ࡱ>  '` ibjbj 8Z(@///////&/   8 z &/"h**(RRR---$hǃ/-----ǃ//RR܃_1_1_1-T/R/R_1-_1_1oK//oLR rM2 !;LL60"UL"4oLoL"/LL--_1-----ǃǃ'p ---"----&/&/&/$Jd&/&/&/J&/&/&///////܃ U.S. Department of Education 2009 No Child Left Behind - Blue Ribbon Schools Program  Type of School: (Check all that apply) [X ]Elementary []Middle []High []K-12 []Other  []Charter [X]Title I []Magnet []Choice Name of Principal: Mr. Brent Zessin Official School Name: WS Harlan Elementary School School Mailing Address: 1641 Mohegan Street P. O. Box 267 Lockhart, AL 36455-0267 County: Covington State School Code Number*: 0090-10 Telephone: (334) 858-3294 Fax: (334) 858-3866 Web site/URL: www.cov.k12.al.usE-mail: brent.zessin@cov.k12.al.us I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate. Date (Principals Signature) Name of Superintendent*: Mrs. Sharon Dye District Name: Covington County Tel: (334) 222-7571 I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate. Date (Superintendents Signature) Name of School Board President/Chairperson: Mr. John Clark I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate. Date (School Board Presidents/Chairpersons Signature) *Private Schools: If the information requested is not applicable, write N/A in the space. Original signed cover sheet only should be mailed by expedited mail or a courier mail service (such as USPS Express Mail, FedEx or UPS) to Aba Kumi, Director, NCLB-Blue Ribbon Schools Program, Office of Communications and Outreach, US Department of Education, 400 Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173. PART I - ELIGIBILITY CERTIFICATION  The signatures on the first page of this application certify that each of the statements below concerning the schools eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct. 1. The school has some configuration that includes one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.) 2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as persistently dangerous within the last two years. 3. To meet final eligibility, the school must meet the states Adequate Yearly Progress (AYP) requirement in the 2008-2009 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award. 4. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course. 5. The school has been in existence for five full years, that is, from at least September 2003. 6. The nominated school has not received the No Child Left Behind Blue Ribbon Schools award in the past five years, 2004, 2005, 2006, 2007, or 2008. 7. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review. 8. OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation. 9. The U.S. Department of Justice does not have a pending suit alleging that the nominated school or the school district as a whole has violated one or more of the civil rights statutes or the Constitutions equal protection clause. 10. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings. PART II - DEMOGRAPHIC DATA All data are the most recent year available. DISTRICT (Questions 1-2 not applicable to private schools) 1. Number of schools in the district: 3  Elementary schools 2  Middle schools   Junior high schools2  High schools2  Other9  TOTAL  2. District Per Pupil Expenditure: 7391 Average State Per Pupil Expenditure: 8403 SCHOOL (To be completed by all schools) 3. Category that best describes the area where the school is located: [ ] Urban or large central city [ ] Suburban school with characteristics typical of an urban area [ ] Suburban [ ] Small city or town in a rural area [ X ] Rural 4. 4 Number of years the principal has been in her/his position at this school. If fewer than three years, how long was the previous principal at this school? 5. Number of students as of October 1 enrolled at each grade level or its equivalent in applying school only: Grade# of Males# of FemalesGrade TotalGrade# of Males# of FemalesGrade TotalPreK22470K371451801252651902202040100317153211042813411205161935Other06171936TOTAL STUDENTS IN THE APPLYING SCHOOL290 6. Racial/ethnic composition of the school:% American Indian or Alaska Native% Asian15 % Black or African American2 % Hispanic or Latino% Native Hawaiian or Other Pacific Islander83 % White% Two or more races100% TotalOnly the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories. 7. Student turnover, or mobility rate, during the past year: 8% This rate is calculated using the grid below. The answer to (6) is the mobility rate. (1)Number of students who transferred to the school after October 1 until the end of the year.10(2)Number of students who transferred from the school after October 1 until the end of the year.10(3)Total of all transferred students [sum of rows (1) and (2)].20(4)Total number of students in the school as of October 1.264(5)Total transferred students in row (3) divided by total students in row (4).0.076(6)Amount in row (5) multiplied by 100.7.5768. Limited English proficient students in the school: 0% Total number limited English proficient 0 Number of languages represented: 0 Specify languages: 9. Students eligible for free/reduced-priced meals: 73% Total number students who qualify: 212 If this method does not produce an accurate estimate of the percentage of students from low-income families, or the school does not participate in the free and reduced-price school meals program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate. 10. Students receiving special education services: 6% Total Number of Students Served: 16 Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories. 2 Autism0 Orthopedic Impairment0 Deafness1 Other Health Impaired0 Deaf-Blindness5 Specific Learning Disability1 Emotional Disturbance0 Speech or Language Impairment0 Hearing Impairment0 Traumatic Brain Injury3 Mental Retardation0 Visual Impairment Including Blindness0 Multiple Disabilities4 Developmentally Delayed11. Indicate number of full-time and part-time staff members in each of the categories below: Number of StaffFull-TimePart-TimeAdministrator(s)1 0 Classroom teachers16 0 Special resource teachers/specialists5 0 Paraprofessionals3 0 Support staff0 0 Total number25 0 12. Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1 18 :1 13. Show the attendance patterns of teachers and students as a percentage. Only middle and high schools need to supply dropout rates. Briefly explain in the Notes section any attendance rates under 95%, teacher turnover rates over 12%, or student dropout rates over 5%. 