ࡱ>  (*%&'n$%&'()*%` bjbj F̟̟, tttt4h^LDY((((+L4,x6bYdYdYdYdYdYdY$[hQ^Y?v+"+"??Ytt((YJJJ?t(t8(bYJ?bYJJOt:Q( @sƼAXPQY0Y"Q'_Ez'_0:Q'_:Qt7| :J;l>=777YY~Jv777Y????2ă2 tttttt  Place Matters: Researching Our Neighborhoods Lesson plans for use with Episode 5: Place Matters Curriculum developer Manon Parry is a museum exhibition curator and historian of medicine and has taught classes on health and human rights to high school and undergraduate students. Grade Levels: 10th grade through college sophomore. Subject Matter: Social Studies, Government, Geography, Sociology, City Planning and Urban Studies, Environmental Justice, Public Health. Time Allotted: Four to seven lessons over three to five days, depending on class level and activities selected Overview: We know that eating well and staying fit is important for health. But in fact, our economic and social environments are even bigger influences on health. Why is our street address or zip code such a powerful predictor of health? In these lessons, students research why residents of some neighborhoods live, on average, five, 10 or even 15 years longer than those in other neighborhoods. Students will gather and analyze data from their own neighborhood to identify features of their local economic, built, social, and service environments that promote or threaten the health of residents. They will learn how differences in neighborhood conditions tend to pattern along lines of class and race/ethnicity and give rise to corresponding differences in neighborhood health differences. Such neighborhood conditions are not a natural thing, but rather are a product of government policy, corporate investment decisions, and imbalances in political power that favor some neighborhoods and harm others. Conditions have changed before, and we can change them again. After this lesson, students will better understand the role of economic factors, urban planning decisions, and community mobilization in shaping neighborhood determinants of health.  HYPERLINK \l "_LESSON_ONE:_Examining"Lesson One: Examining Our Preconceptions. Students articulate their own preconceptions about community factors that impact health, view the UNNATURAL CAUSES episode Place Matters, and then review the different ways neighborhoods might affect health.  HYPERLINK \l "_LESSON_TWO:_Investigating"Lesson Two: Investigating Health Indicators in Your Neighborhood. Students work in small groups to research their own schools neighborhood. They investigate aspects of the physical (built), economic, social, and service environments, identify and map demographic data and place-based health indicators, consider the potential health impacts of each factor, and grade the neighborhood on each factor.  HYPERLINK \l "_LESSON_Three:_USING"Lesson Three: Using Graphs to Look for Clustering. Students either create their own graphs of demographic factors and health indicators or use graphs from the series website to look for patterns of resources and health across neighborhoods.  HYPERLINK \l "_LESSON_Four:_The"Lesson Four: The Role of Policy. Students use online interactivities to explore some historical sources of modern demographics and distribution of wealth, then interview residents of their own neighborhoods to learn how policy or lack of policy has shaped health indicators in their own neighborhoods.  HYPERLINK \l "_EXTENSION_ACTIVITIES:"Extension Activities: Students undertake a more thorough research into the history, politics, and/or demography of the area or use their findings to educate others, build connections, and/or make change in their neighborhoods. Objectives: By the end of the lesson students will be able to: Identify, collect, analyze, synthesize, and present relevant place-based data on factors influencing health. Utilize online databases and maps for research. Recognize how health outcomes form patterns along socioeconomic and racial lines, paralleling underlying inequities in social and economic conditions. Understand why it is easier or harder to engage in healthy behaviors depending on the environment in which you live. Appreciate that exposure to many health threats or health promoters have nothing to do with behavioral choice. Propose policy solutions to improve neighborhood health. Materials: Place Matters episode of the documentary series UNNATURAL CAUSES: Is Inequality Making Us Sick? Downloadable materials and online activities on the companion web sites for UNNATURAL CAUSES and RACE: The Power of an Illusion Internet access for other online resources: Google maps, TOXMAP, Census Bureau databases, etc. Readings: Why Place Matters: Building A Movement for Healthy Communities, PolicyLink  HYPERLINK "http://www.policylink.org/documents/WhyPlaceMattersreport_web.pdf"http://www.policylink.org/documents/WhyPlaceMattersreport_web.pdf Where We Live Matters for Our Health: The Links Between Neighborhoods and Health. Robert Wood Johnson Commission for a Healthier America http://www.rwjf.org/files/research/commissionneighborhood102008.pdf Where We Live Matters for Our Health: The Links Between Housing and Health. Robert Wood Johnson Commission for a Healthier America  HYPERLINK "http://www.rwjf.org/files/research/commissionhousing102008.pdf"http://www.rwjf.org/files/research/commissionhousing102008.pdf Table of Contents  TOC \o \h \z  HYPERLINK \l "_Toc223414972" Overview  PAGEREF _Toc223414972 \h 1  HYPERLINK \l "_Toc223414976" Lesson One: Examining Our Preconceptions  PAGEREF _Toc223414976 \h 4  HYPERLINK \l "_Toc223414977" 1. Brainstorm Neighborhood Features (10-15 min.)  PAGEREF _Toc223414977 \h 4  HYPERLINK \l "_Toc223414978" 2. Watch Place Matters (30 min.)  PAGEREF _Toc223414978 \h 4  HYPERLINK \l "_Toc223414979" 3. Amend the Neighborhood Features Table. (15-20 min.)  PAGEREF _Toc223414979 \h 4  HYPERLINK \l "_Toc223414980" 4. Comprehension Writing Exercise. (20-30 min.)  PAGEREF _Toc223414980 \h 4  HYPERLINK \l "_Toc223414981" Lesson Two: Investigating Health Indicators in Your Neighborhood  PAGEREF _Toc223414981 \h 5  HYPERLINK \l "_Toc223414982" 1. Homework: Kinds of Environments  PAGEREF _Toc223414982 \h 5  HYPERLINK \l "_Toc223414983" 2. Identify Health Indicators. (15-20 min.)  PAGEREF _Toc223414983 \h 6  HYPERLINK \l "_Toc223414984" 3. Developing a Research Plan. (15 min. to one hour, or homework)  PAGEREF _Toc223414984 \h 7  HYPERLINK \l "_Toc223414985" 4. Gather the Data. (One class session and/or homework)  PAGEREF _Toc223414985 \h 8  HYPERLINK \l "_Toc223414986" 5. Grade the Neighborhood. (15-20 min)  PAGEREF _Toc223414986 \h 8  HYPERLINK \l "_Toc223414987" 6. Share the Data. (30-45 min.)  PAGEREF _Toc223414987 \h 8  HYPERLINK \l "_Toc223414988" 7. Class Discussion: How does the neighborhood measure up? (10-15 min.)  PAGEREF _Toc223414988 \h 9  HYPERLINK \l "_Toc223414989" Lesson Three: Using Graphs to Look for Clustering  PAGEREF _Toc223414989 \h 9  HYPERLINK \l "_Toc223414990" 1. Graphing Assignment: Looking for Clusters (30-60 min.)  PAGEREF _Toc223414990 \h 9  HYPERLINK \l "_Toc223414991" 2. Writing Assignment or Class Discussion. (10-15 min.)  PAGEREF _Toc223414991 \h 10  HYPERLINK \l "_Toc223414992" Lesson Four: The Role of Policy  PAGEREF _Toc223414992 \h 11  HYPERLINK \l "_Toc223414993" 1. Homework: What makes neighborhoods so different?  PAGEREF _Toc223414993 \h 11  HYPERLINK \l "_Toc223414994" 2. Class Discussion: A Natural Thing? (15 min.)  PAGEREF _Toc223414994 \h 11  HYPERLINK \l "_Toc223414995" 3. Homework Assignment: Examining Local History  PAGEREF _Toc223414995 \h 11  HYPERLINK \l "_Toc223414996" 4. Class discussion: Drawing links between the past and the present. (20-45 min.)  PAGEREF _Toc223414996 \h 12  HYPERLINK \l "_Toc223414997" Extension Activities:  PAGEREF _Toc223414997 \h 12  HYPERLINK \l "_Toc223415004" Assessment  PAGEREF _Toc223415004 \h 13  HYPERLINK \l "_Toc223415009" Additional Resources  PAGEREF _Toc223415009 \h 14  HYPERLINK \l "_Toc223415013" National Educational Standards  PAGEREF _Toc223415013 \h 16  HYPERLINK \l "_Toc223415021" Appendix A: Neighborhood Features Table  PAGEREF _Toc223415021 \h 19  HYPERLINK \l "_Toc223415022" Appendix B: Health Indicator Data Sources  PAGEREF _Toc223415022 \h 20  HYPERLINK \l "_Toc223415023" Appendix C: Health Indicators Table  PAGEREF _Toc223415023 \h 22  HYPERLINK \l "_Toc223415024" Appendix D: Health Indicator Grading Tables  PAGEREF _Toc223415024 \h 26  HYPERLINK \l "_Toc223415025" Appendix E: Sample Neighborhood Questionnaire  PAGEREF _Toc223415025 \h 28  HYPERLINK \l "_Toc223415026" Appendix F: Glossary  PAGEREF _Toc223415026 \h 29  Lesson One: Examining Our Preconceptions TIME: One class period, with optional homework extension. 1. Brainstorm Neighborhood Features (10-15 min.) This pre-viewing activity will elicit student preconceptions about the connections between neighborhood features and health. Ask the class to brainstorm neighborhood features that could have positive or negative impacts on health. In small groups or together as a class, they should put together a Features Table listing the feature and its potential health effects. ( HYPERLINK \l "_APPENDIX_A:_Neighborhood"See Appendix A.) Have them try to list at least 10. Features may influence health directly or indirectly. For example, health benefits associated with local parks are exercise and community interaction. 2. Watch Place Matters (30 min.) To prepare students for thoughtful viewing, ask them to consider the following questions as they watch the film (prepare as a handout or write the questions on the board): When we think about the environment, we usually think about air pollution, water quality, or toxic waste. What other things in our neighborhood environments might also affect our health? How does the film support or contradict the idea that the neighborhood factors you listed in Table One harm or promote health? What other factors could you add? Why do some neighborhoods expose residents to factors that are protective of health, while others expose residents to factors that can threaten their health? What public policy and private investment decisions have shaped the two neighborhoods in the film? What could be done to improve these neighborhoods in the future so they better promote residents health and wellbeing? 3. Amend the Neighborhood Features Table. (15-20 min.) After watching the film, have the class suggest additions or changes to the Features Table in light of what they have just learned. Remind them to include features that protect and promote health and wellbeing, not only risk factors. 4. Comprehension Writing Exercise. (20-30 min.) As an in-class or homework assignment, have students spend 20-30 minutes writing answers to the viewing questions. After the assignment, have students discuss their thoughts in pairs or small groups. Lesson Two: Investigating Health Indicators in Your Neighborhood TIME: One to three class sessions, plus homework. Note: Time will vary greatly depending on whether students identify their own data sources or are provided with the list, if research is done in class or as homework, and how formally the data is reported. Steps 2 and 3 (identifying health indicator and developing a plan for gathering the data) will take one or two class periods, depending on the level of the class. Step 4 (gathering the data) can happen mostly outside of class, over the period of a few days to a week. In this lesson, the class expands the work they did on the Features Table by preparing a comprehensive grid of health indicators for neighborhoods in their area. 1. Homework: Kinds of Environments The following reports provide additional background on the effects of environment on health. Assign reading Why Place Matters as homework, along with one or both of the others. Why Place Matters: Building a Movement for Healthy Communities, PolicyLink (pages 6 10; pages 22 46. Students need not read the case studies).  HYPERLINK "http://www.policylink.org/documents/WhyPlaceMattersreport_web.pdf"http://www.policylink.org/documents/WhyPlaceMattersreport_web.pdf Neighborhoods and Health, Robert Wood Johnson Commission for a Healthier America (pages 1 8)  HYPERLINK "http://www.rwjf.org/files/research/commissionneighborhood102008.pdf"http://www.rwjf.org/files/research/commissionneighborhood102008.pdf Health and Housing. Robert Wood Johnson Commission for a Healthier America  HYPERLINK "http://www.rwjf.org/files/research/commissionhousing102008.pdf"http://www.rwjf.org/files/research/commissionhousing102008.pdf Ask the students to provide a definition for each of environment and identify possible protective and risk features shaping living conditions and thus health. They should draw from the readings, their viewing of Place Matters, and their work on the Features Table. Economic environment. The presence or absence of commercial investment and businesses that provide residents with adequate income (employment, tax base) and health-promoting goods and services (produce, banking). Social environment. The presence or absence of interpersonal relationships, groups, and networks (church, neighborhood watch, community organizing) that provide support, solidarity, partnership, and sense of belonging for residents. Physical (built) environment. Presence and quality of features of space and geography that determine access to health benefits or exposure to health risks (parks, housing, power plants, access to other communities). Service environment. The presence or absence of adequate schools, police and fire protection, water and sewer systems, healthcare facilities, mass transit, and other services that allow residents to live healthy, safe, productive lives. 2. Identify Health Indicators. (15-20 min.) Divide the class into five groups. Assign a different environment to each group, with the fifth group researching neighborhood health outcomes. Note: Rather than assign a group to focus on health outcomes, you might invite a county or city public health officer to visit the class and present health outcome data for the neighborhood. Ask each group to meet and compose a comprehensive list of possible health indicators for their assigned environment type. A health indicator is a measure that reflects, or indicates, the state of health of a defined population. This lesson focuses on local environmental indicators: neighborhood features that may protect or threaten the health of residents. Groups should develop their lists by referencing their Features Table, the Place Matters episode, and their readings. Group Five should compose a list of neighborhood health outcomes for which they believe data is tracked. Suggestions for each groups list follow. Physical and Built Environment: farmers markets, supermarkets, fast food restaurants, liquor stores; safe, well-tended parks; littered, empty lots; trees and green open spaces; pedestrian friendliness (able to walk to school and shops on safe sidewalks, clean streets); housing conditions (maintenance and quality, peeling or lead paint or mold, proper heating and cooling, adequate number of bedrooms for family size); bike lanes; condition of school buildings; neighborhood connected to rest of community, jobs; heavy traffic and freeways; polluting industries and toxic hazards; noise level; street plan / housing that isolates or connects residents, promotes or discourages social interaction. Social Environment: crime rates or fear of crime; youth activities and community centers; places of worship; high school graduation rate; day and nighttime noise levels (affect stress levels, sleep quality); neighbors know and trust each other; resident participation in community-based organizations; elders feel cared-for or neglected; residents feel police are friendly and trustworthy or ineffective and abusive; responsiveness and accessibility of local government; connection of neighborhood to rest of community; degree of racial integration or segregation; experiences of discrimination. Economic Environment: median household income; percentage of households living in poverty (or below 200% of the federal poverty level); percent of college graduates; unemployment rate; population living in affordable housing (rent less than 30% of income); homeowners or renters; foreclosed or abandoned housing; shuttered shops; thriving retail areas; school spending per student; variety and type of job opportunities; hiring from within the neighborhood; new investment in construction, shops, offices, factories or infrastructure. Service Environment: availability of reliable transit; public libraries; clinics and affordable healthcare services; banks vs. pawn shops and check-cashing services; museums and other cultural resources; youth centers and recreational activities; senior services (e.g., Meals on Wheels, senior centers); job training, literacy tutoring, and other community center services; childcare and pre-school facilities; parental assistance; reproductive health services. Health Outcomes: average life expectancy; infant mortality rate; rates of chronic diseases, e.g., asthma, diabetes, obesity, heart disease, hypertension, kidney disease; pedestrian deaths; violent crime rates; HIV/AIDS 3. Developing a Research Plan. (15 min. to one hour, or homework) The groups will work out how to gather the necessary information to develop a health profile of their neighborhood. The challenge is NOT to compose a scientifically rigorous set of health indicators that can withstand all scrutiny, but rather to develop a snapshot of the health-protective and health-threatening characteristics of the neighborhood for their assigned environment. In order to understand the significance of their neighborhoods health indicators, the class will gather information on the neighborhood surrounding the school and the metropolitan, county, state, or national averages. Depending on your geographical context, you might choose to have the class investigate a dramatically different neighborhood in the area as well as or instead of your regional averages. Looking over their lists of health indicators, groups should identify potential sources for information on each indicator. What data sources are already available? What kind of observations or surveys can they conduct themselves? Have students begin organizing their research in a table with three columns: Health Indicators, Potential Data Sources, and Findings ( HYPERLINK \l "_Appendix_C:_Health"See Appendix C). Note: Depending on the level of the class, you may want to provide them with the list of potential data sources in  HYPERLINK \l "_APPENDIX_B:_health"Appendix B. Or, particularly for high school classes, it may be more appropriate to provide them with the table in  HYPERLINK \l "_Appendix_C:_Health"Appendix C, which lists sources for each indicator. In this case, groups will need only to devise a strategy for dividing up the investigations. Be sure that students are aware that different online databases use different geographic domains for the data the collect. In some cases they will use zip code, in others, census tract, voting precinct, or even neighborhood by name. Some data will be available only for a larger geographic unit, such as county or metropolitan area. Students will need to take care that the geographic units they use correspond with the neighborhood surrounding their school. In some cases, the best way to gather the data will be for students to simply count resources (such as parks or grocery stores) using Google Maps or a walking tour of the neighborhood. Students should decide which indicators they can realistically collect in the allotted time, and how to divide the work among the group members. You might remind them to consider possible efficiencies: for example, its easiest to get information for multiple neighborhoods on one visit to an online database, but its easiest to check multiple indicators on one walking tour of a neighborhood. Visit with each group to provide suggestions and check that they are identifying appropriate methods to collect the data for each health indicator. Remind students that they arent expected to obtain data for all their proposed indicators, but they should try to get enough to develop a rough profile for their neighborhood. 