ࡱ> q` bjbjqPqP B::4 <...h./*F˛r11F111222JLLLLLL$=htp>22>>p11KKK>t11JK>JKKΑ11 =290.HA Ɠ8~0˛Kp2_6K8 :222ppK222˛>>>>*F*F%k|E*F*Fk4 b   Poetry Reading 2nd Grade  Desired Results for the UnitGOALS (What are our relevant goals for this unit?) To have students practice active comprehension (be present in their poems) through comprehension strategies that include previewing, envisioning, locating oneself in the text, inferring and synthesizing. OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) Students will understand that Readers of poetry preview the text and have expectations to develop a sense of whats next Readers of poetry locate themselves in the text to pause and ponder about what they are reading to consider new facets and twists, and to discuss and share new ideas Readers of poetry envision to fill in the picture and experience it fully Readers of poetry infer to dig deeper Readers of poetry synthesize to get the big picture ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide our actions?) How does (previewing, envisioning, locating oneself, inferring, synthesizing) help us readers? What makes this poem distinct or unique? How is this poem similar and different from other poems? (Voice, Craft, Structure, Meaning/Significance, Elaboration) What literary techniques does the poet use to express or convey meaning? Which parts make you want to stop and linger? Why might those parts be important?Assessment EvidenceCULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: Written responses to poetry & Reflection of how strategies help you as readers in reading response logs INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data should be collected?) Turn and Talk Conferencing with readersResourcesUNIT RESOURCES: (What materials and resources are needed to support this unit?) Daunis, S. & Iams, MC (2007). Text Savvy. Using a Shared Reading Framework to Build Comprehension. Portsmouth: Heinemann. STUDENT RESOURCES: The Brave Ones by Eloise Greenfield At the Petshop Sidewalk Racer by Lillian Morrison Skyscraper The Pencil Sharpener by Zoe Ryder White The Ceiling by Zoe Ryder White Inside My Heart 74th Street Myra Livingston Fambly Time by Eloise Greenfield Whatifs by Shel Silverstein  MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK 1:TP: Readers preview the text and have expectations Previewing text Scanning poem and pointing out features Defining genre Setting expectations for the textTP: Readers of poetry locate themselves in the text to ponder what they are reading Thinking, what do I know about this topic already? Explaining, these connections help me understand the text because.TP: Readers of poetry envision to fill in the picture Creating a movie in your mind Thinking about what you see in your minds eyeTP: Readers of poetry infer to dig deeper. They think about the big ideas, moral or lesson Think about the big ideas in the text Think about the moral or lesson TP: Readers of poetry synthesize to get the big picture Stating what the text is mostly about Having ideas about the text as a whole WEEK 2: TP: Readers of poetry preview the text and have expectations Previewing text Scanning page and pointing out features Defining genre Setting expectations for the text Setting purpose for reading TP: Readers think about what they know about a part of the poem while reading. They stop and ponder at what they are reading Explaining, these connections help me understand the text because. Explaining, these questions help me understand the text becauseTP: Readers of poetry envision to fill in the picture Creating graphic organizer you can see in your head Reading and filing information TP: Readers of poetry infer to dig deeper. They think about the big ideas, moral or lesson Pay close attention while reading to detect the authors tone or slant Identifying the authors perspective TP: Readers of poetry synthesize to get the big picture Reading and thinking, how has my thinking changed? How have I revised my thinking? Stating what the text is mostly about WEEK 3:  TP: Readers reflect on how reading strategies help them as readers (Previewing)  TP: Readers reflect on how reading strategies help them as readers (Locating Oneself in the text) TP: Readers reflect on how reading strategies help them as readers (Envisioning)TP: Readers reflect on how reading strategies help them as readers (DIGGING DEEPER)TP: Readers reflect on how reading strategies help them as readers (SYNTHESIZING) PoetryGrade 2 Reading Lessons Readers of poetry preview the text and have expectations Previewing text Scanning page and pointing out features Defining genre Setting expectations for the text Setting purpose for reading Readers of poetry locate themselves in the text to ponder about what they are reading Thinking, what do I know about this topic already? What might be new information? Explaining, these connections help me understand the text because. Explaining, these questions help me understand the text because Reading and thinking, what is the text mostly about? Reading and thinking, what information is important and what information is interesting? Readers of poetry envision to fill in the picture Creating a movies in your mind Thinking about what you see in your minds eye Creating graphic organizer you can see in your head Reading and filing information Sketching a picture or diagram Readers of poetry infer to dig deeper Think about the big ideas in the text Think about the moral or lesson Pay close attention while reading to detect the authors tone or slant Identifying the authors perspective Readers of poetry synthesize to get the big picture Reading and thinking, what do I know now about this topic? Where is the evidence to support my thinking? Reading and thinking, how has my thinking changed? How have I revised my thinking? Stating what the text is mostly about Having ideas about the text as a whole Preparing for accountable conversation *Adapted from Daunis, S. & Iams, MC (2007). Text Savvy. Using a Shared Reading Framework to Build Comprehension. Portsmouth: Heinemann. POETRY READING 2nd GRADE (DAY 1) Teaching Point: Readers preview the text and have expectations. Materials Needed: Poems: At the Pet Shop and Skyscraper Connection: Review vocab: poem, poet, poetry. Last week we explored different poems. Some have rhymes, beats, no beats, like a song, story. They come in different types of forms. They are written about different things and in different ways. For the next few weeks, we are going to begin studying the different ways we can get to know our poems very well. We will use different reading strategies to help us figure out how each poem is special or unique. Today, are going to preview a poem and have an expectation for what the