2007-20082006-20072005-20062004-20052003-2004Daily student attendance 98%95%96%96%97%Daily teacher attendance 95%94%94%94%95%Teacher turnover rate 5%0%13%19%0%Please provide all explanations below. The nintey-four percent rate from 2004-2007 of teachers was due to maternity leaves of absenceand sickness. During the 2004-2005 school year, four teachers were hired. We needed to replace three teacher transfers and hirea counselor. During the 2005-2006 school year, three teachers were hired. Due to an increase in enrollment, we hired a full-time librarian, a kindergarten teacher andreplaced onetransfer. 14. For schools ending in grade 12 (high schools). Show what the students who graduated in Spring 2008 are doing as of the Fall 2008. Graduating class size 0 Enrolled in a 4-year college or university 0%Enrolled in a community college 0%Enrolled in vocational training 0%Found employment 0%Military service 0%Other (travel, staying home, etc.) 0%Unknown 0%Total 100 % PART III - SUMMARY W.S. Harlan Elementary School is a rural public school in South Central Alabama that servesanaverageof three hundredstudents in grades kindergarten through six. Established in 1924, the school serves students from the communities of Lockhart and Florala, as well as those in outlying areas of southern Covington County. Many of the students who attend W.S. Harlan are generational students whose parents and grandparents attended the same original facility. However, changing demographics in the area have brought with it many new students who are quickly assimilated into our student population. This year, much likethe last several years, we have accepted a sizeable number of students after October 1.The student population of W.S. Harlan has fluctuated between the two hundred nineties and the low three hundreds. In the early 1900s, the town of Lockhart, Alabama was a thriving lumber town.TheJackson LumberMill employed over 1,000 workers, it was once the leading producer of Longleaf Yellow Pine in the world. With such a unique history as a community icon, students see our elementary school as a place to continue the legacy of their historic community. As a testament to this group of people, our school is fortunate to have numerous parent and area volunteers that invest in the education of W.S. Harlans students. Due in part to rural economic conditions in the area, the number of students who qualify for free or reduced lunches has continued to increase significantly toseventy three percentof the student population. W.S. Harlan Elementary School continues to meet or exceed annual academic achievement expectations under the No Child Left Behind Act of 2001. Because of these academic accomplishments in the face of adversity, our school was awarded The Alabama Torchbearer School Award in the 2006-2007 school year. In addition, we were a recipient of the 2006, 2007, and 2008 State Rewards Program and received a total amount of $61,000.00 in award money. W. S. Harlan Elementary was also chosen as one of the top ten high-performing rural public schools in 2008. Standard academic assessments such as the Alabama Writing Assessment, Stanford Achievement Tests, Alabama Reading and Mathematics Test, and DIBELS have consistently been average or above average for W.S. Harlan Elementary over the years. In order to maintain this level of educational achievement, the faculty of W.S. Harlan elected to seek the establishment of a Continuous Improvement Plan for the school year 2008-2009. The faculty have worked diligently serving on various committees and implementing programmatic strategies to address all areas of the curriculum. Technology is a key component at W.S. Harlan Elementary. In order to ensure that our students are technologically competent, we focus on various programs that encourage an understanding of basic skills while providing students opportunities to interact with current technological equipment. Students are able to participate in programs such as Compass Learning, Kids College, STAR Sportsmanship, Accelerated Reader, and Accelerated Math, Microsoft Power Point, and Alabama Virtual Library by accessing our state of the art library media center or one of our computer labs (stationary and wireless rolling labs). All of these programs are used to enhance and augment classroom instruction. W. S. Harlan Elementary is also fortunate to be involved with the Alabama Best Practices 21st Century Learning Initiative Grant. The program provides funding for teachers, supplies, and travel expenses for field trips.It alsoprovides students with an opportunity to receive tutoring and exposure toarts education in anextended day program and attendance at a Kids College Program at a local community college during the summer months. We encourage our students to participate in these academic enrichment programs throughout the year. Our schools mission is to enable each child to develop personally, socially, mentally, and physically, strengthening skills that are necessary for daily life. It is our core philosophy to create a learning atmosphere at W. S. Harlan Elementary School that is made up of three components. First, there is a genuine "loving relationship" for all students. As a faculty, we don't mind giving hugs and high-fives for a job well done. Second, we are consistent in discipline. We believe that children want and need daily structure in order to succeed in their endeavors. Third, we faithfully teach by the Alabama State Courses of Study. When we add these three components together, it makes for an exceptional place for children to learn and grow. PART IV - INDICATORS OF ACADEMIC SUCCESS 1. Assessment Results: W.S. Harlan students participate in the state assessment system for the Alabama Reading and Mathematics Test (ARMT), the Stanford Achievement Test, Tenth Edition (SAT-10), the Alabama Direct Assessment of Writing (ADAW), and the Dynamic Indicators of Basic Early Literacy Skills (DIDELS). Students in grades 3-5 take the ARMT and the SAT-10 assessments. DIBELS is administered to students in grades kindergarten-3 at the beginning, middle, and end of each school year. Students in grade 5 also are assessed with the ADAW and the Alabama Science Assessment (ASA). Reading and mathematic data is disaggregated quickly to provide a realistic understanding of students' test results. The assessment system for the State of Alabama uses achievement levels to determine proficiency and Annual Yearly Progress (AYP). Level I indicates that the student did not meet academic content standards. Level II indicates that the student partially met standards. Level III students meet academic standards, and Level IV students exceed academic content standards. Assessment data is provided by the Alabama State Department of Education on the web at www.alsde.edu. Click on Accountability Reporting; to download assessment results and the state report card. ARMT