4. Gather the Data. (One class session and/or homework) You can choose whether groups will have time in class to gather data or will work outside of class. As they gather data, students should think about how to best present it: Tables? Graphs? Maps? Remind students to note how their neighborhood indicators compare to other neighborhoods or state and national averages to better understand the datas significance. 5. Grade the Neighborhood. (15-20 min) Once the group has collected the data, they can give each of their Health Indicators a grade ( HYPERLINK \l "_Appendix_D:_Health"Appendix D). Ask each group to review their findings and grade the neighborhood on each indicator according to the following scale: 1 = harmful or threatens health 2 = needs some improvement 3 = health protective 6. Share the Data. (30-45 min.) NOTE: This plan has students present their research findings to the class relatively informally. Depending on your goals, the level of your class, and the time allotted to the lessons, you might choose to have students present their findings in more organized oral or written reports, and might have them make the presentations at any time during Lessons 2 through 5. Have the research groups meet for 20 to 30 minutes to share the findings of their research and organize their report to the rest of the class. Each group will then add the findings for their environment to a class Neighborhood Indicators Chart (on the board or a large sheet of butcher paper) that lists all four environments and the health outcome data. 7. Class Discussion: How does the neighborhood measure up? (10-15 min.) Look over the health indicator grades. Would you say this is a healthy neighborhood? What seem to be some of the biggest problems residents face? What are some of the best assets they have? How accurate or comprehensive do you think your data are? Lesson Three: Using Graphs to Look for Clustering TIME: One class period. Alternative: If your class did not compare neighborhoods in Lesson Two, you can instead lead a class discussion based the maps and graphs in Profile of four individuals: Mapping health and inequities across Louisville, available from the UNNATURAL CAUSES website:  HYPERLINK "http://www.unnaturalcauses.org/assets/uploads/file/louisvillemap.pdf"http://www.unnaturalcauses.org/assets/uploads/file/louisvillemap.pdf 1. Graphing Assignment: Looking for Clusters (30-60 min.) Share this quote from Place Matters on the blackboard, or distribute as a handout: If we look at a map of almost any geographic area, but Ill just use the example of Richmond, California, and you map rates of obesity, for example, or of hypertension, or of low-birth weight, well see that these things overlap almost exactly. And if we overlay a map of environmental hazards, it fits in as well. And, its very common to see all these dimensions cluster. Dr. Ana Diez Roux, Epidemiologist, University of Michigan Have students, in groups or as a class, develop graphs that compare the health indicator findings in the two neighborhoods theyve investigated, along with the regional, state, or national average where relevant. Students should graph at least five indicators or outcomes. Some possible examples are below: Graph 1: Life Expectancy in Years  EMBED Microsoft Graph Chart  Graph 2: Percentage of Population Diagnosed with Diabetes and Asthma  EMBED Microsoft Graph Chart  To look for evidence that health outcomes cluster with socioeconomic and racial status of the neighborhood, ask students to also graph demographic data from the US Census, such as household income and race. Graph 3: Average Household Income and Median House Price in Thousands of Dollars.  EMBED Microsoft Graph Chart  2. Writing Assignment or Class Discussion. (10-15 min.) Ask students to summarize the results of the graph comparison. Does one neighborhood have better health outcomes than the other? Based on what you have learned about the health indicators for each, what can you say about each communitys exposure to health promoters or health risks? What is the socioeconomic profile of each neighborhood, and how might that relate to these factors? Do you see evidence of clustering? Lesson Four: The Role of Policy TIME: One to two class periods. 1. Homework: What makes neighborhoods so different? Have students check out the following online interactivities: Where Race Lives:  HYPERLINK "http://www.pbs.org/race/006_WhereRaceLives/006_00-home.htm"http://www.pbs.org/race/006_WhereRaceLives/006_00-home.htm Uncle Sam Lends a Hand The Downward Spiral The Perfect Neighborhood:  HYPERLINK "http://www.unnaturalcauses.org/interactivities_03.php"http://www.unnaturalcauses.org/interactivities_03.php Students should do a 15 minute free-write of their impressions, commenting on how the information in these activities might relate to their neighborhood investigations. 2. Class Discussion: A Natural Thing? (15 min.) Share this quote from Place Matters by writing it on the blackboard or distributing it as a handout: I think we sometimes forget that people who live in more well-off communities have a lot of advantages Why are these neighborhoods [Richmond and High Point] so different? And of course, these differences are not a natural thing. They arise as a result of policies or the absence of policies that create these enormous spatial inequalities in resources and in the environments that people live. Dr. Ana Diez Roux, Epidemiologist, University of Michigan Discuss what Dr. Diez Roux means. What is unnatural about these differences? How might policies affect resource distribution and environments? 3. Homework Assignment: Examining Local History What policies and investment decisions have changed neighborhood conditions over the decades, and why? Ask students to interview a family member, neighbor, local merchant, community organization leader, or teacher who has lived in the area for more than 30 years. Students should draw questions from their health indicator tables, as in the sample questions in Appendix C. As students gather this information, they should consider not only how the neighborhood has changed, but what public policies and economic and social arrangements may have influenced or caused those changes. It is common for people to attribute differences between neighborhoods to the people who live there. For example, someone might report that a neighborhood has gone downhill due to the influx of a particular ethnic or racial group. Its extremely important to acknowledge and discuss these beliefs as a class before students interview residents, so they are prepared to look beyond such explanations, asking more questions about specific policies, development, and investment. 4. Class discussion: Drawing links between the past and the present. (20-45 min.) Either have groups make presentations on their findings from the neighborhood questionnaire or lead a general discussion to elicit findings around different issues (e.g., Do residents feel like the neighborhood is getting better or worse? What groups are influential today vs. 30 years ago? How have the demographics of the neighborhood changed?) Post the classs community indicators chart. Ask the class to draw connections between the neighborhoods health indicators and history: How might public policy and private investment decisions have shaped some of these indicators? What has drawn or lost businesses, stores and well-paying jobs? Does the racial / ethnic composition of a neighborhood seem to correspond with its wealth? What kinds of developments and advantages are built in wealthy neighborhoods vs. poorer neighborhoods? What are the health impacts of these changes? You might also choose to have students write a final short paper summarizing their thoughts on the unit. Extension Activities Connecting the Past and the Present. Ask students to investigate the history of racial segregation and economic investment in the neighborhoods theyve studied, including zoning laws, state and local government spending on education and healthcare, and business development in the region. Use the dissimilarity index to measure how racially integrated the area region is:  HYPERLINK "http://www.censusscope.org/us/s40/p75000/chart_dissimilarity.html"http://www.censusscope.org/us/s40/p75000/chart_dissimilarity.html How Do Neighborhoods Change? Conduct a Power Analysis. Who holds the cards in your community and why? How makes the decisions? Whos left out? How can that power balance be challenged? Conduct a power analysis by using this tool from The Praxis Project:  HYPERLINK "http://www.thepraxisproject.org/tools/Power_Analysis_Process.doc"http://www.thepraxisproject.org/tools/Power_Analysis_Process.doc The House We Live In The third episode of the documentary series RACE: The Power of an Illusion looks at race not with regard to individual attitudes and behavior, but on the ways our institutions and policies advantage some groups at the expense of others (particularly considering the development of the white suburbs mid-20th century). The series companion web site contains information on the film, along with many resources and interactivities:  HYPERLINK "http://www.pbs.org/race"http://www.pbs.org/race Share Results. Write about the issue in an article for the school paper or a letter to the editor for your local paper. Create a photo essay by taking photos of factors that promote or threaten health and explaining their impact. Publish the photo essay online. Make a PowerPoint presentation including photographs, health indicator data, and graphs in order to share the results of the classs research with a church; a community organization; the public health department; another class or club; a scouts or guides group; friends, family and neighbors; or local politicians. Set up an exchange with another school in the region, state, or country to compare your data. Create a web site where students can post their results and reports they produce, or organize an inter-school conference where schools from diverse neighborhoods can compare their data and evaluate its significance. Take Action. Now that students have identified elements in the community that can promote or undermine health, they can investigate how to get involved in improving the situation. Ask students to review their Health Indicator Grids and select a low-scoring indicator to target. They should then draft an action plan describing how to publicize the problem, who to contact to help, and what remedy they propose. For example, if there is little affordable healthy food available in the community, work on getting a community farmers market or encouraging corner stores to carry more produce. See  HYPERLINK \l "_ADDITIONAL_RESOURCES"additional resources below. Form a Community Partnership. Encourage students to connect with community leaders or organizers to collaboratively conduct a more formal review of health indicators in their neighborhood. For example, high-school-aged youth helped WE ACT (West Harlem Environmental Action) to measure residents exposure to air pollution, building a strong case for policies to improve air quality in the neighborhood. The Connect Up! database lists profiles of organizations involved with the UNNATURAL CAUSES campaign for health equity:  HYPERLINK "http://www.unnaturalcauses.org/connect_up.php"http://www.unnaturalcauses.org/connect_up.php Assessment Writing: Lesson One: The writing assignment can be used to evaluate the students comprehension of the film and their understanding of the neighborhood features that can make people healthy or sick. Lessons Two Through Four: You may choose to have students prepare written reports of their findings. These may be used to evaluate their proficiency at using research tools and methods, identifying and gathering relevant data, and synthesizing and evaluating the significance of their findings. Oral Presentation: Lessons Two and Three: Group presentations may be used to evaluate their proficiency at using research tools and methods, identifying and gathering relevant data, and synthesizing and evaluating the significance of their findings. Data Analysis Lessons Two and Three: The class presentations and graphing assignment can be used to evaluate competency at representing complex data and analyzing its significance. Group Work Lessons Two through Four require that students combine individual and collective research to produce a group presentation. Requesting feedback on the process may help you evaluate student proficiency at working in groups. Additional Resources Learn more about the issues RACE: The Power of an Illusion UNNATURAL CAUSES: Is Inequality Making Us Sick? Develop research National Center of Health Statistics National Health and Nutrition Examination Survey,  HYPERLINK "http://www.cdc.gov/nchs/nhanes.htm"http://www.cdc.gov/nchs/nhanes.htm National Health Interview Survey,  HYPERLINK "http://www.cdc.gov/nchs/nhis.htm"http://www.cdc.gov/nchs/nhis.htm National Vital Statistics System,  HYPERLINK "http://www.cdc.gov/nchs/nvss.htm"http://www.cdc.gov/nchs/nvss.htm Advanced students might be able to use this data and/or wade through the various studies on different indicators. Community Health Councils South L.A. Scorecard, Appendix 1:  HYPERLINK "http://www.chc-inc.org/chcRegionalNetworks.cfm"http://www.chc-inc.org/chcRegionalNetworks.cfm The scorecard illustrates a formal evaluation of health indicators for South Los Angeles as compared to West Los Angeles and the county average. Appendix 1 provides tables of all the indicators they used, with footnote listing the sources. Life and Death from Unnatural Causes: Health and Society Inequity in Alameda County http://www.acphd.org/user/services/AtoZ_PrgDtls.asp?PrgId=90 This neighborhood by neighborhood study by the Alameda County Public Health Department (CA) offers a professional illustration of the use of health indicator data. Bay Area Regional Health Inequities Initiative (BARHII)  HYPERLINK "http://www.barhii.org/press/download/barhii_report08.pdf"http://www.barhii.org/press/download/barhii_report08.pdf This BARHII report examines the patterning of health threats and outcomes in six San Francisco Bay Area counties along racial and socio-economic lines. The Healthy Development Measurement Tool  HYPERLINK "http://www.thehdmt.org/"http://www.thehdmt.org/ Some communities are beginning to assess policies, development projects, laws and initiatives for their impact on health initiatives. The San Francisco Public Health Department has been at the forefront of developing Health Impact Assessment (HIA) tools to measure the consequences of urban development plans on the health of residents. For a comprehensive list of data sources, see the Data Set Directory of Social Determinants of Health at the Local Level, available from the CDC:  HYPERLINK "http://www.cdc.gov/dhdsp/library/data_set_directory/pdfs/data_set_directory.pdf" http://www.cdc.gov/dhdsp/library/data_set_directory/pdfs/data_set_directory.pdf Take action Connect Up!  