poem will be about BEFORE we read it. Teach: When we preview a poem, we get our minds ready to read before we even start. We have an expectation for what the poem will probably be about. You can preview by looking at the title, picture if there is one, and scan to see which words jump out at you. Watch me as I preview this text to get my mind ready to read. Hmm, as a scan the title of this poem, Skyscrapers, it makes me think of.. (think aloud of what you know about skyscrapers) When I look at the picture, it makes me think. As a glance at the words on the page that really stick out to me I see.. and it makes me think of .. You see, I already have some knowledge about what the poem will be about before I even read it! Before reading, I reviewed the text and got my mind ready to read. Active Involvement: Now its your turn to try previewing a poem to get your mind ready. Remember, you can look at the title, picture and words that stick out to think about what the poem might be about or what you might know about the subject. Choose a poem and have the kids preview the text to set the expectation for reading. Turn and talk about what you notice. use the poem: At the Pet Shop look at title and picture and words that jump out before reading the poem Link: During independent reading time, take a poetry book and before you read, try previewing the poem to get your mind ready. Remember, you can look at the title, picture and words that stick out to think about what the poem might be about or what you might know about the subject.When we get our minds ready, we will better understand what the reading is about. Teaching Share: Let 2-3 children share how they previewed to get their minds ready to read. POETRY READING 2nd GRADE ( DAY 2) Teaching Point: Readers of poetry locate themselves in the text to ponder what they are reading. Materials Needed: Electric pencil sharpener, two pencils, chart paper, poem Pencil Sharpener and Ceiling by Zoe Ryder White Connection: Yesterday we learned about previewing the text in order to help us get ready to read poetryToday we are going to use our prior knowledge to ask ourselves what we already know about the topic. Teach: *Write on chart paper. Pencil Sharpener I think there are a hundred bees Inside the pencil sharpener And they buzz And buzz and buzz until my point is sharp Model Verbal Think Aloud- Display title only. Ask, hmm, what do I know about this title, Pencil Sharpener. Get electric pencil sharpener- oh let me sharpen my pencil. I hear noises. Ph let me look at my pencil before and afterthis modeling zooms their thinking process to activate their prior knowledge. 2. Read poem 1-2 times. Connect it to prior knowledge. Sharpen another pencil to hear buzzing of bees. Did you notice how I thought aloud what I knew about my prior knowledge of the pencil sharpener? Active Involvement: Display: Ceiling The Ceiling is the sky for the classroom Now its your turn to try. Read as class. Turn and talk. Using your prior knowledge, discuss poem with your partner. Link: Students work in partnerships. Read poem together, The Brave Ones, by Eloise Greenfield, using prior knowledge. Teaching Share: Call on a few students who correctly practiced the strategy. POETRY READING 2nd GRADE (DAY 4) Teaching Point: Readers of poetry infer to dig deeper. They think about the big ideas, moral or lesson. Material Needed: Fambly Time by Eloise Greenfield (from Night on Neighborhood Street) Connection: Yesterday, we learned that readers of poetry envision to fill in the picture. They think about what they see as they readlike making a movie in their mind. Today We are going to learn that readers of poetry infer to dig deeper. That means that we read and think about the big idea, moral or lessons that are learned from reading the poem. Teach: Watch me as I read Fambly time and read to dig deeper to think about the bigger idea, the moral or lesson of the poem. Read once straight through. Second reading, think aloud, modeling how readers of poetry read to dig deeper to think about the bigger idea, the moral or lesson of the poem. Examples: When the Robinsons gather Just before Bed Then kids in Pajamas The homeworks been read This makes me think that the family named the Robinsons are all sitting in their pajamas, gathered together at bedtime. All the children have finished doing their homework and I can picture that dinner has been eaten and baths have been taken. This makes me think that bedtime is an important family time in the Robinson family. Its time for the family to have some fun Its fambly time! Says the littlest one. I picture a little child, maybe 2 or 3 years old who is very excited to play with her fambly. The word fambly makes me laugh because thats how a really little kid speaks. The author, Eloise Greenfield, wrote this in a way that makes this time feel really playful. Look it even says its time to have some fun! This makes me think even more that the poem is really about how family bedtime can be fun and important. Active Involvement: Now its your turn to try. Im going to read the next few lines and you can turn and talk to your partner and think about what this part is about and what the bigger idea, lesson or moral the author is trying to teach us. They come from work they come from play they get together at the end of the day Turn and talk Share For singing and guessing And games of rhyme For jokes and jacks and pantomime and the little one calls it Fambly time! Turn and talk Share Link: Today, when youre reading. You can stop and think about what happening in poem. Then you can read to dig deeper to think about the bigger idea, the moral or lesson of the poem. Share: 2-3 kids who inferred by digging deeper to think about the big idea, moral or lesson. POETRY READING 2nd GRADE (DAY 5) Teaching Point: Readers of poetry synthesize to get the big picture. Material Needed: Whatif by Shel Silverstein Connection: Yesterday, we learned that readers of poetry infer to dig deeper. We learned to read and think about the big idea, moral or lessons that are learned from reading the poem. Today we are going to learn that another way to dig deeper is to synthesize to get the big pictureto figure out what the poem is really all about. Readers, we read and think about what we are reading, what we know about the topic and notice what its mostly about. Teach: Watch me as I read Whatif by Shel Silverstein and think about what I know about the topic and what its mostly about. Read once straight through. Second reading, think aloud modeling how readers of poetry read thinking about what they know about the topic and what its mostly about. Examples: What if Im dumb in school This reminds me of the time I had forgotten there was a test