ࡱ>  <bjbjVV <<3 r r 8QLL&"   %%%%%%%$'\*%"%  %"""4 8 %"%""$%  /YG-l%{%%0&%>+!>+%%>++%P"%%c"&>+r {:  DIARY STUDIES ON LANGUAGE LEARNING & TEACHING: SELECTED REFERENCES (last updated 21 July 2011) Allison, D. (1998). Investigating learners, course diaries as explorations of language. Language Teaching Research, 2, 24-47. Appel, J. (1995). Diary of a language teacher. Oxford: Heinemann English Bailey, K. M. (1980). An introspective analysis of an individual's language learning experience. In R. Scarcella & S. Krashen (Eds.), Research in second language acquisition: Selected papers of the Los Angeles Second Language Research Forum (pp. 58-65). Rowley, MA: Newbury House. Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 67-102). Rowley: Newbury House. Bailey, K. M. (1990). The use of diary studies in teacher education programs. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 215-226). Cambridge: Cambridge University Press. Bailey, K. M. (1991). Diary studies of classroom language learning: The doubting game and the believing game. In E. Sadtono (Ed.), Language acquisition and the second/foreign language classroom (Anthology Series 28) (pp. 60-102). Singapore: SEAMEO Regional Language Center. Bailey, K. M. (2001). What my EFL students taught me. The PAC Journal, 1, 7-31. Bailey, K. M., & Ochsner, R. (1983). A methodological review of the diary studies: Windmill tilting or social science? In K. M. Bailey, M. H. Long, & S. Peck (Eds.), Second language acquisition studies (pp. 188-198). Rowley: Newbury House. Block, David. (1996). A window on the classroom: Classroom events viewed from different angles. In K. M. Bailey, & David Nunan (Eds.), Voices from the language classroom: Qualitative research on language education (pp. 168-194). New York: Cambridge University Press. Brinton, D. M., & Holten, C. (1989). What novice teachers focus on: The practicum in TESL. TESOL Quarterly, 23, 343-350. Brock, M. N., Yu, B., & Wong, M. (1992). Journaling together: Collaborative diary-keeping and teacher development. In J. Flowerdew, M. N. Brock, & S. Hsia (Eds.), Perspectives on second language teacher development (pp. 295-307). Hong Kong: City University of Hong Kong. Brown, C. (1985a). Two windows on the classroom world: Diary studies and participant observation differences. In P. Larson, E. L. Judd, & D. S. Messerschmitt (Eds.), On TESOL '94: Brave New World for TESOL (pp. 121-134). Washington: TESOL. Brown, C. (1985b). Requests for specific language input: Differences between older and younger adult language learners. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 272-284). Rowley: Newbury House. Campbell, C. C. (1996). Socializing with the teachers and prior language learning experience: A diary study. In K. M. Bailey, & D. Nunan (Eds.), Voices from the language classroom: Qualitative research on language education (pp. 201-223). New York: Cambridge University Press. Carroll, M. (1994). Journal writing as a learning and research tool in the adult classroom. TESOL Journal, 4, 19-22. Carson, J. G., & Longhini, A. (2002). Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52, 401-438. Carter, B. A. (2008). Teacher-learners voices: Not the same old song. Innovation in Language Learning and Teaching, 8(1), 33-46. Chaudron, C. (1983). Research on metalinguistic judgments: A review of theory, methods, and results. Language Learning, 33: 343-377. Cole, R., McCarthy, L. R., Rogan, P., & Schleicher, L. (1998). Interactive group journals: Learning as a dialogue among learners. TESOL Quarterly, 32, 556-568. Cummings, M. C. (1996). Sardo revisited: Voice, faith, and multiple repeaters. In K. M. Bailey, & D. Nunan (Eds.), Voices from the language classroom: Qualitative research on language education (pp. 224-235). New York: Cambridge University Press. Ellis, R. (1989). Classroom learning styles and their effect on second language acquisition: A study of two learners. System, 17, 249-262. Enright, L. (1981). The diary of a classroom. In J. Nixon (Ed.), A Teachers guide to action research (pp. 36-51). London: Grant McIntyre. Francis, D. (1995). The reflective journal: A window to preservice teachers practical knowledge. Teacher and Teacher Education, 11(3), 229-241. Fry, J. (1988). Diary studies in classroom SLA research: Problems and prospects. JALT Journal, 9, 158-167. Grandcolas, B., & Soul-Susbielles, N. (1986). The analysis of the foreign language classroom. Studies in Second Language Acquisition, 8, 293-308. Halbach, A. (2000). Finding out about students learning strategies by looking at their diaries: A case study. System, 28, 85-96. Henze, R. C. (1995). Guides for the novice qualitative researcher. TESOL Quarterly, 29, 595-599. Hilleson, M. (1996). I want to talk to them but I don't want them to hear: An introspective study of second language anxiety in an English-medium school. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research on language education (pp. 248-275). New York: Cambridge University Press. Ho, B., & Richards, J. (1993). Reflective thinking through teacher journal writing: Myths and realities. Prospect, 8, 7-24. Holten, C. A., & Brinton, D. M. (1995). You shoulda been there: Charting novice teacher growth using dialogue journals. TESOL Journal, 4, 23-26. Huang, J. (2005). A diary study of difficulties and constraints in EFL learning. System, 33, 609-621. Jarvis, J. (1992). Using diaries for reflection on in-service courses. English Language Teaching Journal, 46, 133-143. Jimnez Raya, M. (2006). Autonomy support through learning journals. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions (pp. 123-140). Frankfurt am Main: Peter Lang. Jones, F. R. (1994). The lone language learner: A diary study. System, 22, 441-454. Jones, F. R. (1995). Learning an alien lexicon: A teach-yourself case study. Second Language Research, 11, 95-111. Krishnan, L. A., & Hoon, L. H. (2002). Diaries: Listening to voices from the multicultural classroom. ELT Journal, 56, 227-239. Lee, E., & Lew, L. (2001). Diary studies: The voices of nonnative English speakers in a master of arts program in teaching English to speakers of other languages. CATESOL Journal, 13, 135-149. Matsuda, A., & Matsuda, P. (2001). Autonomy and collaboration in teacher education: Journal sharing among native and nonnative English-speaking teachers. CATESOL Journal, 13, 109-121. Matsumoto, K. (1987). Diary studies of second language acquisition: A critical overview. JALT Journal, 9, 17-34. Matsumoto, K. (1989). An analysis of a Japanese ESL learner's diary: Factors involved in the L2 learning process. JALT Journal, 11, 167-192. McDonough, J. (1994). A teacher looks at teachers diaries. English Language Teaching Journal, 48, 57-65. Moore, T. (1977). An experimental language handicap: Personal account. Bulletin of the British Psychological Society, 30, 107-110. Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30, 131-151. Nunan, D., & Bailey, K.M. (2009) Exploring second language classroom research: A comprehensive guide. Boston: Heinle, Cengage Learning. Olgunick, K. (1998). Onna rashiku (Like a woman): The diary of a language learner in Japan. Albany: SUNY Press. Oxford, R.L., Lavine, R.Z., Felkins, G., Hollaway, M.E., & Selan, A. (1996). Telling their stories: Language students use diaries and recollection. In R.L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 19-34). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center. Paley, V. G. (1997). Talking to myself in a daily journal: Reflections of a kindergarten teacher. In C. P. Casanave & S. R. Schecter (Eds.), On becoming a language educator: Personal essays on professional development (pp. 115-122). Mahwah, NJ: Lawrence Erlbaum Associates. Palmer, C. H. (1992). Diaries for self-assessment and INSET programme evaluation. European Journal of Teacher Education, 15, 227-238. Palmer, G. M. (1992). The practical feasibility of diary studies for INSET. European Journal of Teacher Education, 15, 239-254. Parkinson, B. & Howell-Richardson, C. (1990). Learner diaries. In C. Brumfit & R. Mitchell (Eds.), Research in the language classroom: ELT Documents, 133 (pp. 128-140). London: English Publications and the British Council. Peck, S. (1996). Language learning diaries as mirrors of students cultural sensitivity. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research in second language education (pp. 236-247). Cambridge: Cambridge University Press. Pennington, M. C., & Richards, J. C. (1997). Reorienting the teaching universe: The experience of five first-year English teachers in Hong Kong. Language Teaching Research, 1, 149-178. Pierce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31. Polio, C., & Wilson-Duffy, C. (1998). Teaching ESL in an unfamiliar context: International students in a North American MA TESOL practicum. TESOL Journal, 7, 24-29. Richards, K. (1992). Pepys into a TEFL course. ELT Journal, 46, 144-152. Rivers, W. M. (1979). Learning a sixth language: An adult learner's daily diary. Canadian Modern Language Review, 36, 67-82. Reprinted in W. Rivers (1983), Communicating naturally in a second language: Theory and practice in language teaching (pp. 169-188). Cambridge: Cambridge University Press. Rowsell, L. V., & Libben, G. (1994). The sound of one hand clapping: How to succeed in independent language learning. Canadian Modern Language Review, 50, 668-687. Rubin, J., & Henze, R. (1981). The foreign language requirement: A suggestion to enhance its educational role in teacher training. TESOL Newsletter, 15, 19, 24. Ruso, N. (2007). The influence of task based learning on EFL classrooms. Asian EFL Journal, 18. Retrieved from http://www.asian-efl-journal.com/pta_February_2007_nr.php). Sachs, G. T. (2002). Learning Cantonese: Reflections of an EFL teacher educator. In D. C. S. Li (Ed.), Discourses in search of members: In honor of Ron Scollon (pp. 509-540). Lanham, MD: University Press of America. Scarcella, R., & S. Krashen (Eds.). (1980). Research in second language acquisition: Selected papers of the Los Angeles Second Language Research Forum. Rowley: Newbury House. Schmidt, R. W., & Frota, S. N. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 237-326). Rowley: Newbury House. Schulz, R.A., & Elliott, P. (2000). Learning Spanish as an older adult. Hispania, 83, 1, 1207-119. Schumann, F. (1980). Diary of a language learner: A further analysis. In R. Scarcella & S. Krashen (Eds.), Research in second language acquisition (pp. 51-57). Rowley, MA: Newbury House. Schumann, F. E., & Schumann, J. H. (1977). Diary of a language learner: An introspective study of second language learning. In H. D. Brown, R. H. Crymes, & C. A. Yorio (Eds.), On TESOL 77: Teaching and learning English as a second language-Trends in research and practice (pp. 241-249). Washington DC: TESOL. Schumann, J. H. (1983). Art and science in second language acquisition research. In M. A. Clarke & J. Handscombe (Eds.), On TESOL '82: Pacific perspectives on language learning and teaching (pp. 107-124). Washington, DC: TESOL. Seliger, H. W. (1983). The language learner as linguist: Of metaphors and realities. Applied Linguistics, 4, 179-191. Stewart, T., & Lohon, E. (2003)Professional development through student and teacher reflection journals. In T. Murphey (Ed.), Extending professional contributions (pp. 19-27). Alexandria, VA: TESOL. Tsang, W. K. (2003). Journaling from internship to practice teaching. Reflective practice, 4, 221-240. Tyacke, M., & Mendelsohn, D. (1986). Student needs: Cognitive as well as communicative. TESL Canada Journal (Special Issue 1), 171-183. Verity, D. P. (2000). Side affects: The strategic development of professional satisfaction. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 179-197). Oxford: Oxford University Press. Warden, M, Swain, M., Lapkin, S., & Hart, D. (1995). Adolescent language learners on a three-month exchange: Insights from their diaries. Foreign Language Annals, 28, 537-550. Winer, L. (1992). Spinach to chocolate: Changing awareness and attitudes in ESL writing teachers. TESOL Quarterly, 6, 57-79. Yahya, N. (2000). Keeping a critical eye on ones own teaching practice: EFL teachers use of reflective teaching journals. Asian Journal of English Language Teaching, 10, 1-18.      The International Research Foundation for English Language Education PAGE  PAGE 1 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org P j l m w & N A C H O a ( + @  #$'úë×úúúԐúúúúh+5@\aJ h+]aJh+6@]aJh+@]aJhBh+@aJmHsHh+6@aJh+@aJh+6]aJ h+6aJ h_maJ h{(UaJ h )aJ hBaJ h+>*aJ h+aJ4v w  #$ 00^`0 080^`0 00^`0 $0^`0a$ 0^`0&'$%CD0*$^`0gdR{  00^`0 00^`0 0^`0 00^`0'J~`Ejo'v{ 6789Bö|hR{\aJnH tH hR{hR{\aJnH tH !hR{hR{6\]aJnH tH hR{hR{6]aJnH tH hR{hR{aJnH tH  hR{aJ h+]aJh+@]aJh+6@aJh+@aJh+6]aJ h+6aJ h+aJ(BCDQabdo39Ahjk<ls&'z !-幩堖݂h+@aJmH sH h_m@aJh[h_m6aJh[h_maJ h+]aJh+6]aJ h+6aJh+@]aJh+6@]aJh+6@aJh+@aJ h+aJ'hR{hR{5B*\aJnH phtH 3opjkQ&',-]^ 0^`0gd_m  00^`0 0^`0 00^`0 &+[^Yi"GHJUV  $ % f l n p { | Ի{mh+aJfH`q h )aJhTh )6]aJhTh )5\aJhTh )aJh+5\aJ h+6aJh+6]aJ h+aJh+6\]aJh+6\aJ h+\aJh+@]aJh+6@aJh+6@]aJh+@aJ*rsUV$ % { | v!w!:";"""k#l###h$ 00^`0 0^`0gd ) 0^`0 0^`0 \!g!i!k!v!w!","/"""""R#^#a#b#####:$]$_$$$$$B%R%S%U%%%%&E&[&'P'>(((((()>)?)A)N)))))))¹®¹®¹¹®¹®¹¦¹¹¹¹®h+@]aJh+6^JaJh+^JaJh+6@]aJh+6@aJh+@aJ!h+5\aJfH`q h+6]aJ h+6aJ h+aJh+aJfH`q :h$i$$$`%a%%%[&\&''((M)N)))** 00d^`0 0^`0 0^`0 `0p0^`0 00^`0 00^`0)6*i*l**3+++T,o,p,q,|,,,,,,r----------+.J.L.P.x.../~/////20D0F0P00000j11111 2u2%3(3<3z33333333s44w55555z6޽h+^JaJh+@]aJh+6]aJ h+6aJ h+aJh+6@]aJh+6@aJh+@aJJ*++|,,,----////P0Q01111223 `0p0^`0 00d^`0 00^`0 0^`03344445566_7`7+8,888 9!999: 0^`0 0^`0 0^`0gd{(U 00^`0 00^`0 00^`0z666>7Q7S7T7_7`7f7g778+8,8t88888999999:::::;#;%;&;/;;;;;;;;ǹ峬{wokhjhUh+h+6CJOJQJ]aJh+6CJOJQJaJh+CJOJQJaJh+6]aJ h+6aJ h+aJhaph{(U6@]aJhaph{(U@aJh{(U@aJh+6@]aJh+@aJh+@]aJh+6@aJ*::/;0;;;;;;;;;;/<f<g<h<q<r<s<~<h]hgdB &`#$gd+gdB 00^`0 00^`0 0^`0;;;;;;;; <.