assessment results for Spring 2008 indicate that ninety-four percent of third grade students met or exceeded standards in reading, and ninety-five percent; met or exceeded standards in math. Fourth grade scores show ninety-seven percent met or exceeded standards in reading, and eighty-seven percent met or exceeded standards in math. Ninety-five percent of fifth grade students met or exceeded standards in reading, and ninety-seven met or exceeded standards in math. Sixth grade students' scores show one-hundred percent met or exceeded standards in reading, and eighty-two percent met or exceeded standards in math. Fifth grade students also piloted the Alabama Science Assessment Eighty-seven percent of fifth grade students met or exceeded standards in science. DIBELS scores from May of 2008 indicate that eighty-six percent of first grade students, seventy-two percent of second grade students, and seventy-six percent of third grade students were at benchmark for the oral reading fluency subtest ninety-eight percent of first grade students were at benchmark on the phoneme segmentation fluency subtest, and ninety-five percent were at benchmark on the nonsense word fluency subtest eighty-six percent of kindergarten students were established at benchmark on the phoneme segmentation fluency subtest. The faculty and staff at W.S. Harlan recognize that we must look at each individual student and plan to meet his/her needs. We have updated our daily schedule to provide uninterrupted instruction time and provide common planning. Weekly grade level meetings provide an opportunity to discuss student data. School administration, resource teacher, and our schools reading coach are active participants in data assessment and data meetings. Every teacher at W.S. Harlan feels committed to the success of every student in our school. The ultimate goal of teachers at W.S. Harlan Elementary is to foster a sense of accomplishment and success for our students. 2. Using Assessment Results: At the beginning of each school year, state assessment results are analyzed and reviewed. The data is then disaggregated and interpreted by WSH teachers. Teachers also review the scores of previous students to look for gaps in the curriculum. Throughout the year, weekly grade level meetings are held to discuss changes in individual student plans and group plans. The reading coach has regularly scheduled data meetings with Kindergarten through third grade. Resource teachers, aides, and other staff members are utilized for additional intervention instruction. Students in grades first through third are given a placement test for reading. The students place below, on, or above grade level. The students are grouped for reading instruction according to their placement. By utilizing the resource teacher and the librarian, we are able to have three reading groups per grade level first through third grade. We also use DIBELS results to place students in intervention. Students who do notbenchmark are placed in an additional thirty minute reading intervention in the afternoons. To accomplish this, we utilize the resource teacher and instructional aides. 3. Communicating Assessment Results: Working together, parents and teachers develop personal educational goals for each student. Students, parents, and teachers meet when registering for the coming year. Vital information is conveyed at this time. Letters are mailed to parents as well as highlighted in the local paper informing parents about registration. Hours are extended to accommodate working parents. Parents review how their child concluded the previous year and discuss successful strategies for the approaching school year. Students, parents, and teachers sign a contract, each committing to strategies to ensure success. This is reexamined throughout the year so students and parents are aware if their progression is leading to success. Parents receive report cards at the end of each nine week grading period and progress reports at the mid-point of the nine weeks. Graded papers, books read, and other valuable data is sent home weekly. The local paper and a marquee in front of the school keep parents informed of testing schedules, academics, and school related information. Parent conferences are scheduled. Teachers keep documentation notebooks which guide their instructionand areused as a tool to keep parents informed of progress. Student work is displayed throughout the school. Each student has a personal aim line. Teachers provide positive feedback, encouragement, and suggestions to ensure astudent reach their maximum potential. SAT, Alabama Direct Writing Assessment, and DIBELS results are given and clarified to parents. During PTO and various meetings throughout the year, parents are given tips such as attendance and test taking strategies to help their child be more successful. Working as a team, parents and the school can focus on what is important-- the success of the child. 4. Sharing Success: W.S. Harlan has made great progress over the last several years, and we are committed to sharing our success story with other schools in the district and throughout the state. Our school has been recognized by the Alabama State Department of Education for exceeding the challenge. During the 2006-07 school year, we received the prestigious Torchbearer School Award. W.S. Harlan has been an Alabama Reading Initiative school for four years. Visitors from across the state have come to observe instruction and learn successful teaching strategies. The Center for Rural Alabama: Connecting Ideas with Opportunity conducted a study of W.S. Harlans performance on student assessment and the schools success on closing the achievement gap. This was a great honor to recognize teachers who go above and beyond the perceived difficulties. Teachers at W.S. Harlan know that educating a child is invaluable. We have hosted several academicreading coaching communities and county-wide professional development institute days. During these sessions, we are able to share and collaborate with other schools in our district and throughout the state. Teachers at W.S. Harlan meet weekly for common planning. At this time data is evaluated, needs are identified, and successes are celebrated. A weekly newsletter is sent to parents sharing individual and school accomplishments. Parents are welcomed, encouraged, and invited into the school. This is attained through Open House and PTO meetings, as well as monthly Family Literacy Night, which is a part of the 21st Century Learning Initiative. In addition to celebrating smaller milestones, the school culminates the year with a school-wide awards