in school one day. I was not prepared and failed. I felt so dumb in front of my friends in school that day. This part is mostly about being worried about how people think of you if you dont do a good job. What if I start to cry This reminds me of the time when I raised my hands to answer a question in class and instead of saying the answer I started to cry. From then on I got worried I would start to cry instead of just saying what I wanted to say. This is mostly about being so nervous about not doing a good job. Active Involvement: Now its your turn to try. You can pick one line from the poem where you will dig deeper to think about what you know about the topic. What does it make you think of? What is that part really or mostly about? Turn and talk. Share 1-2 examples. Now that weve read and talked about the different parts of the poem, what can we say the poem is mostly or all about? Turn to your partner and talk, this is about (A kid who is having nighttime anxiety thinking about the things that worries him/herthe whatifs!) Link: Today, when youre reading, you can stop to synthesize or dig deeper to think about what you know about the topic. What does it make you think of? What is that part really or mostly about? Remember, when we synthesize to get the big picture, we learn what the poem is really or mostly about. Share: 2-3 kids who synthesized to get the big picture. POETRY READING 2nd GRADE (DAY 6) Teaching Point: Readers of poetry preview the text and have expectations Materials Needed: The Sidewalk Racer by Lillian Morrison & The Brave Ones by Eloise Greenfield Connection: A few days ago we launched our poetry unit during reading workshop. For the past several days we have been exploring poetry and talking about what poems are and the different kinds of poems we notice. Today we are going to learn that really good readers preview a poem before they even begin to get their minds ready to read. Teach: Watch me as I preview the poem Sidewalk Racer by Lillian Morrison. Watch how I scan the page point out any features I notice define the genre get myself ready by expecting what the poem is going to be about Model previewing the text and having expectations. Sidewalk racerhmm what are things that race on a sidewalk? Roller skates or blades, bikes, tricycles, etc.. Looking at the structure, I notice there are no sentences. Its a poem. Interesting wordsasphalt sea, driver and wheel may be a lot of motion Read the poem and model how you constantly check in whether expectations were accurate or not. Active Involvement: Its your turn to try. You are going to preview The Brave Ones by Eloise Greenfield to set some expectation for what you are going to read. More specifically, you will scan the page point out any features you notice define the genre get yourself ready by asking yourself, What is this going to be about? (Turn and talk) Link: Today and everyday when you are reading, you can preview the text to get yourself ready to read. If you have an idea of what to expect before you read, you will read and understand your reading better. Teaching Share: Select 2-3 students to share how they previewed the text and how it helped them as readers. POETRY READING 2nd GRADE (DAY 7) Teaching Point: Readers think about what they know about a part of the poem while reading. They stop and ponder at what they are reading. Materials Needed: TC book page 82. Poem Inside My Heart by Zoe Ryder White Connection: Yesterday we learned readers of poetry set the purpose of their reading before they even start. Today we are going to learn that readers think about a part of the poem while reading. They stop and ponder at what they are reading. Teach:Today you are going to watch me as I think about what I know about this poem Inside My Heart. (Model first half of the poem) Say what youre visualizing or making a connection. How do the connections help us better understand the poem. Active Involvement: Now it is your turn to try it. (Use 2nd half of the poem) read rest of the poem and have them turn and talk. Link: When you go off and read poems dont forget to stop and think about a part of the poem and ponder about what you are reading. Teaching Share: Select 2-3 readers who demonstrated stop and ponder. POETRY READING 2nd GRADE (DAY 8) Teaching Point: Readers of poetry envision to fill in the picture by thinking about what the poet is NOT telling you. Materials Needed: Connection: Teach:Watch ne as I read the first part of this poem. What is {Shel Silverstein} saying and NOT saying? Let me show you the picture is in my mind. Im picturing, the.. read two more lines. Fill in other parts of what youre imagining- what he is NOT telling you in order to make sense of what IS being said. *Pick a strong poem that gives kids accessie Messy Room, p. 35 of A light in the Attic Sick, p. 55-56, Where the sidewalks Ends My Mother says Im sickening, Jack Prelutsky Active Involvement:Turn and talk to your partner. Tell them what you are picturing in your mind. Link: Children work in partnerships using one or two poems. Have the children find three places the EVOKE strong images. Be prepared to talk about those places. Teaching Share: Share different images. Discuss the differences between the SAME lines. Good readers envision what the author is saying but they also think about some things the author is NOT saying by thinking what they know about the topic. POETRY READING 2nd GRADE (DAY 9) Teaching Point: Readers of poetry infer to dig deeper. They think about the big ideas, morals or lessons. Materials Needed: Repeat poem from Day 8. Connection: Yesterday we learned how readers of poetry envision to fill in the picture. Today Im going to show you how good readers f poetry infer to dig deeper. They think about the big ideas, morals or lessons. Teach:Today we are going to learn how readers of poetry infer or figure out what the poem is really about by digging deeper. Readers think about big ideas, morals or lessons- the more they read or the more information they get as they are reading. Today Im going to re-read __________, the poem we read yesterday. Today Im going to dig deeper and figure out what the poem is MOSTLY about. Whats the big idea, moral or lesson the author wants me to walk away with? (Read aloud and model think aloud of inferring what the poem is mostly about. Read half the poem and share with students what the poem is mostly about. Active Involvement: Listen to the rest of the poem. Turn and tell your partner what you think the poem is mostly about! What might the author want you to learn? (Is there a moral or a lesson?) Link: Children work in partnerships using one or two poems. Read poem. Infer what poem is MOSTLY about or what the author wants to teach