HYPERLINK "http://www.unnaturalcauses.org/connect_up.php"http://www.unnaturalcauses.org/connect_up.php This online database lists profiles of organizations involved with the UNNATURAL CAUSES campaign for health equity: UNNATURAL CAUSES Policy Guide  HYPERLINK "http://www.unnaturalcauses.org/policy_guide.php"http://www.unnaturalcauses.org/policy_guide.php. This companion guide provides an extensive (though certainly not exhaustive) list of SDOHE issues and proposed areas for action. Taking Community Action on Health Disparities  HYPERLINK "http://www.enddisparities.org/criticalmasstoolkit.html"http://www.enddisparities.org/criticalmasstoolkit.html This toolkit provides a great (and very thorough) guide for each step between identifying a problem to taking action. It also provides some advice on gathering data. The THRIVE Tool Prevention Institute  HYPERLINK "http://www.preventioninstitute.org/thrive/index.php"http://www.preventioninstitute.org/thrive/index.php This online tool helps to prioritize issues, identify the health relevance of neighborhood factors, and develop ideas for action. Promoting Healthy Public Policy through Community-Based Participatory Research  HYPERLINK "http://www.policylink.org/documents/CBPR_final.pdf"http://www.policylink.org/documents/CBPR_final.pdf. This report focuses on larger collaborations between research institutions and community organizations, but provides some interesting case studies for action ideas. Bringing Good Food to Your Neighborhood Neighborhood Store Watch in Los Angeles ( HYPERLINK "http://www.chc-inc.org/chcRegionalHW.cfm"http://www.chc-inc.org/chcRegionalHW.cfm) and the Good Neighbor program in San Francisco ( HYPERLINK "http://www.lejyouth.org/programs/food.html"http://www.lejyouth.org/programs/food.html) provide useful examples of mobilizing young community members to work with stores to supply healthier food. National Educational Standards Government Center for Civic Education,  HYPERLINK "http://www.civiced.org/index.php?page=912toc"http://www.civiced.org/index.php?page=912toc III. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? C. How are state and local governments organized and what do they do? 2. Organization of state and local governments. Students should be able to evaluate, take, and defend positions on issues regarding the relationships between state and local governments and citizen access to those governments. 3. Major responsibilities of state and local governments. Students should be able to identify the major responsibilities of their state and local governments and evaluate how well they are being fulfilled. E. How does the American political system provide for choice and opportunities for participation? 1. The public agenda. Students should be able to evaluate, take, and defend positions about how the public agenda is set. 5. Associations and groups. Students should be able to evaluate, take, and defend positions about the contemporary roles of associations and groups in American politics. 6. Forming and carrying out public policy. Students should be able to evaluate, take, and defend positions about the formation and implementation of public policy. To achieve this standard, students should be able to describe a current issue of public policy at local, state, or national level identify the major groups interested in that issue and explain their positions identify the points at which citizens can monitor or influence the process of public policy formation V. What are the Roles of the Citizen in American Democracy? B. What are the rights of citizens? 1. Personal rights. Students should be able to evaluate, take, and defend positions on issues regarding personal rights. 2. Political rights. Students should be able to evaluate, take, and defend positions on issues regarding political rights. 3. Economic rights. Students should be able to evaluate, take, and defend positions on issues regarding economic rights. 4. Relationships among personal, political, and economic rights. Students should be able to evaluate, take, and defend positions on the relationships among personal, political, and economic rights. C. What are the responsibilities of citizens? 1. Personal responsibilities. Students should be able to evaluate, take, and defend positions on issues regarding the personal responsibilities of citizens in American constitutional democracy. 2. Civic responsibilities. Students should be able to evaluate, take, and defend positions on issues regarding civic responsibilities of citizens in American constitutional democracy. E. How can citizens take part in civic life? 3. Forms of political participation. Students should be able to evaluate, take, and defend positions about the means that citizens should use to monitor and influence the formation and implementation of public policy. 5. Knowledge and participation. Students should be able to explain the importance of knowledge to competent and responsible participation in American democracy. English Language Arts: American Library Association, American Association of School Librarians,  HYPERLINK "http://www.ala.org/ala/mgrps/divs/aasl/aasleducation/schoollibrarymed/ala-aasl_slms2003.pdf"http://www.ala.org/ala/mgrps/divs/aasl/aasleducation/schoollibrarymed/ala-aasl_slms2003.pdf Reading for Perspective Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Participating in Society Participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities. Applying Language Skills Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Geography: National Council for Geographic Education,  HYPERLINK "http://www.ncge.org/i4a/pages/index.cfm?pageid=3314" http://www.ncge.org/i4a/pages/index.cfm?pageid=3314 The World in Spatial Terms Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Health Education: American Association for Health Education,  HYPERLINK "http://www.aahperd.org/aahe/pdf_files/standards.pdf"http://www.aahperd.org/aahe/pdf_files/standards.pdf Students comprehend concepts related to health promotion and disease prevention. Students describe the interrelationships of mental, emotional, social and physical health throughout adulthood. Students analyze how public health policies and government health regulations influence health promotion and disease prevention. Students evaluate the effects of culture and media on personal, family, and community health. Students express information and opinions about health issues. School Library Media: Students will be able to gather relevant information from appropriate resources. Students will be able to interpret information to generate new understanding and knowledge. Students will be able to communicate findings by producing materials in an appropriate format. Science Education: National Committee on Science Education Standards and Assessment, National Research Council,  HYPERLINK "http://www.nap.edu/catalog.php?record_id=4962"http://www.nap.edu/catalog.php?record_id=4962 Science in personal and social perspectives. Personal and community growth. Social Studies: National Council for the Social Studies,  HYPERLINK "https://mail.nih.gov/owa/redir.aspx?C=6fc688e30a994ade983a83c6af241542&URL=http%3A%2F%2Fwww.socialstudies.org%2Fstandards" \n _blankhttp://www.socialstudies.org/standards Culture Analyze and explain the ways groups, societies, and cultures address human needs and concerns. Individual development and identity Analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary settings. Describe personal connection to a placeas associated with community, nation, and the world. Relate personal changes to social, cultural, and historical contexts. Describe personal changes over time, such as those related to physical development and personal interests. Power, Authority, and Governance Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare Appendix A: Neighborhood Features Table Neighborhood Features that Can Impact Health Directly or Indirectly NEIGHBORHOOD FEATURESPOTENTIAL HEALTH IMPACTSExample: Living near a freeway or road with lots of truck traffic Asthma from diesel pollution; noise disturbs sleepPlenty of parks Lots of fast food restaurants Noise         Appendix B: Health Indicator Data Sources Online American FactFinder  HYPERLINK "http://factfinder.census.gov/"http://factfinder.census.gov Social, economic, and housing characteristics and demographic estimates by town, city, county, or state. Under Get a Fact Sheet for Your Community at the top of the page in the middle, enter zip code and click go. Consult the information under different sections. CLIKS: Community-Level Information on Kids  HYPERLINK "http://www.kidscount.org/cgi-bin/cliks.cgi"http://www.kidscount.org/cgi-bin/cliks.cgi Compiles data on wellbeing of children collected from state and local sources, at county level, with indicators for education, health, family economics, child welfare, parents education, child demographics. DiversityData.org  HYPERLINK "http://diversitydata.sph.harvard.edu/"http://diversitydata.sph.harvard.edu Provides data on wide range of indicators by metropolitan area: population demographics and diversity, health, housing opportunities, economic opportunities, education, poverty rates, residential integration and neighborhood characteristics, crime, physical environment. Dynamic Maps of Nonprime Mortgage Conditions in the United States  HYPERLINK "http://www.newyorkfed.org/mortgagemaps/"http://www.newyorkfed.org/mortgagemaps/ Shows foreclosure and other mortgage info by state. Click on Share in Foreclosure on right hand side, then scroll over your state. (Offers data at the county and zip code level, but feature not functioning at time of writing Feb 2008). Google Maps  HYPERLINK "http://maps.google.com/"http://maps.google.com/ Enter state and zip code in box at top of page and click on search maps. You may then search for services or businesses such as supermarket, library, park or a specific fast food chain by entering the term in the box at the top of the page. Health Justice Report Card  HYPERLINK "http://www.healthjustice.us/index.php"http://www.healthjustice.us/index.php Provides indicators by county: infant mortality rates, racial residential segregation measurement, educational attainment rates, income inequality, index of medical service score, uninsured population, percentage of voters, retail liquor outlets, distribution of environmental burdens (populations of color vs. white). Enter county information and view grade for each racial group. From grade, click on To see the data, click here. PolicyMap.org  HYPERLINK "http://www.policymap.org/"http://www.policymap.org Free registration provides access to a wealth of data on health, employment, economic, real estate, services, and other areas. Some of the maps will not appear fully without a paid subscription, but users can still get indicator data by clicking on the desired area. TOXMAP Environmental Health e-Maps  HYPERLINK "http://toxmap.nlm.nih.gov/"http://toxmap.nlm.nih.gov On-site toxic releases and hazardous waste sites from the EPAs Toxics Release Inventory (TRI) and the Superfund National Priorities List (NPL). Also includes some data on chronic disease, cancer, and mortality rates. Enter state and zip code in box on left of page and click on search. Local Information Sources Public health, housing, and human services departments Mayors office Police or sheriffs department, courts State department of education, state public health department Chamber of Commerce Mass transit authority Local universities Community health center Hospitals (Community benefits office) Company annual reports Local community or nonprofit organizations Public library reference librarian Surveys and Independent Investigation Document observations during walking or biking tours. Interview or survey residents and local business owners. Observe noise, traffic congestion, foul odors. If possible, borrow an instrument from university or local government department to measure noise levels or air quality. Appendix C: Health Indicators Table HEALTH INDICATORSPOTENTIAL DATA SOURCES A. Physical and Built Environment: Farmers markets and supermarkets vs. fast food joints, convenience and liquor stores Well equipped and tended parks that are considered safe; lots of trees and green open spaces, Proximity to heavy traffic (especially truck traffic) and freeways Pedestrian friendly: safe to walk to school and shops, good sidewalks, clean streets. Bike lanes Housing conditions (in good repair, no peeling or lead paint, or mold, adequate number of bedrooms, cool in summer, warm in winter) Polluting industries, toxic dumps. School buildings in good repair Noise Few empty or littered lots Street plans promote interaction Neighborhood is connected to rest of community and jobs  Use Google Maps or a walking tour of the area to count if there are supermarkets within walking distance, the number of fast food restaurants and liquor stores Photograph state of disrepair or upkeep of the areas parks. Use Google Maps or a walking tour of the area to count areas of green space and number of freeways or major roads. Walk or cycle to see if the area is easily navigable on foot or by bicycle, evaluate sidewalks and streets. Check with public health department or local dept. of housing. Survey residents Use US Census data to find out average income and average rent, number of vacant homes. Visit TOXMAP to see if toxic industries are located nearby. Survey; ask principals what their yearly maintenance budget is and if its adequate. Observe, or use a sound level meter or dosimeter (may be able to borrow one from a municipal or university industrial hygiene, audiology or acoustical engineering dept) Google maps; observe Survey residents B. Social Environment: Crime rates or fear of crime Noise interrupts sleep Neighbors know and trust each other Degree of racial integration Youth activities and community centers Places of worship Residents participate in community-based organizations Experience of discrimination Neighborhood feels connected and part of the rest of the community. Elders feel cared-foror isolated Residents feel police are friendly and trustworthy; local government is responsive  Research crime statistics. Interview residents about fear of crime, noise and disturbances in the area, and whether they feel safe and trust their neighbors. Use US Census data to learn of area how diversity. Google Maps Check with organizations for volunteering numbers. Survey residents C. Economic Environment:  Median income Percentage of household living in poverty (or under 200% of poverty rate) High school graduation rate % of residents with a college degree Affordable housing (rent less than 30% of income) Unemployment rate Foreclosed or abandoned housing Thriving retail areas or shuttered shops; Per pupil spending on schools Kind of job opportunities, hiring from within the neighborhood. New investments in construction, shops, offices, factories or infrastructure  Use US Census data to see average income and cost of rent, poverty rates, educational levels, etc.  HYPERLINK "http://Factfinder.census.gov/"http://Factfinder.census.gov U.S. Bureau of Labor statistics,  HYPERLINK "http://www.bls.gov/"www.bls.gov, will only include unemployment rates for metropolitan area; query your local county public health department, city council, or board of supervisors Look up foreclosure data at the Federal Reserve. Observe. Photograph abandoned shops or thriving retail areas. State Department of Education Interview residents about the job opportunities in the community and whether employers hire people from the area. Check with local Chamber of CommerceD. Service Environment:  Reliable public transit Public libraries Banking options: Banks, or pawn shops and check-cashing services Museums and other cultural institutions. Youth centers and activities Senior centers and services (e.g. meals on wheels) Childcare and pre-school facilities Family support services Reproductive health services Accessible, affordable, and culturally competent healthcare services  Research the mass transit authority in your area to identify bus and train routes. Google maps or a walking tour to identify public libraries, clinics, and other facilities. Check with local neighborhood organization Local Dept of Human Services Contact child advocacy organizations like Children Now, or in CA: First Five Contact school nurse, Planned Parenthood, teen clinics, State family planning and reproductive assistance; Interview residents about their access to and experience with healthcare services. E. Health Outcomes:  Average life expectancy Rates of: asthma diabetes obesity heart disease kidney disease cancers infant mortality Pedestrian deaths Violent crimes  Check county public health department The National Health and Nutrition Examination Survey The National Health Interview Survey Data National Vital Statistics system Look up diabetes, cancer, heart disease and mortality rates at TOXMAP. Police departments and university security services may provide crime and accident statistics online.  