak, and Jose Vadi, Sandra Emerson and Renford Reese. Jill Hargis is in her first probationary tenure track year. Two adjunct faculty have three-year contracts: Sunday Obazuaye and W. Parkes Riley; two adjunct faculty have one year contracts: Elizabeth Bergman and William Mark . c. Staff: The Department's Administrative Support Coordinator is currently Linda Redford. d. Operating Budget: The Department's operating budget is about $8,000, including expenses for supplies, telephone, photocopying, software, equipment, and student assistance (should the department elect to hire onethere hasnt been one for about three years). e. Space and facilities: As of January 2005, the Department has individual offices for nine tenured faculty members, and two offices for between 8 and 10 adjuncts. The Department Office is of reasonable size with two separate storage areas. We also have an office equipment room with a photocopier, fax machine, faculty mailboxes, a sink, and a scantron device used by several departments. The department used to have space for a student lounge that was lost when we needed to make room for an increasing number of adjunct faculty. This loss has had a negative impact on informal interactions between students and faculty. With respect to classroom space, the Department is regularly assigned Rooms 5-136, 5-138, and 98-6-007, though none of them belong to the department on a full time basis. Only 5-138 is a TELS Room, although almost all faculty members make use of powerpoint and internet resources in their classroom presentations. f. Computing resources. Currently, each tenured faculty member has at least one computer (an office computer and, for some, a home laptop computer), and a printer. g. Library resources: The library subscribes to a number of on-line databases that are useful for political science students. Appendix 2 Units to degree: 180 Appendix 3 Models of Assessment Tools a. Matrix showing Political Science major learning objectives and the relationship to PLS courses b. Assessment Rubric: Assessing the Senior Thesis a. Matrix Showing Political Science Major Learning Objectives and the Relationship to PLS Courses classes not currently taught by tenured or tenure-track faculty are not included since method of teaching will vary PLSLibrary SkillsQuant Data AnalysisQual Data AnalysisOral ArgumentationWritten ArgumentationLearn from Exper.American Govt.IR/ComparativeLegal/Theory Found.101ALibrary Session, PaperIssue PaperSchedules, ClubsReading201Advocacy on Propositions; debates, oral presentationsPapersPollworkOverview American Govt.Federalist Papers; Civil Rights/Liberties202globalization datacountry dataPaperAmerican exceptionalismglobalization; intro to comparative politicsjudicial systems203Book Reportintroduction to international relations204group work, presentation of ideaspapers ; essay examsintroduction to political theory205/AAnalysis of scholarly articleUse of data sets; SPSS; statistical data analysisAmerican election data; aggregate state data; congressional dataCountry Data304research paperclass discussionessay exams; research paperlaw enforcement and judicial systemsome jurisprudence308mock trial exercisesmock trial exercisesLegal analysisBrief development314PresentationsBook ReviewPublic Admin.3152 research papersDebates/ Oral Present.2 papers/essay examsSocial Justice Theory321group redistricting simulationgroup redistricting simulationlectures; readings; group redistricting simulation; essay exams; quizzeslectures; readings; group redistricting simulation322/AVote Patterns, Demog.Campaign workCampaign workJournalsAmerican campaigns323issue paperdemographic data on race and politicsqualitative data on race and politicsIssue Paperethnic and racial politics in U.S.civil rights laws; affirmative action; cases325legislative case studylegislative case studylectures; readings; legislative case study; essay exams; quizzes326term paperterm paperterm paperlectures; readings; term paper; essay exams; quizzes327research paperpresentation of paper, group work, class discussionpaper thesis and argumentAmerican Judiciary in politicsjudicial interpretation, independence328group budget simulationgroup budget simulationlectures; readings;group budget simulation; essay exams; quizzes342position papersGINI indices & similar measuresPosition paper developing countries; regional issuespatrimonialism v. legal/rational systems381Report for Enviro. FairFinal Essay ExamPartner with Enviro OrgU.S. Natural Res. Policy3822 research papersDebates/Oral Present.2 papers/essay exams401legal case researchargumentative papersConstitutional lawConstitutional law405discussionargumentative papers; essay examsjudicial decisionmakinglegal reasoning407legal case researchConstitutional lawConstitutional law409discussionargumentative paperlegal analysis416Research PaperFinal Essay ExamProject with Public Org.Public Admin Critique417/A420Documented debate sourcesDebates policy issuesPosition paper Policy context 425431discussionargumentative paperAncient & medieval theory432paperpresentation of paper