you. Teaching Share: Share inferences. POETRY READING 2nd GRADE (DAY 10) Teaching Point: Readers of poetry synthesize to get the big picture. Materials Needed: The New Kid on the Block by Jack Prelutsky. Connection: Yesterday we learned how to dig deeper. WE thought about the big idea, moral or lesson. Today we are going to learn how good readers of poetry synthesize or monitor how their thinking is changing throughout the poem. Teach: Watch me as I read the poem The New Kid on the Block. As I read, notice how I keep track of my thinking. Read the first half of poem, stopping to do think aloud. Im picturing this kidand he is so bigand . Active Involvement: Read the 2nd half. Turn and talk to your partner and share your thinking w. your partner. How did my thinking change? What did I learn from reading this poem? My thinking changed because _______... How have I revised my thinking? Link: When you go off and read poems, discuss in partners how your thinking changed from the beginning to the end of the poem. {First I thought this, but then I realized, or it changed.} Teaching Share: Select 2-3 kids that synthesized to get the big picture. POETRY READING 2nd GRADE (DAY 11) Teaching Point: Readers reflect on how strategies help them as readers (PREVIEWING) Materials Needed: Sky scrape Cityscape Poetry Book 74th Street by Myra Livingston, student notebooks Connection: Weve spent the last 2 weeks talking about these 5 strategies that readers of poetry use all the time: previewing, envisioning, locating oneself in the text (text-self), questioning, inferring, and synthesizing. Today I want to teach you how readers reflect on what they did as readers that day and how the strategy they used helped them as readers. Teach: (Previewing) 74th street poem Watch me as I preview the text 74th street. I see a picture of kids playing; maybe this is taking place on 74th str. Etc. (Use pictures, title, key words) Preview/Pretend Im writing in a notebook (use chart paper) I think the poem 74th Str. By Myra Livingston is going to be about kids playing in the street on 74th Str. on a sunny day and the activities that they do. Students preview text: (write in notebook what they think) What do you think the poem is going to be about? Read poem Aloud to class. Discuss poem Reflection: Now in my notebook I am going to think about HOW did previewing the text help me as a reader? (Write down in front them) Previewing the text helped me to get ready for the reading. When I pictured 74th Str., Ive never been to 74th Str., but I envisioned a street, sidewalk, brownstones, and kids playing outside. It got my mind ready to read b/c when I read the poem about a girl playing in the street I saw how previewing helped me to get ready to read the text. STUDENTS REFLECT IN THEIR NOTEBOOKS. (Students write in their notebooks their reflection) Active Involvement: Kids do during mini lesson Link: Pick a poem book w/their partner and pick their own poem Teaching Share: POETRY READING 2nd GRADE (DAY 12) Teaching Point: Readers reflect on how strategies help them as readers (LOCATING ONESELF IN THE TEXT) Materials Needed:Skyscrape City Scrape Poetry Book: 74th street, by Myra C. Livingston Connection: Yesterday we worked on how previewing a poem helped us to understand the poems we read. Not only are we going to work on the strategy connecting myself to the text, we are going to think deeply about how using this strategy helps us as readers. Teach: Watch me as a read the poem and connect the text to myself. Fill out chart below: Excerpt from textConnect myself to the textUse the strategyHow does this help me?Flops over backwardsThis reminds me of when I tried skiing for the first time.I picture the character in my mind- I see her falling over just like I did.By connecting myself to the text by remembering about the first time I tried skiing, I understood what the character must have been thinking.Falls and smacks her handsThis reminds me of when I fell off my bike and landed in a pricker bush. I understood how the character feels because I had a similar experience! I can understand what the author is saying about the character because of my own experience.    Active Involvement: Turn and talk. Students try it with falls and skins your knees- Tell partner a similar experience you had How did thinking of this example help you understand? Link: Whenever you read a poem, think about a similar experience you may have had in your own life. We do this to help us understand what the author is trying to say. When you go back to your seats, you are going to do the same thing. You are going to: Think about a similar experience that youve had. Write it down! Then, I want you to reflect about how this helps you understand the poem. Share: Select 2-3 students who discussed how reading strategies helped them as readers. POETRY READING 2nd GRADE (DAY 13) Teaching Point: Readers reflect on how strategies help them as readers (LOCATING ONESELF IN THE TEXT) Materials Needed: Sky scrape Cityscape Poetry Book 74th Street by Myra Cohn Livingston, student notebooks Connection: Yesterday we learned how readers reflect on what we did as readers (previewing) and how that strategy helped us as a reader. Today we are going to focus on envisioning, making pictures inside our minds. Teach: Today were going to continue learning about how these strategies help us as readers. Today we are going to focus on envisioning, making pictures in our mind. (Read whole poem to the class to remind the students.) Model first part of the poem where the girl puts the skates on. What is she thinking/feeling? Read part aloud and sketch/write about it. (stop reading when it says falls down and smacks hand) How did envisioning help me as a reader? Active Involvement: Students will practice the second section of the poem. Read next part of poem to students twice before the turn and talk. (stop at skins her knee) Turn/talk. Picture what you see, think, feel. Link:Students go off to independent reading to practice envisioning. Its your turn to practice envisioning. At the end of the link take 5 minutes to write down how envisioning helped you understand the lines of the poem. (Students will need their notebook.) Share: Select 2-3 students to share how they envisioned and how it helped them as readers. Second Grade Poetry Unit Anthology of Poems At the Pet Shop I stopped at the pet shop, Pressed my nose up to the glass Saw a bunch of wiggles Behind that dirty glass Wiggle, wiggle, wiggle, Wiggle yourselves free! Wiggle through that dirty glass, Come on home with me! Skyscrapers By Dennis Lee Skyscraper, skyscraper, Scrape me some sky: Tickle the sun While the stars go by. Tickle the stars While the suns climbing high, Then