</<G<e<f<g<h<i<o<p<q<r<s<t<z<{<|<}<<<<<<ɼٯ~qbqXhB0JB* phhLhB0J5B* phhaphB0JB* phhg><0JmHnHu hB0JjhB0JUh+hBhaphB5>*B* phhaphB5B* phhB5>*B* CJphhLhB5>*B* CJphhB5B* CJphjhBUmHnHuhjhU~<<<<<<<<< 00^`0 $h]ha$gdB$h&d P ]ha$gdB<<<<<<<<<hh+hBh+5B* phhaphB0JB* phhLhB0J5B* phhB0J5B* ph,1h/ =!"#$% FO4WU\;^lJFIFddDuckydAdobed      !1AqRb Qa2# "rCScwB3vW89$eնXt%u&67Ä5FV(Hs4TUf'x) 1!AQaq"2Brst5Rb3S4TU67#c$dCD%Eu' ?3f- VGWgkYd6qvhDg9ܟtFh geMܳ< ė{̱[)aqҗ@ޓ +t@sIx'ْKv*h~1FܩGބ;O&4@2iF@ v4G@r oŒ5hz;aVfev<c0Gh~d>#D|BI6*h1xPj0MV9wxхSDtz0Vw#D3 $G, ta5[ a5SC3ܛ1[պ#9!1* 8J$y# {#V讀Bb #>/$e&ک,[79!1%Gj0hz=z\$hf&(ޓ n\P1[Ǵ0&M\m0\"CԸ{Tnneg`F7hm*0պ(݄atYD2;?w(o(vhrA.܍lB rL#[_⍩0Mw!VWr&FS8 0=^NHLOdO@R N 0ܪYr hp;m eb)D3}xDa$,~\L0[r3U&ʵm,ؚ sM 1sK.<OtE{0n;1slO,+hB0v nF .9KM^n,.nV](1 AzL5M6NH\seǙ!0c\#^1ҋOo pCْcbfa1K2KSCc%/pt8sC$.20ʠÙz0*hV߸͡1oT8\`0>r d\  R\ܩzxqL5M ߃Tn(\b%narBc# +FL#9@GPތ!SC3܏0c 0hɺ>P"6*h~$e6$Uy:0ѡ# QNBqFU# grCGPcoFܩǙٖ }pʠǛ(=Vq&8Ip#CGŅ y8I8 Q0n``ޗhqvx+FPmvdL}04=I4?@2A.NH10n8\djєvoARaev#D*'9!tq)CU-X,c)@ gda֓i)ZG/~%,nC^ekY43\#&)-ԙZc&w+q ԁoBjdsلBv"$> -J%6.D%<#Jg67nH\mnT0{1JFAca[1C<,3Z2`[ Q?C|x`I1 \Q6$m&<l eh' tc&.XᅊrRl(B@-1͉GĶXu+ǗD&hK1hTwذ_ MyUFfmpDReiA߈O [LI7OzCO wb+Mm0ٶSkllDI`L͛Lcз|b+ 憻QY[  C,5[Ut Ann1YQz>U$hH a1ݷ[TЃ̓&M<߄ޒM !FڭТp;caM <P~ė7t C qR+FLŁ~,r[1Է7n{(*y '!{Fa+t(XdL}-+t/ɆNXyFC3x RaU4'@rJe81Ќ220εM 18gbd8s2[ * bBc* ޗ \}0ԩ;ܑ20*hnfH\dM {? fqB,nhG99aqSBhr/hIpV#1ܗ SC,ܷ ).{4t7G܄ޖTн ;ƃ$2P zF#lsqƴ8h x87ͽq-j;.6G>V)U#DzĬ0zR wb[,L:ҕc[%^Ke;X/u&*ׄ#Xbhg6F"LR[2MW$Ž 1{S[,CjNRki=1=/N %YDlɱnN.ia]9' k R- 6a W:#ٻcIq=$a㥻[lv*6If^(;BIԭНჴ"h{/BEA99pEНsX^ѽ%hNqX2Kv7Ћ#y!{G;(qA2NwB-͂h]V]$SA02rU4 sK%yh 4D7.Ѽ"[ 7A3o (g+t'ɆX^)bdѵ%©9܋Pdaն!{B.+tPB vH;PcD#SBt qA7ޭaCPcKsl|*ёNHxH;պ9 SA!aq.Ap1%Y$.:!yaqB#iV@NXNQu!;b`!,8/f!e =vd&9$ X'x3`0DbA)=MቒpL:Ԥ|b[SFҕ_b4J0lJ-)xF%í)]<%0BXyEĶZłmwRk̲xB0u6&xkb$%+LdEzxXbN!Z|[Кx[^jki'NOE5;|Qfu&{\qbz])͎2^82ޔmM툅5f51llÄ1D7[M[{2- !qD'YdJS-rvh;~|^+#,r6$UG;QttC!x,Egs4R]}C t]*/`vh orBjÚ Zv 9f$V>z;AKA;N]*ёt Q$ ><[;c@V0PtTAhEӹPdA;@([~L#.7h~Op cKu[C0c@nV >,~NCÿ1ة{D޷X\sw*h{H;@EЭ]ރ .>,{7#.] <<0euPd]np6v+FC7f).Z2.D6.9D4{2.qFo toVh>q&aqƥƣ@BdLf[,5et/ʴ8X[6avD#/-.;9Ϣc7f&bR{cjuI1Ķ*h/R`ؕ[5&oJSynKeZRy}Kbaք߉lG}ۼיeZ`lM IKu&Vɴ5ĜC~4 ?ڌDz}iͺSK X咮5s'S-E\)TOYY@^pe]hawpa ޓE4RuJu;T  WwZ"n͙'NDtTcKf_+Ez]ޓ6kʜft6=U}b Y5LbH3͙/f%LӠfV`?U+.|']g!3J_ ʜlIVzށ}"']fgM>ec VW41 ur9Yy&Dz58+?%~4s/% 3 ,/=YzگvK xOetVVѦy rg $=YZگu0Q/?p.%MX.鉕#ZH4~f餜_elgrH"j*}.U2Ara gY(3z,ҍ_1hF-6cxKqrCҨ[rmI䙳E^rLTp{0Ǖs.d&3&4:뉌a’d]VV{^?)paGyƟ|ȹ!u H`TyW-.5@QGRۤ"f)TÚ#`6O;A+2.gKi<#f] Aw5(GU4p=nwi 9ohv==S1)fK/k\< h >rvaرs,t#@471[zA.1E@vEлu:1~4•c]M]۵U&Qj2?nԌ`ͰӜw$ydE\Ln@:H>Ձ?er?ʛ|n*U?іvc Iy7qS[c'xxO&ؾja@&7? Gy(NgM'̋4uՑn0,%RG"xObXX]u5T#`a-8 [Sx]Uİ請45NSxX͛;)r52Ҧ몓X0T5 ,K6ޗwil̙a_|lPl Dط6G&iZuP|O/xֈdUI޿w-szK6S64]P=f'MUx6ij"zk(*JoJWTaMTԉ2eN c,zDU2hCL`1+:)9͢ A0Y-ָTjJOü5->:HvtzWeD2H&TEuS*_XɮYp4K2Ʒ$k9&0d-޶JδJ5]hq]O]$E6,}1k:PJIfǟO'"@6ylK1jDo~$[1bj{)|AQ}nF_,k[qAE^t˞P)0p>: V^O_S:5ŝKh.QG,r6JURL.r_#TFgJ)\ӈe]]WeϝO`cFLRiZv[~u||+nQYCYnT-bBOiS&;4NXV3fҎ(^?={˫,ӿ@zSbѤnҼʌ⊖q{DkXMT}c*sUۿ\ j*` hM\ @ƢpL9]q.'(&ʹh?^%nMv Ҝc] eĀ ~H:Jޠҷwjabo% CH5]4Ya-9pCy4';guNMP*C&[vaA-sn- QIepI(UQYHUU%SD!0iZGB}a A,L{$䓚K;*OgDK(hi0vM˥[eTM$&0;"Dک즦cTpk\9 kZ"K I )\ *:zҵ$ .FR5[*IʍQ2 a _ |+;s-rd&Y6S2=*hv5h:n /l`KB.