Appendix D: Health Indicator Grading Tables A. Physical and Built EnvironmentGradeWell-equipped and safe parksPlentiful green spacesEasily navigable for pedestrians and cyclistsDistance from freeways and heavy trafficDistance from toxic sites and polluting industriesThriving retail areas B. Social Environment GradeFear of crimeHigh crime rate in relation to regionNumber of noise complaints to police or perception of noise disturbance that affects sleep or concentrationRange of community centers with active community participationIntegration (are 50% or more of the residents of one race)Neighbors know and trust each other C. Economic Environment GradeAvailability of farmers marketsLocal supermarkets Number of fast food restaurantsAffordable housing (is rent less than 30% of income?)Abandoned shops and foreclosed homes D. Service Environment GradeMajor bus or train routesPublic librariesAffordable healthcare clinicsMuseums and other cultural institutionsBanking options E. Health Outcomes: GradeAsthma rates Obesity ratesPedestrian safetyLevels of violent crime in the region Appendix E: Sample Neighborhood Questionnaire Sample Neighborhood Questionnaire Has the population been constant or has it changed? Has the area become wealthier or poorer? More or less racially and economically diverse? How have the number and kinds of available jobs changed? What about patterns of commuting? Where did people get their food and go shopping 30 years ago? How has that changed? How have patterns of business investment changed? Bank lending patterns? Have zoning or land use laws changed? For better or worse? Have public works projects (freeway and bridge construction, building and maintenance of parks, sewage and water, schools, community centers, etc.) helped or harmed the neighborhood over the years? Have there been redevelopment or urban renewal projects? What were their impacts? Is local government more or less responsive to the needs of the community? If this has changed, why? What kind of organizations were influential 30 years ago vs. today? Religious groups? Labor unions? Civil rights groups? Political clubs? Block councils? Chamber of Commerce or other business groups? Lobbyists? Service organizations? Which groups have the easiest time getting their voices heard and have the most power? Do you know and trust your neighbors? Do you feel safe here? What about 30 years ago? Is the neighborhood a happier place? What is working well in the area, and what would you like to see improved? Overall, do you feel its easier or harder for the residents of this neighborhood to lead a healthy and flourishing life today than 30 years ago? Appendix F: Glossary Demographics. Selected population characteristics used in research, such as age, ethnicity, income, educational attainment, home ownership, and employment status. Health indicator. A measure that reflects, or indicates, the state of health of a defined population. Environmental indicator. A characteristic or feature of ones surroundings (e.g., neighborhood, workplace) that may promote or threaten health. Health disparities. Differences in health status that occur among population groups defined by specific characteristics, such as wealth, race, or geography. Health inequalities. A generic term referring to differences, variations, and disparities in health status and risk for individuals and groups. Health inequities. Refers to inequalities in health that are deemed to be unfair or unjust because they stem from injustice. Social determinants of health (SDOH). The economic and social conditions that influence the health of individuals, communities and groups as a whole. They determine the extent to which a person possesses the physical, social, and personal resources to identify and achieve personal aspirations, satisfy needs, and cope with the environment. Social determinants of health equity (SDOHE). The economic and social conditions that influence the health equity of a population. Source: Canadas Response to WHO Commission on Social Determinants of Health, Glossary. Public Health Agency of Canada.  HYPERLINK "http://www.phac-aspc.gc.ca/sdh-dss/glos-eng.php"http://www.phac-aspc.gc.ca/sdh-dss/glos-eng.php     Place Matters Lessons  HYPERLINK "http://creativecommons.org/licenses/by-nc/3.0/"CC California Newsreel 2009  PAGE 1 1GLM]g , / 1 T d N W 45\]^hik\] E﷯﷯﷯jhqhA5U hA6hqhA0J5jhqhA5UhqhA5jhqhA5U hAH* hA5hA56] hA6] h wh w h whAh|?hAhwJjhwJU,2g  S T M N = 34[\:; $xa$gd|?$a$$ & Fa$gdwJgd|?,EFGSTVz;<^_`klnp $%&ghi6ѸѨțțțțȓȈțȂȓ hA0JjhAUjhAU hA6hqhq5j6hqhA5UjhqhA5UhA hA5hqhA5hqhA0J5jhqhA5Uj&hqhA5U.M}12> i6HZ$^ & F  & F  & F  EFH[\]klmnвxk[G['jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=0JCJmHnHu6jhnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHuhnD=hnD=CJjhnD=hnD=CJU hA5hA hA0JjhAUjhAUZ[\#tj= *B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu'jhnD=hnD=CJUmHnHu*j&hnD=hACJUmHnHu!"#$%ABCDtuv˽ˡˑ}g}Z}˽>6jhnD=hA>*B*CJUmHnHphuh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHu6jhnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuRSTnopqrstߵ˨˓uYC˨˓*j hnD=hACJUmHnHu6jhnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHutuv۱ۡwjZMhnD=0JCJmHnHuhnD=hnD=CJmHnHtH uh_=CJmHnHu*j hnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHu6j hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHuHIJdefghijklϿxhϿZ>Ͽ6j hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH uh_=CJmHnHu*j hnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHu6j hnD=hA>*B*CJUmHnHphu   7 8 9 : ; < = > ? [ \ ִjZZDִ*j hnD=hACJUmHnHuhnD=hnD=CJmHnHu6jy hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu'jhnD=hnD=CJUmHnHu*j hnD=hACJUmHnHu\ ] ^ !!!6!ϿxhϿZ>Ͽ6jmhnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH uh_=CJmHnHu*j hnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHu6js hnD=hA>*B*CJUmHnHphu6!7!8!9!:!;!!Z![!\!]!!!!!!!!!!!!!!!ִjZZDִ*jhnD=hACJUmHnHuhnD=hnD=CJmHnHu6jghnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu'jhnD=hnD=CJUmHnHu*jhnD=hACJUmHnHu!!!!!!"""""""" "%"&"'"("G"ϿxhϿZ>Ͽ6j[hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH uh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHu6jahnD=hA>*B*CJUmHnHphuG"g"h"n"o"p"q""""""""""""""űśyi\yN26jUhnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuh_=0JCJmHnHuhnD=hnD=0JCJmHnHuhn&v0JCJmHnHu"""""#########$#%#&#'#U#\#b#c#d#~#˷ˡvZM@˷hn&v0JCJmHnHuh<0JCJmHnHu6jOhnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH uh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHu~######################ִj]MM7*jhnD=hACJUmHnHuhnD=hnD=CJmHnHuhn&v0JCJmHnHu6jIhnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu'jhnD=hnD=CJUmHnHu*jhnD=hACJUmHnHu####$$$$$ $!$@$A$B$\$]$^$`$a$b$c$d$e$$$ƹ֩֩ooYL֩h_=CJmHnHu*jhnD=hACJUmHnHuhnD=hnD=CJmHnHu6jChnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHu'jhnD=hnD=CJUmHnHu$$$$$$$$$$$$$$$$$$$%%ϿxhϿZ>Ͽ6j7hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH uh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHu6j=hnD=hA>*B*CJUmHnHphu%%)%*%+%,%F%G%H%J%K%L%M%N%O%k%l%m%n%%%%%ҾҨvhLҾ6j1hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhn&v0JCJmHnHu%%%%%%%%%%%%% &*&2&3&4&N&O&P&R&ִj]MM7*jhnD=hACJUmHnHuhnD=hnD=CJmHnHuhn&v0JCJmHnHu6j+hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu'jhnD=hnD=CJUmHnHu*jhnD=hACJUmHnHuR&S&T&U&V&W&X&t&u&v&w&&&&&&&&&&&&&&&ƹ֩֩ooYL֩h_=CJmHnHu*jhnD=hACJUmHnHuhnD=hnD=CJmHnHu6j%hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHu'jhnD=hnD=CJUmHnHuU&V&&&U'''#(((f))/*1*[****D+E+2-3-V-..^/ & F x  7 ! 7 ! &&&&&&&&&&&&&&&''''2'3'4'N'ϿxhϿZ>Ͽ6jhnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH uh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHu6jhnD=hA>*B*CJUmHnHphuN'O'P'R'S'T'U'V'W's't'u'v'''''''''''ִjZZDִ*jhnD=hACJUmHnHuhnD=hnD=CJmHnHu6jhnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu'jhnD=hnD=CJUmHnHu*jhnD=hACJUmHnHu''''''''(((((( (!("(#($(%(A(B(Ϳ͓ͣi\LͿhnD=hnD=CJmHnHtH uh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHu6j hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHuhnD=0JCJmHnHuB(C(D(m(n(o((((((((((((((((((ϿxhϿZ>Ͽ6j hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH uh_=CJmHnHu*jhnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHu6jhnD=hA>*B*CJUmHnHphu((((((((())))C)D)E)_)`)a)c)d)e)f)g)h)))ִjZZDִ*jx!hnD=hACJUmHnHuhnD=hnD=CJmHnHu6j hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHuhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu'jhnD=hnD=CJUmHnHu*j~ hnD=hACJUmHnHu))))))))))))))))))) * **(*ϿxhϿZ>Ͽ6j"hnD=hA>*B*CJUmHnHphuhnD=hnD=CJmHnHuhnD=hnD=CJmHnHtH uh_=CJmHnHu*jr"hnD=hACJUmHnHu'jhnD=hnD=CJUmHnHuhnD=hnD=CJmHnHuhnD=hnD=0JCJmHnHu(jhnD=hnD=0JCJUmHnHu6j!hnD=hA>*B*CJUmHnHphu(*)***,*-*.*/*0*1*2*8,9,c,d,e,s,t,33n3H5|6667U7V77777778J8K88ִ|vrmmmbvmj~$hAU hA6h|? hA0Jj#hAUjhAUhnD=hAjhnD=hnD=CJUhnD=hnD=CJmHnHtH u(jhnD=hnD=0JCJUmHnHuh_=CJmHnHu'jhnD=hnD=CJUmHnHu*jl#hnD=hACJUmHnHu$^//a000111/222:3;3m3n3H5I5556666U77h^h z   & F x77J888/999::;;<<e=f=T>U>>????FBGBEE h^hgdmh^h^8888888/909{9|9}999::;;<<f=z=T>U>P@`@a@@@@GBfBEEXGmGqII@KPK^L_LNNPPQ Q QQQQQQQQQQ,R-RQRRRSR]R^Rjm(hAUj'hAUj['hAUhAB*ph hA5jl&hAU hA6hA hA0JjhAUjs%hAU@EWGXGpIqI?K@KLL^L_LMMtOuO\P]PQQRRjUkUVV=X>XwX h^hwXXXYY Z[9[T[k[l[[\\a^b^^_____aaa&b'b h^h ^RYYkZlZZZZZZ[\^^____``KaLaMaaaaaa'bc1e2eOePeQeReeeeeeeffffffg5ghj>hAUjȧ hAUVjV4hAUj hAUVjz*hAUj6 hAUVhACJaJh<j)hAUh|?h_= hA6 hA0Jj(hAUjhAU hA5hA2'bcccee1eSeeeffff7ghhhiiRii@jUjjjkk$  ^hhhhiiiii&j'jojpjjjjjjkk/l0lmq;rs-sww-wxxxxx7y8y>z?zzzzzz{2{|||||||||j,MhAU hAH* hA6j9LhAUjDKhAUhmh<hACJaJ hA5h_=jgJhAU hA0JjIhAUjhAUhAh|?8kk/l0lmmmnnn#o$oqqrr6sttu{uuvvvvwgdm & F ^ ww/wTw9y:ysyzzz|||Q}}QR` efr|   & F gdqgdmgdm̂͂΂˄ۄ345bcgp|;Tvm 8 ABefًڋ )*ٌ͌ی܌jPhAUjOhAUj'OhAU hA6]hmh(jZNhAU hA6 hA0JjhAUjMhAUhA=|;bcv^_m 12QRC ^`gdqgdmgdm +یJ:;͎qr,ĐŐ/ƓǓӓԓN”Ôgdqgd_& ^`GH;͎r*+Ő,-!prûêph_&h_&B*nH phtH  jh_&B*UnH phtH h_&B*nH phtH h_&6B*nH phtH  h_&h_&6B*nH phtH h_&h_&5h_&jRhAUjRhAU hA6hA hA0JjhAUjDQhAU"rstÓēœƓǓԓKL” !PQ֕IJK)QRؿ|qfjWhAUjWhAUj1VhAU hA0JjdUhAUjhAU hA6hA h_&hAh_&h_&B*nH phtH h_&B*nH phtH h h_&0JnH tH  jh_&B*UnH phtH ,jSh h_&B*UnH phtH (ÔTՕ֕)*QɗKLq$% h^h`h^hgdq ǗȗLܘݘޘ ABCkl֚ךؚqrs!"ӝ-Tiy^nأ̤j[hAUh(hRM jTZhAUjYhAU hA6hA0J&6\jXhAU hA0J&\hA hA0JjhAU@Н})PBfߢZԣɤDqh^h 8h^h^ & F  88^8` ^` 8^8`tOkMNO/Ohת̫6789T134tuvYZ[ĥjE_hAUjl^hAU hA0J"hThz0Jj]hzU hzhzhzjhzU hA5 hA0Jj[hAUjhAU hAaJ hA6aJ hA6hA4qK/NOh֪ת89Th^hgdzh`hh^hgdq 88^8`lKNֱױ̲Ͳղ45Yݳh`h gdqh^h & F  & F xɲʲ̲ղ5Y ';<fgh_"#:;<`ah|?hA0JmHsHjoihAUh|?hAmHsHjhhAUhAmHsHjghAUhA6]mHsH hA0J"h( hA5 hA0Jj`hAUhAjhAU hA6]1ݳ:  !dHkdwa$$If0!44 lal$G$If^$a$$ h`h & F ɶʶ˶aHkdb$$If0!44 lal$If$G$IfHkdb$$If0!44 lal˶̶ҶӶԶնֶ׶ضaHkdc$$If0!44 lal$If$G$IfHkdc$$If0!44 lalضٶڶ۶ܶݶ޶߶aHkdd$$If0!44 lal$If$G$IfHkd.d$$If0!44 lalaHkde$$If0!44 lal$If$G$IfHkdDe$$If0!44 lalaHkdf$$If0!44 lal$If$G$IfHkdZf$$If0!44 lal ';$dst $ Hkdpg$$If0!44 laladst]h89:QRLMhi¾þ  $&+-0156<=BDHINPUVjkhAUjjhAUhA6]mHsH hA0Jj,jhAUjhAU hA6]hAhAmHsHhA0JmHsHBtSLMhľxyAbc} & F  & F x !VXZ\]`adeikpqy$%&?@\ebc}<Sf 1o;<>ULijphAUhwJ hA5hA5\]hA5\]mHsHjlhAUhA6]mHsH hA0JjKlhAUjhAU hA6]hAmHsHhA;(<Sf~ 1gHIno !$G$If$  & F  & F x 2 & F  & F vwf^XXXXXX$If$G$If?kd&n$$If4^!6"44 laf4 !$G$IfMkdm$$If0'!44 la 01ijk J !$G$If !$If$IfJK,-}~ij)*;<Mkdn$$If0'!44 la !$If<>UVWtu BC`$If$G$If=kdo$$If4!6"44 laf4 !$G$If`a789JKL !$If !$G$If$IfLMNOijkp6:kdAp$$If!6"44 la:kdo$$If!," 44 la$G$IfMkdco$$If0'!44 lakyz:;MNOPqrsNO !$If$IfOPQ[\z{| !$If !$G$If$%EFGRS0,JKcd ;JKrs!"^_HIopqrsu hRM 5hRM hwJ hwJ5 hA5 hA0Jj=qhAUjhAUhAP0e=kdkr$$If!6"44 laytwJ !$G$IfPkdq$$If0'!44 laytwJ012KL]^ABZ[xy !$If !$G$If:kdr$$If!6"44 laypqrs wx !$G$If !$Ifmaaaaaa !$If5kds$$If!6"44 la !$G$If$Mkds$$If0'!44 la -<DUVijyz{$%lm$If !$G$If !$If&,-JKZHkd|t$$If0!44 la !$G$If Hkds$$If0'!44 la KLcdebHkdu$$If0!44 la !$G$IfHkd u$$If0!44 labHkdv$$If0!44 la !$G$IfHkd)v$$If0!44 la bHkdw$$If0!44 la !$G$IfHkdGw$$If0!44 labHkdx$$If0!44 la !$G$IfHkdex$$If0!44 labHkdz$$If0!44 la !$G$IfHkdy$$If0!44 la45;<JKTHkd0{$$If0!44 la !$If !$G$IfHkdz$$If0!44 la KLrstbHkdN|$$If0!44 la !$G$IfHkd{$$If0!44 la!"#^_bHkdl}$$If0!44 la !$G$IfHkd|$$If0!44 la_`bHkd~$$If0!44 la !$G$IfHkd}$$If0!44 labHkd$$If0!44 la !$G$IfHkd$$If0!44 labHkdƀ$$If0!44 la !$G$IfHkd7$$If0!44 laTHkd$$If0!44 la !$If !$G$IfHkdU$$If0!44 la bHkd$$If0!44 la !$G$IfHkds$$If0!44 laHIJopbHkd $$If0!44 la !$G$IfHkd$$If0!44 lapqrstuvbHkd>$$If0!44 la !$G$IfHkd$$If0!44 lauvxyz{|~*+,-.01345679:=Yhixy'%&>/Vj17;AfB hA6hAB*mH phsH hAB*ph hA5hAhRM hRM 5Svwxyz{|bHkd\$$If0!44 la !$G$IfHkdͅ$$If0!44 la|}~b`T !$IfHkdz$$If0!44 la !$G$IfHkd$$If0!44 labHkd$$If0!44 la !$G$IfHkd $$If0!44 labHkd$$If0!44 la !$G$IfHkd'$$If0!44 la*+,-.bHkdԊ$$If0!44 la !$G$IfHkdE$$If0!44 la./01234bHkd$$If0!44 la !$G$IfHkdc$$If0!44 la456789:bHkd$$If0!44 la !$G$IfHkd$$If0!44 la:;<=RSYZhiTHkd.$$If0!44 la !$If !$G$IfHkd$$If0!44 la ijxyzbHkdL$$If0!44 la !$G$IfHkd$$If0!44 labHkdj$$If0!44 la !$G$IfHkdۏ$$If0!44 labHkd$$If0!44 la !$G$IfHkd$$If0!44 labHkd$$If0!44 la !$G$IfHkd$$If0!44 laWX ^` & F $a$$ Hkd5$$If0!44 lade%&qr%&UV ^ $  ^` & F Vdef@AB+,./1245789:<=>?,+ 0^`0 ^ BJ()+,-/0235689:=>?@UWX¾¾㪢~x~m~h#0JmHnHu hA0JjhA0JUh-W0h-W00J6jh-W0h-W06Uh-W0h-W06jh-W0h-W06U hA6]h&Mh-W0h#jh#U hA0JjēhAUhAjhAUhA6CJaJhACJaJ*,/1h;0/ =!"#$% 2 01h;0/ =!"#$% 2 01h;0/ =!"#$% FILnУA$BuJFIFddDucky<Adobed       u !1A"QUaq2B#R3$tru67bC4%V8ST5!1Aq"Qa23BR#4b$r ?TP( @P( @P( @P( @P( @P( @P( @P( @P( @P( @P( @P( @R]5Z  զIQ{˽mZ v+_Y$On Z@P( @P( @P( @P( @P( @P( @P( @P( @P( @P( @P(qER%(4|ga׊ \AlQ=A{(<Qp}AI0f 4$⢔̛N+fA@P( @P( @P( @P( @P( @P( @P( @P( @P( @P( @P( u|㣪'փ~YruG=M</g0G}EAUfm7ɐ.]i ǟb֫vHA/+8{_A;ծ[xp6dua2(ltN 'J>S?m"8#GqCZ YCj0|h!(x_gqqEEgךXS:7*$/7qm^*Z&&U^nGg0_wd9unvvEQ=鵵^,+Z{×1x PQWDkM(=>vs2cJ(h' uz8UzXș@?||z};iX{]w/ɿlW P)t"=ix?-V&wtgL j;*OH]GʚQƪNݢ]Wq}; kumvhK\yv-EQkOm+2αUr,PQķv-ǵ/KVg˶;#4Wv+tKe.%[4pv'e:[s=/Ѭht/ T[%' nTN[QU;Q}Uf緂q՝/ Ҟc6K<ۓ${j66(܅-z\N%o]mٓ>y n~sn=e J:y٘α<2ǐW!u^b!:4]iZkzg5@kt#{.,yPa; t*ˆJۃYΕg˖u^:ybֻ|:jz'_ne~0dᏅXt$;S]x׺ۺv-NސVUMnodw7/Z$۴)ϖkJŲ = \]ĭ8:keWb;'_]!BjΉ=cMT`iG6Iƞ,_Xv6]G. |ޛ[_54Ojlab"ijdJic W޻J%ǻWLyim /PA*$y$"<'xSR%zq$l}Tr~Tï̯_0o}kNo奿u' i|-f??3P=jsH]~~ǿ$BYcٸCܚ;P$q?[ȘǦ(Ųk+Liut7ͤU_ יm56Rۢ%~'kww{y3r<ymvw\W[Xe(9o,?Y*q|eea_ߟ^ YKڤ͊1m^e1$jw? X+/L/(zǗl"yD%O *U$]t8)k_eh6qEsv舕mm=C~`^+>h ƫOX=XW~y/na#;OSi}O>_tv5D?T?M4y+j([W1<;c#E_kziJ8mic浔K Lp܄пcc5z3|#՗m^FIirxWDٜ/}UdU浵κ|+^_3^?駗o7lVg9y=< wH)5{jugrfqg.0\JDdjNdvi!ͺt2Ao2ZL7&Dԕ>ì;6yfU_;'#|J->/Fҵ ȗECVimUBڼxW0_JDq$d|2#oz('D׻*9OUe^<%:ӭ8M:ۀ&$5>( Os #DjlW hqL#a/vBP( @[cjaw<הF. K:E۬ѪiS o-9af-5tw"P.v7arlq3=e6$&^$s$ٮh>2 Lݙ(+2BcڛHWZ@PwحN]vKn N\$$UW Q8蛨:rqg(c2r+dmRD^:- OĂ%< %|Aw몯,?ϲ!괓w}/A@P( @PXā".S̤8Kh5A Aa09_nƢL$:@* G᠃ǔuT%dɵ$UT,%]-6A":7e|zv Uΰ[rcM>8M\Lguj+ܨPV k4V.gaQ{i?N:N[⨫Z8͏΍ϫaIAkWRܢJBָ32hI~:ޣhfe8P"m@m_v-IDkO3zd'juDuVS7紤?/'}Wͦ)qfkK}oth*_׳Fx/Qǻ$|[JJuWoܸb tۊϞ7iv " Mi6i`GKheڳ~{CXIy-Έ;OWseú1&9`o܊O޾l梁Au|?ޙEz'/rqD">Z&N7I1 C׋[(ɯ(܆HbqD|Q[QxoizK;@.+# ym]XbƱ:jXXy5'3$.!x~c2+KVԴZgUs(Y/!O迗泑޾lֶTх"TZGdw&iZp]hɷw*v**WٺUM|ސ3%/6M~>8vש9a>8>4l<@7}P$&pqNq8|oV[ݕKUl"C78o>q HWIuUZt]crMkTSiVNm|%f,֤YBwh}W~Cs1.sb2D?Ӣ*~M&T`ֶ2J 7sŬ%qy'Sly[UE.ӱ(9+vkV&_oVɍ}YiW6m?- ;~ Rúa }̨.?!SâxAL`$KUbIZma+O:LNv:ؔܧEG; M2[2m4]rXVWM.IwsK$)NnMldIv'xVw 4d}ӈӓ175]N(‚rȮ>v[l %9ўiǟ͞ 1[%ú]2٣d܊c1.Ň4=MpDԴDmx-ǤxMg7kOȊ%ML$ *kAzim[KS6Q^Aӝq']/HVmSu'IVP!B]TGE_m<ccm7`txEcDWT.>򆃗kKUv[ɖ9SmڃF/Z[u73gp7WG9em#n4`!AaA㶆nzޚeBU'oS/ˠͬy8ò-:iMWE笶K3.ʼnw[Eeϔ(񁮫!Ψ?s(LcMCyITt]BZ<8V16GL2)V8[bȕ1%"؉FLw dρ+w;% IIYevIfU+nNZn+kpkkƂo}r,6sZf- >2%?r8E@Ezv]=r/8msYoum7A{z5-g靂em dl}bH2%D8M7"'}RvbKPܒ cMx1ǕT jAhٯY%=#sbrn ̵M4+Awںncqq딸*>h*q젵8k!^A0$&D aAe %e7&!mM# 8)/^F1 MÐ\#Z#dgqɏ+M%#&HPMi*ܷL9r9͓oF%X Β*&^ Юe1m&*lmƀe!EG\y{KA:.)ӬcrU.GdP\҇@.3R""Aы׼Vl+,K0z,wn#."麡*&]8Ps1{WMpmirb{/)3Biut2%>:%'^DYMۭvv*Ɔnu̓ĕ5E;WDvemȮ6vV\c7lE|mT钒vvPS( GhIuY7c916);puTEӈ jh%XN1{Wl{P# pER)F!5'UBAxף<># Mcd+Y&Il*3r0֕5K4--2VQ:5>h?Os!*&AQ*q_[-mlϪIi|t['e_N0aJu!2z6 8YkIӣMћVӜA٪h"T1܊;Qk5&!--U/c2nNcÈGEDU@7u^<55qcŊwMh{Ƒ3KDW njpJ|~-5bnEd!:,fDH6#UM {vJu5wk,w$4\j#hD-8p]Epus>9 <^ᖌ}᩷)H"eGKP5X_u~-|>5Ý-LDqQU* *AZ)&{+MdƳ|kEZy&b 7Tqw$T2M;;*Y,֤~tw)K]!v=t[{4oUoy,!hi2&4EԏE∼5J2[h[:vXpn^P\MAVti(ؚ5k_jXbcץh%~a9t6yTdQ#Z/U^mmLw] U ?$ddNf3Q T#MI%6Z7;X6s}̿Unуu]<[r] QZn:}iu맩jn$Ϣ-bV+-_r^Qb(8c>4.f֩x2Ŷcݿnlm#HD}U'b"PD2;+Ž˗",8Ȉ6TJ̺Y+aw7֏i`̄)0ヮ4hJ*MaOXq6ݸ\bCl46lpO؝(=%p³鄶_+ ׭Ҝ%5ݢ)wrP+#rhw|# ow\ X/ -ͨ&E@P(6B/4(9CpTZ j*ޔ$`)*"'1!2M0ho*iú-1o.K=@P( @P( @P( @P( @P( @P(7{ l(e-n\Jn+4(nuP( Arԗ٠Y#.>Rf (>EM7@P( O%s reld6n".NAXǝp^n6c RtyݿJ e@P( @P( @iZ$&ES('(Iy35E3KQ߰W( \u HIWh>( @P( @P( @P( @P( @P( @P( @P( @P( @P( @P( @P} *" /젟O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@O_@2$%E₺'< @P( @P( @P( @P( @P( @P( @P( @P( @P( @P( Aj\L$6IA/=#FJUIߪPE丽lm5z8 Ǫ ~Od8ʩ.!UӿJ f@p(?( ќ?h~NXВ2vDK6ØYo_ie 6`ʈk.6J$bdc׻<~-&;n$3.N"~%g×uEaȩ4$FNh#*R=3vyx2KeRይXmU5਺A`6Kr3 yV$8${B.݇>av?G%>>QX`xnԇj-|}JJpuԦhIH['6lRU^5Z 1KcH^z]ط{]r90NBl*T1wSAmFn+iq5^S;@TДh&ctZ'5pƶ݋g+Bfh*qƉ}vAӶcNV[,\<<-[%-8})A1YP!N}&̃v%0w_M${RK 'Sw?mǚᓤH \im2]H:l%\-W+D+mgfY*2sB J4ց3w̭ gv87Sn* ' Kl[z(PY[qoFi,|ݩ/2$Pfhx-a,6?ɒ:6ETMh%2̻  I4$y "[4'Ay?1TփzOv,φyv4d@2BQ vX^t蜴qfj.O"Qm #mBo:\P~|/s3!ke\-&IXN"&ANװ"ۙ~nzKRYYyk5!ձmUHSMM4V52mǔ/j}) &$4Pgݮ&,i4ԫu?)dM x'MVfF3WqF&D'WX3F02Aڎ4MAːt}yē7Ҥyyಜo$?t´m?v`o*MnNf\\ptZ3dN;LejSN 7qt"L.8+ӥϐj'epHM8\ڽc(W$Ȣ,IVq׉l#?KN4[]z|\bO`g-6On"($M(,Rqf]Iiv`#Pl܄MSDMxP@_]:\cQ2&-aۨˌof*&iSqd}4eu~} <_/Eu!Ex^mLy_yO; S= +i+{mv N8p[u?҇yBp(I ِm c/wj(툝AMۮG}cθ\Fc jTEH(&v7m&c]g,)YLZq$*Pt^w 61+"Q/tI`9(|O0|%lpXSt+ٓ .C*ܭVdA{9Ls 7h8W2~z>1"|{S9asSF]PGQ^ q2ReZW$eWQS&HZH*PVqlxPb±_[3)UPQ]VZ0hTMI~oP#;2tmd&|ݐCٰɵ߹8tkwؙLF~f%Ia|ѾK "\8.;@.w[/'sMu oSADU%J e\1eg"Ʒb ݍ~ Y9;DD DR_TZZAߺŖ=[.6FsBnA~[ü[SZ^9NKitU6%".*%MP9TJkDՂ5&$ȯ"; Kn 9CJ A`׬6ǰvthWhYnFkآ6 EN)A4ǰ f1j[C(M# `[S"-'uk2 Le1nQ-!?co!} h^b:bQ2 ra4 [[9JȅP7jUQ(35#V2>ͭMȓ%]4]/ <0 !\#4M&PvX"~Ae1+:CO.ɎGH@qMR7("osVn"Ȱ9#q8.Dzk&%}?=1}:ٍ1hH5 +QRFRAɂqfEm[-HIp2AU)N4MWZhA9{ϰ!b퇽kN7!'`h*OnMPWNZ/8@;]`c>I0%tM _(O').A-j6~ oy#㘬 mIܶ'S$ombyxac#fxWVgȹd I E8I"A6pݻ2(o/ | Ru҂.A8L2r&JunuU@q#D-KˆʴtlnIA=4M"Q8kwP_H0ѯL#D6Lj%$+@qAze=1>bynQ,eE̟=e7!fAJ..̿G e0m$TkdV]t]A=={}?ib[H]ynJ9@W]$NWD#DyR - @LR7 z }4QY@!_I  PiQ7UA"ݧҼv'z;:ln˻y@MBr E@]>Nj\;%c\4ಎf3h0E툜h!1e89zļPlFKMsAӹ=E{왎Ϸnk(n4PE莛m]yz];(#zwb89ˁ`v$` zϱ%TlϏbXG+c#Qvmۻe٧AIjiN=`W!npеX Sݦ߾ifdhLK2[bH edU5q4PDa5sGƯAs7+m!,[uq;()kUgX ]AoqvZpl]uH4DւwN\:w̭72\bnnY1 ;kPq@9z=^ D6d!-q$PnB3-U6شcoBm/5 ZyUj#MD^ iBĄ;mٱ$VJVWUM]Af:c׸Y}Q#(h+4$O FUwd_^[,P# ByctqMD͇ם1TR íD\SaI7p8릨h:+6˃-ǙY0#jtqNF2h'etYLZ]1ng|T[(Μ{t=ñ^:DŎ5rHA'nSԷ*ҊiM/Z nK{Ǚk [3Iʚ&ݎH]0 4'DUA;sq7]۞o/[?rI@aoM6IY&M3 XnH/,I l#` p QtT](-:ș]1Ch%}MHTS'Q Ƃdv[HF]fҡ/5Ʀ*"hƂ͍H#P L~ y 8^]Ũ&h:\fёn"y3קee)׭eEdwTx(*rY2 FCf 47Uvo4Q` R)'9,;"%$V ΪHb+'wms )2$HmNkh|Pݺ gz  fqN(*Y}nҳ¿ns3 A?`[0Aru/R3lhSRY̛ƒqy~SzhNJPR];C嬲eؑ#mm PEU=A/T߻CzW.9-̜Y괥lRBDAd&7"P|lQS9:͈Z褞:kA1O\2~b~T,F2ϼ]Q9*kІZTݥ]d jGxuDtAU{5PZ lԎtv֧cȻEY&\R%⠊/Ӄy4@'yq˒*8(N)Souq^q.