program, which parents and community members are invited to attend. PART V - CURRICULUM AND INSTRUCTION 1. Curriculum: The curriculum at W. S. Harlan Elementary School is research-based, data driven, and student-centered. Using the Alabama Course of Study as our guide, expectations for student learning are clearly defined. The rigorous academic program offered at W. S. Harlansupports best practices in education. Local pacing guides and curriculum guides for all academic areas have been aligned to the State Course of Study. Financial resources have been aligned to support curriculum and instructional needs. Classrooms havealsobeen monitored for implementation and effectiveness of instruction. On-going monitoring is accomplished through monthly walk-throughs, data meetings, and system-wide walk- throughs. During the walk-throughs, the assessment team monitors to make sure the program is being implementedwith fidelity. As an Alabama Reading Initiative (ARI) School, the core reading program is (SRA) Reading Mastery Signature reading series for grades K-2 and the Reading Street series for grades 3-5. This reading program has had a high level of success for our students due to direct and explicit instruction, especially in phonics. Through the use of routine and structure, the teacher has multiple opportunities to model the strategies that good readers use. Students practice and apply the strategies. Students learn to make sense of language. Instruction is differentiated, and small group practice is critical. W. S. Harlan teachers have received extensive professional development through the Alabama Reading Initiative. We understand the framework of explicit instruction, have the skills needed to implement the core reading program, and provide the specific interventions our struggling readers need. Programsare not solely responsible for teaching children how to read and comprehend. It is the knowledge and expertise of the teacher that move students. The philosophy of our math curriculum is to build problem solvers. Our goal is for students to think and reason independently, and then apply what they know. W. S. Harlanteachers use the Renaissance program Accelerated Math,Odyssey program, and Compass Learning to helpsupplement the course of study. Teachers learn new student-centered teaching methods that provide the opportunity for all students to understand and use the mathematics needed in the new millennium. Our students learn math concepts, not just memorize procedures. With the focus on writing being placed by the State of Alabama Department of Education, it has become necessary to realign the language arts curriculum to better assist teachers in thearea of writing. Our writing curriculum focuses on teaching the Narrative, Descriptive, and Expository modes. A Writing Curriculum has been added to our staff to provide on-site modeling of writing instruction with students in grades 1-6 with emphasis placed on the knowledge necessary to score proficiently on the state writing assessment given each February. W. S. Harlanis an elementary school that believes the whole child is reached best by integrating the arts throughout the curriculum. In order to develop a well-rounded student, our school offers a number of activities:choir, honor's club, piano and guitar lessons, pee wee sports, "Release Time," a Character Education Program, plays, 4-HClub, fifth and sixth grade band and field trips. School-wide programs for parents, the PTO, and students offer an assortment of entertainment outlets with the use of seasonal themes throughout the school year. The talents of all of our students are recognized, encouraged, and supported. 2a. (Elementary Schools) Reading: W.S. Harlan has participated in the Alabama Reading Initiative (ARI) since 2005-2006. Teachers and administrators went through extensive training and instruction to successfully implement this program. We were also fortunate to receive a reading coach who works with the students and supports the teachers on a daily basis. In 2008, we were able to purchase the Reading Mastery Signature series for grades K-2 and the Reading Street series for grades 3-5 through the Covington County School District. In grades K-3 each class has an uninterrupted reading block ranging from ninety minutes to two and a half hours. The students are all ability grouped during this time so that the teachers can individualize the instruction for each student. Our reading program addresses the five components of reading. These components are phonemic awareness, phonics, fluency, comprehension, and vocabulary. Through the use of documentation notebooks, the teachers constantly monitor the progress of each student. This helps the teacher monitor their individual needs. The notebooks and other assessments are the driving force behind our individualized reading approach. In addition to our regular reading program, our school also implements a successful intervention program. To determine the students that need intervention, we use several assessments including the scores from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment and each students score from the STAR Reader assessment. The classroom teachers, reading coaches, teachers aids, librarian, and special education teacher all teach these crucialthirty minute intervention sessions. Our school also has many other programs and activities that complement our reading program. These include an Accelerated Reader program that encourages students to make at leasteighty-five percent proficiency on comprehension. Also, we have an extended day program where the students receive help with homework and reading assignments. We have two computer based reading programs, Compass Learning and Kids College, which are used to increase student learning. In 2007, we were part of a Pacers project called Read, Write, and Place. This allowed us to purchase award winning books for our classroom libraries, as well as required our students to read and complete projects based on these books. These and other programs are an important part of our reading success. 