thesis for feedback; discussionpapermodern political thought433discussionessay exams American political thoughtAmerican political thought436discussionessay examscontemporary political thought441PaperEurope442Papers, Journals, Map ExerciseJournal,Cases & Extra CreditBriefing PaperLiterature/Film ReviewAfrica444research papertexttext datapaperas internal forceLatin Americajudiciaries446PaperMiddle East447PaperRussia448East Asia449Souteast Asia451International Conflict452International Political Economy454research papertext datatext datapolicy papersforeign policyLatin Americainternational law455U.S. foreign policy456PaperInt'l LawInt'l Law457PaperMiddle East458PaperEurope461/462PaperPaperPaperPresentationPaperPaperPossible Paper TopicPossible Paper TopicPossible Paper Topic471journals, papersInternshippublic administration472assignmentsInternshipU.S. politics473journals, papersInternshipinternational affairs474papersInternshipLegal system b. Assessment Questions for Senior Theses Student ______________________ Faculty__________________ Criteria for Analyzing Senior Theses Minimum Requirements Is the paper within the required length specifications (30-40 pages of text plus additional pages for references)? Yes____ No: it is too short by ____ pages No: it is too long by ____ pages (2 points off final score for each page over or under) Was any portion of the paper plagiarized? Minor plagiarism error (e.g., an erroneous citation, failure to use on a phrase or sentence) deduction reflected in technical score Plagiarism that should result in at least a one letter grade reduction Plagiarism that should result in failing the course Which subfields do you feel are addressed by this thesis (check all that apply): __ American Politics __ Public Administration __ Political Theory __ Comparative Politics __ International Relations __ Public Law Evaluation Please check the box under the description that best fits the paper you are reviewing. Do not enter a number for points awarded. The students will get the points assigned to that value. The grading scale has been adjusted to reflect these scores. Research Problem Statement (8 points) The problem statement is exceptionally clear and addresses a critical question in the field (8)The problem statement is clear, although the topic being addressed is relatively unimportant (6)The problem statement is not very clear, although I can tell what the student is trying to do (4)The problem statement is very muddled and I am not sure what the student is trying to do (2)I cannot find anything even resembling a problem statement or topic (0)  Technical Competence (5 points) The final paper has very few minor errors of grammar, spelling, typos, etc. (5)The final paper has a number of minor errors, but it is not too distracting (3)The final paper has so many minor errors that it is distracting from the content (2)The final paper has major errors in grammar, spelling, typos, etc. (1)The paper is so technically incompetent that it is unreadable (0)  Writing Fluency (8 points) The paper is written in a style that is clear, easy to follow, and interesting (8)The paper is well written with only a few awkward spots (6)The paper is able to get its point across, but occasional re-reading is necessary (4)The paper is awkwardly written and hard to read; lots of re-reading needed. (1)The paper is unreadable (0)  Organization (5 points) Organization is clear, logical, and leads the reader clearly through the argument (5)Organization is OK, but occasionally gets off track (4)The reader has to work to understand the organizational approach taken (2)The organizational approach taken is inappropriate for the topic (1)The paper has no discernible organization (0)  Research Effort/Secondary Sources (10 points) A thorough and creative approach to identifying & using research material is demonstrated (10)The obvious reference materials have been identified and are used appropriately (8)Some of the reference materials one would expect to see have not been included, but some have (6)The reference materials used are not appropriate and/or do not address the research question (3)There are few or no indications that the student conducted any research (0)  Argumentation (12 points) Develops argument or thesis clearly, provides concrete examples, and demonstrates sound reasoning (12)Develops argument or thesis clearly, but evidence and/or reasoning are no particularly persuasive (9)Argument or thesis is unclear, little or inappropriate evidence is provided, reasoning is weak or faulty (6)Argument or thesis is unclear, no evidence is provided, reasoning is faulty or nonexistent (3)No argument or thesis can be discerned (0)  Application of Core Concepts (12 points) Student demonstrates sophisticated understanding of core concepts in this subfield and applies them appropriately to the research (12)Student demonstrates basic understanding of core concepts in this subfield and applies them appropriately to the research (9)Student does not clearly relate basic concepts from the subfield to the research