ϟφ]Hv3hbmR}TkT5M4Z łϜ$-CzI#E4"uMr??7˶@P( @P( {[վQnĜ-_U(8h zg(0] P4p @P( UEEN Qh-W nzr9()@ol@MmVA=gY^2ԖwԵ&J.tZ|=sLv}EvKeh"&4 @P( mudΠ ]HFJ* ]ߪC^/o HJlPW{lDNASP( @P( @P( @P( ]lx֔+|(nIJ,&9 vx^ ESc NxDh\D8p[ޣXhn&N{n6TRD]e]>bVҥ͠l_I1 LHtUEXc 譻%*mߧsH #꼖WSY;gӖI4t]QhBvz3TIU>!pETOU]xh>UZrݳU_nP( @P( @P( @P( @P( @P( @P( @P( @P( @P( @P( w}7'۹lkPm4<ڛ9mӆ͠ɳOXsiw7W :P( DyK _LESSON_ONE:_ExaminingDyK _LESSON_TWO:_InvestigatingDyK _LESSON_Three:_USINGDyK _LESSON_Four:_TheDyK _EXTENSION_ACTIVITIES:DyK yK http://www.policylink.org/documents/WhyPlaceMattersreport_web.pdfDyK yK ~http://www.rwjf.org/files/research/commissionhousing102008.pdf}DyK _Toc223414972}DyK _Toc223414972}DyK _Toc223414976}DyK _Toc223414976}DyK _Toc223414977}DyK _Toc223414977}DyK _Toc223414978}DyK _Toc223414978}DyK _Toc223414979}DyK _Toc223414979}DyK _Toc223414980}DyK _Toc223414980}DyK _Toc223414981}DyK _Toc223414981}DyK _Toc223414982}DyK _Toc223414982}DyK _Toc223414983}DyK _Toc223414983}DyK _Toc223414984}DyK _Toc223414984}DyK _Toc223414985}DyK _Toc223414985}DyK _Toc223414986}DyK _Toc223414986}DyK _Toc223414987}DyK _Toc223414987}DyK _Toc223414988}DyK _Toc223414988}DyK _Toc223414989}DyK _Toc223414989}DyK _Toc223414990}DyK _Toc223414990}DyK _Toc223414991}DyK _Toc223414991}DyK _Toc223414992}DyK _Toc223414992}DyK _Toc223414993}DyK _Toc223414993}DyK _Toc223414994}DyK _Toc223414994}DyK _Toc223414995}DyK _Toc223414995}DyK _Toc223414996}DyK _Toc223414996}DyK _Toc223414997}DyK _Toc223414997}DyK _Toc223415004}DyK _Toc223415004}DyK _Toc223415009}DyK _Toc223415009}DyK _Toc223415013}DyK _Toc223415013}DyK _Toc223415021}DyK _Toc223415021}DyK _Toc223415022}DyK _Toc223415022}DyK _Toc223415023}DyK _Toc223415023}DyK _Toc223415024}DyK _Toc223415024}DyK _Toc223415025}DyK _Toc223415025}DyK _Toc223415026}DyK _Toc223415026DyK _APPENDIX_A:_NeighborhoodDyK yK http://www.policylink.org/documents/WhyPlaceMattersreport_web.pdfDyK yK http://www.rwjf.org/files/research/commissionneighborhood102008.pdfDyK yK ~http://www.rwjf.org/files/research/commissionhousing102008.pdfDyK _Appendix_C:_HealthDyK _APPENDIX_B:_healthDyK _Appendix_C:_HealthDyK _Appendix_D:_HealthDyK yK http://www.unnaturalcauses.org/assets/uploads/file/louisvillemap.pdf Dd.$ = Z  6A?2. W1@ 6Ph * `! W1@ 6Ph h),$2PxmhUWr}_IېDצZV_ ylqMjKbvGm*>aE_KX ,[(k_iBUX۔bיs;{7L9s9A=@  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$o):h;-./0123456789@<=>?QPBCDEFGHIJKLMNOWRSTUVigYZ[\]^_`abcdefjklmpqrstuvwxyz{|}~Root Entry FCƼ+"Data dWordDocumentFObjectPool `gƼCƼ_102512260F`gƼPjƼOle EPRINT,CompObje  !"#$%&'()*+.123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWX[^_`abcdefghijklmnopqrstuvwxyz{|}~ FMicrosoft Graph ChartGBiff5MSGraph.Chart.89q B""$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,lL&g/$ EMFU\KhCF, EMF+@F\PEMF+"@ @ $@ 0@?!@ @     !" !" !  Rp"Arial :  /E0Ddvp\0(Ğp ?0p =0p(Ğ`0 g0dv% % % % " !%   % " !%   % " !%    '% %     V0k!'k's!!'k''% (   V0k-s'k'k3s-s!k'V0s-!s!s--!s!&% k'  6s!6!k6s6k6s6k6s6kd6s]6]k36s-6-% % % " !% % %    % (    V0i)!'k's!!&% ( V0i+u)k'k3s-s!k'V0q+#s!s--!s!% % % " !% % %    &% ( 'MM%  MM MM  V0)'!''% (   V0z)|'|'|'% ( 'ss%  ss ssV0z|&% ( 'M3% (  M3 M3V0)'!''3f% (   3fV0)'''% ( 's&M%  s&M s&MV0% ( % ( &% k'   6k3k'6g'k6gk6gk6gkd6gdk36g3TXLc3KKKAJALLP45 TXLcKKKAJALLP55 TXLcKKKAJALLP65 TXLcKKKAJALLP75 TXLWcpKKKAJALWLP85 TXL&c?KKKAJAL&LP95 k'6'k'6k+'6+'6+`'6`+'6+Td1JKKKAJA1LTLife  TYNgKKKAJAYN L`Expectancy  % % " !% %   % % " !% %   %   +% % % " !% % %   % % % " !% % %   &% ( '%     +     TKKKAJALhNeighborhood A    % % % " !% % %   % % % " !% % %   &% ( '3f% (   3f  +     TKKKAJALhNeighborhood B    % % % " !% % %   % % % " !% % %   % ( % ( % " !  " !  ( " F4(EMF+*@$??FEMF+@ ObjInfo OCXNAMEcontents Workbook ##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)1Arial1Arial1Arial1Arial1Arial1Arial= w,##0.00_z ` J ` J 883ffff̙̙3f3fff3f3f33333f33333\R3&STULife ExpectancyNeighborhood AP@Neighborhood BR@WY2 @8= #>X43d 3Q  Neighborhood AQQQ3_4E4 3Q  Neighborhood BQQQ3_4E4 3Q  3-D Column 3QQQ3_4E4D $% M0!3O&Q4$% M0!3O&Q4FA~t 3O~t 3 b#M!  O43*F@W@#M! M! M NM43" :ddx &F3Ox &% M 3OQ423 M NM44444  FMicrosoft Graph ChartGBiff5MSGraph.Chart.89q _102540936FPjƼPjƼOle ,EPRINT ALCompObj-el1'h# EMFL\KhCF, EMF+@F\PEMF+"@ @ $@ 0@?!@ @     !" !" !  Rp"Arial :  /E0Ddvp\0tdp ?0p =0ptd`0 g0dv% % % % " !%   % " !%   % " !%    '% %     V0\<E\Eh<<E\E'% (   V0\+hE\E\4h+h<\EV0h+<h<h++<h<&% \E  6h<6<\6h6\6h6\6h6\j6hb6b\46h+6+% % % " !% % %    % (    V0Z:G<E\Eh<<&% ( V0Z)jG\E\4h+h<\EV0f)>h<h++<h<% % % " !% % %    &% ( 'MM%  MM MM  V0GE<E'% (   V0tGvEvEvE% ( 'ss%  ss ssV0tv&% ( 'M3% (  M3 M3V0GE<E'3f% (   3fV0 GEEE% ( 's&M%  s&M s&MV0&% ( 'MM% (  MM MMV0GE<E'% (   V0GEEE% ( 'ss%  ss ssV0&% ( 'M3% (  M3 M3V00@G2E2 >><2E'3f% (   3fV04GE 2 2EE% ( 's&M%  s&M s&MV0@ 2 > 2 % ( % ( &% \E   6\4\E6XE\6X\6X\6X\j6Xj\46X4TTI8TQKKKAJAI8LP0 TX=TKKKAJA=LP20 TX=TKKKAJA=LP40 TX=TKKKAJA=LP60 TX=]TvKKKAJA=]LP80 T`1'T@KKKAJA1'LT100 \E6E\E6\IE6ILE6LIE6IT|lOhKKKAJAlOL\Diabetes  TpO6hKKKAJAOLXAsthma   % % " !% %   % % " !% %   %   +% % % " !% % %   % % % " !% % %   &% ( '%     +     TKKKAJALhNeighborhood A    % % % " !% % %   % % % " !% % %   &% ( '3f% (   3f  +     TKKKAJALhNeighborhood B    % % % " !% % %   % % % " !% % %   % ( % ( % " !  " !  ( " F4(EMF+*@$??FEMF+@ ObjInfo/OCXNAMEcontentsWorkbook0 B""$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)1Arial1Arial1Arial1Arial1Arial1Arial= J,##0.00_z ` J ` J 883ffff̙̙3f3fff3f3f33333f33333\R3&$ $m STUDiabetesAsthmaNeighborhood A>@F@Neighborhood B3333334@6@WYc?P= -2>X43d 3Q  Neighborhood AQQQ3_4E4 3Q  Neighborhood BQQQ3_4E4 3Q NorthQQQ3_4E4D $% M0!3O&Q4$% M0!3O&Q4FA~k 3O~k 3 b#M!  O43*Y@#M! M! M NM43" :ddp &F3Op &% M 3OQ423 M NM44444  FMicrosoft Graph ChartGBiff5MSGraph.Chart.89q B""$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2__102541256FPjƼPjƼOle YEPRINTXCompObjZel+%g" EMFr\KhCF, EMF+@F\PEMF+"@ @ $@ 0@?!@ @     !" !" !  Rp"Arial :  /EL0dv<\0ɞ< ?0< =0<ɞ`0g0dv% % % % " !%   % " !%   % " !%    '% %     V0z'z''z''% (   V0z''z'z2'z'V0'''&% z'  66z66z66zn6c6c% % % " !% % %    % (    V0x)'z'&% ( V0x%)z'z2'z'V0%''% % % " !% % %    &% ( 'MM%  MM MM  V0)'''% (   V0)'''% ( 'ss%  ss ssV0&% ( 'M3% (  M3 M3V0)'''3f% (   3fV0)'''% ( 's&M%  s&M s&MV0&% ( 'MM% (  MM MMV0^bq)`'`podo`''% (   V02nb)4'4p`p`'4'% ( 'ss%  ss ssV02bqr`podCd4p`p&% ( 'M3% (  M3 M3V0%)'2'''3f% (   3fV0^0)`'`22'`'% ( 's&M%  s&M s&MV0^%42'o'`22% ( % ( &% z'   6z2z'6v'z6vz6vzn6vnTdCr3KKKAJACLT1000 Tl7rKKKAJA7LX51000 Tp+rKKKAJA+LX101000 Tp+arzKKKAJA+aLX151000 z'6'z'6z+'6+'6+T1JKKKAJA1 L`Householde  TpNgKKKAJANLXIncome  T"1JKKKAJA"1 LdHouse Pricee  % % " !% %   % % " !% %   %   +% % % " !% % %   % % % " !% % %   &% ( '%     +    TKKKAJALhNeighborhood A    % % % " !% % %   % % % " !% % %   &% ( '3f% (   3f  +    TKKKAJALhNeighborhood B    % % % " !% % %   % % % " !% % %   % ( % ( % " !  " !  ( " F4(EMF+*@$??FEMF+@ ObjInfo\OCXNAMEcontentsWorkbook] ("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)1Arial1Arial1Arial1Arial1Arial1Arial= <,##0.00_z ` J ` J 883ffff̙̙3f3fff3f3f33333f33333\R3&$m$STUHousehold Income House PriceNeighborhood Aj@OANeighborhood Bj@\AWY@8= $ >X43d 3Q  Neighborhood AQQQ3_4E4 3Q  Neighborhood BQQQ3_4E4 3Q NorthQQQ3_4E4D $% M0!3O&Q4$% M0!3O&Q4FA0 3O0 3 b#M!  O43*@@jAj@@#M! M! M NM43" :dd? &(F3O? &% M 3OQ423 M NM44444   FMicrosoft Office Word Document MSWordDocWord.Document.89q ز۳CWk|~lhW$%$Vw: 4! @y9<< ō)@Px Oɖ $;pe;i- u<_j{*,/]B1^Tqrb>Sul%s1cȱ!L{:K=ߢ0pRiwUdn34> !O4‰-1|yc/_ n,/ښOs@2%O"ʶco|y-5.l7+畿?h`&!灥&e#;WVٛ4McO=cqxKٸbɨy!ignR\./p*O\}GFpӍA.", NmcO홟CBTS9.tvm"ۛQJvQ =}00v-Ÿ&W]nt]2nԷr6I=3#?ȏ:##9}|ޑrvGՑo>̉'K2&֎9R!t Y>L^0yEWq9޵S(#M(A|JM6AÈa !PmcCmlH;6Gnj[D͸EĊH=j 6'ƞ16M3a;w=>cK\1cXJrm7@g_%J #gTsgb$P̏~?jk8!M3~;w=AcK e&k{;~_v^YvXv^XvWv^W\Ju;<-K`xWG To}:zϳKz'л?F=w(B{$BoOz zw&{ Fo3ۜ@o PےOۂ?G5uwTw2z9~12~))qZ_zA9Lx 95,3 aUL"~OE!cgE St߈ĘtF;gП7ScSt@i AKq _?e~ٜ\-~CEC;'IgAݔ-72NHyu*SLgKXy>٪Q{ǭJ% ?KݣwfHoT`{ًo߳zd;l"-'nk0=rףxiQonu_C_gbK6gʝmLݼMki=,")ͽU4>5h#=`72[|/>(>aEafr-wrG,wr-r,7o]ej3pFgl O]!djɯs41,ɖq3((IגWZ]oqi76gn{Ct&1FgkdT^QnM13_2NxvTw7Nr L"% Dd# g= Z  6A?2 ;(Em&`l 4 `! ;(Em&`l .#`2P xQl\Gq޻;$`فnV0vB/4nE#\q@!U2ȉ*U|!U$_Տ~) D:fw~g̾ݷA @/>ː?Zo{D>w =H:Ƒ;<<6HQ&=$@Ń&!/"^!o;2@#̲$euG-?:d}+Z3/dӚ̂Bd\.~!3#Ќ]-h<yDƴaG9xDLyk{n`̼I<׌g)Zw,;%%Β?gYK>cwY,F 3GZ2sRܑX#NN9d~H]ɼ57jsi(ec'Gq磙?˕B 6: ||Z@`| 1XBšjIa}!iz/S{aӈFꘂm54b" G| ^>ؗ؃qE_j΁Y:̱+u:3S &-;Iӄ+OCy2׫PYE=:ԓ: A^c}A|irɚgkcb% 5~2K-!j7r>-c YO1ⵊ* 6šj?DYaXQWT2ƾ-%s=5k4n^k^'~nG=v޲Q{~nGm^e聠zq#ؾys.BpquiA{^uCwܡw4}[}1NBmz ^ɛ@T}oBu}|j3߷-=?/NBP?k^TLywzQ I'7~qؾʼ.F2oJi] ~\勰I5Q n*j7䋬FA{gC`=vy^ޯ2~3(#=ޏ.>Wpan"M{tDT@AKpW3^O<& _lM֗z\{Z{>q OZr^VyvSgwTih\}{8煍z}^|kw-YDvbS3"}GCFk ]%>r'I}lE7~x$fUk{D&l%E<|Ug>{#eWҷLs,rg+КTcOHf u=گ$ (ee5ѓ> W&JO6b"ww4hn^s;4inFs3ۥ4 WtJ Mԓ)P=p3d=qƯTYGqr(2U9bpbloX",*{͡lDD#,5knp+D lVv] :N6EF<bbuAp÷Q\È #X{wDgXcWXs$*׶jU~ɮkֈĿv4;kΪF\g+]#ȈĮٺ)o5WFY*RWEM3VY4 iZebZN}`*~w UQn f4NQ >Rց+2dǾYEghVf5״MMT'⎟T~fyFO>jK};I]U'#幅fPη[i3z.n8>g;~um>Wᣪ9;['z2_98}t*.RK@3+#^|=f'v+w ]]+G]9:rԬGc'֨m7J| ȍ Dd" = Z  6A?2 Ysug5@ =? `! Ysug5@ 0."0P{ x[h\ܻ/Ik!۩؊"\ıY+U(][N"MaKDm8Xu0 "#(!(W Al~ڏmWġ93s=wv>l=3̜<ί/NxT<{WU7g: Ċ@ڇv#'#O ;X! ܎`(B/vwCfR} aoP:Ne"c{P w4e3o5 |8ƺW䍋k,240̷MS)Y*@8*uY_G"6c a:Tf}F>TPFʥoȒnۣS 7EUgd axПE|@+ɹjAI%!Y?Ϭ?eOY,aVؘc^OXK5cX:(m72_99wqC/2F)m=1wsH)Ÿ%ZC=VcM#,24:,/#:$-]&ag|{3X;*N >*a%p>خv dHc1_Ycb 󺂔+W'Dmd~U@ i]:)֥Yc'k+Gn  +M84a<-^V%ĖvE5UnxZ?خiq[kU\kn#6i mG[^Uxsӊ;]}uA2Gk{nASr^pД~,g&#›Fx7O4C)9Q_q Dhd-LKUҟ@u%iHRM.yG'%oYܑt*_E_wK{eZk{/ ~ aWfa $̛}~mW@IVOhϢڼ yos̴Z춑e0aj:ΨY)C=wfD qt'7ݗg}y?k$߮5{T{XmX+n;DD׸uw ||82qGt74iy5pvY؞$u CU>IW[ե&>ھ86?M=y t~s!5O|~T~fy)%63?Յ{;D:Ҿ][Nk+a-} xGrAZ:FB}"saߔ npGkQM d¶kh-aA瓮\ۡ޾|#+]mi_ /@C=} l^Џ,G?Ss=1\S9qs $QϷTs?<<%LoܯS+;Δ;)]KwPפz-,".ٛ}J4׉|{EFp>V[Ow$/>jv$ ?kwSu* u8l@"5fe*׵9!V6#Q/eLԒ2u#}Y$sm%7ȋ-h[oqŞ(aOuZaquݣpz{mDK`\#ܛPY.2N ,Ը ?٨Yьci?j?_z;z+uj*zG ugp{lufNeC4X1~ ZƸjNH3G쨺su&;9:iH9:;w͘13ku< *vrlשÇjv9=9}ij0?U(L9c/%Ŵ3>͍fԻԿ_phct͹bt<>F-Ũ%1jDNtwYZĕDyK yK vhttp://www.pbs.org/race/006_WhereRaceLives/006_00-home.htmDyK yK lhttp://www.unnaturalcauses.org/interactivities_03.phpDyK yK http://www.censusscope.org/us/s40/p75000/chart_dissimilarity.htmlDyK yK http://www.thepraxisproject.org/tools/Power_Analysis_Process.docDyK yK 0http://www.pbs.org/raceDyK _ADDITIONAL_RESOURCESDyK yK \http://www.unnaturalcauses.org/connect_up.phpDyK yK Fhttp://www.cdc.gov/nchs/nhanes.htmDyK yK Bhttp://www.cdc.gov/nchs/nhis.htmDyK yK Bhttp://www.cdc.gov/nchs/nvss.htmDyK yK ^http://www.chc-inc.org/chcRegionalNetworks.cfmDyK yK rhttp://www.barhii.org/press/download/barhii_report08.pdfDyK yK 0http://www.thehdmt.org/DyK Phttp://www.cdc.gov/dhdsp/library/data_set_directory/pdfs/data_set_directory.pdfyK http://www.cdc.gov/dhdsp/library/data_set_directory/pdfs/data_set_directory.pdfyX;H,]ą'cDyK yK \http://www.unnaturalcauses.org/connect_up.phpDyK yK `http://www.unnaturalcauses.org/policy_guide.phpDyK yK nhttp://www.enddisparities.org/criticalmasstoolkit.htmlDyK yK hhttp://www.preventioninstitute.org/thrive/index.phpDyK yK fhttp://www.policylink.org/documents/CBPR_final.pdfDyK yK Rhttp://www.chc-inc.org/chcRegionalHW.cfmDyK yK Vhttp://www.lejyouth.org/programs/food.htmlDyK yK Zhttp://www.civiced.org/index.php?page=912toc)DyK yK http://www.ala.org/ala/mgrps/divs/aasl/aasleducation/schoollibrarymed/ala-aasl_slms2003.pdf]DyK 4http://www.ncge.org/i4a/pages/index.cfm?pageid=3314yK http://www.ncge.org/i4a/pages/index.cfm?pageid=3314yX;H,]ą'cDyK yK hhttp://www.aahperd.org/aahe/pdf_files/standards.pdfDyK yK \http://www.nap.edu/catalog.php?record_id=4962eDyK yK https://mail.nih.gov/owa/redir.aspx?C=6fc688e30a994ade983a83c6af241542&URL=http%3A%2F%2Fwww.socialstudies.org%2Fstandards$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / al$$If!vh55#v#v:V 55/ / / / alDyK yK <http://factfinder.census.gov/DyK yK Vhttp://www.kidscount.org/cgi-bin/cliks.cgiDyK yK Lhttp://diversitydata.sph.harvard.edu/DyK yK Phttp://www.newyorkfed.org/mortgagemaps/DyK yK 0http://maps.google.com/DyK yK Lhttp://www.healthjustice.us/index.phpDyK yK 4http://www.policymap.org/DyK yK 6http://toxmap.nlm.nih.gov/$$If!vh55#v#v:V 55/ / / / aW$$If!vh56"#v6":V 4^56"/ af4$$If!vh55#v#v:V 55/ / / / aS$$If!vh56"#v6":V 456"/ af4$$If!vh55#v#v:V 55/ / / / aM$$If!vh5,"#v,":V  5,"/ aM$$If!vh56"#v6":V 56"/ aDyK yK <http://Factfinder.census.gov/DyK yK (http://www.bls.gov/$$If!vh55#v#v:V 55/ / / / aytwJS$$If!vh56"#v6":V 56"/ aytwJM$$If!vh56"#v6":V 56"/ a$$If!vh55#v#v:V 55/ / / / aM$$If!vh56"#v6":V 56"/ a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / a$$If!vh55#v#v:V 55/ / / / aDyK yK `http://www.phac-aspc.gc.ca/sdh-dss/glos-eng.phpDyK yK ^http://creativecommons.org/licenses/by-nc/3.0/1TableW_SummaryInformation(+\DocumentSummaryInformation8L3CompObjq : ; M}12> i6HZ[\#tj=<cMUVU# f!!/"1"[""""D#E#2%3%V%&&^''a((()))/***:+;+m+n+H-I---....U///J000/111223344e5f5T6U667777F:G:==W?X?pAqA?C@CDD^D_DEEtGuG\H]HIIJJjMkMNN=P>PwPPPQQ RS9STSkSlSSTTaVbVVWWWWWYYY&Z'Z[[[]]1]S]]]^^^^7_```aaRaa@bUbbbccc/d0deeefff#g$giijj6kllm{mmnnnnoo/oTo9q:qsqrrrtttQuuwQxRx`xzz {e}f}r}|};~bcv^_m 12QRC+ۄJ:;͆qr,Ĉň/ƋNjӋԋNŒÌTՍ֍)*QɏKLq$%Е})PBfߚZԛɜDqK/NOh֢ע89TlKN֩ש̪ͪժ45Yݫ:  !dɮʮˮ̮ҮӮԮծ֮׮خٮڮۮܮݮޮ߮ ';$dstSLMhĶxy˸ֹ׹Abc}û(<Sf~ 1gHInovw01ijk JK,-}~ij)*;<>UVWtu BC`a789JKLMNOijkyzȆBd@d Normal$*$1$A$a$+B*CJOJPJQJ^J_HaJmH sH tHd@d Heading 1@& & F & F<$5;CJKHOJQJaJ R@R Heading 2@& & F & Fx$5aJJ@J Heading 3@& & F & F 5\aJN@N Heading 4@& & F & F5\DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k(No List 2B@2 Body Text62O2 WW8Num2z1OJQJ4O4 WW8Num28z1OJQJ4O!4 WW8Num31z1OJQJ8O18 WW8Num32z0 OJQJCJ8OA8 WW8Num32z1 OJQJCJ8OQ8 WW8Num32z2 OJQJCJ8Oa8 WW8Num34z0 OJQJCJ8Oq8 WW8Num34z1 OJQJCJ4O4 WW8Num35z0OJQJ4O4 WW8Num35z4OJQJ4O4 WW8Num36z1OJQJ4O4 WW8Num36z2OJQJ8O8 WW8Num38z2 OJQJCJDA@D Default Paragraph Font6U@6 Hyperlink B*ph>*.)@. Page NumberLOL Char Char15CJ\_HaJmH sH tH:O: Char Char5CJ\aJ*W@!* Strong5\FV@1F FollowedHyperlink B* ph>*>'@A> Comment ReferenceCJJOQJ Char Char25CJ_HaJmH sH tH.X@a. Emphasis6]NON Heading 'x$CJOJPJQJ^JaJ(/@( List(^JH"@H Caption )xx $6CJ]^JaJ.O. Index* $^J4@4 Header + !4 @4 Footer , !POP List Paragraph-]^`<^@< Normal (Web) .H@H Balloon Text/CJOJQJ^JaJ`$@` Envelope Address0@ ]^@ ` OJQJ^JN%@N Envelope Return1CJOJQJ^JaJ4@"4 Comment Text2:j@!": Comment Subject3<OB< Table Contents4 $RORR Table Heading5]^`56P@b6 Body Text 265*@* nD=TOC 17CJB@B nD=TOC 28]^`CJBB nD=TOC 39]^`CJ>> TOC 4:]^`>> TOC 5;]^`>> TOC 6<]^`>> TOC 7=]^`>> TOC 8>]^`>> TOC 9?]^`ROR Contents 10"@ &  ]^ `8O8 Frame contentsA  \1"  1 e2gSTMN=34[\  :?!!!!!!!!!!!!!!! !!!!!!!!!w2gSTMN=34[\ :;MNOPqrsNOPQ[\z{|012KL]^ABZ[xypqrs wx-<DUVijyz{$%lm&,-JKLcde 45;<JKLrst!"#^_`HIJopqrstuvwxyz{|}~*+,-./0123456789:;<=RSYZhijxyzWXde%&qr%&UVdef@AB+,./1245789:<=>?000000000000000000000000000( 00  0  0  0  0  0  0 0 ( 0 02 02 0202( 0 00 00 00000707070808080807070808080808080807070808070708080808070707070707070707070707070 001"01" 01"1"0"0"0"0" 01"1"03% 03% 0 3% 0 3% 0 3% 0 3%03% 01"1"0(0( 01"1"0)0) 00*0*0*0*0*0*0* 0**0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0- 0**0U60U60U60U60U60U60U60U60U60U60U60U60U60U60U60U6 0**0D0D0D0D0D0D0D0D0D0D0D0D0D0D0D0D0D 0**0>P0>P0>P0>P 0**0Q0Q0Q0Q0Q 0**0lS0lS0lS0lS 0**0bV0bV 00W0W0W0W 0WW0Y0Y0Y0Y0Y0Y0Y0Y0Y0Y0Y0Y0Y0Y0Y 0WW0^0^ 00`0` 0``0a0a0a0a0a0a0a 0``0c0c0c0c0c0c0c 0``0f0f0f0f0f0f 0``0j0j0j 0j 0j 0j 0j 0j0j0j0j 0( 0oo0/o0/o( 0oo0:q0:q( 0oo0r0r( 0oo 0t 0t 0t 0t0t( 0oo0Rx0Rx( 0oo0z0z 0( 0f}f}0r}0r}0r}( 0f}f}0c0c( 0f}f}0_0_( 0f}f}00 00( 000000( 00000000000000000000000000( 00Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj0Nj 00q( 0qq00000000000 0 0 000000000000000( 0qq00000000000( 0qq00000( 0qq0 0  0 0 0 00( 0qq 0 0 00( 0qq0 0 0( 0qq( 0qq0ש0ש0ש 0ש0ש0ש 0ש 0ש 0ש 0ש0ש0ש 0ש 0 000 0 0 0 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 0 00 0 00000000000000000000000000000000000000 0 0 0 0 0 0 0 0 0 0  0  20 000 0 0 00 0 0I0I 0I 0I 0I 0I 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I 0I 0I0I 0I 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I 0I 0I 0I 0I 0I 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I 0I 0I 0I 0I 0I 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I 0I 0I0I 0I 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I 0I0I0I0I0I0I0I0I0I0I0I0I0I 0I 0I 0 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000 00 00 00 00 00 00 00 00 00 0 0 0 0 0 0 00000000000000000000000@0X00@0X00@0X00@0X00@+0" P@0" P@+0@0@,0 @0 @+0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0X00,00`2gSTMN=34[\  : ; M}12> i6HZ[\#tj=<cMUVU# f!!/"1"[""""D#E#2%3%V%&&^''a((()))/***:+;+m+n+H-I---....U///J000/111223344e5f5T6U667777F:G:==W?X?pAqA?C@CDD^D_DEEtGuG\H]HIIJJjMkMNN=P>PwPPPQQ RS9STSkSlSSTTaVbVVWWWWWYYY&Z'Z[[[]]1]S]]]^^^^7_```aaRaa@bUbbbccc/d0deeefff#g$giijj6kllm{mmnnnnoo/oTo9q:qsqrrrtttQuuwQxRx`xzz {e}f}r}|};~bcv^_m 12QRC+ۄJ:;͆qr,Ĉň/ƋNjӋԋNŒÌTՍ֍)*QɏKLq$%Е})PBfߚZԛɜDqK/NOh֢ע89TlKN֩ש̪ͪժ45Yݫ:  !dɮʮˮ̮ҮӮԮծ֮׮خٮڮۮܮݮޮ߮ ';$dstSLMhĶxy˸ֹ׹Abc}û(<Sf~ 1gHInovw01ijk JK,-}~ij)*;<>UVWtu BC`a789JKLMNOijkyz:;MNOPqrsNOPQ[\z{|012KL]^ABZ[xypqrs wx-<DUVijyz{$%lm&,-JKLcde 45;<JKLrst!"#^_`HIJopqrstuvwxyz{|}~*+,-./0123456789:;<=RSYZhijxyzWXde%&qr%&UVdef@AB+,.147:<=?@0@0@0@0 @ 00000000000000000000000* 00  0  0  0  0  0  0 0 * 0 0@ 0@ 0@0@* 0 00 00 0000000000000000000000000000000000000000      !",-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~0000  000 00000 00 0 0 0 0 00 000 000  00000000 00000000000000000000000 000x00000000000000 0000000000x00000000 00000 000000 00000 000  00000 0000000000000000 000  000 00000000 00000000 0000000 0000 0 0 0 0 00 @ 0 @ 0 @ 0* 000" 000" 000" 0 0 0 0 00* 000* 000  0* 0000* 000* 000* 000  00* 000000* 00000000000000000000000000* 000000000000000000000000  00* 000000000000 0 0 000000000000000* 000000000000* 000000* 00 0 0 0 0 00* 0 0 0 00* 00 0 0* 0* 0000 000 0 0 0 000 0  0000 0 0 0 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 0 00  000000000000000000000000000000000000000 0 0 0 0 0 0 0 0 0 0 0 20000 0 0 00  000 0 0 0 0 00000000000000000000000000000 0000000000000000000000 0 00 0 00000000000000000000000 0000000000000000000 0 0 0 0 0 0000000000000000000000000000 00000000000000000000 0 0 0 0 0 000000000000000000000 00000000000000000guide.php v&.http://www.unnaturalcauses.org/connect_up.php a.