3. Additional Curriculum Area: We strive to enrich all areas of curriculum with hands-on and technological methods. Science -- In the spring we hold a science fair. In the past students have demonstrated everything from the effects of fertilizer on plants to the dynamics of Newtons Laws on a baseball swing. Social Studies The last two years we have focused intently on the Social Studies curriculum. Two exciting areas we covered included a Pacers Project and the historic 2008 election. Students from 3rd-6th grades worked diligently on a Pacers program entitled, Read, Write, and Place. Following is an excerpt summarizing the project. It was read by student Katharine White at the Pacers Convention in Montgomery. the Place portion of the project, this was the most in-depth portion of the project. Our researchers traveled to the Florala Public Library. The librarian pulled folders full of articles about the history of Lockhart. Our researchers worked and sorted through years and years of history. They took notes and kept folders of all the history they were recording. These folders are also on display today. Students have taken pictures all over Lockhart. These self-taught photographers have been able to document locations of old historic landmarks. Finally, we took all the mounds of history we learned and wrote a short skit documenting our history lesson. Several students became actors and starred in our short historical documentary. Our 4th-6th grades focused intently on the election process, culminating with a school-wide election. Students were involved in every aspect of the procedure from poll workers to actual voters. Math Students in the 3-6 grade have the opportunity to try out for their grade level math team. Grade level teams and individual students consistently place in the Covington County Math Tournament. We also have the Renaissance program, Accelerated Math. Teachers use this program to motivate their students to accomplish math objectives that promote their math skills. Finally every student has access to Kids College and Compass Learning. These are scientifically based programs that help develop all areas of curriculum. 4. Instructional Methods: W. S. Harlan Elementary faculty and staff incorporate a variety of methods and instructional strategies to ensure student success. We strive to reach students with all types of learning styles (visual, auditory, kinesthetic, and tactile). Since our approach to learning is student centered, we use various learning activities including learning centers, whole group instruction, conferencing, enrichment, manipulatives, small group instruction, and peer tutoring. We tailor these processes to the individual needs of our students. Our faculty believes that the basic needs of our students must be met in order for academic and overall success in life. Many of our students face daily obstacles including little to no parental involvement and economic hardships. Due to these factors, we feel a personal responsibility to meet those needs so that we can effectively teach. Our teaching methods are a direct reflection of our willingness to adapt to the ever changing needs of our students. W. S. Harlan Elementary teachers have been trained in the practices outlined by the Alabama Reading Initiative since 2005. One of the main principles that we adhere to is to teach a student based on his/her ability level regardless of his/her grade level. Test results show that teaching a student on his/her instructional level allows the student the opportunity for success. Students can then build upon this success, thrusting; them into reading proficiency. All of these unique and diverse instructional methods combine to provide our students with the best opportunities for success. We are committed to continually adapting our teaching methods for the benefit of the students. 5. Professional Development: The key to successful professional development is the enthusiastic implementation of strategies and techniques learned. After exposure to each professional development opportunity, our teachers and faculty return to W.S. Harlan Elementary with an eagerness to put new practices and ideas to work. Students can feel the excitement in the classrooms and are encouraged to attempt new methods. By attending professional development in the core areas of reading, math, social studies, science, and technology, we ensure that our students receive the most effective instruction to guarantee that state standards are being mastered. Our teachers also receive training on data assessment and management so that we can focus on the specific skills that need to be taught to a level of mastery. Armed with these tools, W.S. Harlan Elementary teachers can incorporate new methods of effective instruction into the classrooms. While many developmental opportunities are provided by our local school district, our school also receives a large percentage of our professional development opportunities from the Alabama State Department of Education through the Alabama Reading Initiative. Teachers are strongly encouraged to take advantage of any local, state, and/or national conferences that would enhance student performance. W.S. Harlan faculty and staff actively seek out chances to expand the repertoire of educational training available to effectively better our students; chances at academic success. In addition to workshops, conferences, and district level in-services, our faculty continuously assesses school performance through weekly grade level meetings and faculty meetings. At these meetings, each educator shares ideas for student motivation, strategies for student success based on state standards, and inspirational messages to encourage not only the students but the faculty as well. As a whole, the teachers of W.S. Harlan Elementary discuss, on a daily basis, ways to keep the focus on student mastery of concepts as outlined in the Alabama State Courses of Study in ways that are appealing and meaningful for our students. 6. School Leadership: Our schools mission is to enable each child to develop personally, socially, mentally, and physically, strengthening skills that are necessary for daily life. It is our core philosophy to create a learning atmosphere at W. S. Harlan Elementary School that is made up of three components. First, there is a genuine; loving relationship; for all students. As a faculty, we don't mind giving hugs and high-fives for a job well done. Second, we are consistent in discipline. We believe that children want and need daily structure in order to succeed in their endeavors. Third, we faithfully teach by the Alabama State Courses of Study. When we add these three components together, it makes; an exceptional place for children to learn and grow. The leadership role of the principal is evident at W. S. Harlan in many ways. First, his role begins as the instructional leader of our school. Some of his many tasks include leading data meetings, walk-throughs, and professional development meetings on a regular basis. He is also charged with providing teachers and students the materials, technology equipment, funding and daily scheduling to make W. S. Harlan one of the top schools in the state of