topic, though the research is consistent with them (6)Student misrepresents or misunderstands the core concepts of the subfield (3)It is in no way apparent that the student had ever understood the core concepts in the subfield (0)  Data Collection and Analysis (10 points) Student demonstrates original & creative use of quantitative or qualitative methods (10)Student makes an effort to incorporate quantitative or qualitative methods, but minimally (8)Student references quantitative and qualitative methods used by others, but does not do any of his/her own (6)Student attempts to apply quantitative or qualitative methods, but clearly doesnt understand them (3)No indication that the student even knows there is such a thing as quantitative or qualitative methods (0)  Fair and Balanced (12 points) Student reports on opposing views and responds to them fairly and accurately (12)Student reports on opposing views but tends to treat them as not serious threats to their argument (9)Student recognizes opposing viewpoints but doesnt address them directly (7)Student misrepresents opposing viewpoints (3)That there might be an opposing point of view is not acknowledged. (0)  Presentation (8 points) Creative formatting, good use of illustrations, charts, graphs, table of contents, reference list, etc. (8)Good use of illustrations, charts, graphs, table of contents, reference list, etc.. (6)Sloppy presentation, charts, graphs, are poorly presented; poorly constructed table of contents, reference list, etc. (4)Sloppy presentation; no use of charts, graphs; poorly constructed table of contents, reference list, etc. (3)Very poor presentation; no table of contents; no reference list, etc. (0)  Overall (10 points) This paper is ready for presentation at a CSU Undergraduate Research forum (10)With some work this paper would be ready for presentation at a CSU Undergraduate Research forum (8)This paper would need some major revisions before it would be ready for presentation at a CSU Undergraduate Research forum (5)The topic of this paper would need to be reconceived before it would be ready for presentation at a CSU Undergraduate Research forum (3)The student was clearly not interested in doing this project. (0)  100 points76 points52 points26 points0 points Scoring: 90-100 points A 55-60 points C+ 83-89 points A- 45-54 points C 78-82 points B+ 40-44 points C- 67-77 points B 20-39 points D 61-66 points B- below 20 points F     Assessment Plan for Undergraduate Political Science Degree Program PAGE  PAGE - 17 -  PAGE - 1 - }   : ; L R ^  " # $ ' ( ) + ylylybylybh*qOJQJ^Jh*qh*qOJQJ^Jh*qhnOJQJ^JhnOJQJ^Jh3 hnOJQJ^Jh3 hn>*OJQJ^Jh.hnOJQJ^J#h0uhn5CJOJQJ^JaJh*q5CJOJQJ^JaJ&h.hn56CJOJQJ^JaJ#h.hn5CJOJQJ^JaJ&-.]^_`abcdefghijklm}$a$emm1 2 R S p q   < = z $a$   M _ ` fgijK & F 88^8gdnh^hgdnh^hgdn^gdn & Fgdn+ , - IMWDeli=ETjlr]^_im  !!"""~shn5OJQJ^JhnOJQJ^Jh3 hn5OJQJ^Jh3 hn6OJQJ]^Jh3 hnOJQJ]^Jhe[hnOJQJ^Jhe[hnCJOJQJaJhn>*OJQJ^Jh3 hn>*OJQJ^Jh*qOJQJ^Jh3 hnOJQJ^J,=>@TUml m !!""O$P$$$`gdAgdn^gdn & Fgdn^gdnh^hgdn"1#3#N$P$$$$$$$$$$$%%% %N%O%%%%%%%%%&&j(((((ùxxe$h3 hn6B* OJQJ^Jph3h3 hn6OJQJ^Jh*qOJQJ^Jh)COJQJ^Jh)CCJOJQJ^JaJ h)Ch)CCJOJQJ^JaJhAOJQJ^Jh0uhn5OJQJ^JhnOJQJ^Jh3 hnOJQJ^Jhn5OJQJ^JhD<hnOJQJ^J#$$$$$$$$$$$ 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$IfgdnedfdgdhdidjdkddE@@gdHVNkd$$Iflrj U@," t0644 la $IfgdndddIeMee#ff $IfgdngdHVNdddIeMeeef"ffffffg gmgqggggg0h3h4h*OJQJ^Jh 6hHVN5OJQJ^Jh 6hHVNOJQJ^J#h 6hHVN5CJOJQJ^JaJ h 6hHVNCJOJQJ^JaJ9ffffffffNEEEEEE $Ifgdnkd$$Iflrj U@," t0644 lafffff gqggNIII@@@ $IfgdngdHVNkdh$$Iflrj U@," t0644 lagg4h5h6h7h8h9hEkdڲ$$Iflrj U@," t0644 la $Ifgdn9h:h;h*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kdJ$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4u t 0446, 5 9f4,kd $$Ifl4u =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd $$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9999 f4,kd*$$Ifl4 =|T,$>*?0z6"""" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9999 f4,kdt$$Ifl4 =|T,$>*?0z6"""" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd.!$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kdf$$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd'$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd*$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd.$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kdF1$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 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5 9f4,kdQ$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kdT$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kdW$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd0[$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kdh^$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kda$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9999 f4,kdd$$Ifl4 =|T,$>*?0z6"""" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kd"h$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 5 9f4,kdZk$$Ifl4 =|T,$>*?0z6" t 0446((((44 laf4$$If!v h5c5F55h5555;5 5 ;#vc#vF#v#vh#v#v#v;#v #v ;:V l4 t 0446, 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