#Phttp://www.cdc.gov/dhdsp/library/data_set_directory/pdfs/data_set_directory.pdf a" http://www.thehdmt.org/ s      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~#Oh+'0\( DP p |  <Outline of Proposed Lesson Plan for Neighborhood Health Manon Parry Normal.dotAndrea Des Marais2Microsoft Office Word@@&Aؗ@n@n"GZVT$mV Y &" WMFC dd lUT#m EMFd R \KhC   %  Rp@Times New Romangz Times ew RomanTimes New RomanlN0dv%  TT, @E@LP TT ," @E@ LP -!"  Rp@Times New Roman!2 00^2 0gz Times ew RomanTimes New RomanlN0dv% T)w@E@LxPlace Matters Lessonse=2,,S2,''8,''22(% TTx) @E@xLP ~TT )P @E@ LP [Rp@Times New Roman< P G2d!0 0pˮ0 B0l0gz Times ew RomanTimes New Roman lN0 dv% %  TXQ ) @E@Q LPCCCC'% LdQ  Q !??% (  T )@E@ L California Newsreel 2009lC22'22C,C'',,2222TT)1@E@LP 4!" F(GDIC ) FGDIC! *  % TT * @E@ L * P12TT * @E@ L * P -! * " "  %  TTX@E@LP - TT<@E@%LP - TT>@E@LP - TT"@E@ LP -Rp@TimesD g ( J0H3H3ܒp-U0 @̪0̪003Times?hi0@ 0@ lN0X dv% %  TT%@E@LPPGT%~ @E@LtLACE MATTERS: RESEARNTTNnKNNNTB'TNANTTT~ %z@E@~ LtCHING OUR NEIGHBORHOT[.TW[TTTN.[[N[TZ[T`{%j@E@{LTODS[TATTk%@E@kLP ? % T @E@LxLesson plans for use r<,''222,2'!2!2',Tl  @E@ LXwith H2TT  @E@ LPE=T  @E@ Llpisode 5:  Place2'22,2,8,,,T @E@  L` Matters tY,-!',TT M@E@ LP .Rp@Times New Roman!2 0|ˮ0^2 0gz Times ew RomanTimes New Roman lN0 dv% %  % T XO @E@X LCurriculum developer Manon ParryC2'',22H2,,,22,'T2222=2'',% TT O @E@ LP % Tl O@E@ 0Lis a museum exhibition curator and historian of '2H2',2H,,2222,2'22'2222'2'222 Tc3@E@HLmedicine and has taught classes on health and human rights to high schooH,2,2,22222'2222,2'','222,2222222H22'22'2222',222TpdF3@E@dLXl and 222 T5 @E@L|undergraduate students.d222,'2'2222,'22,2'TT 5 @E@ LP 4 Rp@Times New Romangz Times ew RomanTimes New RomanlN0dv% TT#@E@LP 6Rp@Times New Romanalth and human rights tnhighD 0& -0&H3 0gz Times ew RomanTimes New Romand lN0| dv% %  % T&" WMFC dd G@E@u LhGrade Levels:eM,28,C,3,'!% T`H@E@HuLT 1022% TX V@E@GLPth"% Tg @E@u!L grade through college sophomore.o1!,3,2!2213,2-1,'2223N2!,TTh  @E@h uLP - TT@E@LP - % Tp@E@[LlSubject Matter: 888!,,!^2!",,!% Tr@E@[DLSocial Studies, Government, Geography, Sociology, City Planning and 82,,822,'H22,!2N,2H-21",24082,2230C18,2221,22 TtB @E@4LUrban Studies, Environmental Justice, Public Health.H!2,2822,'=22!22N,2,(2',,822,H,,2TTC to @E@C LP - TTX @E@A LP - % TX ] @E@ LhTime Allotted:CR,H2"!,8!% T^Z x @E@^ Lt Four to seven lesso722!2(,2,2,''2TyZ  @E@y 5Lns over three to five days, depending on class level l2'22,!3!,,2!2,2.0'2,3,222132,,'',2, T Y> @E@' L|and activities selectedl,22,,2,'',,,,2TTZ > @E@Z' LP . TT@  @E@ LP - % T " @E@ L`Overview:rN2,,2,I!% T, $ @E@ PL We know that eating well and staying fit is important for health. But in fact, _,222H2,,,21I,,22'.031!'N22!,2!2!2,,2B22!,, TP&  @E@ VLour economic and social environments are even bigger influences on health. Why is our 22!,,222N,,22'3,,,22!22N,2',!,,2,2221-!2!2,2-,'222,,3_3/'22! T` Q @E@ LTstr'!TR @E@R <Leet address or zip code such a powerful predictor of health?,,,22",''2!-2,22-'2,2,22H-!!22!,2,2!2!2,,2.TT @E@ LP , Th } @E@f ZLIn these lessons, students research why residents of some neighborhoods live, on average, 22,(,,''22''22,2(!,',-!,2H40!,'2,2'3!'2N,2,1222!2222'2,22,2,"-1, Td  @E@ YLfive, 10 or even 15 years longer than those in other neighborhoods. Students will gather a!2,222!,3,2220,-!'221,!3,222',222,"2,1222"2222'822,2'H1,2,! T c @E@L Lland analyze data,22,2,/.,2,,T {c @E@L AL from their own neighborhood to identify features of their local l!!2N3,!2H22,1222!222222,2"0",,2",'2!2,!2,, Tde  @E@ YLeconomic, built, social, and service environments that promote or threaten the health of t,,222N,22'2,,-22',!2,,,22!22N,2'2,2!2N2,2!2!,,,22,2,,22! TP WI@E@2VLresidents. They will learn how differences in neighborhood conditions tend to pattern !,'2,2'=2.0H,,!322H2!!,",2&" WMFC dd ,,'23,1322!2222,22222',2222,,!2 TKR@E@Llalong lines of c,2212,'2!,TSK@E@SFLlass and race/ethnicity and give rise to corresponding differences in ,'',22",,,,22,0,2212,!',2,2!",'2222212"!,",2,,'2 Td/@E@YLneighborhood health differences. Such neighborhood conditions are not a  natural thing, 2,1222"22222,,22!",!,2-,'82,22,1222!3222,22222',!,22,,2,2!,231, T@1@E@SLbut rather are a product of government policy, corporate investment decisions, and C22!,2,!-!,,3!222,3!123,!2N,222.0,3"22!,,22,'N,22-,'22',22 T.@E@Lhimbalances in N2,,2,,'2T/K@E@/?Lpolitical power that favor some neighborhoods and harm others. 22,,22H,!2,",22!'2N,2,1222!2222',222,!N22,!' T4@E@qQLConditions have changed before, and we can change them again. After this lesson, C22222'2,2,,2,31,32,!2!,,22H,,,2,2,31,3,N-1,2H!,!2',''22 T\|@E@XLstudents will better understand the role of economic factors, urban planning decisions, '22,2'H2,,!222,"',222,!2,2!-,222N,!,,3!'2!2,22,22312,,'22' T n@E@WL|and community mobilizati,22,2NN220N22-,Txn@E@W2Lon in shaping neighborhood determinants of health.222'2,2212,1222"22222,,!N2,2'2!2--2TTJn@E@WLP - TTp@E@LP - %  TR@E@= L`Lesson OneC,''28N8,'% LdHQH !??% (  TXR@E@=LP: !Tq R@E@=LExamining Our Preconceptions.C22R881N8,<-,,28,,8!28'% Tr T@E@r =L Students articulate their own 822,2',!,2,,2,!3I2 % TV @E@DLpreconceptions about community factors that impact health, view the 2!,,22-,222',222,3NN22/",,2!'2,N3,,2,,22,H3,% T V'@E@  L`UNNATURAL HCC=8H==8 % TpZ:@E@#LXCAUSESC=H2=2% TlW:@E@W#LX epis,2'TU:@E@#FLode  Place Matters, and then review the different ways neighborhoods 22,,8,-,Y,,!',,222,2!,2-H2,2!!,",2H.0'3,2222!2222' T<@E@Ltmight affect health.N12,!",,2-,2TT<&@E@LP - TT @E@ LP - %  T @E@| L`Lesson TwoC,''28BI2'% Ld !??% (  TX $@E@|LP: !T% l@E@%|6LInvestigating Health Indicators in Your Neighborhood. '82,'!22!82N,2!8'87,2!2,'&" WMFC dd 8H28,H,2882,8228% Tm"@E@m|LhStudents work 822,2'H2!2 T,@E@%Lin small groups to research their own2'N,1!222'2!,'-,",22,!2H2T@E@4L school s neighborhood. They investigate aspects of ',222!'3,1222!2222=3.022,'1,,,'2-,'2! T@y@E@bSLthe physical (built), economic, social, and service environments, identify and map 2,230'-,!22!,,232N,'2,,,22',!2-,,22!22N,2'2,2"0-22N,2 T{K@E@Ldemographic data and place2,N21",22,2,,,222,,,TTL{l@E@LLP-!Tm{@E@m?Lbased health indicators, consider the potential health impacts 3,',23,,222,,3!',22'2,!2,22,2,2,,2N2,,' T_@E@HLof each factor, and  grade the2!,,,2!-,2!,22-2!,3,,2,Td _@E@HL neighborhood on each factor.2,1222!222222-,,2!-,2!TTe  _@E@e HLP . TTa@E@LP -F(GDICq!b   QrruP(x v(u!!!!!!!!!!!!!!!!!!!&" WMFC dd !!c !5BsN1F=1B!!!!!!!!!!!!!RJZk{9g=!!!!!!!!!!!!!B!!!!!!sN{o=B!!!!!!!!!!!!!!!!!!k-{o^)%!!!!B!!!!!!!!!!!!!!!B!!B!=wZkJ)!!!!!!!!!!!&" WMFC d`d !51F!991{{{s!!!!!!!!!!!!!!^9g={5w1{1!!sRJ9==B=ZkwB=9g9g!!!!!!!!!B!!!!!!!!!!!1F9g!w1w5c{!!R9g!sNRJ!!9!!!9)%!!9sNcR=!BBsNVV5!!J)5!!!1sN^VB{!R^!wRJBwk-!5{V9gc RJ{!!!!!!!!!!{VsZBwcsNRww1s9gRJV{o^sB!ZkZkRJsNs=RJ{oV{oJ)w9gc{)%B9g{V9gBsNsN!!!B"B!!!!"!"!!!BB!!!!!!!!!!!!!!!!!!!!!!B!!!BRJ!!!!!!!!B!!wR!!!!!!!!!!!!!!!!!!B!c BZ{B!!!!c !s9g!!!!!!!!!!!!!!!!!!!!!!!!!Zsc !!!!!c !V{!!!!!!!!!!!!!!!!!!!!!!!!!!!!B!!!!!!!!!!!!!!!!!!!!!!!B!!!!!!!!!J)!!!1w!!1Fw{o!!9sw)%Zkc9g9g9gsN!cZk9g9g9gZkcRJ!RJc=c{9g1!B!B!!k-!!k-k-!!J)1!J)c B!c B!!k-J)!!c k-)%!)%k-BJ)!!!{=!J))%BB!&" WMFC d@d !1)%!{oR!J))%!k-c !c !k-!BBc !!k-)%k-k-!c B!!c )%J))%!!B!={c k-1B!c !!c !J)k-B)%!c !c J)k-!B!)%J)!!!!k-c !1!B!c !Zsc k-)%!k-J)k-B!c B!!J)B!!B!c !!J)k-c c !!c !!!!5=B5!B)%k-c J)B!!k-k-!!c )%!!c !k-)%!!!!B)%1!!!BBc )%1!!B!BJ)k-)%B!!!k-J)!!!!!!B!!B{o1F!!B!c sN{^BRJk-J)^!s{{Zk)%!c{sw5sN9gB!!!RJs!!c Vw=sNZk9gw{{ok-1F{o{sRJk-{{=k-w)%!sNZkB!k-wJ)ZkRRJwwwsN!B{c^!k-sZkBB^{sk-V1F!RJZk!{o!!!1F{sRJ5ZkB1R9gB)%sc1csN!sZk^ww1F!!B{Zk1B{oBRcZswVc k-!)%{k-c sNw{ok-!!!!c R{www1F!9s!!R9gB^w{oB!{9!1F{sRJ59g!Zkssk-J)!Bs{wZ!5wwB!sN9gc !1Fs{wwZBJ)s1!!B{c 9g{!!)%{ow{^BVw=Bc=w!c {B!!V9gc ZwVww{^c !{o{c)%s{!BB!Vww1FB!={o)%Vcc !!!Bw!VZk!cw{{{o5=ws=!^^c !!c RZkssN!BV9g9RJRJ!1F!BRcBR9gB!!Vw{ww1F!=s!BsB9g^Bs9!k-{{Rk-ww!!RZ!51F!)%sswZk!1cB!=RJ!!swwV!)%s11ww{w9g!cs{sk-!ZZc !B!!BB!!!B^{oJ)!!!!!1!w1F!c Rc!!B1Fw)%1s9g!!^s5c !ZkZk!)%!!s9g!1F=19g{s!BcwJ)Zk{9R)%J)c Zkw!k-^sk-V11!Bw^1F1FB!)%!B{oZkB9gw!=R5{o1F!Vs=!{Zk)%)%^Zkc B{)%!^wBc ssJ)1F{osN!w{=c !B59g9{oZk{9gsNk-R1!k-5RB!k-!!!sNBB)%)%!=!^sBc ZksNsN9gZk{={Zk)%)%^9g!w{o1FRZk9g!=RJJ)!B!B1F!^w!=sNc !k-!!k-BBB1FJ)!!!sZk!k-B)%Z!k-9gRB9!c 1F^{oBVsN1sZBZ11FJ)c {1F!cRRJ9g^1F=!Zs!B!ZwBBZk-^1F!B!{o{o!!!V1F!B=V!k-sN9ZkR1F!Zw!^s!1F{BBBsN5B!B{oZkB1FB{o{k-V!!!V{o{oRw9g!c k-RJ{)%Zsc !=!!sNk-k-)%^J)c {ow)%B!J)!9gZkB!!!!!!B{o)%!!5{Z!RJZ!1{oc !9w!V=!1!!{o^B!15!w^BZk{o511FscB!sNB^J)!V1J)!c {ZRB!1F!Zk9g!!c V!!V{5w5!Rw!B{owV!1sZ=!!V{o!Bk-)%!BJ)V!!s^!9g^c 11!w9gZk!RJ1k-1!sN!!!!!B!!!9!!!Vs!!9J)!sN9!1s^!R!!V!!BR!!5!B1F!^{o!!R!!)%k-!1Fc B^w!R!!=)%1F=!c B!!ZsB!^{o!1Fwc!B1FBc B19!BRJ1F=!!!ZsB!!!Bc !Z{!!=wVB!{B!{oc!!!!k-BB1Fc J)9!BBZs!B!ZsBwZ!9gZkc !=!B!{o9g!{1FwR!^{!!!Vc!RR!sN!Bs^wBc {oZw!!!!s9gc k-1!!!^sB!!=!!9gZk!!1FVBc k-sNZ5BRV=!=919!!w^!!{o5!{ocB!!1FZ!B!9sc !1!BB=!Bw95551^{B!{9!Vsc !RJc !9g9g!=!{RJ9k-!V1k-c {V=)%!!1FsZkc wZ!!591!Vs!!9VwwZB!sZ!9)%^s!!Rw!sRsR!1F!J)1!sN!Zk9gB!J)1!k-J)k-5!!B={!!^s!c{oc !)%{=wZB!sZ!s^!9{!k-J)9!!BB!BZs!!J)!!!1!Bc Zs!!c Zkc!!RJBc =9c B^sB!Zs)%5Vw)%BBc BRJc !{1F!=!Zs!!1Fc V{B9!^{oBBB{oZk!!!Zs!Bk-=!=1Fc !Vs^{o!!J)J)!={B1FZk9g!!B!^wc !R!VZkJ)VcV!B{R9=^!{)%cRJ!c BRk-{11F!{o^!!9g9gB!J)J){oB{oB!!B{oRJ)%)%ZZVZs9c !^wRJc Zc!1Fw1FsNB)%!5{oB)%9gcc !={oc {{o9gZk{osN!!k-!!!VwV!!!Vw5J)!{sN!1k-!V{!!1k-{Z!B^ZVZZ=!B!!9g9g!c {V!^9g1FVk-Rw!V{)%=!5ssNRJwZ!=!!Vs!Vwc !sV!!!wVk-J)1!RJwc9gB!!=1!J)1BBB!!!VVZVVZ9!=!!V{oB!ZkZk!!95ssNRJwZw^!!k-)%9cVZZZ1F!B!B!VsB!=9gRZZR1F!)%11F!ZsB!!wR!1FZkRJRJRJB{!!c 1F!ZsBZw!!1FZkR1Fcc !BBR!BB!9!Z{oB!Bc V{c sN{B!VsB!!{B!{o9gB!V!!sN9g1FV9!=c ^sB!!ZsB!&" WMFC d d 1)%1!B{!1F{o9g!B!w{VB{o!VcBc cw9gVB{oZZZZZ5!1!B{o!!BRJ{Z!J)k-!B9g^VZZsN{wRVVZZ!cZkB!!!RJZk!=B=J)J)RJ=9ZVsNZ!{!!!BBZ9!s1F{o^c !!RJsNc 9{os{Zk!c 9cw{1!!ZZkBBB!9!Vsc !R!cZkJ)5{RJ!1J)V1k-BwZ!9VsNsNRJ9g!1Fs9gBB{Z!!)%sNZk{oJ)!V{oc {o9gBs^!B^ZkZ=!^{oBRJwwV!!sRk-!k-1!RJ9g9g!!{1F9k-k-B!!RJ{ZRJRRZ!9!!ZsBZkZkc !!=B^ZkV!{Z!k-!k-ZRJsNRs{oc 9!BB!Zs!1VsNsNsNwsB!k-BB!Z{oB!s^!!sN^{oB5!c BZ{oB!Z{oB!Bc k-^9gwc 1FR{BB=ZsB!BB!ZwBRJ!^sB!=Zk9g!!1F!)%RJ9g{o9RJc !ZsBZs!J)J)5BBZkZk!B!c 9VZk{w!!VZk!9k-9gVc 9gsNsNRJc!ZsBw)%V9gs!cZkJ)B!k-1csNRRJZk{s{oRsNsNVk-9g9g!!ssN9={oc!{BcZk!R{oVVZk{J)!{oRJ{o=Z!RJs95R=!5{{RJc ZsV!J)!Zk9gB!!ZkcZs9J)!1F!{Z!!{sN1k-!VJ)11F!c {Zk-{k-!s^!1FB!{oZk!c {Z!!!!!k-Vk-15!1F!!!!!{o^!91F!ZwB)%J)!sV!sc!Zwk-{1sN{!cs!5J)1k-1)%=!!J)B{1F!9RJ^sBB!9!!!!!{o^!Zwc !1)%k-!9gV!!99B{c!^sc 1!9g^!)%Z!!1Fc !!Zs!!!^{!!!B1F5Bc c!Z{oBZ{91!Bc 1F9J)!c 1F=RJ!ZwB!!Bc !VJ)!J)k-Bc wc!B5^B!Zk9gB!!!{B!!!B!!BBc !Zw!Zs!!wR!^sc !B5B1Fs9g!!{1F!!R!!!!Z9gZ!!9gZ!9gZ5c !s9g!VZsB{o1FRJ!!J)sN!{osN1F!RZkB!)%!9gZk!!!VZksN!R^cJ)!RJ^9g9RZk^{9!!^5!!{o^BsRJB{o1F1FZk!!!1F9gB9s9J)9^J)!c {oV)%B!!={k-k-wssZkBV{)%R9!!c {R!1J)!RcJ)Rs1F!J)sN9gcBk-1!=w=BZ!{Zc c k-9J)Rs)%c BVBR!!J)RJ!9{RJc wcZsc RJRw{R1{VJ)k-sN{c^k-s{oc 5!k-5!B^!c Bc ZkZB9J)!5wRJw9g!ZBc Z9!J)RJ!J)sN^)%!V{oBJ)=={9!J)sVc wZk!V9gJ)9Rc c{B!Z{oB!J)VB!c 1J)9={oB1sVc wZkB!ZcJ){osBk-c BZBc =w{oc BsNB!5wsN{Z!RJ{!V{oJ)!B!cwsN!!B{o9BssNc!sN!Bk-1J)1Fc !Zs!BZsc VJ)5BB{9!c =s1FB{cB!k-c c {o9g!R9gZ!9gV1)%c Zk^!1F!={k-ZcsN!c k-1F!BB{sN)%5c Z{oB!Zk9gB!c B!c !1FsN!!5={5J)RJZkB!k-sc 5{oc VV^9gB!5!BBsN!!!BVws{ow{ok-w{{ow9!!Z{wZksNRJ1k-!Zw5{oZZk{w!!!Zk{oRB1FJ)9gwJ){cc !^wssV!Rs={{1FV!c{oB!!=wws{w!=1^1!)%{os{ocR!!!Zk^Rwc1{1sN{!^Zk1Fswk-5k-k-c{o{s9!!)%9gwsRJ!!9{1cw{1!5w{os9g=!=wws{w!1F{{{o{o{o!Zk{sZc !99cZk!R{9!{owww^c )%5R{=!c 9g{!!!={Zkw{oB!RJ{sww{o9B^ZkV{{=^{o1Fsw)%!!ZkssB!1F!k-{osscB!B{5Z1!!!^{1^Zk1Fwk-!s{{ow{1F!!B{5ZkZk^1!!!w^!B!!V{{osc!BB!Zsc 9gwcw{oZBBwBs{1F1F1cs)%!{B!J){osZk{w9!!VcJ)RJ!ZkV!RJwss)%9)%!!w!)%sRJsw{1k-{1FcZ!ZZk9gBwssw1!!cZk!!!!B!!!)%)%!!BZkZB9gs1F9gc RcB9{oc B9gR!VZBBZ1F{1F{ock-=1c Rs!c 5B9!!)%=B9!!BJ)!J)c )%59!c 59!5B!BJ)Bc 1=!9{9g!J)B)%9BJ)c !c B!1!1B!!1B5k-!c k-9!!5=J)ZkV!!J)k-B1!Bk-J){ocB!=9!1!BJ)9B9!!5B)%Bk-!5=!9BBk-!1B5!!!==BJ)!c k-BJ)c !k-!B59!J)B!B9B1!B1B!)%1F)%!!)%9gw5k-c !!1B1F)%!!!9=5J)!c 5=19)%)%=9!J)B=!!!B!!9=J)!k-k-!!1B!!Z5)%k-)%=!1B=1!99BJ)1FRJ!c )%5Bk-c 1Fc !!)%Zkw1k-B!!k-9B!BJ)B=!k-c 5=!!B)%5B=!!V{oZkZkB!!cZ!!!=5k-!!J))%!!k-c J)==9c !c k-B=J)!k-B1!!==!!c9gB!!!!!!!9g9g!!5J)J)1F!!Vs{ZZZk{1B{o^V{o{!5V1F^=!!!Z1!!!B!Vw!!!!!!!!!!!!!!&" WMFC dd !!ZkR!!B!!B!!!!!!!!!!!wZ!!!!!!!!!^Zkc !!1!BB!!!!!!!!!!!!!!!!!B!!!!!!!!!!!!B!!c RJcB!!!!B!!!B!!!!B!!!!!!!!!B!!B!!Bc !!!!!!!!!!!!!!w^!!!!B!!!BB!B!ZsB!!!!!!!!!!!B!B!B!!Rk-B9gZB!!B!!!!B!!B!!c9gB!!!!!!!!!!!BJ)9gJ)!!!!B^V!ZwBk-{o9B9g{s5!!Rw1F)%ZkB!!Rw!!!!!!!!!!!!!c !!!!!!!sV!!!!ZkZkB5k-{1!!!!!!!!!!!!!!!!c !!B!!!!!BB!!{1F!!!!!!!9!!!!!!!!!k-9g9)%)%=^9g!!RJc !^sB!sNB!!!!!B!!!B!!!!!!sNR!9gV!!!!!B!!!!!ZkZkB!!c RJBRJ5ZVRJc Z{^=1k-k-J)k-={{V)%9s=!J)k-J)J)J)k-!!)%k-k-k-J)k-)%!)%1FRk-1!c RJ=!!B!Vs!!!!!!BBB!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!wV!!!!!!!B9g{oB!!!!1!R!!!!!!!!!B!!!!!!B!!!!!!!!!!!!!!!!!!!!!B!!!!!!!!!!!!!!!B!!!!!!!!Z)%!!!!!!!{sRR!!!!!!!B!!!B!!BV{{{Zk9B!!!B{5sN)%9gRRBB!!!B!sNJ)!!!!!!=R!!B5!!!!!!!!!!!!!B!!!9g9gc !!!!!B!V1Bw1!J)wBBw{^B!!!!!!!!!!!!1BB!!!!!!!!!!!!!BBk-!!!95B!!RJ!!!!!!!!!!!!!!!!!!!!!!!!Vc^!!!BB!)%R!!!^cVc !!!!!!!!!!!!!!!9=!!J)wVZksc J)R9g!!J)wZk!!!!B9gc VV!5B!!1s9g!!!!!!!!!!&" WMFC dd !=sNZk1BZZkR!^R!{{c !!!!!c =wZk1!!!!!!!!!!!!=9!9cs{o^5!!!!B!k-5991)%!!!!!!!!!!!!!!B!!!!!!!!!!!!!!!!!!!!&" WMFC dd !!!!!!!c !c !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!B!!!!!!!!!&" WMFC dd !)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%)%B!!!Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc Bc !!!!!!!!&" WMFC dd !!!!!!!!!!!!!!!!!B!BBBBBBB!!!!BBc c c c BB!!!!Bc !!)%!)%)%)%!!c B!!!!BB!)%)%J)J)k-k-k-k-1k-k-k-k-J))%!!B!!!!!Bc !)%k-k-k-k-111111111k-k-k-k-J))%c !!&" WMFC d`d !!B!J)J)1111515151515111111k-k-J)!BB!!!!!!!!!!!B!)%J)k-111111111111111111111k-k-J))%c B!!!!!!!!BBJ)J)115151515151515151511151511k-k-!B!!!!!!!!!c J)k-11511111115111111111111111111k-k-!c !!!!!!!!Bc J)k-1111111151515151515151511151111k-k-)%B!!!!!B!B!!!!c &" WMFC d@d !c !J)k-1111115111511111111111111111515111k-)%c )%^c )%Z!!!Zw{ZkBc !BBJ)k-115151515151515151515111515151555151k-)%B!!)%^!B=^B!sRJk-9gZk!!!c )%J)1111111111111111111111111111111k-51111k-k-!B!^!!1FJ)!sN199gc !!!)%J)115151k-1515151k-151115151k-k-5151511155k-1k-J)I%"B" !  !  !  "@"!  ! # AA"B  ! !!"  "  !  !"#      ! @  " # !  !# !   "#"! " !!!!!!!!!!!!!!)%Z!!!!!!!!!!!!{c!!!!!!!!!!!!!!!!!!!!!!!c{!R5!!!!!!!!!!!!!!!!!!!!B!B!J)155k-5k-1B^Zk{oZRJk-k-11111k-=1F1FB11111151k-9RJB1F1I%!B!  D" A #CdAD1BFBF1   d  f " e     e -XBJJzF6:o! DC e " D-yBFFyF) EA ! )W>FFB5:M!! d      Ep%6yBJzFX>) D!"!!B!c c !B)%!!!!!!!!c !B!!!c !cB!!)%!c !!B!B!!!!!!!!c !Vc c )%!c !B!!!!B!!)%!B!!!!91!9=!)%BB!!!!B!c BJ)B!!BB)%!!BJ)115k-515^c=J)51151RZk911511155ZkrJK) !B NVVBd  -NWR-!NVN #!JRR!!)RV9 7:NNJJJNRNxB " WR>D!   FN?SWB !JNB g ZFRRK!! #JWJNNJNJNJNJKJRf"#@do%JNJJJFFJJFzFq%fm)[R86"!!!A!n%RRNE 6:JJNJJJJF6:&" WMFC d d "!" JJJFJFNBSF-! "n!RNNJNJNJNJNJSW>D d7:JFJNFJJNF6: #!!!9gsN!!BZZB!cRJ!!RJ)Z{c!!!!BJ)sNB9g{s{oc B!RJ{{9g!!={s5J)9g^^)%)%R!!Vc)%!^!BVc J)^B!9ss9!BZB!!!=sN!9sN=BB!!RJ{s9c {w!B^!!!c cVc B!RJ)!Zk{!!ss!Z{oJ)!!V5!!9Zkw1FV)%BR{wck-!!!!9gsZ!1wsNB!!VwsZB!!c)%!!!c 9gZc J){1!B!k-11k-5k-1Zww{{c5k-5k-1k-ZZk5k-51115k-1FwRFJ)J)!b JJXB$ %8:NBR !"7:JN !.NJX>ENNN12JJJFY>zBBFNJBM%JR6#   )FFB 1FG%JNB #yBJFJJNJNJNJNKJNE!-FJNFBx:By>BJSJRN!BxFFB  !-VF-!x>OBFy>Bx>z>FFJX> /WNB>y:BX>BFBOX: o%NFFJJNJNJNJNJyB DFNJFy>>x>>FSNFp!#s^c c ZkZks9gBR)%!RJ==wJ)!1RJ!B{o!B{Zk!ZkV!c 9ZBZk)%=s^ZB!VRV{o^sN^RJVwZ1F1FB!!Z!!{5sN9ZkB!9sN!9RJ9=B{c!BwZ^B!c)%!VVc !R!!c {o{!c w{oB!wsss{owcw1c k-c9g{o{!c sN1F5s=!!sN91F{1RJk-wV=Zc 9g{!!V^B5B!!J)k-115111FssN511RJ{osN151k-k-R{o5111151k-^sJK)k1(%+JFY>$ -!NF>J, p!NN2 6JN%C  !o!FN.#-?SBF)Eo!Y>OJ4>C ! !BJ6:!  JJF)#,!FBXB" -FN-!FBF1-)-)-)-)))-C!  "-NNJ76+e"Cn%5FV!6NFO%  !e{FJJ "1OBJ%"f%FFJ5! !yF--"fo!y>NJxFeO!NBz:)-)-)-)-))o%5>76n%D"D -FSFo!B !!1sN!!)%sNJ)1RJ!!sN)%!B!{Zk!!!!k-RJc {ow!!c s{oB!c 9g5!!!{wZkZBc s!)%{osN!9g!!B)%s1F!!1F5!^!!5sN!B{oJ)!5RJ!9RJ!5B!!s{ccc !^!!sN9g!sN)%B{o{!Bw{o)%wRRVsNVV9!=RJB1F!!!c {o{!!!J)^B!1RJ!wk-!!B^!!!sN9gB!B!c BRJc B!J)1111k-1c=k-111J)B{oZk1k-15k-VZk5151511=wsJ1k1))LFB8>e "5>JBBJ, >JFdBBJ n!JF-fFBF- #-FFN  FN6! e6:NJY:d zBJJ C6:JNMJNFN!JFJ)D ,-# %FB:$ JFx:eJBJM%#n%FJJ   C 5RJ)N%NJ)!!e # #%FFF !!!!!R)%!!9gc !1RJ!BZkB{Zk!k-^!!!9=!J)9g!)%c!9sN)%R={RJB1!!!Z!!5=!!Zk{ok-R!5RJ!5RJ99!c ws!9g!!^)%B9g!RJJ)c Zk{s{oB!ZRJk-!B9g!!!^!!!!!ssk-RJ1FB!!BZ!B{o!!!c )%1151519{Zk-11591k-R{Bk-51k-R{o5551111ZrFk-5*)!M!JFW:d ,NF>JJN! CX:JN- ,SFx>D !o!JN2 N%JJFf  #6NS%" ! GJ6:  o%RJJ !1NN% FJFd BFJ    ezBJN1C!C JJJ ! "!-NB1 )JJY>C!!CZ:JVN!"  !  JS> !!n%NJ1  !! !-NNN%!!!!!!!!!!!!sNJ)!!!c RJ9gB!J)RJc Zk{c swBZ)%!!!!^)%!!^!)%ZBk-RJ!{!1B!!1F9!!!!^!59!!)%sN!9gw!9RJ9RJ!5B!!c5!!9gBB^J)9{o!BR)%c {o{c wZk!5sR!)%!!!!sNk-!!!^!!!!c ={c !!!VZ!!1sN!!{o!!!!!cJ)5w!B)%!J)k-1151k-B{=111115k-91F5k-1k-V{o5111119sQF15K1!m%JJW:d 1JFBBN !!FF51JJ-N!NN11RF1 o%RJ6#,FJ: JJJ1#.JFX2)NF6!y>JF!O%NJF  :NR, "FFB "6JNn% )RJ-! "1FF  %JJ-  BN5! !!!R)%c J)sNs{J)!!1RJB{owc wZkc 9g!!!Bc{!^!!^!1R1F{BJ)k-1F!B5!Z!55!Vk-Bk-!9RJ5RJ==!J){sNk-!!cB!^^1{{!!sN)%!c Zk{c w{oc !!cw=!!!&" WMFC dd sN1!Z!B!RJ{o5!k-Vwwk-1FBssB!!Z^1{!{V!!B)%k-11111k-Rs911151119sVk-11k-V{o511511RZk{SNj-5l-I)-JFY>D" BN68>JJL!!JJFf!! ezBFJ  o%FN1 :FJ,!!  JFz>C!+KF:$ D96FNwFde zJJB!!$8>JJO%FFF"6JN1 !M!RJ: ""  JNBB "Z>BNM%JF8: ! O!JF- n!NJ5  !!h}FJJ!sN)%!BRJ{wV!!k-RJ!c {o{!c s{oBB9g{{ww{sw^BZk!!)%^!)%^!!1sN1{ow{{1F1F9!!Z!!55!ss!!9g!9sN!9RJ!9=!cw{cB!^)%!!sN)%!c Zk{!c wZk!VR^=!!sN1!B^!!c ={{^)%!!RwsN!1RJB{Zk!!!!!!^{J)!c {oZk!!!B)%k-111111sNs511511111sRk-11J)VZk511115{oRJ{RJ11l1)%-FF8:d@5FN 6JJ,!6:JJ JJy>eN!JJ1"5JF-JFzB" +FN5$o%JFB-"9NFn)  FFB zFFFFFJ  JJFe !)JJ1 CZ>FF,JB8:!N!JFp)n%NJ-!!!{BNW>dRJ)!B^wRJJ)c k-RJBZk{c s{oc cVRJR1FRJRJV9g!Z)%!Bc!!ck-sN!!=RJ^BB5^5=!1RJ!!9g{!!11F!51F9=B!11FR^B!!