skyscraper, skyscraper Scrape me some sky. Ceiling By Zoe Ryder White The Ceiling is the sky for the classroom Pencil Sharpener by Zoe Ryder White Pencil Sharpener I think there are a hundred bees inside the pencil sharpener and they buzz and buzz and buzz until my point is sharp Fambly Time By Eloise Greenfield When the Robinsons gather Just before bed Then kids in pajamas The homeworks been read Its time for the family to have some fun Its fambly time! Says the littlest one They come from work They come from play They get together At the end of the day For singing and guessing And games of rhyme For jokes and jacks And pantomime And the little one calls it Fambly time! What if By Shel Silverstein Last night, while I lay thinking here, Some Whatifs crawled inside my ear And pranced and partied all nightlong And sang their same old What if song: Whatif theyve closed the swimming pool? Whatif I get beat up? Whatif theres poison in my cup? Whatif I start to cry? Whatif I get sick and die? Whatif I flunk that test? Whatif green hair grows on my chest? Whatif nobody likes me? Whatif a bolt of lightening strikes me? Whatif I dont grow taller? Whatif my head starts getting smaller? Whatif the fish wont bite? Whatif the wind tears up my kite? Whatif they start a war? Whatif my parents get divorced? Whatif the bus is late? Whatif my teeth dont grow in straight? Whatif I tear my pants? Whatif I never learn to dance? Everything seems swell, and then The nighttime Whatifs strike again! The Sidewalk Racer By Lillian Morrison Skimming an asphalt sea I swerve, I curve, I sway; I speed to whirring sound and inch above the ground; Im the sailor and the sail, Im the driver and the wheel Im the one and only single engine human auto mobile. The Brave Ones By Eloise Greenfield We hear the bell clanging we come in a hurry we come with your ladders and hoses our hoses we come in a hurry to fight the fire the smother the smoke the smoke we dont have much time we climb, we spray we are the brave ones who save who save we are the brave ones who save Inside My Heart By Zoe Ryder White Inside my heart lives one birthday party two jazz bands three wrestling puppies four dancing birds five laughing babies six blasting spaceships seven lucky fireflies and a sky full of stars. The New Kid on the Block by Jack Prelutsky Theres a new kid on the block, And boy, that kid is tough, That new kid punches hard, That new kid plays real rough, That new kid is big and strong, With muscles everywhere, That new kids tweaked my arm, That new kid pulled my hair. That new kid likes to fight And picks on all the guys, That new kid scares me some, (that new kids twice my size). That new kid stomped my toes, That new kid swiped my ball, That new kids really bad, I dont care for HER at all. 74th Street By Myra Cohn Livingston Hey, this little kid gets roller skates. She puts them on. She stands up and almost flops over backwards. She sticks out a foot like shes going somewhere and falls down and smacks her hand. She grabs hold of a step to get up and sticks out the other foot and slides about six inches and falls and skins her knee. And then, you know what? She brushes off the dirt and the blood and puts some spit on it and then sticks out the other foot again. THE CREATURE IN THE CLASSROOM By Jack Prelutsky From THE BABY UGGS ARE HATCHING It appeared inside our classroom at a quarter after ten, it gobbled up the blackboard, three erasers and a pen. It gobbled teachers apple and it bopped her with the core. How dare you! she responded. You must leave us...theres the door. The creature didnt listen but described an arabesque as it gobbled all her pencils, seven notebooks and her desk. Teacher stated very calmly, Sir! you simply cannot stay. Ill report you to the principal unless you go away! But the thing continued eating, it ate paper, swallowed ink. As it gobbled up our homework, I believe I saw it wink. Teacher finally lost her temper. OUT! she shouted at the creature. The creature hopped beside her and GLOPP...it gobbled teacher. WHEN DADDY CARVES THE TURKEY By Jack Prelutsky From ITS THANKSGIVING When Daddy carves the turkey, it is really quite a site. I know he tries his hardest, but he never does it right. He makes a fancy show of it before he starts to carve, and stabs in all directions while were certain that well starve. He seems to take forever as we sit and shake our heads by the time hes finished slicing hes reduced the bird to shreds. He yells as loud as thunder just before hes finally through for when Daddy carves the turkey, Daddy carves his finger too. WHEN DADDY SAT ON THE TOMATOES By Jack Prelutsky From A PIZZA THE SIZE OF THE SUN When Daddy sat on the tomatoes that somebody put on his chair, he shot from that seat like a rocket and practically flew through the air. I thought he would go through the ceiling Who did that! Who did that! he roared. If there were awards for conniptions, then he would have won an award. He ranted all over the kitchen and did a ridiculous dance. He really was something to look at. tomato all over his pants. He raved like a ruffled old rooster, he growled like a furious bear, the time he sat on the tomatoes that somebody put on his chair. I WISH MY FATHER WOULDNT TRY TO FIX THINGS ANYMORE By Jack Prelutsky From SOMETHING BIG HAS BEEN HERE My fathers listed everything hes planning to repair, I hope he wont attempt it, for the talent isnt there, he tinkered with the toaster when the toaster wouldnt pop, now we keep it disconnected, but we cannot make it stop. He fiddled with the blender, and he took the top apart, the clock isnt running backward, and the blender would not start, every windowpane hes puttied now admits the slightest breeze, and hes half destroyed the furnace, if were lucky, we wont freeze. The TV set was working, yet he thought hed poke around, now the pictures out of focus, and there isnt any sound, theres a faucet in the basement that had dripped one drop all year, since he fixed it, we cant find it without wearing scuba gear. I wish my father wouldnt try to fix things anymore, for everything hes mended is more broken than before, if my father finally fixes every item on his list, well be living in the garden for our house will not exist. HAPPY BIRTHDAY, MOTHER DEAREST By Jack Prelutsky from SOMETHING BIG HAS BEEN HERE Happy birthday, Mother dearest, we made breakfast just for you, a watermelon omelette, and a dish of popcorn too, a cup of milk and sugar, and a slice of blackened toast, happy birthday, Mother dearest, youre the one we love the most. LOUDER THAN A CLAP OF THUNDER By Jack Prelutsky from THE NEW KID ON THE BLOCK Louder than a clap of thunder, louder than an eagle screams, louder than a dragon blunders, or a dozen football