^̋Zt܎Rogҙ/J]tBU]o_N%aRGЊcFWZV̛>k7:]ް0lvݦG]] gjRbڹ*9`ͥs*9UM8E EL&'m4)u,ȖJ62륺o1R}?mԂ@(My_sIC8/>3vR/h6Hc9j 9aƃW_pMV [k&@"FaaY ѣ\2`b!)'RM=\SRƒ454E8bcW1nG,%R*@QP)LεTITʉn-sM?h4)I,L{&䓚1Sa<Φng-I-4L.b"Ռs*iL"ִ\@Hk) @ 2׃_sSU-K_K%4 "Җ M9biD2f|Ƀ"[0x4Y2c71/C[r#\ttCޕm>wOvȘ/ʩr:Bs Lרd'* a!>m(Qj69owc[nSmNT:_M;^6MQC:#jUXIATK6RĈ--r Pryǻo=v<&a`ɭ%XHx\нZjސZ,#:}9;OU2դ$/V2泺$Jdm GzåS[n k| H ƯS*\,&tQ.ԋDD2` h8}S9-(K#Gt$!{Ҁ-l5(tgS]ly#o YUSA!qO C=ҴuP5Ny.: pX(16mLeSxlPfWiT"[0! >U̱$Os7 s':˖Rʌ1҉'0Stё[KU qa4T"*c"a}d0]W@ᦳw`+SQ*bSOa cguyuK46dkU1CZk#|ȨTO9QSd0g#aIzڤĕWNwí a#j x!I2ʵ,ؚ L1h;bki8ioB嫰xT/1(s?')Re=[TX`.ڣSrs Y~61&霆l w$r.)%dJ$C<]5p}RuS9%rIghs4>8-vA7ӑ a׳iQԕa>UtuT}QsGӹjS,e7Lu0L,a:P"c Кjjz:vR1ֱ kZ,kZhP4YQ^vI;ucV^E6tBf(0TE"E0Î{X!1:(k\uJA]kHIJ;YC.IC9"PސQ [1>J)u51:Ed@خ4ys1D -5GdTc!iۯ?Bx6p̗ǜټ >-xFc_T_EEȍ.r爛`Dd<3meoZ]\v$CBom{9N[+13\Yv4v)9ky;j׬MWp-O]Gx Z'g/4gSkT T 2DʙڪTn_4/ʣϛy(R-s?iiq :ItzGFĥ)hZ#mSΒDL:]*R*/DUU1BӘBg P @լ}P;L加ZC~(Zb3|Ju:n20l)O%6i@@l12̈́C ; 㲐[f͠-+n]RpSƉt$4WPtS?tȤ-'P)?+h2kf44_y@.q:Ӣ*0@K`E1DZ(juR:Òv]3]" #!2kEN+%k=/XUsxbvy7S#5c/-Lu%-{f&yl]ljgf8}EA\5 H\vJN*:+-.䈬 ;Y$,;\5lSVPiPd*.Yˍ}d\\n^06\ D) "I==^d %L5u0eNfS夌ΰhƜ$fȜ4PB6i 9{f[xa/  +?Կ1KlGR (nj]zZWTa"L\Y-<ڒ3׀U{dU7=:8B]9a.YVM&׽s~Sͮ K.i {DL!1h/8ap-d|\meν&=f;Hl5#զYȺaoM,_do3I.t),)9Mқ9(a*J$5MFYD.1DAsIH$]SWO؝~]gb'Z(!hbbC˭)*LnvJqz/V5}&TIDiUUMșf*yE\3PC q6QˡjIM ک@bvJ+DQFڦKN5Ϧ M)ˤP84iU>)DJ"!QdKw5D̽_9äoO4/'y ^~ꜹnFoyFdB23Qo QFY DQXR49xy}++{d3*#lTCLiyplaI<,h[UE5W71b̥ T0ڴco6T&xOz_BKGE~V)74ԔG#|M?d@]W1?`^U%Hr%f~ک.2-sL \h-p 4AZ'&c`Lp#p#ԍWy=ULjuM~OGM)l)eI6c-Wa90&Q<zb}*WE{)fsw#y]SHynhn2W̺Z} 0j|uT"?Ze[;d?WOewkM̜̦oU%Μ@L%(G^X#.ceHr[EkD%TsGS^v\G[6pvQQw.It(EXM$(a1P"1ysƗGW$](9z.Eu3f!P[ `IvXcTlR[Jov&1PPӳ'r%hq;vRuUR)Ҕ|s2lԦ3mooU}B_Nm:]u_Jl:fDQUjyML"1lɹcvc4jq>.(bϚLju0loLr*EN)LiyQl3g% E@E1Sv?/3o&rH v$IxD{֖b"F# GFt@ g{Qꦧ@Ͳ+ [f0 1 =ūp(ޮJSH ~Yҽts_>*k2i]Ԋ!G;֗Swۍ2`G wj/ꊤF5Z*I ٕo WII'ju,LkmQzʊqo{{"Uەelt^xƷ>4s4i;U UO0rb2'jNI2W/yIYz>+?:[qj4ozO)ξL̈́t-FM"-Wuz>=I#h+zߊWN>>-t[(FcW_Ó CiM"nqA΢UD,$`^i.'Tt  3&oyO[yQ̜ux߀ (]*oOt)|~z}Lղ pt͛L;@GgZh4zJ1qlz|iVcRQ_=tWrw*h*BVCXHfFn|A-D(X9D(z96kYf^ԓ:Ynlv &lN-p +2RշUx-U٬֢7WNتᲨF:F) cme>sI%ԕTœX:!ZfFccRSZg:Ù%`5oBdơqaNNQT"AS ¹!U!\2>r9w3l&*$`YDG$߲\ǷSܛ.oGTt1n{%#q~MG( }q>p|b"(wzߣn_n TO,R:Uk+ߟ"|wjޒi z9fKn$Ch;Ù9NVi&>O|`ǖzz)=3vl MguaG8#epuN8(,DEB1@BȒև,-Dc& AѠajGs:vg/sw)AZʧ7 aMdZNʈX %3!l7Fg:Alhޗeֽyy˺5ߝ1e2r3Wjs `V0`hhm?XI!&7, ٽ=ʷmq7*91%*w_Oy |sJYS-i'Q$ `iɬ6a8րlb2E;czaHQrd5-g{D1_k;mSd=n J{))RKG3)H N]w{d/7<V>0^PAkŵ.F>TeD\dy~2vlFze{tuLVmݱS y%&TMB^ Q\kG F(FLikJ,cmzS)EFQI5O2WEw:*+@Z_OUn7/:Ճ'U/?̾>*Q̨{j̾5 D?ԚT1=̹OWVNg[p- [ѥq´xUG: !nϫ0kL 'SHo=iԒ6r\^~ktxK}}E!U>JqʱhtcBwoNKVT$z)R)pC2ls:V:%חfpjFK[}\0vFq{{_CL!Nw34t l[ݡךP^;r쒇,k^c]PP"N_Z ΅$etzK88'Qbho0X2 "t7#dfL|Zzl񀤗0ź>cHC"tߺSQ 5r;g8s Xب!!Cu:phG^z1g2ҫ\ ^U=lW?? |5w3}tzߊ)Ou1jyuke==guTUEji7PT:g4t6U7 ݔrR*V)Ŵ;ӓV]nK4I'U2Sun7f5:wHz#JdlA"p7\EsI}~wsOT/;R)]/WΪ KQKtr@)=sۙy&7f3&N}2!\֋ƈ F7PֱX B6dž6\nwط֯W'J-Ùc ^a!aM3Dnu^0?E Xe \ΣeX^k{)gfRST64TcrI1GL#мz &0'LTo= TFnBxv!a Y g5Mr'6>Q<]R6lق -Ɨ94rm4E W0ɢC0hfr]e4atkT<Ů}0 :S%I%|7 &p-Q(JIj1@@s{Q'6ul%5b#MD.]=]c׎+S-^mSd=n J{))RKG3)H N]w{d/7<V>0^PAkŵ.F>TeD\dy~2vlF"߾K޻`@vnj0byD % B6OɂswxXSxۗ]\K@2C @ F 1Eh卉-u\u}1UQEQ/(VpaLҳ$HYrS:bo( Xb=ȥ*lh֛aR390ē-kxT$NVʒ胦NRA%1d iQ5 ,s_*R}^ZZG5s]_3-EWsDQT]ri[3p26̟e)?|RiRӁJ8Dl%]w/%bJ4[7 KMp|bWsb@\;m»AyŜ|WJs/%{PT \6}jefp~o*n.V׷Wj-Ä9ɴPjUHli'=eVuE]I%&CS]ӽ`p1{t [}/je몧 ԥ\I[qr,q2ne9R@1ҹ$d1ĻDDt@ }*TLm@dHӤ]o:HI6Iݨ;[RC e*D$C DsD"2g2s`F{ċ`g>]\=)煻1 )nwí a#j x!I2ʵ,ؚ L1h;bki8ioBhin Ez},!9>=ሳ4Ceѫbjg=O˷|Seqe)ڦz%SS46qRfRS?