^=sw!R)%Zk{!!Bw{oB!!c!c {owsNk-!^!!R{Vk-Zks1FJ)!k-1F!{ow!!!!!Z9wsc !!sN)%B!!J)k-511151R{o5k-5151515{oVk-51k-RZk5515k-RJ{o5{SN-5l1J)-JFY>D JNW>E5NFL!!)RJ-1JO%!! o%JN1 :FJ,!FJzBC! JN:$FJJ1"!! !RF5>$!!%NN2#FFFNJB   D:JJ,! !EyBNN!C{BFJ,FF8:! !!!"%NJ-! N!SJ1 " FFF"!sN)%J)c!!!!!k-RJ{o{!!w{o1F{k-!B!VsN9!B5^!!!c!k-sN!B9B1F9!!!!^!59!c91F!!51FB9sN!=B!B!cB!^w{o!!sN)%!c {o{!ss1RJ!^!!!!Rk-!BZ!Zk!!!!=Vc !!!!1RJRk-!!Bc!sw!!{oJ)!!!c J)1151511R{o511115111{oRk-11k-VZk5k-5119gsNk-{2J-11I)1JFW:d%NJo%7:JF,JJz>N {>JFN!JJ1":JF,FF{B# +FJ5##1NFx> g FFzBO 66JFo!zBFF,NFy>#!p)FJ6    p!BJyBfCZ>FF FFY>!!eW>JF!n%JF- %NF6!BRJ)!k-RJ!!!!k-RJ!!BZkRJ!!9g!!9g!!^k-)%9gcV!!c!!!1sN!!!!sN1!B5!Z!!95!{{o!ZkB!59g!B^BB5!!c J)R!c)%{o!!!sN)%c ZksN)%9g!!J){V!c csN1!^)%!{^!!!!==!!k-RJ)%{{o!!Z!Zkw!!!{o{5!!!k-1515111R{o515111515{oVk-11k-Vs1111Bw91{SNj-51j-1NFX:dfBJyF"7:NFM!#X>JJFNNRNRNOJJJy>d o%FN1 "7>JJ ! FJzBD ! JN5>" ,!JJS,! !:JNJSNNJJKWJNFF!FFF)NJ6"  FFOJNNOJJONFJJ1!BZBFJ,FF8>! !!!D)JJ>D!n!NJ1  !!! ! BNJ."!!!sN)%{oB!9c !!B!J)RJ!c Zk{{oZkcRJ!1F^BBsNZ!!RR^{^!!!^!1sN!!=s=B9{o1F9!!!)%{cB59B!!1FB!Vk-!9{1F!cw=c ^J)!wR!)%wk-!!B^!!ck-!!!!sN)%B{o{o^!ZRJ!c {o9!B{oB!!sNk-!!^c 9gRJB!5!!!w{5!!5!!5{sN!!BZkJ)!B)%9!c!s5!!{o{k-!!!!J)1111111sN{o5111k-1111{oRk-11J)V{o51k-19gR11RJ111j)1JFW:e%JJ1!6:FF,)JBNFNNNNOFFBN-!N!JJ1#:JF,JFB# +FN1#!eVBJJ)CMN>FFJJNJFRNBF66 zFFF&" WMFC dd -JF-! "8:FFNJOJJJOFFBJ  CZ>FF JF8>f5FSF!N!NJ)!e |FNJ7:f"1{J)BZk{{{o!!s{RJ{o{)%RJw{Zkc !!={{V!c VwZk-cB)%^B!1sN!Zw{{{{o1B5!{owZ!B{owV!c {o!1V!={V1F{ZkRwcB!sN{oww{RJ!!^)%!c ^1FBJ){k-!Zk{sNww{9g!!!Zk{{sssR5!BcJ)^{wJ)!J){o{{{Zkc ww{RJ!9ww{Zk!^)%!cRJB!{cc !!!k-k-111151R{o515111515{oVk-51k-R{o55k-1F{s=11{sN-11k-1NFXBEfyBN{> 5:JF-!  FFF)O!o%n%)p%%{>FJ  o%JN1 ":JJ,! FJzBC ! JJZ>P!o%o!)JFB!BJF)p!%p%p%N!)zBFJ%FFF-JJ-!! )JF{>%n%o%q%%o!-BFz>f!C{BFJ,FF8:! !"fo!X:NNJ5!o%SF-$!!!!#!!!D1NNJyBARJBRJB1F!!!J)=1FRJ5!!sN1F1FB1F)%!c 9=c !BRJ5B!!B1FBJ)BBBJ)BRJJ)!c sNk-RJ1!1Fk-!!51FRJ91F9!BRJ1FRJB1=RJ^cRJBsN1=9!c 1F=B!R!9B!!1B!!c J)BsN=!!!!B^)%!!c BRJBsNBRJ1F1FB9=c 1FsN9B!c k-RJ1F1J)Bc !!J)1F!!11FB!9RJ1F5!!!B!c k-B1F1Fk-!!RJRJ1F1F1FJ)!!!c J)RJBRJk-!!Z!!c 1FB!!R!!B!k-1111111sN{o511115111{oRk-11k-VZk5k-1V^k-k-5{RJ-11j)5JF6>F JJ- V>FF #x>JFNJzFE N!JJ1":JF,FFzB# +FBJVRNJBJ>%d !" 86JN " w>JFe!zBFF)JF1 JJyBD m)NJ1 CY>FF FB8>d k-w:JFJF)" o%JFF>:7::7::7::7:= " :NJNJX: !!!!!!!!!!!!!B5!!51!!!!!!!!!c!!!!!B!!!!!!!B^!!!B5!!!k-1115111R{o515151515{oVk-11k-Rs519{9515{SN111-1NFy>E X6FN6:JF--JB- !)FN-!! o%FN1>JJ !FJBD! F>JJWJNNJJNF!$! !"*%JJX:! NJJ7:FFF-JJ- !6>FF  !x>FR  CzBFJ,FF8:!  e%>FJJN5> "!n%O>FNJFJFJFJFR  !! 86JJFNBl-d !!!k-B!!J)!!!B5!!!)%!!!95!!!!B^!!!!!k-c !!Bk-!!!^!!!!!c)%!!!!J)1151111sNs511111111{oRk-15J)VZk5k-V^51112J1l-1j-1JF7:D BJ-!6:FF !FFW:D#:FF-N!JJ1":JF,FFF#+FJ7:, oW>FRN6D!BJy>-JJ% zFFF-NJ-!)FJ- BJ{B CZ>FF JF8: WBNJNN6do%JFFFJJFJJJFJJ c-NNFJxBo!!!!ZsN!=9gc !B!1F5k-s5{9!!c!!^RJ!99g!Z)%!B=k-Bc sNcB!!!!k-1115151R{o515151515{oVk-51k-RZk55s1Fk-515{SN111k-1NFyBC!1OF !6:JF- $yBFF !NByBg o%JN1 >JJ,FJBC JN6"  -zBJN5!!!7:NJ, CFJJ FFF-JJ-B JFFD!M!JN5! CzBFJ,FF8:! -BNNR1D! !!N!SF-fCCCCCCCC5NJNxB)d!!!cRJ!!=Zkc !!c91w!B!!B!c ^)%&" WMFC dd !!!^sN!!=Zkc c ^)%!!!9gc!!!c J)1111511sN{o511115111{oRk-11k-VZk5RJZkk-1511{2J111I)1JFW>"FO6C6:FF,)JF) N%NF1#N!JJ1":JF,JFF# +FR:""FFB O!NN1*FJ6:#zBFFM!NFX:CDX:JJ !6JN, cZ>FJ FF8>f 2KJzB-$ o%NN- "o!RBF1 !!5!5)%!5BB==!!B1)%!!1=!!!5!c 9!!k-=!B1F=!B!!!!!c J)k-115111R{o515151515{oVk-11k-RZk9ZkRJk-1511{SN151J)-NFX>E-JJ  6:JF-!JJW:#5:JJ+!! o%FN1>JJ !FJBD! JJ6:" "66BO%!!! JNzBf"1JNo% FFFJJBe ")NJ)"FNF CzBFJ,FF8:! n)NKy: !!o%JF5!!  x>JRp!e  !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!B!k-111111sNs511111111{oRk-15J)V9gsNZk5k-5111{RJ111(%-JF6xBN7:d6:FF !!DwFFJ eJFJC N!JJ1":JF,FFF#+FJ6A !JF2!"6:FJDzBFJ zFFF FFJ!!NFY:-NJ6 CZ>FF JF8:"6FFN! o%NJ1!+JF5>D"!!!!!!!!!!!!!!!!!B!J)115151R{o515151515{oVk-51k-RsZksNk-51115{SN-1l-(%m)JF8:)JJn!!6:JF-! "-JJ)n%FJ5 !  o%JN1 >JJ,FJBC JJ6>!  %NN6"!!n!FJ1 FJ:CFFFB5JJ- !CV>JF72JN, CzBFJ,FF8:! #W>JB ! n!JF1!!M!RF-# B !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!J)k-11111sN{o511115111{oRk-11k-Vw{1115111{2Jj-l-l-!m)FFBFJBd!6:FF,  FJ:6BF! N!JJ1":JF,JFF# +JN:!1JN1BJ7BB)NF%zBFFq%BJUBC)BKo%! BBF cZ>FJ FF8>#66JFf n!JF-o%JJN) !!!!!!!B!!!!B)%k-15111R{o911111115ZkVk-51k-VR1151511{sJ-5I-!L!NFFFSn%"5>NFM!!!BJ|>OBNzF!  "Q!NN2B5:NJ !!! BNyBE #,JN7:   zBJ&" WMFC dd R! zFJFNz:JN A yBFN dFJF)! " ! ANJ2OBN:! Dy>FN,JJ6:!!9RFm !!!o%NJ1 !NF>&   !B!J)11111Rs511111111{oVk-15k-VsBk-151151RFl-k-))+JBBJxB5>FF-!-NFx6FN5! !O%RN-"6JF- FFyB$,JN9# 6JNy>p%JJX6BJ6:f "BFFCONJF- #"eX:N>BBN-ey>FF JFW:-!NNx>"! N!JJ) fX:NNO! !J)k-115k-R{o515111515{oVk-51k-R^11111151{tNk-k1! NBFN-!7:JF.!! JFBFJP% " ,L+-,+,1JJW6M,M!,M,M!MC 6:JJ-!BJB$ ,!JJyB.-!,M,N2JJJJ)  JJFFJ)"  BFFAF6SJN)#"# !5N%!!")JFFJF !!DzBFJ -JJW:"  7>NJyBMe! !e!o%OBX6-M,M,M,M,O %NJJ- DE !BJ)k-11k-R{o511111115{oRk-11J)Vw=J)151551k-2JK)J)A JFFJ  !7:FN eyFFKFB  FWNNJOJJFFFFJNJOJJJO6NJ, JFB$  !BBJFNJJOKJFNF) "VBJJBFyBNF! 7>JJJBX:-2276BNR:" JFFN6 DX>NJ JNW> zBJNFF56-76Y>N9 o%JBFNJNJOJNJONW>D-FOFB8>55:86FJ!Bc )%k-111ZZk911151119ZkVk-511Vc515111515wSJJ) %A RRR:$  C5>SRM%5ROO6$! JWNJJFOOOFNOJJOJJJOO"5>SSM!!  JSF" !?SJOOSJJJNFB5#"!-VRSBC "#FWN "D1JJJJJJJFJFW6>d! xBRNR)B !dwBRR M!NS5>B! 6:FWNRJJJNRXFF!)WJONNJOJNJOJSwB# !e!y>?WNJJOFJJR "B!)%k-11=RVsN111511111RJRV=111k-BRRsNBk-5k-151151RsNR5! d,.,  -.!e .!  !B -,+-,+,+, *,,,,,,,MC.!-  C-!- e ++ , -,-dBC-! - +O! dB!7:FNRNF6) -.-d" .!,d-!.  C )X>NJJJ761n%C M.-,,,,,,,,,- ! M2BJFNF61&" WMFC dd !!c !J)5k-1k-11115111511k-k-k-1111111k-1k-15115k-1111k-J)I)B!!"!!!!!#  !  "!  ! "  "  !""!!!!!!A!!"DeEfD##   "" !! !!  !!! !"$gEe#"  !!""Ef"!!)%J)111k-111k-511115111k-51515k-1115115111111k-k-C !!    !!!    ! "   ! !  !!J)k-511151515151515151515111515151111111k-!c !!!B)%k-111111111111111111111111111111511k-J)!c B!!!!B)%k-1111515151515111511151515151511k-k-!c B!!!B)%J)k-k-111151115111111111515151111k-J)!c B&" WMFC d`d !!B)%J)k-11151115151515151515151111J)J)c B!!!!B)%J)k-111111111111111111111k-k-)%!B!!!Bc J)J)k-k-111151115111511k-1k-J)!BB!!Bc !J)J)k-k-1k-111k-111k-k-J)k-)%!c c !!!!B!c !)%J)J)J)J)k-k-k-J)k-J)J))%)%c !!!&" WMFC d@d !!!BB!!c B!!!!!!BBc c c c c BB!!!!!!!!!!!B!B!!!!!!!!!!!!&" WMFC d d !!&" WMFC dd " FGDIC% 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 6666666666666666H&WMFCdd 6666  ."System-@Times New Roman-  2 J W 2 J ,'@Times New Roman-+2 Place Matters Lessons     - 2 < 2  s@Times New Roman-- 2 YCC - @ !Y- 12 r California Newsreel 2009       2 = ,',- 2 1 2  ,''-  2   2   2   2  @Times-- 2 P )2 LACE MATTERS: RESEAR  )2 CHING OUR NEIGHBORHO  2 ODSi 2 ! -+2 Lesson plans for use        2 with S   2 E #2 pisode 5: Place     2 j  Matters    2  @Times New Roman---;2  Curriculum developer Manon Parry         - 2  -S2 0is a museum exhibition curator and historian of               w2 *Hmedicine and has taught classes on health and human rights to high schoo                   2 *l and  .2 ?undergraduate students.      2 ?C @Times New Roman- 2 V @Times New Roman---2 k Grade Levels:  -2 k 10n -2 bth-=2 k$! grade through college sophomore.          2 k-  2  -#2 Subject Matter:    -q2 DSocial Studies, Government, Geography, Sociology, City Planning and                   Y2 4Urban Studies, Environmental Justice, Public Health.            2 %  2  - 2 Time Allotted:   -)2  Four to seven lesso     [2 5ns over three to five days, depending on class level              .2 and activities selected       2 6  2  -2  Overview:  -2 P We know that eating well and staying fit is important for health. But in fact,                 2 0Vour economic and social environments are even bigger influences on health. Why is our                  2 Fstrne2 F<eet address or zip code such a powerful predictor of health?                2 Fh 2 \ZIn these lessons, students research why residents of some neighborhoods live, on average,                     2 rYfive, 10 or even 15 years longer than those in other neighborhoods. Students will gather                       #2 and analyze data     m2 A from their own neighborhood to identify features of their local n               2 Yeconomic, built, social, and service environments that promote or threaten the health of                       2 Vresidents. They will learn how differences in neighborhood conditions tend to pattern                      #2 along lines of c    t2 Flass and race/ethnicity and give rise to corresponding differences in                  2 Yneighborhood health differences. Such neighborhood conditions are not a natural thing,                      2 Sbut rather are a product of government policy, corporate investment decisions, and r                     2 imbalances in    j2 ?political power that favor some neighborhoods and harm others.             2 !QConditions have changed before, and we can change them again. After this lesson, d                    2 7Xstudents will better understand the role of economic factors, urban planning decisions,                       /2 Land community mobilizati      V2 LX2on in shaping neighborhood determinants of health.                2 L  2 b - 2 x Lesson One   - @ !_z-  2 x: 72 xExamining Our Preconceptions.         -:2 x Students articulate their own        -q2 Dpreconceptions about community factors that impact health, view the                  -2  UNNATURAL   -2 CAUSES  -2  episS t2 Fode Place Matters, and then review the different ways neighborhoods               )2 might affect health.      2 $  2  - 2  Lesson Two   - @ !a-  2 : \2 6Investigating Health Indicators in Your Neighborhood.              - 2 Students work     C2 %in small groups to research their own         Y2 4 schools neighborhood. They investigate aspects of          2 Sthe physical (built), economic, social, and service environments, identify and map                   22 'demographic data and place         2 'd-j2 'j?based health indicators, consider the potential health impacts              :2 =of each factor, and grade the         72 =y neighborhood on each factor.h         2 =]  2 S A uxFe(u<BBBkkk{{{ccc999BBB{{{)))))){{{ZZZJJJ{{{RRRkkk999sss)))sss111ccc999{{{kkkccccccBBBsss{{{{{{{{{{{{!!!999!!!ccckkk!!!111!!!sss999sssJJJsssƥ{{{999kkk111RRRkkkccc999999BBBZZZkkk999BBB)))111絵Ɯccc999Δ999֔{{{ޭRRRJJJ9991))))))))!!!便!!!)))BBBRRR111BBB!!!BBB999ccc111BBBsss)))JJJΜ111Ɣ999{{{ccc111)))BBBBBBZZZ999)))111BBBZZZZZZ!!!RRRccc!!!999RRR999111)))BBB111999)))!!!ZZZRRR999111111111111ZZZJJJJJJZZZ!!!RRR111)))999BBB{{{999RRR999JJJ999111)))111)))cccJJJ!!!111111)))ޥRRRJJJ999999ZZZ)))999111999ZZZBBB!!!)))111)))ZZZJJJ)))111ZZZZZZ111999)))111JJJ999999RRR999JJJBBB{{{!!!ZZZccc111111999!!!999!!!RRRZZZ999JJJ999RRRZZZJJJRRRBBBBBBZZZccc)))999999!!!111999ZZZJJJ!!!ZZZRRR!!!ZZZBBB)))RRRBBB!!!999BBBBBB999RRRZZZ999111)))111111kkk{{{kkk)))JJJZZZ)))RRR)))999)))111!!!111)))ZZZZZZ)))!!!111JJJ)))111111)))ZZZ999999JJJ!!!)))))))))JJJcccBBB)))999)))111!!!JJJcccBBB!!!111RRRZZZJJJBBBZZZRRR))))))111ތBBB)))ZZZRRR111JJJkkk))){{{!!!111ZZZZZZ{{{ZZZJJJZZZRRR)))֥)))ƽZZZZZZ!!!111甔kkkccc111JJJcccƜ!!!ֽccc!!!ƵZZZ)))JJJZZZZZZsss999)))ބBBBsss甔kkk!!!BBBZZZRRR999ﵵkkk999)))ﵵRRRccc111111JJJ{{{{{{999ﭭBBBJJJBBB!!!))){{{JJJ)))!!!)))kkk{{{999999{{{sss!!!{{{999999ν999sssZZZZZZBBBkkkJJJ999ccc{{{111111JJJcccccc)))111ZZZRRRBBBccc999111BBB)))111JJJ999ccckkkBBB!!!JJJBBB{{{111ccc!!!RRR))))))sss!!!JJJRRRBBBZZZZZZccccccス)))JJJ)))))){{{)))kkk))){{{BBB)))JJJJJJJJJRRR111!!!{{{kkk))))))sss)))999ZZZcccBBBZZZkkkZZZBBBJJJJJJ{{{BBB{{{)))JJJJJJ!!!BBBތBBB{{{!!!)))RRRBBB{{{)))ZZZBBBZZZRRRBBBBBB)))ZZZJJJBBBZZZsss999111ccc絵ccc111RRRν{{{999ZZZ!!!999)))999{{{ZZZ111sss!!!kkkBBB)))999ZZZ999999!!!999BBBZZZ!!!JJJ!!!{{{)))BBBZZZZZZJJJ111!!!RRR!!!JJJRRR111!!!JJJ111kkk)))cccsss!!!{{{cccBBB޽ccckkk!!!ス111kkkccc111!!!!!!!!!RRRcccRRR!!!)))!!!kkkkkk!!!BBBccc!!!絵{{{BBBZZZJJJRRR!!!罽νccccccBBB!!!!!!)))ccc111ZZZccc999999sssBBBsssRRR)))sssBBBccc!!!罽BBB111BBBkkk999!!!JJJZZZ999{{{JJJ))){{{BBB)))111cccsss{{{BBB!!!BBB{{{111ﭭ)))999ZZZRRRsss!!!ﵵ{{{999)))999999便!!!罽޵BBBZZZccc{{{111!!!ZZZkkk))){{{{{{ssscccsss)))BBBkkk111sssccc111111BBB{{{BBBssskkkkkkkkkccc999sssBBB{{{)))sssZZZcccZZZ{{{JJJ)))ﵵkkksss)))ccc)))BBBsss)))!!!ﵵ絵sssJJJ)))!!!祥)))祥!!!RRRccc!!!RRRcccZZZ111RRRZZZkkk999999{{{BBBJJJ{{{!!!ﵵ絵罽sssBBBZZZRRRsssBBBBBBRRRBBBccc111{{{sss999JJJkkkJJJ!!!{{{999sss))))))999!!!ZZZ{{{111{{{RRRRRR{{{)))111)))999RRRƭ!!!sss{{{BBBJJJƔZZZccc111޽!!!RRRRRRބ999ބBBBBBBޔJJJJJJ111sss111!!!JJJkkk999JJJ111{{{)))111ZZZ!!!kkkRRR!!!cccZZZcccZZZ!!!{{{)))ΌZZZ!!!)))JJJ{{{kkk眜ﵵ{{{BBB!!!筭!!!ﭭZZZ111RRRccc!!!111{{{ccc111RRRcccsss{{{BBB999ssskkk眜ﵵ!!!スZZZJJJsssƭBBB!!!{{{ΥJJJccc!!!)))便֔BBB!!!)))sssBBB!!!))))))BBB!!!Όsss{{{cccJJJccc999BBB111999BBB!!!έ޵)))kkkBBB999!!!ccc111RRRZZZ111ν!!!便BBB999BBB{{{{{{RRRRRR{{{sss)))BBBsss999!!!sss999ssscccBBB111sssRRRkkk)))cccRRRcccZZZﵵsss!!!JJJRRR!!!罽))){{{BBB999!!!ﭭ)))祥ZZZ111ZZZccc!!!BBBsss999ZZZZZZ)))sssBBBBBB{{{)))ZZZBBBZZZsssBBBcccBBBZZZ!!!罽111kkkBBB)))ZZZ!!!!!!{{{999)))!!!)))999{{{111JJJsssRRRRRRkkk111999)))111ssssssZZZέΜBBB)))JJJ999111RRRZZZccc111Ɯ111ޥZZZ999眜!!!sss{{{BBB!!!!!!RRRBBB!!!!!!{{{ssskkk{{{kkk筭BBBRRR999)))sssRRR)))!!!!!!cccZZZRRRcccZZZZZZ罽BBBZZZZZZccckkk111޽sssJJJRRR)))筭!!!)))ZZZccc!!!!!!kkkRRRccc111ZZZcccJJJ{{{RRR999sss999BBBsss޽cccJJJ999ZZZέssssss)))111cccνJJJ!!!kkk)))sssccc!!!sssRRR{{{RRRRRRZZZkkk999BBBBBB111便kkkBBB)))εεkkk焄ތ999RRR!!!ޜBBBJJJ)))֜111RRRsssֽssskkk)))!!!sss999!!!sssRRRsssRRR111ޭJJJ{{{ZZZZZZ)))!!!)))JJJsss)))cccRRRRRR猌RRRZZZccc{{{{{{111!!!ZZZ111sssRRRJJJ999BBBRRR999sss)))!!!!!!!!!999cccRRRZZZ)))ZZZ111kkk999ZZZkkkBBBֵsssRRRkkk!!!!!!111sssBBBRRR999RRR111JJJRRR{{{{{{sssRRR筭)))!!!RRRsss999)))RRRccc999RRRsss{{{ބccc筭!!!RRR))))))ZZZ{{{!!!kkk111!!!RRR999BBBsss眜!!!))))))ZZZ999cccRRRRRRkkksss{{{猌111999BBBZZZ999έcccJJJֽ111{{{ZZZ)))ZZZ111!!!JJJkkk)))999999999999999999111!!!999BBBkkk111{{{999kkkRRRZZZkkkBBBkkk)))111!!!ZZZsss!!!cccZZZkkk)))BBB111RRRRRR111!!!{{{{{{BBB{{{ccccccJJJ)))ֽ)))cccccc)))֌ZZZkkk111ZZZZZZ999sssJJJssscccccckkk{{{{{{BBB999111ssssssBBBsss111スJJJkkk{{{111{{{)))sss999{{{ތJJJBBBZZZkkkcccccc֌ZZZBBBkkk111cccス!!!111!!!cccJJJ999RRRsssRRR֭JJJsssJJJBBB999JJJ111cccZZZ111cccJJJJJJ!!!!!!sss111111ZZZ{{{ccc!!!kkksss)))JJJ{{{sssBBBRRR111!!!RRR999JJJ999kkkssskkksss111!!!kkkBBB)))RRRccc{{{999sssBBBRRR!!!JJJsssRRR999BBB111BBBccc!!!BBBcccBBBccckkk111!!!ZZZZZZsssBBB)))kkk{{{RRR999֭RRR111ZZZccc!!!ZZZ!!!)))RRRBBB{{{sss111ccc999!!!BBB!!!RRRssssss)))111kkkJJJ)))ZZZkkk{{{BBB111sss999ZZZ!!!BBBccckkk111BBB{{{{{{111RRR!!!ZZZRRR)))ZZZkkksss111RRRBBBsssccccccJJJJJJJJJkkkZZZ)))cccJJJBBBsss{{{kkk)))!!!RRRkkk{{{!!!cccsssJJJ111JJJ999{{{sss)))111RRR{{{BBBBBB)))111sss{{{RRRZZZ111!!!ZZZcccBBBBBBkkkJJJ!!!111ZZZJJJ{{{111ccc{{{))))))ccc!!!ssssss!!!RRR999999JJJkkkZZZ999BBBJJJcccZZZZZZsssBBB)))RRR))){{{BBB!!!ZZZkkk{{{BBBJJJ)))111kkk{{{BBBƵBBB{{{kkk111111ZZZRRRJJJZZZRRR{{{{{{sssZZZ!!!{{{RRRZZZccc!!!BBB{{{{{{)))111kkkRRRRRRBBBcccBBBkkk{{{ccc)))֥!!!ﵵccc999!!!!!!999ス!!!!!!ZZZεRRRRRR999ZZZssskkkJJJ!!!)))筭kkk111ZZZccc!!!sss)))ZZZsssJJJJJJ{{{BBBέkkk)))!!!{{{cccZZZZZZRRRZZZ{{{JJJsss{{{!!!RRRZZZRRRRRRRRRZZZBBB!!!JJJZZZZZZZZZRRRZZZJJJ!!!JJJZZZ999ccc))){{{))))))ﭭccc999BBB999JJJ111祥BBB111sss!!!kkkJJJΥ)))!!!RRR{{{999kkkccc111ccc999RRR999!!!cccZZZssskkkBBB!!!111ƽ999JJJ999ƭsss{{{RRRﭭRRRBBBRRR))))))kkkccc111{{{ccc֥999999!!!111)))!!!{{{ccc{{{sss)))sss޽kkk!!!)))ZZZkkksssssscccJJJ)))111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB)))!!!JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ111!!!!!!))))))111)))111)))))))))!!!))))))999999BBBBBBJJJBBBJJJJJJJJJBBBBBB999999111)))!!!))))))999BBBJJJJJJRRRRRRZZZZZZZZZZZZcccZZZZZZZZZZZZRRRJJJBBBBBB111)))!!!)))999BBBJJJZZZZZZZZZZZZcccccccccccccccccccccccccccZZZZZZZZZZZZRRRJJJ999111!!!!!!)))999BBBRRRRRRcccccccccccckkkccckkkccckkkccckkkccckkkccccccccccccccccccZZZZZZRRRBBB111!!!!!!111BBBJJJRRRZZZcccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccZZZZZZRRRJJJ999))))))999RRRRRRcccccckkkccckkkccckkkccckkkccckkkccckkkccckkkccckkkccckkkccccccccckkkccckkkccccccZZZZZZBBB999!!!)))999RRRZZZcccccckkkccccccccccccccccccccckkkccccccccccccccccccccccccccccccccccccccccccccccccccccccZZZZZZBBB999!!!111999RRRZZZcccccccccccccccccccccccckkkccckkkccckkkccckkkccckkkccckkkccckkkccckkkccccccccckkkccccccccccccZZZZZZJJJ999!!!BBB)))111)))))))))999999111)))BBBRRRZZZcccccccccccccccccckkkccccccccckkkccccccccccccccccccccccccccccccccccccccccccccccccccckkkccckkkcccccccccZZZJJJ999!!!JJJJJJ!!!999ք)))999RRRZZZcccccckkkccckkkccckkkccckkkccckkkccckkkccckkkccckkkccckkkccckkkccccccccckkkccckkkccckkkccckkkkkkkkkccckkkcccZZZJJJ999!!!JJJ999))){{{111)))111ZZZBBB111JJJRRRcccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccZZZkkkccccccccccccZZZZZZBBB111999RRRcccsss!!!111JJJRRRcccccckkkccckkkcccZZZccckkkccckkkccckkkcccZZZccckkkccccccccckkkccckkkcccZZZZZZkkkccckkkccckkkccccccccckkkkkkZZZcccZZZRRRJRJBB91))JJJ!!!)))kkk)))BBBRRRccckkkkkkZZZkkkZZZccc޵ZZZZZZcccccccccccccccZZZ{{{cccccccccccccccccckkkcccZZZsssckcJRJ999)!!B)!J)!J1!9)B1!R1)!B1)B!B)!1)!J)Z9)Z1!J)!!!R1)kcΥΥƥƥsccB11!!9)!J))9!1B)J)B1)B1)J1!R1!B!!J!B1!)9))B)!B!J1J)J)!B)J)!J)J)!B)J)!B)J1!B1))kB9sZƔޥޥ֜s{ZBZB)!J1)J))J1)9)!B1)!c91kZΜ֥֥ΜkRcB1)1!cB1cR{֥祌֥skRB9)!!J1)J)!B!R)!J)J)!B)J)!J)J)!B)J)!J1!9))R9)ZJkΜޥ֜Ɣ{cRcB)!!!!BBB999)))999)))JJJ)))BBB999999!!!!!!999!!!999999999111BBB999999)))!!!BBB999BBB111JJJ!!!BBB)))999BBB111BBB999!!!BBB999BBB999111999))))))999BBB)))999999!!!JJJ)))!!!BBB)))BBB999BBBBBB111BBB!!!BBBJJJ)))BBB111999999111ssscccsss{{{!!!999JJJ999999)))111999BBB))))))999999BBBRRR!!!!!!999999111!!!)))BBBJJJBBB111999!!!999RRRcccccckkkZZZkkkccckkk{{{RRRkkkcccccckkkcccssscccccckkkccccccccckkkkkkZRRJBB!!)JB1ֵ!cZ絜ƭ絥kJBB1)֭筜9!B)!֭ﵥJ91cR{s9!sﵜﵜƜZB)R99ƭ{!9!Υ|ΥZBBƥ筄RB)9֔・ZRBέƭƔﵔ罥1!{ZJޥ֜ZJ1kZRƵƌksZJޭ֭)J1!ssR9)ZB1答筄ƥ筌kZ9!sZB・ƥ{!!sscB1!!!!!!RRR)))BBBRRR)))111!!!111999{{{kkkRRR111JJJJJJ)))JJJBBBRRRssssss{{{sss{{{sss!!!BBBRRR!!!111)))!!!RRRkkksss!!!JJJZZZ999絵999ccc999絵JJJRRRccc111BBBZZZccccccZZZkkkZZZccckkkZZZkkkZZZcccZZZkkkZZZkkkccccccccckkkZZZRRRRRR9BBRB1ޭƔ!)ƌsפּcB1scB9sJ9Ɣ{)sR9{c1!c祌Δ{֥֜筌ﵔ筄J9)kRJkcR﵌筄cB1{cƌcJR1)ޭ!!