teams, louder than a four-alarmer, or a rushing waterfall, louder than a knight in armor jumping from a ten-foot wall. Louder than an earthquake rumbles, louder than a tidal wave, louder than an ogre grumbles as he stumbles through his cave, louder than stampeding cattle, louder than a cannon roars louder than a giants rattle, thats how loud my father SNORES! MA, DONT THROW THAT SHIRT OUT By Jack Prelutsky From THE NEW KID ON THE BLOCK Ma! Dont throw that shirt out, its my all-time favorite shirt! I admit it smells peculiar, and is stained with grease and dirt, that its missing half its buttons, and has got so many holes that it might have been infested by a regiment of moles. Yes! I know that Ive outgrown it, that its faded and its torn, I can see the sleeves are frazzled, Im aware the collars worn, but Ive had that shirt forever, and I swear that Ill be hurt if you dare to throw that shirt out ITS MY ALL-TIME FAVORITE SHIRT! MY MOTHER MAKES ME CHICKEN By Jack Prelutsky From A PIZZA THE SIZE OF THE SUN My mother makes me chicken, her chicken makes me cough. I wish that when she made it, she took the feathers off. THE MISTLETOE By Jack Prelutsky From ITS CHRISTMAS Mommy, Daddy, quick! Lets go and stand beneath the mistletoe. You kiss me and Ill kiss you, here comes Sister, kiss her too. Mommy, Daddy, quick! Lets go and stand beneath the mistletoe. A VALENTINE FOR MY TEACHER By Jack Prelutsky, from ITS VALENTINES DAY My teachers very special so Im making her a heart, a valentine thats sure to be a proper work of art. Ive worked on it all morning so it should be ready soon, Id like to slip it on her desk before this afternoon. Its colored in with crayons and its trimmed with paper lace, it has flowers, hearts, and cupids I cant wait to see her face. I WONDER WHY DAD IS SO THOROUGHLY MAD By Jack Prelutsky From THE NEW KID ON THE BLOCK I wonder why Dad is so thoroughly mad, I cant understand it at all, unless its the bee still afloat in his tea, or his underwear pinned to the wall. Perhaps its the dye on his favorite tie, or the mousetrap that snapped in his shoe, or the pipeful of gum that he found with his thumb, or the toilet sealed tightly with glue. It cant be the bread crumbled up in his bed, or the slugs someone left in the hall, I wonder why Dad is so thoroughly mad, I cant understand it at all.     PAGE  PAGE 20 Last saved by S.Sotirhos  DATE \@ "M/d/yyyy" 6/21/2011  TIME \@ "h:mm:ss am/pm" 1:08:11 PM 9:;@o: ; < = W X 꽯|j|j[J<h*rhb=OJQJ\^J h huCJOJQJ^JaJhb=CJOJQJ\^JaJ#huhX1GCJOJQJ\^JaJ#huhb=CJOJQJ\^JaJh6hb=5OJQJ\^Jhb=5OJQJ\^Jhb=hb=CJ OJQJ^JaJ h hb=OJQJ^J#h;Kh;KCJ H*OJQJ^JaJ h;KCJ OJQJ^JaJ hK]CJ OJQJ^JaJ h,!DOJQJ:hcgdb=wkd$$Ifl77  t 0644 lap $$Ifa$gd  $$Ifa$gdK]$a$gd,!D:;; <  $IfgdK]wkdh$$Ifl77  t 0644 lap < =  % Y Z tk $Ifgdu & F$Ifgd6E & F$Ifgd  $IfgdK]gkd$$Ifl77 t0644 la X  A K m | # % X Y Z m n L οyhV#h6EhX1GCJOJQJ\^JaJ hb=5CJOJQJ\^JaJh6hb=5OJQJ\^Jh6EhuCJOJQJaJhb=CJOJQJaJh@CJOJQJaJh6Eh6ECJOJQJaJh6Eh CJOJQJaJ h 5CJOJQJ\^JaJhb=5OJQJ\^J&h6Ehb=5CJOJQJ\^JaJ /  i j ~ j^ $$Ifa$gdK]zkd$$Ifl07 t0644 la & F$Ifgd@ & F$IfgdK]L V X Y i   D O ] h i j ~  ̺̖̖̺̺ےtgtgYhb=CJOJQJ^JaJhb=5OJQJ\^Jh6hb=5OJQJ\^Jhhb=5OJQJ^Jhb=#h6Eh6ECJOJQJ\^JaJ#h6Eh6MCJOJQJ\^JaJ#h6Eh CJOJQJ\^JaJh@CJOJQJ\^JaJ#h6EhX1GCJOJQJ\^JaJ#h6EhCJOJQJ\^JaJ~  !" $IfgdK]wkd$$Ifl77  t 0644 lap  !"78򱠐o^PB>>hb=hCJOJQJ^JaJhb=CJOJQJ^JaJ h6hb=CJOJQJ^JaJ&h6Ehb=5CJOJQJ\^JaJhb=5OJQJ\^Jh6hb=5OJQJ\^J h"H|huCJOJQJ^JaJ h#/Vhb=CJOJQJ^JaJ h6EhCJOJQJ^JaJ h6Eh6ECJOJQJ^JaJhb=CJOJQJ^JaJh#/VCJOJQJ^JaJx $$Ifa$gdK]zkd$$Ifl07 t0644 la'(Pxvm $Ifgd@ $Ifgd  $IfgdK]wkd0$$Ifl77  t 0644 lap &'(F'~l]K~l<h@h@CJOJQJaJ#h@hb=CJOJQJ\^JaJh]CJOJQJ\^JaJ#h@h6ECJOJQJ\^JaJ#h@hCJOJQJ\^JaJh6h"H|5OJQJ\^Jh6Ehb=5OJQJ\^Jh6Eh 6CJOJQJaJh6Eh CJOJQJaJh6hb=5OJQJ\^J&h6Ehb=5CJOJQJ\^JaJhb=5OJQJ\^J'OdwPn⛋{iWE#h6MhJkr5CJOJQJ^JaJ#h6Mh#5CJOJQJ^JaJ#h6Mh,!D5CJOJQJ^JaJh5kh,!D5hNhb=h6h5OJQJ\^J#h@h@CJOJQJ\^JaJ&h@hCJH*OJQJ\^JaJ#h@h6ECJOJQJ\^JaJh@h6ECJOJQJaJ#h@hCJOJQJ\^JaJh]CJOJQJaJ-;G{vmmmmmm $Ifgdhb2gd,!Dzkd$$Ifl07 t0644 la $IfgdK] GHP6-$$ $Ifgd# $Ifgdhb2kdO$$Iflֈ_",6 ' ' ' ' t0g7644 la$BCDBC !"o~m\M>ޮMh`Y5CJOJQJ^JaJh,!D5CJOJQJ^JaJ h6MhJkrCJOJQJ^JaJ h`YhJkrCJOJQJ^JaJhHOh,!DCJOJQJaJh/5CJOJQJ^JaJ#h6MhJkr5CJOJQJ^JaJ#h6Mh/5CJOJQJ^JaJh`Yh,!DCJOJQJaJh`Yh`YCJOJQJaJ#h6Mh`Y5CJOJQJ^JaJh#5CJOJQJ^JaJCDyC!"H & F$Ifgd`Y & F$Ifgd`Y & F$IfgdJkr $Ifgd,!D & F$Ifgd`Y $Ifgd/ & F $Ifgd`YHopq kd$$Iflֈ_",6 ' ' ' ' t0g7644 la $Ifgd/ & F$Ifgd`Yopz>?F|}/01RS^ۺۨufWuHfWufWuh]5CJOJQJ^JaJh]h]CJOJQJaJh,!D5CJOJQJ^JaJ#h6Mh]5CJOJQJ^JaJhHOhHOCJOJQJaJ#hHOhHO5CJOJQJ^JaJ#h6Mh(5CJOJQJ^JaJh`Yh`YCJOJQJaJ#h6Mh/5CJOJQJ^JaJ#h6Mh,!D5CJOJQJ^JaJ#h6Mh`Y5CJOJQJ^JaJqyz">?F|}0 & F $Ifgd] $Ifgd] & F $Ifgdhb2 & F $IfgdHO $IfgdHO & F $Ifgd`Y $Ifgd/ $Ifgdhb201x,RS & F$Ifgd] $Ifgd] & F$Ifgd] $Ifgdhb2 ST\]^6--$ $IfgdJkr $Ifgdhb2kd$$Ifl ֈ_",6 ' ' ' ' t0g7644 la^Yg $Ifgd6M $IfgdJkr ^fg1 c } ~  qfVfHh6ht5OJQJ^JhE*hE*5H*OJQJ^JhE*5OJQJ^J j_hE*hE*5OJQJUh=6huhu6CJOJQJaJhuCJOJQJaJhuhuCJOJQJaJhuhu5CJOJQJaJhhb2hu#h6Mh6M5CJOJQJ^JaJ#h6Mh,!D5CJOJQJ^JaJ#h6MhJkr5CJOJQJ^JaJ!1644//gdukd$$Iflֈ_",6 ' ' ' ' t0g7644 la12k{G|&] 8l & Fgduh^hgdu & F gdu & F gdugdub'|} !!T#U#$$$gd=6 & Fgdugdu & Fgdu !!!&!/!4![!s!!T#U#[#\#$$V&W&j&k&K'L'M'Z''( ( ((0(1(2(7(8(Z(p())))))*֞{h=6huh6MhtOJQJ^Jhth=65OJQJ^Jht5OJQJ^JhtOJQJ^Jh=6h=65OJQJ^Jh=6OJQJ^Jh=65OJQJ^Jh6Mh=65OJQJ^Jh6Mh=6OJQJ^Jh6h=65OJQJ^J/$%%I%J%%%V&W&L'M''''1(2())))))***%*&*** +gd=6*******$*%*5*7***** + + +++++++ ,l--......R/Ͽڱ~t~t~fXt~fh6Mh=66OJQJ^Jh6Mh=6>*OJQJ^Jh=6OJQJ^Jh6MhtOJQJ^Jh=65OJQJ^Jh6Mh=6OJQJ^Jh6Mh=65OJQJ^Jh6h=65OJQJ^JhE*hE*5H*OJQJ^JhE*5OJQJ^Jh6ht5OJQJ^J jhE*hE*5OJQJU h6h=6! + +++++ ,.,J,X,a,j,z,,,,-$.%..........S/ & F gd=6gd=6R/S/e/f/m//////02030405060E0F0H0O0W0X0g0000111$1y2z2övmaVNaVNVaVNh6OJQJh6Mh6OJQJh6Mh65OJQJh65OJQJhE*hE*5H*OJQJ^JhE*5OJQJ^Jh6h65OJQJ jhE*hE*5OJQJUhtOJQJh6MhtOJQJ^Jh=6OJQJ^Jh6Mh=65OJQJ^Jh6Mh=6>*OJQJ^Jh6Mh=6OJQJ^JhtOJQJ^JS/f///0010204050W0X00011z2{2223333333 4 hgd6gd6gdtgd=6z2{22223 4Y55O7c7C888 9798999>99999N:O:Q:R:S:T:c:d:f:m:u:v::::::ǿuujh6Mh=6OJQJh6Mh=65OJQJhE*hE*5H*OJQJ^JhE*5OJQJ^Jh65OJQJ j$hE*hE*5OJQJUh=65OJQJhixOJQJh=6OJQJh6OJQJh6Mh656OJQJh6h6Mh65OJQJh6Mh6OJQJ' 44X5Y5555O7c7B8C8W8k8}88888888889#9$9298999 hgd69999O:P:Q:R:S:u:v:::::;;<<-=.=K====== ? ?gd=6gd6 hgd6::::::<<<<<<== ?"?G@Z@aBfBCCCCCCCCCCCCCCCFDGD߿yl^lh6Mh=65OJQJ^Jh6Mh=6OJQJ^Jh6h=65OJQJ^JhE*hE*5H*OJQJ^JhE*5OJQJ^Jh6h65OJQJ j-hE*hE*5OJQJUh65OJQJh6Mh=65OJQJh6Mh6OJQJh=6OJQJh6Mh=6OJQJh6Mh=656OJQJ$ ?"?