/#n ~^oy|`׋j]Y}}Ʃ:/~Zfqnd؍A1[5'_m|Ő9aOR6D'-KBg%vb$7)E{Ckuiϟu̵]Ί!G;֗Swۍ2`G wj/ꊦMƬ ~U}_Qf.rKy~brϕФDJp B!h=#MD-Vm(\~( ަRB)f|X*ۃfbV?}Q8.Q4]wu|$ܯW#~+]7/$Ғg5cf.V@#=bSʾVŔc2|>žW);lnIVQw\89RnS(˨`) P15IAnVZ.OOLSLu:ɛ<AJc孛0DQ# `\Ś 3uD4\g%tC{::`#XZ!BvxR^*vӪs/_ZB}9":o4ܛ̕XTd]`S,/?;ש5V*VQe<{ RAQ%Nq }I1';Gk0wum]X]Pc$ <Ҩd 7}A7Gw1QAb}ƾ/3e-?U]C9~uef!-)c}NJj=^_F_glpGsa "(wzum˅wB:O}kev4IML6zSeqe)ڦz%SS46qRfRS?/#n ~^oy|`׋j]Y}}Ʃ:/~Zfqnd؍A1[5'_m|Ő9aOL1BrQ`AfbgWt>ֽV͜W?Q_訬Qsi=W}ܿ(oVT|PL{2Na>g}o*oXz/bS>WBlKږ9գRwf\p,I]ZY)=!1E"..M~Lʹ.ǀD] ?gPi$gz^ϦIyH/8g+Rlq*B[l^{2Z̯>e唵A\C@pkA&@K̓,ElL}n*s PW .U(!K)`*CYޓfUU44GL2P邧16?SPV:oy\Hlʥe6I):ϔ{GP9b5tsA1{ߖ9U_LΜr\.|{ۡX: %w6*DZ ˬҍXהKvU<Ҭv4|o*,fKͩ7MC0M3D#`w}_1kYQ]˭3e[狭uײ:T*  zI: Lsչꔺu^\dEeU02܆Q'*S<ثtJG9CHRf/|[Rtb)a1|۠11dtO0-Q4%v:&hVDҚR1!b2S&l%21A4!DFcKVWVfUO'M[0&={Nssb6m5 6DuM zod8.dgOU( T`$ =ՖoEM`Qu\'xjߤ٦ܘiYicϹF:=U}kyW؍L s&íJo<-l0JWy/lL:Жb>{-`wԚ,^b͉01In6^&o֟&WښbMlF:ICoJsc׎!̷m_&+f/KϘ'6l=Cbt{I1܈NJ,ch8b ՛lR.׿9?'j+" Bw/e Փ*\~_IL'o_EWVJgRM9fh6.@ x ĆһѫjZu`'``x"ϓfmq&P5Jy5MR{sTYLOc)lB~L+2`&C-T|ķ=4L@:#Y{DK[^7Z4n ^ڇf޲vMۜZKgA(9#Ua|Z`.`-'F7DRaP'eK<7r% Uu Mtri{[$֯2TrKKu[..`+՚M/Qim,%WMPeNT Ha{-`wԚ,^b͉01In6^&o֟&WښbMlF:ICoJsc׎!̷m_&+f/KϘ'6l=Cbt{I1܈NJ,ch8b ՛lR.׿9?'j+" Bw/e Փ*\~_IL'oQEWWJ`wB7ېs(<1Nc ѩfIR@)1a1(лt&4mH 0ot%RYt.i4]wu|$ܯW#~+];/,Z So5/*u5>\_"oOO7Y骦HĶf'0tY϶>'/בrpLQcƀFc{ :h0е)6| :<5[Qq._-WY\IF)+ɕ]KF;Pls̩TD )_"" ~K(f|\Χ| &:eml "n lzJur=8isU%!kӬuP~)U\hWMΏO̼XSpETsa5HM }, {[0]Nd?CanT.SYEA&yC-V:Zf5rO6:G.79pdS Jw7"Wlw5tom"-x^ht AcǤLڌ9:R̹쩋ӡjU&w)66橐|PHU3&nU\(" OlDni4X`A fQKډg}=-k*`UF]uԻ[8t&2j >zwryW& &\'mD  k!m 6GBD(jS)Yb]M$?H-LMھ5]} g6uIϙnC?*H,TuU}w1ƿjJU}*^+;8"k,L:ޔwí a#j x!I2ʵ,ؚ L1h;bki8ioBhin Ez},!9>=DiԚmq9v68xzS͵LՑ`+/9+KiJm/̥"-;uv(_F󗛛[7yCԺ}WsSu_r͓ٱbjORێS0 ::dPtS0)S")pcb`" #-lѬ$Y=-)c}NJj=^_F_glpGsa "(wzߣn_n TO,R:Uk+ߟ"|wjFo[Be?W*_V*B0Y\ .ҭc(A2^C`Ҕ=c2?3f)ꌲ~s ą ]X5u_@7MҵpM@h捠8@,!|cwwE6Y"cg jֱppBA(ZA;V6rg}4E` 9 v DOnZMeLt.;A5Z*h/R`ؕ[5&oJSynKeZRy}Kbaք߉lG}ۼיeZ`lM IKu&Vɴ5ĜC~44x">O}kev4IML6zSeqe)ڦȏ]o9+KܧiJm/̥"-;uv(_F󗛛[7yCԺ}WsSu_r͓ٱbjORێSvvTgKtQ_ xHCƍ!يEHCƃEnWm?P>~e\h}>bc%#q~MG(}q>p|bWsb@\;m»AyŜ|WJs/%{PT \6}~(W >RV0J%ռU: N}+VYP4SKqXd(B,\ە&ZQ9t, jZ/-H+z C~WLXe7 :2)aSrfr)`#-AED`09G<ֈX弳2y&P2E:2$Jߛr&O k,UV^`dQۙ /#lh˵1^b"|bJU}*^+;8"k,L:ޔwí a#j x!I2ʵ,ؚ L1h;bki8ioBhin Ez},!9>=DiԚmq9v68xzS͵L?ՖJuSWK0Pq+U\%' f&0,޲3s}"vmҷLvT;2Kqi=ҝͩ߹16k[HjDZS}>yz6r\^~k|{$wRDXU: g]v\<ƋYK 'y%o)oIg|WTJg7is S2flQ qC,FiC20n>EWG*+fMpVQRr-rĪbI+(D5P@gfrʜf_R!6[sҢArL@HvU&כEˊ攼9!۲"jhe)]j VtNR 2p;eLnMג92UNǫ5C?^؃ 5GW!&.>%Ŭm_WmI/^8TL\zLU}.))eH֒3tȠaAsrV"/gxܥ+6"nU]'zLz/郚H:c*2FAd7[mB:_?mN3fjvjFKLaTVpCX*XkR1rG-ңz[>Y=SD (+Y_L*ܹ.at}ǖ,y!:Zo)yQ?&ǼGa sb!C um»AyŜ|WJs/%{PT \6}~(W >R9lYj}6&69Q.G3ZOlC"*1M#N$ %0g1R]֝6pPgSɜc5l{v1VFҕ_b4J0lJ-)xF%í)]<%0BXyEĶZłmwRk̲xB0u6&xkb$%+LdEzxXbN!Z|[Кx[^jki'NOE5;|Qfu&k!Nlqs4;S͵O : q[U2y^,䭟37@YI&ts&$-0|HpQN=QR8>U ;dK @z-dMFO.kpsh*֗W!R5Izx +v[:/Db6dDDϥ9:=Tɚ"p$ۅOh$Z8uLN4I)H**vk0OSN%y,RfIL\4]K7QTQ%Hb@B>H&C*iٔ51kh l+Z:R٧Vka|m] F阣D0X ܍apNM?1VYwƮ߭Kb4mԞ }yB@ZDpcs,N2F@ 6 cj"̧ADDA ATpɷlձ뮩ʚHe2,)@L#`CNִMm;b7k;[.P3JSO8OX:ٽQ9Us Z!LJSt4D,jdfU_Nc!kXְ0=`)WdX-JuY}ՓݤMyU1y ?.di=ݕ]%&R33\TbMG ;reEMܗ4QyynkM ɽv]fQUʨtWAtdEd(Q)`(fhsH-6tvZo2nV7/yg7*`)\`S b;"ϽI/Ω] 8Ю)&YO lHzaxR}C.^H;8؈RŻycQ0^[4qx)3v$+R,ʗ4Tf S 60s_xetwKQ 9 ]5 B>z+e2[˼|g/jFk.掔!Lb!*Vll bQdr5L:3\7JbV=4_a}[5uVEWސҘ)y%~.uv8CgA:F絪-[oI);VEdSYOD5k:oM,[3EE(^Z̹Q.0֒iWt`V`쾦 8 cl6F%LkihѼ]0fhpe&P!l0G2:T3]&kKg0ABiH;VD4Hry`W)K*a2?X1dg.8PM2 a6\N=X s`$t5a5wKp9vSeJބZ.Rl`3@&;ppgsʼPgU$G|!