Alabama. Second, our principal takes the time daily to be involved in the students' lives. Our principal gives hugs and; high-fives on a daily basis, calls students by their names--not just a number, puts on band-aids, and helps students make wise choices when deciding between ;right and wrong. Finally, our principal's day does not end at the 3:00 bell. Being involved in the community that he grew up in is very important. He coaches pee wee football and basketball teams, officiates games, drives the bus on field trips, and serves as a youth leader in a local church to name a few. Our principal, as well as many of the teachers is the product of the very school he leads. What that means is that we have a leader and; staff that truly believes in the educational process at W. S. Harlan Elementary School. PART VII - ASSESSMENT RESULTS STATE CRITERION-REFERENCED TESTS Subject: MathematicsGrade: 3Test: Alabama Reading and Mathematics Test (ARMT)Edition/Publication Year: Yearly 2006-2007Publisher: Harcourt Assessment, Inc 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 Testing Month Apr Apr Apr Apr SCHOOL SCORES Meetin-Level lll, Exceeding-Level lV 95 100 94 85 Exceeding-Level lV 75 100 69 64 Number of students tested 40 38 36 28 Percent of total students tested 100 100 100 100 Number of students alternatively assessed 0 1 0 1 Percent of students alternatively assessed 0 3 0 3 SUBGROUP SCORES 1. Free and Reduced Lunch/Socio-Economic Disadvantaged Students Meeting-Level III, Exceeding-Level IV 96 100 92 Exceeding-Level IV 76 100 69 Number of students tested 30 30 26 2. Racial/Ethnic Group (specify subgroup): African-American Meeting-Level III, Exceeding-Level IV Exceeding-Level IV Number of students tested 3. (specify subgroup): % Proficient plus % Advanced % Advanced Number of students tested 4. (specify subgroup): % Proficient plus % Advanced % Proficient plus % Advanced Number of students tested Notes: *The Alabama Reading and Mathematics Test was only given four years at (W.S.H.). SUBJECT: MathGRADE: 3TEST: Stanford Achievement Test (SAT) EDITION/PUBLICATION YEAR: 10TH Edition PUBLISHER: Harcourt Assessment. Inc. SCORES ARE REPORTED HERE AS: Percentiles 07-08 06-07 05-06 04-05 03-04 TESTING MONTH April April AprilApril April TOTAL SCORES78 84 76 65 66 # of students tested40373836 28 % of students tested100100100100 100 # of alternatively tested 0101 0 % of alternatively tested0 303 0 SUBGROUP SCORES 1.) Poverty767773 5859 # of students tested 40 37 3332 22  Subject: ReadingGrade: 3Test: Reading (LA)Edition/Publication Year: Yearly 2007-2008Publisher: Harcourt Assessment, Inc. 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 Testing Month Apr Apr Apr Apr SCHOOL SCORES Meeting-Level lll,Exceeding-Level lV 98 100 97 90 Exceeding-Level lV 88 78 78 61 Number of students tested 40 37 36 28 Percent of total students tested 100 100 100 100 Number of students alternatively assessed 0 1 0 1 Percent of students alternatively assessed 0 3 0 3 SUBGROUP SCORES 1. Free and Reduced Lunch/Socio-Economic Disadvantaged Students Meeting-Level III,Level IV 96 100 96 Exceeding-Level IV 80 71 77 Number of students tested 33 20 25 2. Racial/Ethnic Group (specify subgroup): African-American Meeting-Level III, Level IV Exceeding-Level IV Number of students tested 3. (specify subgroup): % Proficient plus % Advanced % Advanced Number of students tested 4. (specify subgroup): % Proficient plus % Advanced % Proficient plus % Advanced Number of students tested Notes: *The Alabama Reading and Mathematics Test was only given forfour years in 3-grade *The number we had in each grade at testing time was not enough to yield data inthe2.) Racial/Ethnic Group (African-American)category. On our test data report, it prints an asterisk. We do have an overall population of 15% black this year, but that includes kindergarten, first and second grade children also. These children do not test. * Due to the configuration of our software we were unable to put the SAT data in table form. SUBJECT: ReadingGRADE:3 TEST: Stanford Achievement Test (SAT) EDITION/PUBLICATION YEAR: 10TH Edition PUBLISHER: Harcourt Assessment. Inc. SCORES ARE REPORTED HERE AS: Percentiles 07-08 06-07 05-06 04-05 03-04 TESTING MONTHApril April April April April TOTAL SCORES74 81 72 6061 # of students tested 40 37 36 28 35 % of students tested 100100 100 100 100 # of alternatively tested 0 1 0 01 % of alternatively tested 0 3 0 03 SUBGROUP SCORES 1.) Poverty71 73 70 54 55 # of students tested 3320 31 24 27  Subject: MathematicsGrade: 4Test: Alabama Reading and Mathematics Test (AMRT)Edition/Publication Year: Yaerly 2006-2007Publisher: Harcourt Assessment, Inc. 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Meeting-Level lll, Exceeding-Level lV 89 97 93 82 75 Exceeding-Level lV 71 79 54 31 47 Number of students tested 35 38 28 35 33 Percent of total students tested 100 100 100 100 91 Number of students alternatively assessed 0 0 1 0 0 Percent of students alternatively assessed 0 0 3 0 0 SUBGROUP SCORES 1. Free and Reduced Lunch/Socio-Economic Disadvantaged Students Meeting-Level III, Exceeding-Level IV 93 95 89 Exceeding-Level IV 60 81 42 Number of students tested 18 29 19 2. Racial/Ethnic Group (specify subgroup): African-American Meeting-Level III, Exceeding-Level IV Exceeding-Level IV Number of students tested 3. (specify subgroup): % Proficient plus % Advanced % Advanced Number of students tested 4. (specify subgroup): % Proficient plus % Advanced % Proficient plus % Advanced Number of students tested Notes:  Subject: ReadingGrade: 4Test: Alabama Reading and Mathematics Test (AMRT)Edition/Publication Year: Yearly 2006-2007Publisher: Harcourt Assessment,Inc. 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Exceeding-Level lV, Meeting-Level lll 97 95 93 83 78 Exceeding-Level lV 80 79 79 60 31 Number of students tested 35 38 28 35 33 Percent of total students tested 100 100 100 100 91 Number of students alternatively assessed 0 0 1 0 Percent of students alternatively assessed 0 0 3 0 SUBGROUP SCORES 1. Free and Reduced Lunch/Socio-Economic Disadvantaged Students Meeting-Level III, Exceeding-Level IV 100 90 90 Exceeding-Level IV 67 81 74 Number of students tested 18 29 19 2. Racial/Ethnic Group (specify subgroup): BLACK Meeting-Level III, Exceeding-Level IV Exceeding-Level IV Number of students tested 3. (specify subgroup): % Proficient plus % Advanced % Advanced Number of students tested 4. (specify subgroup): % Proficient plus % Advanced % Proficient plus % Advanced Number of students tested  Subject: MathematicsGrade: 5Test: Alabama Reading and Mathematics Test (ARMT)Edition/Publication Year: Yearly-2006-2007Publisher: Harcourt Assessment, Inc. 