#?G@-A.A=AQARAAA`BaBCCCCCCCCC5DDEE*OJQJ jThE*h#5OJQJUh4h#5H*OJQJ jrJhE*h#5OJQJUh#5OJQJh#OJQJh4h#OJQJh4h#5OJQJ9IQsQQQ/RRSS[TT`UYVWWWX+YNYuYYYZ[[\]] dd[$\$gd#dd[$\$^gd#[[\\\]]]]]]]]]]]]]]]]^^^^^ `&`6`8`f`h```1a3aaa%c'cCcEcVdijxxlxxxlxlxlxlxlxlxlxh6Mh=6H*OJQJh6Mh=6OJQJh6Mh=65OJQJhE*hE*5H*OJQJ^JhE*5OJQJ^JhE*5OJQJ j]hE*hE*5OJQJUh5kh=65CJ OJQJh#5OJQJh4h#5OJQJh4h#OJQJh4h#H*OJQJ)]]]]]L^^_ `E```aaaa'b(bBbOb[bbb0d1dVdddddgd=6Vd`dddddde e e e eeee%e-e.e/e>e?eeeeeeeeeͼ؊|o|d|oVoLh=6OJQJ^Jh6Mh=6H*OJQJ^Jh=65OJQJ^Jh6Mh=6OJQJ^Jh6Mh=65OJQJ^Jh6MhE*5OJQJ^JhE*hE*5H*OJQJ^JhE*5OJQJ^JhE*5OJQJ j1ghE*hE*5OJQJU hE*h#hixh=65OJQJh6Mh=65OJQJh6Mh=6OJQJh=6OJQJdd e e.e/eeeeeffQgRgdgggg $Ifgd=6 `$gd=6gd=6eeefffffffPgQgijjjjjjkkAlGlllllll㾱֘֎֘yn]ThE*5OJQJ j|thE*hE*5OJQJUhix5CJ OJQJh=65CJ OJQJhE*OJQJ^Jh=6OJQJ^JhE*h=65OJQJ^JhE*5OJQJ^Jh6MhE*OJQJ^Jh=65OJQJ^JhE*h=6OJQJ^Jh6Mh=6OJQJ^Jh6Mh=65OJQJ^JhE*hE*5OJQJ^JggggFhh^UUUU $Ifgd=6kdp$$Ifl\,"z \ t0644 lahhh=iii^UUUU $Ifgd=6kdq$$Ifl\,"z \ t0644 laiiiiiii^UUUUU $Ifgd=6kdBr$$Ifl\,"z \ t0644 laiiiiiii^UUUUU $Ifgd=6kds$$Ifl\,"z \ t0644 laiiiLjvjjjjk^YYQQLLYgdE* & Fgd=6gd=6kds$$Ifl\,"z \ t0644 lakk@lAlllll&m'mmonpnooOo;p*CJ OJQJ^JaJ h6Mh"H|CJ OJQJ^JaJ #h6Mh"H|5CJ OJQJ^JaJ #h6Mhg>5CJ OJQJ^JaJ #h#/Vh#/V5CJ OJQJ^JaJ h#/VCJ OJQJ^JaJ h#/V5CJ OJQJ^JaJ h6Mh#/VCJ OJQJ^JaJ h"H|CJ OJQJ^JaJ h=6h"H|#h=6h"H|5CJ OJQJ^JaJ h"H| h[1hNhN|r}r~rrrrrrrrrs)sAsYszssssssssssstgd"H|$a$gdg>$a$gdE*gd=6ttt1tMtatbtctdtlttttttttttttuu-u6u?uOuXuYu[ugd"H|[ugu|u}uuuuuuv)v*v>vRvdvzvvvvvvvvvvww$a$gd"H| $^a$gd"H|gd"H|vvv1zDz1{2{@{A{j|k|{|O}P}z}{}|}RTV]ݾﰞ}n\nJ6J&hh5CJ H*OJQJ^JaJ #hh5CJ OJQJ^JaJ "h#h#5CJOJQJ\aJh#h#CJOJQJaJ%h#h#5>*CJOJQJ\aJh.xCJ OJQJ^JaJ #h.xh.x5CJ OJQJ^JaJ hg>CJ OJQJ^JaJ h.xh"H|CJ OJQJ^JaJ h#/VCJ OJQJ^JaJ #h6Mh"H|5CJ OJQJ^JaJ h6Mh"H|CJ OJQJ^JaJ w;w^wwwww x!x^`}ń6Qm̅,gdԭhZSBԭ!h[_h[_B*OJQJ^Jph h[_h[_h[_CJOJQJ^JaJ5h[_h[_56B*CJOJQJ\]^JaJph/h[_h[_6B*CJOJQJ]^JaJph#h[_B*CJOJQJ^JaJph)h[_h[_B*CJOJQJ^JaJph#h[_B*CJOJQJ^JaJph)h[_h[_B*CJOJQJ^JaJph,h[_h[_5B*CJOJQJ^JaJph̐ ,Hm̑'Kh̒  7$8$H$gd[_gd[_ d7$8$H$gd[_ d7$8$H$gd[_=>Zvѓ%&2EXfgn d7$8$H$gd[_gd[_gd[_ d7$8$H$gd[_>”ÔNOPvì؄raP?a1ah[_B*OJQJ^Jph!h[_h[_B*OJQJ^Jph!h[_h[_B*OJQJ^Jph!h[_h[_B*OJQJ^Jph#h[_h[_6CJOJQJ^JaJ$h[_h[_5B*OJQJ^Jph)h[_h[_B*CJOJQJ^JaJph,h[_h[_5B*CJOJQJ^JaJph h[_h[_h[_CJOJQJ^JaJ#h[_B*CJOJQJ^JaJph)h[_h[_B*CJOJQJ^JaJphnu|Ôה &DZ[y͕̕ 0NOgd[_ d7$8$H$gd[_OPvϖ?@jɗ Gngd[_ d7$8$H$gd[_ d7$8$H$gd[_ 7$8$H$gd[_>?ȘɘݘޘƼƼttih"H|h[_CJaJh[_0JCJaJmHnHuh"H|h[_0JCJaJ!jh"H|h[_0JCJUaJh[_0JCJaJhix0JmHnHu h[_0Jjh[_0JUh[_jh[_Uh[_h[_6OJQJ^Jh[_B*OJQJ^Jph!h[_h[_B*OJQJ^Jph'gd[_h]hgdJkrh]hgd"H| &`#$gdg> h[_h[_6OJQJ^Jhg>9&P1h0:pu= /!`"`#h$h% /0P/ ?!"#$% .:p[_/ =!"#$% f$$If!vh57#v7:Vl  t 657p $$If!vh57#v7:V l  t 0657p z$$If!vh57#v7:V l t0657$$If!vh55#v:V l t065$$If!vh57#v7:V l  t 0657p $$If!vh55#v:V l t065/ $$If!vh57#v7:V l  t 0657p $$If!vh55#v:V l t065$$If!vh5 55' 5' 5' 5' #v #v#v' :V l t0g765 55' $$If!vh5 55' 5' 5' 5' #v #v#v' :V l t0g765 55' $$If!vh5 55' 5' 5' 5' #v #v#v' :V l t0g765 55' $$If!vh5 55' 5' 5' 5' #v #v#v' :V l t0g765 55' Dd % <;`  C <A$MCj02390110000[1]2ecZ!ħxH`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`  C <A$MCj02390110000[1]2ecZ!ħxH8`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`  C <A$MCj02390110000[1]2ecZ!ħxH`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`  C <A$MCj02390110000[1]2ecZ!ħxHb$`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`  C <A$MCj02390110000[1]2ecZ!ħxH-`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`  C <A$MCj02390110000[1]2ecZ!ħxH7`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`  C <A$MCj02390110000[1]2ecZ!ħxH!A`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`  C <A$MCj02390110000[1]2ecZ!ħxHJ`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`   C <A $MCj02390110000[1]2ecZ!ħxHKT`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`   C <A $MCj02390110000[1] 2ecZ!ħxH]`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹? Dd % <;`   C <A $MCj02390110000[1] 2ecZ!ħxHug`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹?$$If!vh5z55 5\ #vz#v#v #v\ :V l t065z55 5\ $$If!vh5z55 5\ #vz#v#v #v\ :V l t065z55 5\ $$If!vh5z55 5\ #vz#v#v #v\ :V l t065z55 5\ $$If!vh5z55 5\ #vz#v#v #v\ :V l t065z55 5\ $$If!vh5z55 5\ #vz#v#v #v\ :V l t065z55 5\ Dd % <;`   C <A $MCj02390110000[1] 2ecZ!ħxHt`!ecZ!ħxHv +ޯxڕV xW>M1H)ԘT%N:-xAj%x!&ATZPڒNm!ԨFgW>S߽.{yE@@x@Ei:m[_-X,!E:jAi̽^?GF;r>#@)]"ےFpz־cm go.{?'6?yo͟wm.Ǜ,&w4exyM_EHa6SG)fŔm(ˌtӗRL[ki)O]ۚOYa& ˚d_b{#;_@ wh# Z,H)nz@^P;BnQzr 0 Ų?ռKsl ϗ.{8YHσ,nue7?.;lᒒTَۙ4v6ghmAMmH=m]nkR-En?v:6}V!q=9s` `= _C=V^>T Wͼ~RT4QB5K(ᚽ8ۭ56mfJ0F㫶7MXٝ8~'mYʴb[Pګ8 ݱLP*Na{qSQ89^SBpw}P-@.ʻ'!SD ͖n w%5LWA.ϝqwZk\+!]5H{Zf2u4G1XE֧t7K[.G"w{d˗,re`8 Y$^J`wi'1.s1[Z9"R6]t[jtЛ@T*0BaՄdoQmHQL:6ՇLj #P1zʂu >O:Luj/Qg'hVWDyxB8`J2"&-H˰ 2-6A( .X`G3mhv ؏R1`"e$ ͏*#D7)paԛh^IVh;;+9-`Ӌ8oqs3ۙcVbq9M!9]kx9ƋM>0yOT_R6ʵ+l(4FE0A{0 [k3+2a"^#iQ SOu('2(Bh$堕\irFޕc\DzYZ-_xȯ(H<]$Y)dd{8)rN<&RBNMW v, en7Gv4&V7JXEwi__U.P wЕ0Y"e%stdD^qtqڵxq!n;WxV][D@Wx3\*wiOp:1T4~Yp'Jv4ܜ8rEA72K_aU+I,EXb@=xG{ڎ)i d\Mq 5̢P1b-G!>Q^ #(C ݂@ |WxTatTZpÅ[9O^?ؔ0SSބ\z[%J6y Ӟ3L*_xIP$)Y<,Pǩ&S0'9QU3 x3~&9kEZ"5g Fwd6()҅F~X#F@>a9>r࠻ 2d~Ozؗy}W|߹?@@@ ,!DNormalCJ_HaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k@(No Listj@j N Table Grid7:V04@4 "H|Header  !4 @4 "H|Footer  !.)@!. "H| Page NumberbO2b B#GKOQW ]adjblZmnDr2sPuvw=y_|~*"U"  " $ % &W# + !":;;<=%YZ/ij~!"'(Px     - ; G H P C D y  C ! " H o p q y z " > ? F|}01x,RST\]^Yg!12k{G|&] 8lb'|}TUIJVWLM1 2 !!!!!!"""%"&""" # ##### $.$J$X$a$j$z$$$$%$&%&&&&&&&&&&S'f'''0(1(2(4(5(W(X((())z*{***+++++++ ,,X-Y----O/c/B0C0W0k0}00000000001#1$121819111O2P2Q2R2S2u2v222223344-5.5K555555 7 7"7#7G8-9.9=9Q9R999`:a:;;;;;;;;;5<<==<>J>j>{>>>>_????O@c@d@ AA=ANAAAAAAzBBBBBBBBBBCCCCCCDDEEVFWFXFFF"GGGGGGHIIIIsIII/JJK[LL`MYNOOOP+QuQQQRSSTUUUUUULVVW XEXXXYYYY'Z(ZBZOZ[ZZZ0\1\V\\\\\\ ] ].]/]]]]]^^Q_R_d_______F````=aaaaaaaaaaaaaaaaaLbvbbbbcc@dAddddd&e'eeofpfggOg;hnRndnznnnnnnnnnoo;o^ooooo p!p|`|}|||||||}}6}Q}m}}}}}}~~,~M~o~~~~~~ Ek%Aeŀ:Lmn݁6RSp΂ 2STlȃ 1MNlՄ )*I[|}ԅ(Hijkچ2NfƇ=Xv̈ ,Hm̉'Kh̊ =>Zvы%&2EXfgnu|Ì׌ &DZ[y͍̍ 0NOPvώ?@jɏ Gn 7= 7"R 7"RD 7 7== 7 7UD$$=$U$)$)$)$)$)$)$$U$)$)$)$)g* 7==$=$U$)$)$)$)$ͫ$U$)$)$) 7==$$=$)$=$=$=$)$)$)$)$)$)$)$)"4UUO UO UO UO U4UUU3n3n3n3nO UO UO 3nO 3nO UO UO 3nO PQO UO UO 3nO 3nO UO UO UO 3nO 3nO U4U4UUU)))))UO UO 3nO 3nO UO UO 3nO 3nO UO UO UO 3nO 3nO UO UO UO 3nO 3nO U#4U4UUUUUO UO UO UO UO UO UO UO UO UO U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U"U!="="="="="="="="="="="="="="="="="="="="="="="="="="="="=""""""""="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="=(="=""="="="="="="="=""="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="=""="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="=""="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="=""R""R""R""R""R""R""R""="="="="="="="="="="="="="="=""="="="="="="="="="="="="="="="="="="="="="="="="="="="="="="=""R"""="="="="="="="="="="="="="="="="="="="="="="="="="="="="""="="="="="="="="===F==3{==F====F==q==F===3{===F==3{"="="="="="="="="="="=""R""="="="="="="="="="="="="="="="="="="="=""""""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""""""""""""""""""""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""R""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""r!!