̱!F֕vu]A:Ւe7T2bLIHMRAGC0JfЖ1t'Fs=CH]!<=%4î6^i:|<"nD>QHlW#@D`,l`;Ci+S{x)\?yO>OyݛXuIm Ka֥'h;ښ6TIbVwnpDXu)M煻1-&iJ1-ZG/~%,nC^ekY43\#&)-ԙZc&w+q ބS[LY=Br|z)!5'[oӫgV}$:ᆳ&DcBU.C*/Wi*I!JiTs#D/1r4)9 ,Ɏyɯp{-16)Բ0$@-\SUΥtܦu.u{]-Ebs\lH該d@eHB>8g=Iu9Y."DxM^S['2ϧG5SϞ7Za2;|5`}w6MD9@5@cց`^mNYUc@ux'y+TUV}7p^-D2L+ywuuT9I&$gZ>n[HvuNDl #:zL9vӦ\WJTznoO^{'G$vG0,0>ٗ,eRϙ>8uΌ摤CI9طuj-u&Ӧ9%m:bfDj3ܜ1LC`\Q3z\Y鏓$"T^:ڻu"R))Bu,(Yl qIU2|X/f*ZceQC(A1P1@: Q8 `Fmy$'s}.0 }g] lF?$ͣP>gEm p5/Ukw7E?5/JBo@e4H kRMӜb) TP ҅//TÉ|Y:L]Lc/$˸N%A75Z ILx(kթT1B_x\MJWwխKJ-W򊙙Tt`fsBZu*Sc>:;'s:f*7U2d3e{2T0ޘ͜_1pI4y5Z,Mg V[dAEVʒH"u(Gf5УqeM'޻̰$4EYmB$=9nc<2_ 6(T?dp32DyfQR:˾kY ocsW'[ԽټoFi&y&)/TӖIietdS=-o}d9w(;dHkʛ*S2\1lCMFt0hgԃve`: u쇇J鿫թk?ʕ^u ނOaLJdղ I=4EΥptWLeN͙-sS(|.c˞=깬6:"D ]46@LOJ^uJWUStjurD1*JUHN/'s'hHUY^S(C(G0g\ d2 /zGӝܳ80_U~*g>dZ Yy\R Lp!\ԲT b&(*`ʹdnc - /vߔ*C?}?;̒6 +ybJ"}B,ɝ%VMT(DLEr`eL["xtcEk!hXbj\扦nrYipe.СT}PJgOAuD Am,%>oTigJ5t*fQS]~l~ >a[\~/L?D uߊJ>[\~/L?AC#Ώ3}A__䶸^z#GoGW~*g(_Uş/?r8i߾?ʙ)ISdYS6!Sli%^h"nڢa5ERPaO"Vї%S?>!+ ao}HOF iJg gNZPL [sEIOY-ae^_։K֬\ɒKoh k\kbn*HIjĂLH|8q&z3BҦ,r]O˄CWV4͛Sr?Ƈiפ|kuu %|+Znj0;k=$83LVm۳!R) ""6Z1{<3h47K($+Q;#Go5uw|+PHmL%PW-?ޠ!lGߊJ>[\b `?p9߷upaL>4XP2&ʑg|Rz$BT Ϥ`iD P"Qy5{bƸsHq*\T83d <-[w} ̑ P̛I#*yڒKfK˚EeV5Dl|UEvFț  UeURgT=㠍"ר_+Q?#Go1uw|+q{}?2?}wfCӵ}j.]|up)+'YL$J(BB:}1xeŲBnu+F"zKN6`ISy ZvϦ.4rb(sq"% c͔A?$2c]pm+>S?43/b!Ӣ6]^Fy$o YБRuݨC!4c#Nd("DB"Axc/COTj։\Lh5i>59RUT5O櫅̧2ޕw [hr,jYrEc@̢s|%aOpKs-Y(xsHL;\X}[B]f] ɿj'J湻'wivC2o)Wt}Y>ȗUzMTMdz$r(5 )n!Ͳ 0tpIثGXJ|x2e0FV$U& &2sfoN6[՞{DHS39 1aG [ތi0BhIO}kev4IML6zSeqe)ڛe ;;8"YScm܈Ousdbc(`ߤf+089eË`ɔ{:W~'a ;1`n [4|`(;>Et6U S ꇲ;|NPKp>0rpE89Bϸ"F [l$iPp"89CϸxqFgEp>0rp"89CϸxqF 69CzB/_J4|`;>FgxN89qc 7-5#NP⃳$_Q(qA/(Ӂ8i˽܃nQ{:8a?i %t>0r/gO}kcv4IM TlFۈo؞ff 1;Y@!f_Upyr_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i0B/UӶh Q ` u:4~Ev{vc6.oK0AٿhӭJovv1-iJ%KԘ6%g~Me[Ҕx[#ba֔_}ؘu,<}[-Qb|6;5YV!:śC-M <-M D˜s!A6'Ǣ%D{!6B+!0+ <Pm{@) bE[~ap8$5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F-fېa0 tXY_W.a``0Ya%`C [މ0zR wb[,L:ҕc[%^Ke;X/u&*ׄ#Xbhg6F"LR[2M47PP c# & -_M$ؕ6m+@r0 Title$a$5@J"@ Subtitle$a$CJ6aJ]<Z@< Plain Text OJQJCJ4 @4 Footer  !`C@` Body Text Indent! 0*$^]`0@8!8 Frame contents6@6 Header z& $PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] 44b    'B )z6;<<"#%'),.0h$*3:~<< !$&(*+-/ !!t  ,R$O4WU\;^lŢ.b@ (  h  c $Aff?#" ?0(  6 3  <uw|/8>Emt185<9? ) , 0 6 > DLft-4 V]  jpx $ - 5 ! !""' '''''Q(U())))))**T,],c,j,Y-_-i-n-g.q...o/t///00001122220353333333333444 NPuw&<+$H,0'K} % J L  '\bB*#%TVnow;]^b:giz@\ > @ !!!"""####R$T${$$$$ % %p%%%%)&w&&'*'''(((()R))******&+(++++++,,N,,,,.P.>/^/`///0B0r000!161111/222C33333333333G4J4444443333333333333333333333333333333333333333333333333333333333333333333333333333333333333 z Z&'8$%;^/+033333333333444'V%^/+033333333333444P^`P@@^@`0^`0``^``^`^`^``^``00^0`&=y _mo&$ )U3IM:g><B{(UxrR{J +33@4x@UnknownG*Ax Times New Roman5Symbol3. *Cx Arial;(SimSun[SO5. .[`)Tahoma?= *Cx Courier NewA$BCambria Math"Ah̹׆&,^&,^!24333qPB!xxBSelected Reference on Language Learning and Teaching Diary StudiesMonterey Institute ofKathi Oh+'0   @ L X dpxDSelected Reference on Language Learning and Teaching Diary StudiesMonterey Institute ofNormalKathi2Microsoft Office Word@@xg @OG@OG&,՜.+,00 hp  HOME^3 CSelected Reference on Language Learning and Teaching Diary Studies Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F;YG1TableN+WordDocumentSummaryInformation(DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q