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 Testing Month Apr Apr Apr Apr SCHOOL SCORES Meeting-Level lll, Exceeding-Level lV 97 93 80 73 Exceeding-Level lV 80 59 34 30 Number of students tested 35 27 35 34 Percent of total students tested 100 100 100 100 Number of students alternatively assessed 0 1 0 0 Percent of students alternatively assessed 0 3 0 0 SUBGROUP SCORES 1. Free and Reduced Lunch/Socio-Economic Disadvantaged Students Meeting-Level III, Exceeding-Level IV 95 89 83 Exceeding-Level IV 80 39 29 Number of students tested 24 22 24 2. Racial/Ethnic Group (specify subgroup): African-American Meeting-Level III, Exceeding-Level IV Exceeding-Level IV Number of students tested 3. (specify subgroup): % Proficient plus % Advanced % Advanced Number of students tested 4. (specify subgroup): % Proficient plus % Advanced % Proficient plus % Advanced Number of students tested  Subject: ReadingGrade: 5Test: Alabama Reading and Mathematics Test (ARMT)Edition/Publication Year: Yearly 2006-2007Publisher: Harcourt Assessment, Inc. 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 Testing Month Apr Apr Apr Apr SCHOOL SCORES Meeting-Level lll,Exceeding-Level lV 94 93 72 76 Exceeding-Level lV 80 78 49 30 Number of students tested 35 27 35 34 Percent of total students tested 100 100 100 100 Number of students alternatively assessed 0 1 0 0 Percent of students alternatively assessed 0 3 0 0 SUBGROUP SCORES 1. Free and Reduced Lunch/Socio-Economic Disadvantaged Students Meeting-Level III, Exceeding-Level IV 90 89 75 Exceeding-Level IV 85 78 50 Number of students tested 24 22 24 2. Racial/Ethnic Group (specify subgroup): BLACK Meeting-Level III, Exceeding-Level IV Exceeding-Level IV Number of students tested 3. (specify subgroup): % Proficient plus % Advanced % Advanced Number of students tested 4. (specify subgroup): % Proficient plus % Advanced % Proficient plus % Advanced Number of students tested Notes: *The Alabama Reading and Mathematics Testwas only given for four years in the grade-5..  Subject: MathematicsGrade: 6Test: Alabama Reading and Mathematics Test (ARMT)Edition/Publication Year: Yearly-2006-2007Publisher: Harcourt Assessment, Inc. 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Meeting-Level lll,Exceeding-Level lV 82 82 65 80 68 Exceeding-Level lV 43 35 22 26 28 Number of students tested 28 35 37 40 40 Percent of total students tested 100 100 100 100 97 Number of students alternatively assessed 1 0 0 0 0 Percent of students alternatively assessed 3 0 0 0 0 SUBGROUP SCORES 1. Free and Reduced Lunch/Socio-Economic Disadvantaged Students Meeting-Level III, Exceeding-Level IV 75 82 60 Exceeding-Level IV 31 36 8 Number of students tested 21 28 25 2. Racial/Ethnic Group (specify subgroup): African-American Meeting-Level III, Exceeding-Level IV Exceeding-Level IV Number of students tested 3. (specify subgroup): % Proficient plus % Advanced % Advanced Number of students tested 4. (specify subgroup): % Proficient plus % Advanced % Proficient plus % Advanced Number of students tested Notes:  Subject: ReadingGrade: 6Test: Alabama Reading and Mathematics Test (ARMT)Edition/Publication Year: Yearly 2006-2007Publisher: Harcourt Assessment, Inc. 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 Testing Month Apr Apr Apr Apr Apr SCHOOL SCORES Meeting-Levellll,Exceeding-Level lV 100 88 84 90 83 Exceeding-Level lV 93 59 43 64 68 Number of students tested 28 34 37 40 40 Percent of total students tested 100 100 100 100 97 Number of students alternatively assessed 1 0 0 0 0 Percent of students alternatively assessed 3 0 0 0 0 SUBGROUP SCORES 1. Free and Reduced Lunch/Socio-Economic Disadvantaged Students Meeting-Level III, Exceeding-Level IV 100 91 80 Exceeding-Level IV 94 68 36 Number of students tested 21 27 25 2. Racial/Ethnic Group (specify subgroup): BLACK Meeting-Level III, Exceeding-Level IV Exceeding-Level IV Number of students tested 3. (specify subgroup): % Proficient plus % Advanced % Advanced Number of students tested 4. (specify subgroup): % Proficient plus % Advanced % Proficient plus % Advanced Number of students tested Notes:       FILENAME 09AL02 WS Harlan.doc  PAGE 25 TUVWXgh   & ' ( @ [ ] t v ûñëëëëëëûëëëëû~x h50J h50J h50J>* h50Jh5 h50J>* h50Jh50J5\ h50Jh50JCJaJh5CJaJh5CJaJh50J5CJ\aJh50J5CJ \aJ h556CJ\]aJh50J5CJ\aJ.VWX$G$IfG$edW!ekd$$IfedW!&0634aitW! $$G$Ifa$ (h  aYYYYYY$G$Ifkd$$IfedW!ֈ 0634aitW!  ( ] 2 { R a\WWRR\\\edW!edW!edW!kdG$$IfedW!ֈ 0634aitW!  " 0 2 @ Q _ y { P R  $ % & 5 E Q _ ` a ) + CSqrs h50J>* h50J h50J>* h50J h50Jh5B*CJaJph h50J>* h50J h50J>* h50Jh5 h50Jh5B*ph> & a + Eijkb|wredW!edW!G$edW!ekd$$IfedW!&0634aitW!$G$IfedW!edW!edW! DEgijk`bdij#$%')./|~ #%&SWŻŻŻŻŻŻŻŻŻŻ˪h50J5\h5CJaJh50JB*ph h50Jh5CJaJh5CJaJ h50Jh5h5B*CJaJph h50Jh50J6]C'~ %&TWedW!ekd$$IfedW!&0634aitW!$G$If$edW!edW!W_`#$12359>@ACistu&'QR UW^d&(-.89EFQTYZdeqr}h55CJ\aJh5B*ph h50J>* h50Jh5CJaJ h50Jh5h50J5\NWdkd($$IfedW!Fu6    34aitW! $$G$Ifa$$G$IfedW!  $$G$Ifa$$G$Ifdkd$$IfedW!Fu6    34aitW!# $$G$Ifa$$G$Ifdkdj$$IfedW!Fu6    34aitW!#$%)1 $$G$Ifa$$G$Ifdkd $$IfedW!Fu6    34aitW!1237@ $$G$Ifa$$G$Ifdkd$$IfedW!Fu6    34aitW!@ACuW(.9FRTZ $$G$Ifa$edW!edW!dkdM$$IfedW!Fu6    34aitW!Zer~FfFf Ff $$G$Ifa$   $ I O R !!!)!*!+!@!A!B!E!F!M!N!O!V"f"""""""?#A#D#h#j##h556\] h55\ h50J h50J>*h50J6] h50Jh50JB*phh5B*phh5h5CJaJh55CJ\aJCFfuFf: $$G$Ifa$            Ff&&Ff! $$G$Ifa$Ff ! " $ J N O CkdY,$$IfedW!T;Fc06    34ab itW!T $$G$Ifa$ $$G$Ifa$Ff7*$G$IfO R fkd%-$$IfedW!JF{&Xs6    34aitW! $$G$Ifa$$G$If$edW! $$G$Ifa$$G$Ifdkd-$$IfedW!F{&Xs6    34aitW! $$G$Ifa$$G$Ifdkdk.$$IfedW!F{&Xs6    34aitW! ! $$G$Ifa$$G$Ifdkd /$$IfedW!F{&Xs6    34aitW!!!!!!)! $$G$Ifa$$G$Ifdkd/$$IfedW!F{&Xs6    34aitW!)!*!+!,!@! $$G$Ifa$$G$IfdkdN0$$IfedW!F{&Xs6    34aitW!@!A!B!F!N! $$G$Ifa$$G$Ifdkd0$$IfedW!F{&Xs6    34aitW!N!O!""A#E###x $$G$Ifa$$G$IfedW!edW!edW!dkd1$$IfedW!F{&Xs6    34aitW!###$ $h``U $$G$Ifa$$G$Ifkd12$$IfedW!TF.L06    34ab itW!T##### $ $$O$P$S$$$$$$$%%R%Y%Z%\%%%%%%%%%%&!&"&$&a&j&l&''''''(((((( ))A)B)})~)))))&*'***.*/********ݾ h50J>*h50JB*ph h50Jh5B*ph h50J>* h50Jh556\]h5 h55\h5CJaJH $ $$L$O$h``U $$G$Ifa$$G$Ifkd 3$$IfedW!TF.L06    34ab itW!TO$P$T$$$h``U $$G$Ifa$$G$Ifkd3$$IfedW!TF.L06    34ab itW!T$$$$$h``U $$G$Ifa$$G$Ifkd4$$IfedW!TF.L06    34ab itW!T$$$%%h``U $$G$Ifa$$G$Ifkd5$$IfedW!TF.L06    34ab itW!T%%\%%%$&l&''((hccc]cXccXedW!$edW!edW!kdi6$$IfedW!TF.L06    34ab itW!T ((((((((((( )akdA7$$IfedW!rN 'X X634aitW! $$G$Ifa$$G$If ))))!)$)A)tlalal $$G$Ifa$$G$Ifkd8$$IfedW!rN 'X X634aitW!A)B)C)F)\)_)})tlalal $$G$Ifa$$G$Ifkd8$$IfedW!rN 'X X634aitW!})~))))))tlalal $$G$Ifa$$G$Ifkd9$$IfedW!rN 'X X634aitW!)))))))tlalal $$G$Ifa$$G$Ifkd:$$IfedW!rN 'X X634aitW!)))) **&*tlalal $$G$Ifa$$G$Ifkd;$$IfedW!rN 'X X634aitW!