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!r!!=!=!=!=!=!=!=!=!=!=!=!!r!!!!!!!!!!!!!!!!!!!!!!!=!=!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!!r!!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!=!="^D ! 2 !!%"&"## $.$J$X$a$j$z$$$$%$&%&&&&&&&&){**+++++++ ,,X-Y----c/B0C0W0k0}00000000001#1$121v222334-5.5K555555 7 7"7#7G8-9.9=9Q9R999`:a:;;=<>J>j>{>>>>_????O@c@d@ AA=ANAAAAAAzBBBCEEVFWFXFFFUUUWEXXXYYYY'Z(ZBZOZ[ZZZ0\1\V\\\\\]]^Q_R_d_______F````=aaaaaaaaaLbvbbcc@dAdddggOghhizj{j|j}j~jlllllllllllmm-m6m?mOmXmYm|m}mmmmmmn)n*n>nRndnznnnnnnnoo;o^ooooo p!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@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@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@0@0@0@0@00:;;<=%YZ/ij~!"'(Px      - ; G H P C D y  C ! " H o p q y z " > ? F|}01x,RST\]^Yg!12k{G|&] 8lb'|}TUIJVWLM1 2 !!!!!!"""%"&""" # ##### $.$J$X$a$j$z$$$$%$&%&&&&&&&&&&S'f'''0(1(2(4(5(W(X((())z*{***+++++++ ,,X-Y----O/c/B0C0W0k0}00000000001#1$121819111O2P2Q2R2S2u2v222223344-5.5K555555 7 7"7#7G8-9.9=9Q9R999`:a:;;;;;;;;;5<<==<>J>j>{>>>>_????O@c@d@ AA=ANAAAAAAzBBBBBBBBBBCCCCCCDDEEVFWFXFFF"GGGGGGHIIIIsIII/JJKK[LL`MYNOOOP+QNQuQQQRSSTUUUUUULVVW XEXXXYYYY'Z(ZBZOZ[ZZZ0\1\V\\\\\\ ] ].]/]]]]]^^Q_R_d_______F````=aaaaaaaaaaaaaaaaaLbvbbbbcc@dAddddd&e'eeofpfggOg;hnRndnznnnnnnnnnnoo;o^ooooo p!p|^|`|}|||||||}}6}Q}m}}}}}}~~,~M~o~~~~~~~ Ek%Aeŀ:Lmn݁6RSp΂ 2STlȃ 1MNlՄ )*I[|}ԅ(Hijkچ2NfƇ=Xv̈ ,Hm̉'Kh̊ =>Zvы%&2EXfgnu|Ì׌ &DZ[y͍̍ 0NOPvώ?@jɏ Gn000 0 00 0 00 0 000 0 0 0 0 00 00 0 0 0 0 0 0 0 000000 00000 0 0 0 00000 000000000 0 00 0 0 0 0 0 0 0 00 0 0 0 0 00 0 0 00 0 0 00 0 00 00 0 00 0 00 00 0 0 0 0 00 0 0 0 00 0 00 00 0 00 00 0 00 0 00 0000 000 000 00 00 0 000000 0 0 0 0 0 00 0 0 0 0 0 0 00 0 0 0 0 000 0 0 0 000 0 0 0 0 0000000000000000000000000000000000000000000000000000000000000 0 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 0 0 000 0 0 000000 0 0 0 000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 00 0 0 0 0 00 0 0000 0 000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000:;<=Zij~!"'(      - ; G H P D y C ! " H o p q y z " > ? F|}01x,RST\]^Yg}2 !!!!!!"""%"&"## $.$J$X$a$j$z$$$$%$&%&&&&&&&&f'''0(1(2(4(5(W((){**+++++++ ,,X-Y----O/c/B0C0W0k0}00000000001#1$1219111O2P2R2S2u2v222334-5.5K555555 7 7"7#7G8-9.9=9Q9R999`:a:;;;;;;;;;=<>J>j>{>>>>_????O@c@d@ AA=ANAAAAAAzBBBBBCCEEVFWFXFFF"GGGGGGHIIsIII/JJKK[LLYNOOOP+QNQuQQQRSSTUUUUUUWEXXXYYYY'Z(ZBZOZ[ZZZ0\1\V\\\\\ ].]/]]]^Q_R_d_______F````=aaaaaaaaaaaLbvbbcc@dAdddddiijzj{j|j}j~jlllllllllllmm-m6m?mOmXmYm|m}mmmmmmn)n*n>nRndnznnnnnnnnoo;o^ooooo p!p|`|~,~M~o~~ŀ:LnՄ (Hik=Xvh̊>Zv|͍ 0P Gn@0K00j00K00j00 j00%j00 j00  j00%B2j0 0  @0 K0 )K0 '@0j0 0 j0 0 j0 0 @0j00%@0?j00@0 j00K00K00K00j00j00 K00@0@0 @0 @0 @0 @0 @0 @0 @0 @0K0#0$K0#0@0 @0@0@0@0K0+0,K0+0K0+0@0@0@0K010K010@0@0@0 @0@0 @0@0K0304K030K030@0@0K0?0K0?0@0@0K0B0K0B0K0+0@0K0+0K0G0K0G0@0@0@0K0LK0L@0@0@0 @0@0 @0@0@0@0K0;0@0@0K0>0?@0@0@0@0@0@0@0 @0K0h0[isK0h0ZK0h0Y@0@0@0@0@0@0@0@0@0@0K0r0I@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@0K00K00.ls@0K00K00K00)K00K00K00K00@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0K00i@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0K00TK00@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@0K00@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@0@0@0@0@0@0@0@0@0@0@0@0K00K00K0"0K0"0K0"0K0"0K0"0K0"0K0"0K0"0K0$0K0&0K0(0K00K00K00K00 K00 K00 K00 K00 K00 K00 K00K00K00K00K00K00K00K00K00@0K01@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 @0 @0@0 @0 @0 @0 @0@0 @0 @0 @0 @0@0 @0 @0 @0 @0K00 4Ǻ@ 0 @0@ 0@ 0@0@ 0@ 0K0o2 @0@0B28`B28`K0N1lO/sK0;2@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@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@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@0K00|K00|K00|K00|K00|K00|K00|K00|K00|K00|K00|K00|K00|K00|K00|K00|K00K00K00K01@K01K010K00K01AK01K010K00K02BK02K020K0 BK02K02K02K02BK02K02@0K0 2|CK0 2K0 20@0K008K02$DK02K020K008K02DK02K020K008K02 EK02K020K00K0!2"EK0!2K0!20K0'2(TFK0'2K0'20K008K0,-FI0,I0,00K00K000|X  X L 'o^ *R/z2:GDKO[Vdelzrv]|l>MRTVYZ]`eikmortwxz|~:< ~ GHq0S^1$ +S/ 499 ?jFJIQ]dghiiik|rt[uwXzK|~,inONPQSUWX[\^_abcdfghjlnpqsuvy{}O !<Q[^x!! 8@0(  B S  ?Aowo 4xoo oo Dooo oDpp pp Doo oo Doo oo D,p-p 1p >(D')() *) 6'D+),) ((D-).) /)0) D2) 'T9 7'D9 8'9 9'D3)4) ((D((6) 'D") :'#) $)D%);'D <'Ă' D'H'I'aa&&]]ll'';;ee " "=(=())[2[2;;BB+G+GKKWQWQUU4X4XdXdX]]]]]]]RwRwawawv|v|      !"#$%&'()*+,-./0123456879:;<=>?@hh--ddss..BBoo""D(D())b2b2;;BB2G2GKK^Q^QUU?X?XoXoX]]]]]]]]w]wewew||||  !"#$%&'()*+,-./0123456879:;<=>?@B*urn:schemas-microsoft-com:office:smarttagscountry-regionh@B*urn:schemas-microsoft-com:office:smarttagsCity0http://www.5iamas-microsoft-com:office:smarttagsVAC*urn:schemas-microsoft-com:office:smarttagsplacehttp://www.5iantlavalamp.com/;;=*urn:schemas-microsoft-com:office:smarttagsaddressZ *urn:schemas-microsoft-com:office:smarttags PlaceTypehttp://www.5iantlavalamp.com/Z *urn:schemas-microsoft-com:office:smarttags PlaceNamehttp://www.5iantlavalamp.com/::<*urn:schemas-microsoft-com:office:smarttagsStreet A@A@A@;:@AA@A@A@A@A@A@A@@AA@@AA@;:A@A@@A@A@A@AA@;:;:@AA;:;:@AA.3""((**--. ...1122224444V:]:CCDDGGGG H$HEIGIIIII`MkMQQXX4Y7YYY([+[F[I[]]-a4addi&iolrl[mam~ttquzucyly||~~BKQZʅ҅ELʈNjЋˌԌ~"!"a$d$j$o$z$|$$$z%%&&&&[)b))) *x**++,I,--W0[0k0o0}0000001"1.5I5557!799p<s<\?^?NAQACCDD|A||||||}6}<}Q}T}m}r}}}}}}},~0~M~P~ "EH%(ekŀȀā݁߁69ps΂ӂ 24loȃσ 18lnՄڄ [_ԅׅ (-HNچ28NPflƇ̇$=CX^v| HKmq̉Ή hkZ]֋ڋ25EIX\uz׌ی &'DEy{ jlɏˏ ":::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::P2Q2BB"G#G ] ]dd)*''ddqEpU;vx A?b:NEt}`m1+u[ 5& cjYXl_8/dr fh?Zso{$%p4'DQs+O|"h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh&p^`pB*CJOJQJaJo(phhHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhaa^a`OJQJo(hHh^`OJQJo(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh&p^`pB*CJOJQJaJo(phhHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`OJPJQJ^Jo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh ^`o(hH.hpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh&p^`pB*CJOJQJaJo(phhHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o() ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHg0`m1GG-?(BqE& P+pcWYA?Ju[ fh%p;?ZsoNE8/dAeh(DQs_+O|0*K}gR                  ,TI                                            ,TI        82                                                                                ,TI                                                                       +*4E*hb2=6b=g>@4dCC  3qHX)?,!D2Project-Based Unit of Studyadminadminp                    Oh+'0 $ D P \ ht|Project-Based Unit of StudyadminNormaladmin16Microsoft Office Word@@@8@uS@K 90#z՜.+,0 hp  CompanyIC Project-Based Unit of Study Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FI290Data ~1TableWordDocumentBSummaryInformation(DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q