ΜƔ罜))!sZבֿ筌֥ƜsΥΜ{ޥﵔƥsRB9)!Ɯ9!sZsZB1!Ɯ{ƜΜ{ΥƜ{֜{﵌Ɣ{B){J9ƭޥ{ΜsΥƔ{ޭƜƔs9){ZJΜ!ޭﵔ筌Μ{Υ{Ɯ{֥{筌ƥޭZB999!!!999JJJ111{{{))))))111{{{RRRccc)))!!!111BBB)))sss999JJJ!!!{{{罽))))))޽!!!111ﵵ)))))))))BBB)))kkk!!!999sss)))sssssssss{{{BBB!!!ﵵJJJBBB)))999!!!999cccZZZBBB)))!!!)))kkk{{{BBBsss))))))999999cccZZZ999!!!))){{{BBBkkk!!!999RRRZZZcccccckkkcccccc眜kkkccccccccckkkcccZZZZZZkkkcccccccccccckkkcccZZZZRRZZcBJJ))!ZJ1ﵔΔ{!kJB{cJ1ZBckcJ{ZBZsZΥ﵄筌kR1)!){ZBΔ{Ɯ{cBBsZ9)ﵔkRcJBƔsZ{Z֥פּבֿ{ckZkRkZkRkZkRkZkRkRcRkZsZkZJ9)9!sZJ{kޭZ9)k{RJ)ޜZ9!{cƜ޵cJ1!1kJޭ{kR91ΜsZkJ91!1{ZBΜ{ﵔƜ){RB֜skRkZkRkZkRkZkRkZkRsR{ZJ{ksZJJ1!!!ZB1kZ経ƥ経{ZBcccBBBJJJRRRccc999JJJ111ZZZ)))kkk999111))))))JJJ999JJJkkkBBBkkkRRRkkkssskkk111!!!BBB!!!JJJ111!!!JJJ便sss!!!{{{BBB!!!RRRccc)))ZZZBBB!!!BBBRRRccccccccccccZZZccc{{{ZZZcccccccccRRRcccZZZccckkkZZZkkkccckkkccckkkcccccc{{{cccZZcJJR11)cR9筌ƌ{){ﵔﵔcJ9B1{֭)!!֥פּ絔R9)sZB﵌{Z1֥פּ﵌sZkJ1筌ޭJ9!cB9k)sΔs!1!֜ޥJ))s|kR9֥֥R1!sRBcR!cJ1kZ{cJ経פּs!ZB1ﵔƜs)R9)ﵔkRJsZJޥ9!J1!{kﭔsRsRJsR)cJ筌֥1!JJJccc))))))ZZZsss{{{RRRJJJsssJJJ{{{ccc999kkk{{{ZZZkkkkkkssssss!!!999JJJ!!!RRR)))!!!111ZZZBBB))))))ZZZBBB)))111JJJcccccckkkccckkkcccsssZZZcccccckkkssscccZZZZZZkkkcccZZZkkkkkkkkkccccccccccccZZZkckRJRBBBkRB絔s!cJ1絜{答sRBƔskJ9cJ9ƥƜ{!{ZBﵔcsRJﭔޥ1kƥcJZB9ƌs{ZJޭcB1{ccJB1!ޭ֥!Υ﵌ޭR1))֜scB)ޭޭB)sZ{ccRΔ{֔ssRBJ)!ޥƥ{1!sZJscsZsRJRRRRRR)))JJJJJJBBBJJJZZZ))))))cccsssBBBkkksssJJJ)))sssssskkkkkk111RRRsss999JJJ111!!!kkk祥BBBJJJ!!!ZZZBBB{{{)))ccc!!!RRRkkk111JJJ)))!!!999RRRZZZcccccckkkcccZZZ{{{ccccccccccccccckkkZZZssskkkZZZcccZZZkkkcccccccccccccccsssccckckZRcBBBkZJ޵s!{c筄ﵜkBBcB{kscsZsRB{cscsc{ZJﵥkcJ9sB1)֥scsJ1ﵔ﵌ƔccRkΜ{ޭZ11{RJ֥9)sﵜﵥcJ1経ZB1kﵜsZJkR祔kZscבֿRB){cJkZZ9){kJJJRRRRRRccc111999111BBBBBBcccRRR)))ZZZkkk111kkkkkkZZZZZZssskkk{{{{{{RRRZZZBBB!!!cccBBBJJJ))){{{cccBBBBBBkkk!!!ZZZ999ZZZccc999))))))JJJZZZcccccccccccccccZZZsssccccccccckkkcccccccccsssZZZccccccZZZkkkcccccckkkccccccRZZkkkcZZJRRscZﭔΔ{!R))|kƌ{cRB91!޵祌1)֜J1){ZJ{cscJ9RB1ﭔ֜{ZJ9Ɣ筌s!!Όk!)֜﵄B)!!ƌ{{RJޥבֿJ1)ksckRBscB1答Υ֔{J91kRJƌs{RBcZsZB{kB֥JJJﭭBBBZZZ)))ス111JJJJJJccccccsss999kkkkkk)))999sssssssss{{{999JJJJJJ111!!!!!!111{{{cccBBB{{{JJJ111)))cccRRR111JJJZZZcccccccccccccccccckkkcccccckkkcccccccccccccccZZZccccccRRRkkkcccccccccccckkkRccccccZcJJJ{cZ祌ƌs!kk絜cB1kcJ9scB1R9)答Μ{)sRB{c{kkJ9J1!ﭔ֜ZJ9{k!{ZJޥkJ9{ssZR9)ޭޥB!֜筌J1))!ޥﵔZB9B)ޥ֥)cRﵔﵔ{c֔{﵌J1)cJ9ƌssRBﵔZRsZJsZ1!ޜ{!RRRRRRZZZ111JJJ999BBBZZZ111BBB{{{kkk999kkk{{{cccBBBccckkksss{{{!!!BBBccc{{{!!!JJJ!!!!!!BBB!!!ZZZBBBZZZ))))))猌RRRZZZ!!!sssJJJ!!!111RRRZZZkkkccccccccckkkccckkkZZZkkkccckkkccckkkccckkkZZZkkkcccZZZkkkkkkccckkkZZZkkkRcZkkkcZcRRR{cZﭔΔ{!9)祔{){k﵌cR9cRsZscƜkJ{ZJ{cscJ9J1!祌֜ZB9s!J)!Υ{ckBB{!{cJ罜cޥבֿJ1)R91ﵜޥ1!!sﵔcJ9)ΜsB)ޜB1!cJ9﵌ƌscJcZsRBƥ{c)!ޭέJJJRRR!!!ZZZ!!!111!!!!!!ZZZBBBssskkkBBBZZZssssssBBBkkksss999ssskkksss{{{111111)))111JJJ111111!!!cccBBBZZZBBB111))){{{cccZZZBBB)))BBB999RRR999RRRcccccckkkccckkkcccccckkkcccccccccccckkkcccccccccZZZccccccZZZkkkZZZkkkccccccZZZRcZccckccJRR{kcﭔs!cJﵔ{ZJscJ9R91ﭔ֜{sR9R1!Z9)R1)Z91R1)R1)J9)RB1ޜ{בֿR9)sRB{cscJ9J1!祌ޜZJ9{ksc筌Ɯ{9)9֥֜{R9R9)J9)R1)Z91J1!R9)J1!cB)kﵔ経{ZB֜筌J91cJ9Μ{ZRkcB1R9!R9)RB)RB)R1R9)R9)ZB祄Μ1֔{בֿB1)ZB1﵌Δ{){R91sZJkZ{cJ﵌kRRRZZZZZZBBB)))ZZZJJJ)))!!!BBBccc!!!ccckkk999ssskkk111)))kkkkkkRRRJJJ)))BBBJJJJJJRRR999cccJJJ111{{{{{{ZZZJJJ)))BBB111BBB999kkk!!!999ZZZccckkkccckkkccccccccckkkccckkkccccccccckkkccckkkZZZccccccZZZccccccccccccssscccRZZkkkkccRZZ{kcﵜƔs!1֥Μ1!skRBƔ{筌ƜΜ{!{ZJ{c{cB1J9)祌֜!ZB9|{cJBƥcJ1sƥƔƭﭔޭ9!ޥבֿJ1)kRkB)!בֿƜﵔƜƜ{c֔B1)cJ9﵌ƌ{!kRﵔ{!sZB{ckB1ޥsJ9JJJ)))111sssRRR111))))))999BBBccc{{{{{{!!!sss111sssJJJkkksssZZZsss{{{RRRBBB便111JJJZZZBBB)))ZZZJJJ޽BBB!!!sssZZZ999)))kkk111BBBkkkBBBkkkkkkRRRJJJsssBBB!!!kkk!!!ZZZ!!!BBBRRRccccccccccccccccccccckkkcccccccccZZZccccccccccccZZZccccccRRRkkkcccZZZcccccccccRccccckccRZRkcﭔs)cJkcscJ9kRﵔפּƜkZsRB{cscJ9J1!ﭔޥZJ9﵌|{c)sRkR9{﵌k֜筌J1)sZsZƌs﵌ƜƜ﵌ﵔRB1֔{בֿB1!ZB9ƌ{1{kޭƥޭcBsRBkR)ZB1県s1cccRRR999111!!!!!!JJJ{{{!!!ﵵZZZJJJccc111ccckkkBBBccc{{{!!!JJJRRRZZZ!!!999!!!BBB)))kkkRRR)))RRRRRR!!!sss!!!JJJ!!!)))BBBZZZZZZcccccccccccckkkccckkkccckkkccccccccckkkccckkkZZZkkkcccZZZkkkkkkZZZ{{{ccccccRcZkkccccZZZkcﵜƔ)1Μޜ{J1)skJ9ZB1ޭבֿkR{RB{ZJsZJcRZJkJޜ{ﭔZB1{ZJ{cscJ9J9)祌֜ZB9֔{RB{ZJ{ZBsRޥJ)9)祄﵌sRZBcJZJZJsRBcR֜ﵔ{cJޥבֿJ1){ZsZkRﵔޜ{cJsZJ{ZJZJ{cJ{ZB{Zפּ֜{1ޜB1!cJ9﵌ƌs1{ZBƔsޭ{k{ZJƥsZ!!Z9!{cΜJ1!999)))RRR{{{kkk111JJJsss{{{999kkk)))RRRRRRRRRZZZ!!!ccc)))ZZZ!!!kkksss999sssccc{{{Ɣccc!!!{{{sss{{{999BBBsss)))ccc111RRR{{{BBBJJJ)))))))))sss{{{999sssZZZccc999)))RRRRRR111ccc!!!BBBssskkk111ZZZZZZ!!!RRRRRRZZZ)))BBB)))BBB!!!BBBZZZccccccccccccccccccccckkkcccccccccccckkkcccccccccZZZccccccZZZkkkZZZcccZZZZZZkkkRcZccckccRZRskﭔ{1ZB1ﵔ{Z{cB1Ɯ{9))J)!֭֜)sRB{cscJ9J1!祌֜ZJ9・|֥{{cJ!ƌkﵔ罜RB))!{ޭ)֜筌J91sR{cJ)絔Μ!kZR|{cΔ{﵌J1)ZB1﵌ƌ{!ZZZskR{ZJ֥{ssssssss{{J99JB1s筜ƔsR1kkkkkkcccBBBBBBkkk)))BBBZZZccccccccckkkccccccccckkkccckkkccckkkccckkkccckkkZZZccccccZZZkkkcccsssssskkkccckkkZcckcccccZcZ{kcΜ{)Ɣk筜1)!skJ9{cZﵔ{ZcRsZ{ZJ{c{cB1J9)祌ޥ!ZB9{ﵔƭ筌kB!RJJtƔssR1tsޥבֿJ1)sZsZ{ZB)Ɯ{ZB1֜B1)cJ9﵌ƌs)cJ{絜{RB1sZJƜ{cB1ZB)ƌk祄cZZ!)))ZZZRRR111kkkJJJBBBssskkkBBB!!!ZZZZZZ111BBBJJJ!!!BBBRRRcccccckkkcccccccccccckkkccccccccccccccccccccccccZZZccckkkRRRkkkZZZkkkcccccccccZcccZZcccRZZkcﭔs!RB1筄sZscB1R91ޭs!sבֿkJ9sRB{cscJ9J1!祌ޥZJ9scJ1RB)Z9)Z9)J9!{Z9{֥k!)))ޭΜ{)!{ZtﵔcJ֜筌J1)sZ{ZkRkZ1)֥ޜ1!֔{בֿB1)ZB1ƌsRB1|kZ9)!{ZJבֿ֥答答筌答答答筌答ޥZB1sZ絜בֿ絔Ɯ{ZBB!{{{kkkZZZ)))kkksssBBBsss!!!JJJ{{{ZZZ!!!999ZZZccccccccckkkccckkkccckkkccckkkccckkkccckkkccckkkZZZkkkcccZZZkkkkkkZZZkkkccckkkRcckcccccZZZ{kcﵜΜ{cƜ筌RB1skJ9!Μ﵌J1)9!!絜Μ9{ZJ{c{cJ9J1!祌ޥZB9kkJ9֜{ksﵔcJ9筌ﵔ絔B)ޥבֿJ1)kZ{ZJ1!֥!kRB{k֜B1)cJ9ƌskJ9֥{cJ1!!sRBƥ{Z19!9!{kƜ{cR!{{{sssccc111)))JJJ{{{JJJ111BBB999RRRcccccccccccckkkcccccckkkcccccccccccckkkcccccccccZZZccccccZZZkkkZZZccckkkccccccZccccckccJRR{kcﭔ{1)!祌ƜkscJ1kRcRsRJ|scsRB{cscJ9J1!ﭔޥZJ9sc9)בֿޥZB){RB{cRJ9s֜筌J91kRBƔs!ƔsﵔZ9)kcJ9֔{ﵔB1)ZB1ƌ{1cƔ֜kJ9!{ZJsZ{ZB{c9!BBBkkk)))!!!kkkJJJkkk{{{{{{999cccJJJccc{{{!!!999kkk)))sss999ZZZ{{{!!!)))BBB{{{BBB111RRRZZZcccccckkkccccccccckkkccckkkccckkkccckkkccckkkZZZccccccZZZsssZZZccckkkccccccRcckkkkccRRRscZﵜƔ{)sZZB1skJ9Z9)絔ssZJ9{ZJ{c{cB1J9)祌ޥ!ZB9sk筄ƜkJ9!ޥ֜1{c{ZJޥבֿJ1)J91ﵔޥ)cRkR1)ޥޥ1)֜B1)cJ9﵌ƌssZRƔΜsR9){ZJ{k1)Ɯ{ZB))))BBBZZZcccccccccccccccccckkkccccccccccccccccccccccccZZZccckkkRRRΜkkkZZZkkkcccccccccZccccccccBJJscZﭔkc9!Ɯs!scB1!ﵔ9!)絔בֿ答sRB{cscJ9J1!祌ޥZJ9tkcBcsR91!֜ޭ9!!֜筌J1))!֥ﵔB1!9)!絜ΔskJ)k֔{בֿB1)ZB1ƌsksR1{ZJscZJ9ﵔ{!!!!BBBRRRcccccckkkccckkkccckkkccckkkccckkkccckkkccckkkZZZkkkcccZZZZZZkkkccccccccckkkRcZccccZZBJJkZRﭔƌssRﵔ罔sZBskJ9kZcRsZJsk{ZJ{c{cJ9J1!祌ޥZB9{cJksZBkcZB1sޥבֿJ1){kkZ{R1!ccJ1֜B1)cJ9ƌs{ޥJ9)sZB{ckRBcZ!!!999RRRZZZccccccccccccccckkkcccccccccccckkkcccccccccZZZccccccZZZccccccccckkkcccccccccRZZcZZcZZ9BBkZR祌ޥΥ!scJ1ZB9sksB9sRB{cscJ9J1!ﭔޥZJ9ssc{c9)פּkRcJ֜筌J91ZJkRפּƔ{ZJ筄筌1)֔{ﵔB1)ZB1ƌ{kޥ1sZBsZ{ZJ絔sRR111JJJZZZccckkkcccccccccsssccccccccccccccccccccckkkZZZkkkcccZZZcccccckkkccckkkccccccccZcckJRZBBBcRBﵜבֿƥsZJ{kR9֭{{R)Υ֜!!RBƄcscB1J9!筄Μ)cJ1s!J1!֜cB֜経sR)֜s筜B)ΜﵜB9)!֥﵌kRB1!|c{R9s!Μ{ﵜB9)cJ9答s{sבֿkZ9{ZJscZ9){1!!!BBBRRRccccccccccccccckkkccccccccccccccccccccccccZZZccckkkZZZ焄ZZZccckkkcccccckkkccccZZZZZJJR)))ZJ9答Ɯ1!{kJ1sZƜk経{k{RJﵥ絜{ZkkJ1J1בֿבֿΜ!cJ9ﵜ{sB1kΜ{B1ZJﵔﵔƔk筄s1֥ޥB1!{R9ޥkJ9)Ɣsޥ{֥|kJ9)Μ{筌B1!cB1ﭔskJBƜ{9)sRBkR1Ɣs絜{RB!!!111RRRZZZcccccckkkZZZkkkccckkkccccccccckkkccckkkZZZkkkcccZZZcccccccccccccccccckkkcccZZZZZc9BB!RB1|sZssJ9cB1答﵄RJZB9cJ9cR1ZJ)kJ9cJ9ZJ9cJ1{cﵔﵔkkR9cJ9kRBcJ9kR9cJ9kRBkR9skJ1J1!祄֥!cJB絔ΜsJ9kJBcJ9kR9cJ1sR1c罔kRB)ޭcR֥בֿR9!1kƥkR9)!9)!ZBB{ksRJkR﵌ޭB)!֜ﵔJ1kJ1ﭔs)!{ΜkR9))9)!1)){ZJƜƔkkJ9kR9cJ9kR9cJ9kR9cJ9kR9cJ9{R9R9)cJ絜絔sZB)!)9)B91)))999RRRZZZccccccZZZkkkccccccccccccccccccccckkkZZZccccccRRR{{{RRRccckkkccckkkkkkcccZZZZRRRRR199RB1絔ޭB!skB1)ΜבֿƔޥB!9!֥ƭƜƜƜ)!)kcJ1J1!答֥!cBBƜƔt経祌cRﭔפּ﵌B1!Μ筌R9!9!{ﭔޥƔs{Zcck֥sZ9)ﵔk!Ɣ{ﵔJ1c9!{B)֜ޭΥ{kk{ZkΔ{ޭss{ZJ罜ƜƜ{!kZƜבֿޥƌ{{k{ksƌk֥ƥB1!999JJJZZZcccccccccsssccccccccckkkcccccccccsssZZZkkkcccccckkkccckkkccccccccckkkccckkkRRRJBJ!!JB1罥・s!{ƥ・kRJsk・ƜƜk!9!ޥƭƜƜƜƜƜƜƜ)!!{ƥƥkRBRB9֥ƥΥ)!ZBBΥƜƜƥ筌ƥ{kJ9){kZƥΥƥƭ絜RB)!{c޵ƭ{!1!ƜﵥcR!絥RB)kRB絜ƥ{9)s筌ƭƔ1{cRƭƜ޽ƜƜƥ)cBΜ{έƜ・ZB1!!!BBBJJJZZZcccccc{{{ccccccccckkkccccccccccccccc{{{cccccccccZZZZZZkkkZZZccckkkcccccckkkcccckkBBB919!!!cJ9sJ9cJ99)J9)kJ9sJB)9!!sJBkB1ZB)9)!RB1kJ9cJ1ZJ1kJ9cJ9ZJ9cJ9ZJ9cJ9RB1RJ9cJ1cJ9cJ1cJ9cJ1cJ9cJ1kR9J9)sJBkJ9)!kJBkJ1ZB1)ZJ9ZJ9ZB1cJ9ZB1kJ9cJ1kJ9{B9Z1)!kJBkB1kJ9B)ZJ9{RBkB9!9){cBs֥絜ﵥﭜޥkkRc1)J)!J9)kJ1sJ9kJ9!RB1sJBcJ9!)!kJBsJ9RB1ZB)cRƔ{ﵔ絔絔k{csZJ)!kR9sJ9kJ1cJ9cJ1cJ9cJ1cJ9cJ1cJ9cJ1cJ9kJ1R9)9)kR9cޭﵔבֿ祌kscJ)!)))BBBRRRkkkZZZcccZZZcccccccccccckkkccccccccckkkccccccZZZZZZZZZcccccccccccccccccccccZZZcccZZZccckkkcccccckkkZZZccccccccccccZZZRRRJRR1111))!))1!!9))!)1!9!1!)1!!!111JJJRRRcccccccccZZZcccccccccZZZkkkcccccccccccckkkcccccccccZZZkkkccckkkccckkkZZZccccccccckkkcccccckkkccccccccccccccccccZZZZZZ199)))!!!111RRRZZZkkkccccccccckkkccckkkccckkkccckkkccckkkccckkkccckkkccckkkccckkkccccccccckkkccckkkccckkkcccccccccccccccccccccZZZBBB111)))999JJJZZZcccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccckkkccccccZZZRRRBBB111)))999JJJZZZcccccccccccckkkccckkkccckkkccckkkccckkkccccccccckkkccccccccckkkccckkkccckkkccckkkccckkkccccccZZZZZZBBB111!!!111JJJRRRZZZZZZcccccccccccckkkccccccccckkkccccccccccccccccccccccccccckkkccckkkccckkkccccccccccccZZZRRRBBB111)))111JJJRRRZZZccccccccckkkccccccccckkkccckkkccckkkccckkkccckkkccckkkccckkkccckkkccccccccccccRRRRRR999111!!!)))999JJJRRRZZZcccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccZZZZZZJJJBBB111)))!!!111999RRRRRRZZZZZZcccccccccccckkkccccccccckkkccccccccckkkccccccZZZcccZZZRRRBBB999)))!!!)))111999BBBRRRRRRZZZZZZcccZZZcccccccccZZZcccccccccZZZZZZRRRZZZJJJBBB111111!!!111999BBBJJJRRRRRRRRRRRRZZZZZZZZZRRRZZZRRRRRRJJJJJJ999111)))!!!!!!!!!))))))111999999999BBB999BBB999999111111)))!!!!!!!!!!!!!!!!!!!!!'-9http://www.barhii.org/press/download/barhii_report08.pdf -:/http://www.chc-inc.org/chcRegionalNetworks.cfm  !http://www.cdc.gov/nchs/nvss.htm  !http://www.cdc.gov/nchs/nhis.htm zc#http://www.cdc.gov/nchs/nhanes.htm v.http://www.unnaturalcauses.org/connect_up.php .=  _ADDITIONAL_RESOURCES 1http://www.pbs.org/race 7>Ahttp://www.thepraxisproject.org/tools/Power_Analysis_Process.doc =ABhttp://www.censusscope.org/us/s40/p75000/chart_dissimilarity.html .S6http://www.unnaturalcauses.org/interactivities_03.php ;http://www.pbs.org/race/006_WhereRaceLives/006_00-home.htm RFEhttp://www.unnaturalcauses.org/assets/uploads/file/louisvillemap.pdf d _Appendix_D:_Healthc _Appendix_C:_Healthb _APPENDIX_B:_healthc _Appendix_C:_Healtha??http://www.rwjf.org/files/research/commissionhousing102008.pdf ;|Dhttp://www.rwjf.org/files/research/commissionneighborhood102008.pdf GzBhttp://www.policylink.org/documents/WhyPlaceMattersreport_web.pdf t _APPENDIX_A:_Neighborhood0 _Toc2234150260 _Toc2234150250 _Toc2234150240 _Toc2234150230 _Toc2234150220 _Toc2234150210 _Toc2234150130 _Toc2234150090՜.+,D՜.+, hp  Q California Newsreelt' ::Outline of Proposed Lesson Plan for Neighborhood Health-Place Matters: Researching Our Neighborhoods Objectives:  Materials:  Readings:)Lesson One: Examining Our Preconceptions5 1. Brainstorm Neighborhood Features (10-15 min.)' 2. Watch Place Matters (30 min.)< 3. Amend the Neighborhood Features Table. (15-20 min.) 5 4. Comprehension Writing Exercise. (20-30 min.) BLesson Two: Investigating Health Indicators in Your Neighborhood ' 1. Homework: Kinds of Environments0 2. Identify Health Indicators. (15-20 min.)F 3. Developing a Research Plan. (15 min. to one hour, or homework)= 4. Gather the Data. (One class session and/or homework)+ 5. Grade the Neighborhood. (15-20 min)$ 6. Share the Data. (30-45 min.)L 7. Class Discussion: How does the neighborhood measure up? (10-15 min.)2Lesson Three: Using Graphs to Look for Clustering@ 1. Graphing Assignment: Looking for Clusters (30-60 min.)< 2. Writing Assignment or Class Discussion. (10-15 min.) Lesson Four: The Role of Policy8 1. Homework: What makes neighborhoods so different?4 2. Class Discussion: A Natural Thing? (15 min.)4 3. Homework Assignment: Examining Local HistoryU 4. Class discussion: Drawing links between the past and the present. (20-45 min.Extension Activities - Connecting the Past and the Present.A How Do Neighborhoods Change? Conduct a Power Analysis.  The House We Live In Share Results.  Take Action. ' Form a Community Partnership. Assessment  Writing:  Oral Presentation: Data Analysis Group WorkAdditional Resources$ Learn more about the issues Develop research Take actionNational Educational Standards Government English Language Arts: Geography: Health Education: School Library Media: Science Education:  Social Studies:(Appendix A: Neighborhood Features Table +Appendix B: Health Indicator Data Sources $Appendix C: Health Indicators Table,Appendix D: Health Indicator Grading Tables.Appendix E: Sample Neighborhood QuestionnaireAppendix F: Glossary Title Headings9( 8@ _PID_HLINKSA8( 3.k0http://www.phac-aspc.gc.ca/sdh-dss/glos-eng.php }+hhttp://www.bls.gov/ Zehttp://factfinder.census.gov/ o-bhttp://toxmap.nlm.nih.gov/ A_http://www.policymap.org/  T\&http://www.healthjustice.us/index.php >{Yhttp://maps.google.com/ 6-V(http://www.newyorkfed.org/mortgagemaps/ MOS&http://diversitydata.sph.harvard.edu/ z;P+http://www.kidscount.org/cgi-bin/cliks.cgi ZMhttp://factfinder.census.gov/ U Jzhttps://mail.nih.gov/owa/redir.aspx?C=6fc688e30a994ade983a83c6af241542&URL=http%3A%2F%2Fwww.socialstudies.org%2Fstandards AcG.http://www.nap.edu/catalog.php?record_id=4962 ,@D4http://www.aahperd.org/aahe/pdf_files/standards.pdf 9A4http://www.ncge.org/i4a/pages/index.cfm?pageid=3314  )>\http://www.ala.org/ala/mgrps/divs/aasl/aasleducation/schoollibrarymed/ala-aasl_slms2003.pdf TH;-http://www.civiced.org/index.php?page=912toc x}8+http://www.lejyouth.org/programs/food.html [^5)http://www.chc-inc.org/chcRegionalHW.cfm \c23http://www.policylink.org/documents/CBPR_final.pdf 59/4http://www.preventioninstitute.org/thrive/index.php .d,7http://www.enddisparities.org/criticalmasstoolkit.html /D)0http://www.unnaturalcauses.org/policy_ _Toc2234150049 _Toc2234149979 _Toc2234149969 _Toc2234149959 _Toc2234149949 _Toc2234149939} _Toc2234149929w _Toc2234149919q _Toc2234149909k _Toc2234149899e _Toc2234149889_ _Toc2234149879Y _Toc2234149869S _Toc2234149859M _Toc2234149849G _Toc2234149839A _Toc2234149829; _Toc22341498195 _Toc2234149809/ _Toc2234149799) _Toc2234149789# _Toc2234149779 _Toc2234149769 _Toc223414972a??http://www.rwjf.org/files/research/commissionhousing102008.pdf GzBhttp://www.policylink.org/documents/WhyPlaceMattersreport_web.pdf x0  _EXTENSION_ACTIVITIES:z  _LESSON_Four:_Thec _LESSON_Three:_USINGa _LESSON_TWO:_Investigatingg _LESSON_ONE:_Examining*'/http://creativecommons.org/licenses/by-nc/3.0/       !"#$%& 0 00 0 0000000000000000 0000000000000 0 0  000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0000 00 00 00 00 00 00 00 00 00 00 00 00  0000000000000000000000`Z005Z005Z005Z005R00#@+0Z005P00 @+0Z00Z00Z00Z00Z00Z00Z00@0Z00Z00Z00@0Z00Z00Z00Z00Z00Z00Z00@0Z00Z00Z00@0Z00Z00Z00Z00Z00 00}0Z00` E!t\ 6!!G""~##$%%%R&&N''B(()(*8^RhraVuBwz|~ZU&^/7EwX'bkw|Ôqݳ˶ضtJ<`LkO0yKK_pv|.4:iVx{}y4]h\ F S ; _ k %gE\kl !#CuSoqrtIeghj8:;=]79:<\'p&c A]`ac+GJKMm3ORSVv3ORSUu  ! # C n !D!`!c!d!f!!!!!!!! ")","-"/"8$d$s$U///J000/1|11H IIIII,JRJ]JkRRRXLYY1]O]Q]]]]^^^aa&bobbbpp7q>rrrtttzzz|4}b}Aeك)ۄG*,sËK PJQǏݐ Bkג!N63uZɪ;g";`9Qh¶ɸ%?$FR(XXXXXXX X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%X%̕XXXXXXXXX:::XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX+hkX !t  ,R$LnУA$BuI@ (    B#"  H(    vA. S`TS`T"`< C #tTE _Toc223414972 _Toc223414973 _Toc223414974 _Toc223414975_LESSON_ONE%3A_Examining _Toc223414976 _Toc223414977 _Toc223414978 _Toc223414979 _Toc223414980_LESSON_TWO%3A_Investigating _Toc223414981 _Toc223414982 _Toc223414983 _Toc223414984 _Toc223414985 _Toc223414986 _Toc223414987 _Toc223414988_LESSON_Three%3A_USING _Toc223414989 _Toc223414990 _Toc223414991_LESSON_Four%3A_The _Toc223414992 _Toc223414993 _Toc223414994 _Toc223414995 _Toc223414996_EXTENSION_ACTIVITIES%3A _Toc223414997 _Toc223414998 _Toc223414999 _Toc223415000 _Toc223415001 _Toc223415002 _Toc223415003 _Toc223415004 _Toc223415005 _Toc223415006 _Toc223415007 _Toc223415008_ADDITIONAL_RESOURCES _Toc223415009 _Toc223415010 _Toc223415011 _Toc223415012 _Toc223415013 _Toc223415014 _Toc223415015 _Toc223415016 _Toc223415017 _Toc223415018 _Toc223415019 _Toc223415020_APPENDIX_A%3A_Neighborhood _Toc223415021_TABLE_1%3A_Neighborhood_TABLE_2%3A_Heath_APPENDIX_B%3A_health _Toc223415022_Sources_for_Indicator_Appendix_C%3A_Health _Toc223415023_Appendix_D%3A_Health _Toc223415024_TABLE_3%3A_Grading _Toc223415025 _Toc223415026 21"1""3%()**-U6D>PQlSbVWWY^``acfjoo/o:qrtRxzf}r}c_NjqשIJ  !"#$%&'()*+,-./0123456789:;<=>?@ABCD1 <1"Z""U%)-**8+.6]DvP RSVWWY6_``Qacf5ko-oSopqrt^x {p}z}ul0ҋIm-=\>\?\@\,A\<B\<C\|D\E\|F\|G\<H\|I\J\<K\L\M\N\O\|P\,hQ\lhR\hS\hT\,iU\liV\iW\iX\,jY\ljZ\j[\j\\,k]\lk^\k_\k`\,la\llb\lc\ld\,me\lmf\mg\mh\,ni\ln'1'1XX{Z{ZZ[[[dddeeeJJ      !"#$%&'()*+,.1.1XXZZZ[[[dddeeeą ¡¡PP   !"#$%&'()*+,B+*urn:schemas-microsoft-com:office:smarttagscountry-region= *urn:schemas-microsoft-com:office:smarttags PlaceType=*urn:schemas-microsoft-com:office:smarttags PlaceName9,*urn:schemas-microsoft-com:office:smarttagsplace9!*urn:schemas-microsoft-com:office:smarttagsState8-*urn:schemas-microsoft-com:office:smarttagsCity r-,+,+,+,-,-,! ,--, ,, ,,, -,--,+,+,+,+,,!|/ /ċNjˋ̋ҋ79<=B';OP_<`dsOP]jSL׹A\fbcû<Sf,,..//12457:=?WR 7$v$4)A)m..002223334d5f5z5.Q5Q6Q;QBjJj/oSoss||||G~N~ŋ֔8':`<cdrSKĶDw׹Aac|}û'(;Seýǽ?D($&>?TVjkcf?,,..//12457:=?W33333333333333333333333333333333333333333 2>H\#uStIj=<pcAc+M3U3U # n D!f!!! "/"2"["""3%V%<'^')))/*-.U66Q RTSSVV]1]*_7_``ccHff)k6ko/ottuuRx`xz {f}|}cv_m 2ŋNjrΘ8ͪժ5Y !c}(1J>W9j2&-Le L,=uAXJe,,..//12457:=?@Wċ7,,..//124578  ^`^`^`^`^`^`^`^`^`^`OJQJ^`OJQJ^`OJQJ^`OJQJ^`OJQJ^`OJQJ^`OJQJ^`.  WW8Num19WW8Num26WW8Num31WW8Num35WW8Num36WW8Num42WW8Num45WW8Num50 x]RM z_&-W0nD=_=h=AwJ&MoM^fn&v#m(|?<( wBq !dʮˮ̮ӮԮծ׮خٮۮܮݮ߮oj;<>UVLMNOijO01z&,-JKLcde 5;<JKLrst!"#^_`HIJopqrstuvwxyz{|}~*+,-./0123456789:;=SYZhijxyz@f@Unknowngz Times New RomanTimes New Roman5Symbol3& z Arial3Times?5 z Courier New;WingdingsI& ??Arial Unicode MS5& zaTahomaBh]Ԧ]Ԧf"t"t!4d2QHP ?|?9Outline of Proposed Lesson Plan for  Neighborhood Health Manon ParryAndrea Des Marais0