&*'*****togg\ $$G$Ifa$$G$IfedW!kdc<$$IfedW!rN 'X X634aitW!******* $$G$Ifa$dkd>=$$IfedW!F&6    34aitW!*******++7+8+N+O+e+f+i+m+n+,,,,",0-e-f-------..///;0=0R0T0U0W0X0Y0000000000000000000000000001111h5CJaJ h50Jh5B*phh50J5\h50J5>*\h50JB*ph h50Jh5CJaJh5J*******rjj_j_ $$G$Ifa$$G$Ifkd=$$IfedW!r(!&ee634aitW!*******tllala $$G$Ifa$$G$Ifkd>$$IfedW!r(!&ee634aitW!***++++tllala $$G$Ifa$$G$Ifkdo?$$IfedW!r(!&ee634aitW!+++0+3+4+7+tllala $$G$Ifa$$G$IfkdJ@$$IfedW!r(!&ee634aitW!7+8+9+G+J+K+N+tllala $$G$Ifa$$G$Ifkd%A$$IfedW!r(!&ee634aitW!N+O+P+]+a+b+e+tllala $$G$Ifa$$G$IfkdB$$IfedW!r(!&ee634aitW!e+f+,",1-3-=-G-Q-[-e-toid\\\\\\$G$IfedW!$edW!edW!kdB$$IfedW!r(!&ee634aitW! e-f---/' $$G$Ifa$$G$IfkdC$$IfedW!ֈf 0634abitW!----- $$G$Ifa$----/' $$G$Ifa$$G$IfkdD$$IfedW!ֈf 0634abitW!----- $$G$Ifa$----/' $$G$Ifa$$G$IfkdE$$IfedW!ֈf 0634abitW!----- $$G$Ifa$--..//*%%edW!edW!kd`F$$IfedW!ֈf 0634abitW!///=0T0W0X0Y0000rkkd>G$$IfedW!Fd  6    22 l34aitW!$G$If $$Ifa$$IfedW!edW! 00000|$G$If $$Ifa$$IfkkdG$$IfedW!Fd  6    22 l34aitW!00000|$G$If $$Ifa$$IfkkdtH$$IfedW!Fd  6    22 l34aitW!00000|$G$If $$Ifa$$IfkkdI$$IfedW!Fd  6    22 l34aitW!00011|$G$If $$Ifa$$IfkkdI$$IfedW!Fd  6    22 l34aitW!11(1*1,1|$G$If $$Ifa$$IfkkdEJ$$IfedW!Fd  6    22 l34aitW!1&1(1)1*1,1-141617181:1;1@1B1E1G1I1J1M1_1a1b1CCCCCCCCCCbPdPiPjPPPUUUU;U=U\Y]YYZ4\6\;\<\M\O\-c0cSc໵୻hcB*phh50J5\h50JB*phh5B*ph h50Jh5CJaJ$h50JB*eh@phr@h50JB*phh5CJaJh5CJaJ h50Jh5 h50J9,1-16181:1|$G$If $$Ifa$$IfkkdJ$$IfedW!Fd  6    22 l34aitW!:1;1B1G1I1|$G$If $$Ifa$$Ifkkd{K$$IfedW!Fd  6    22 l34aitW!I1J1M1a1$G$If$edW!kkdL$$IfedW!Fd  6    22 l34aitW!a1b12469;|>@CCC$G$If$edW!edW!ekdL$$IfedW!&0634aitW! CCCFHKKMbPPyQRTU=UX]YedW!$edW!ekdKM$$IfedW!&0634aitW!]YZZ4\O\]_`-c0cUcVclcdfekdM$$IfedW!&0634aitW!$G$If$edW!$edW!edW!ScUcVcXc]c^cjclc3h4h5j@jmqqqqqqq{{{{6{8{}}KMRSmoĒƒ˒̒ߒؚښۚMNӛԛ˻h5CJaJhch50JwCJaJ h50Jh5CJaJhcB*phh5B*phh50J5\h5h50JB*ph h50Jh5CJaJh5CJaJ;fjlnmqqx{8{{O|ԅlKoFĒŕՙedW!gdc$edW!edW!ښۚM$a$edW!ekdN$$IfedW!&0634aitW!$G$If$edW!MNy.ZkdO$$IfedW!T0k&634aitW!T$G$IfmkdO$$IfedW!TFk&6    34aitW!Tɛӛ $$G$Ifa$K$ $G$IfK$edW!ӛԛ1( $$G$Ifa$K$ $G$IfK$kdP$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kdP$IfK$L$ֈ o; 0634ab78YZ!"$%456uvwɝʝ/01\]uv՞֞ "#$FGij1KZe} h50J>* h5>*hch5 h5<h5CJaJh5CJaJh55CJ\aJP),0367 $$G$Ifa$K$ $G$IfK$dkdQ$IfK$L$0634ab78KN1( $$G$Ifa$K$ $G$IfK$kdnR$IfK$L$ֈ o; 0634abNRUXY $$G$Ifa$K$YZux1( $$G$Ifa$K$ $G$IfK$kdIS$IfK$L$ֈ o; 0634abx{~ $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$T$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdT$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdU$IfK$L$ֈ o; 0634ab ! $$G$Ifa$K$!"$1( $G$IfK$kdV$IfK$L$ֈ o; 0634ab$%56v*dkd3X$IfK$L$0634ab $G$IfK$fkdW$IfK$L$0634abvw $$G$Ifa$K$ $G$IfK$dkdX$IfK$L$0634ab1( $$G$Ifa$K$ $G$IfK$kdqY$IfK$L$ֈ o; 0634abĝǝȝɝ $$G$Ifa$K$ɝʝ1( $$G$Ifa$K$ $G$IfK$kdLZ$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd'[$IfK$L$ֈ o; 0634ab01W*dkd\$IfK$L$0634ab $G$IfK$fkd\$IfK$L$0634abWXYZ[\ $$G$Ifa$K$\]pq1( $$G$Ifa$K$ $G$IfK$kdD]$IfK$L$ֈ o; 0634abqrstu $$G$Ifa$K$uv1( $$G$Ifa$K$ $G$IfK$kd^$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd^$IfK$L$ֈ o; 0634abО*dkdx`$IfK$L$0634ab $G$IfK$fkd_$IfK$L$0634abОўҞӞԞ՞ $$G$Ifa$K$՞֞1( $$G$Ifa$K$ $G$IfK$kda$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kda$IfK$L$ֈ o; 0634ab $$G$Ifa$K$ 1( $G$IfK$kdb$IfK$L$ֈ o; 0634ab #$A*dkdKd$IfK$L$0634ab $G$IfK$fkdc$IfK$L$0634abABCDEF $$G$Ifa$K$FGde1( $$G$Ifa$K$ $G$IfK$kdd$IfK$L$ֈ o; 0634abefghi $$G$Ifa$K$ij1( $$G$Ifa$K$ $G$IfK$kde$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1)!$G$If$G$Ifkdf$IfK$L$ֈ o; 0634ab2]e¢1$IfK$ & Fdd$G$If[$\$ & F$G$Ifgd[ & F$G$Ifgd[$If ul $$a$edW!Gkdg$$IfedW!T_ 634aitW!T$G$If:kd{g$IfK$L$2 634amnäĤѤҤӤ'(PQCDElm-.NOQRijk§çڧۧܧ!"BCDPXh[h30J5h[h50J5 h5<h55CJ\aJh5CJaJh5h5CJaJNHmnp8/ $G$IfK$Ukdh$$IfedW!T0?&634aitW!T$G$IfhkdDh$$IfedW!TF?c&6    34aitW!Tpz $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdDi$IfK$L$ֈ o; 0634ab¤ä $$G$Ifa$K$äĤҤ1( $G$IfK$kdj$IfK$L$ֈ o; 0634abҤӤ $$G$Ifa$K$ $G$IfK$dkdj$IfK$L$0634ab1( $$G$Ifa$K$ $G$IfK$kdk$IfK$L$ֈ o; 0634ab #&' $$G$Ifa$K$'(CF1( $$G$Ifa$K$ $G$IfK$kdtl$IfK$L$ֈ o; 0634abFILOP $$G$Ifa$K$PQsw1( $$G$Ifa$K$ $G$IfK$kdOm$IfK$L$ֈ o; 0634abw{ $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd*n$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdo$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kdo$IfK$L$ֈ o; 0634abD*dkd^q$IfK$L$0634ab $G$IfK$fkdp$IfK$L$0634abDE`cgjkl $$G$Ifa$K$ $G$IfK$dkdq$IfK$L$0634ablm1( $$G$Ifa$K$ $G$IfK$kdr$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdws$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kdRt$IfK$L$ֈ o; 0634ab*dkdu$IfK$L$0634ab $G$IfK$fkd-u$IfK$L$0634ab $$G$Ifa$K$()1( $$G$Ifa$K$ $G$IfK$kdov$IfK$L$ֈ o; 0634ab)*+,- $$G$Ifa$K$-.IJ1( $$G$Ifa$K$ $G$IfK$kdJw$IfK$L$ֈ o; 0634abJKLMN $$G$Ifa$K$NOQ1( $G$IfK$kd%x$IfK$L$ֈ o; 0634abQRjk*dkdy$IfK$L$0634ab $G$IfK$fkdy$IfK$L$0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdBz$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd{$IfK$L$ֈ o; 0634ab $$G$Ifa$K$§1( $G$IfK$kd{$IfK$L$ֈ o; 0634ab§çۧܧ*dkdv}$IfK$L$0634ab $G$IfK$fkd|$IfK$L$0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd~$IfK$L$ֈ o; 0634ab ! $$G$Ifa$K$!"=>1( $$G$Ifa$K$ $G$IfK$kd~$IfK$L$ֈ o; 0634ab>?@AB $$G$Ifa$K$BCDM1)!$G$If$G$Ifkd$IfK$L$ֈ o; 0634abMRkdhxӭ()+$IfK$hdd$G$If[$\$^hgd C & Fdd$G$If[$\$$IfʩҩߩQR\clmy̪+,-.ҮӮ+,9:;pq*+abdetuv./12mnȻȻȻȻh55CJ\aJh5CJaJh5CJaJ h5>*h5 h50J>* h50Jh[h55h[h30J5h[h50J5h[h[0J5B+,-.1FOzq $$a$edW!Bkd$$IfedW!T&634aitW!T$G$If:kd$IfK$L$&634aҮӮծ8/ $G$IfK$Ukd$$IfedW!T0k&634aitW!T$G$Ifhkdo$$IfedW!TFk&6    34aitW!Tծ߮ $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdo$IfK$L$ֈ o; 0634ab#'+ $$G$Ifa$K$+,:1( $G$IfK$kdJ$IfK$L$ֈ o; 0634ab:;adgjmp $$G$Ifa$K$ $G$IfK$dkd%$IfK$L$0634abpq1( $$G$Ifa$K$ $G$IfK$kdĄ$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdz$IfK$L$ֈ o; 0634ab $$G$Ifa$K$ "1( $$G$Ifa$K$ $G$IfK$kdU$IfK$L$ֈ o; 0634ab"$&(* $$G$Ifa$K$*+WY1( $$G$Ifa$K$ $G$IfK$kd0$IfK$L$ֈ o; 0634abY[]_a $$G$Ifa$K$abd1( $G$IfK$kd $IfK$L$ֈ o; 0634abdeuv*dkd$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634abݰ $$G$Ifa$K$ $G$IfK$dkd($IfK$L$0634ab1( $$G$Ifa$K$ $G$IfK$kdNj$IfK$L$ֈ o; 0634ab $$G$Ifa$K$#&1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab&),-. $$G$Ifa$K$./11( $G$IfK$kd}$IfK$L$ֈ o; 0634ab12no*dkd$IfK$L$0634ab $G$IfK$fkdX$IfK$L$0634abnoԱձױر$%EFHI`abȲɲʲԲղֲײ&'vwϳгݳ޳߳78bcʹδWXYѵҵԵյ23KLlmoph5 h5<h55CJ\aJh5CJaJh5CJaJW $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$ϱб1( $$G$Ifa$K$ $G$IfK$kdu$IfK$L$ֈ o; 0634abбѱұӱԱ $$G$Ifa$K$Աձױ1( $G$IfK$kdP$IfK$L$ֈ o; 0634abױر*dkdΒ$IfK$L$0634ab $G$IfK$fkd+$IfK$L$0634ab $$G$Ifa$K$ 1( $$G$Ifa$K$ $G$IfK$kdm$IfK$L$ֈ o; 0634ab !"#$ $$G$Ifa$K$$%@A1( $$G$Ifa$K$ $G$IfK$kdH$IfK$L$ֈ o; 0634abABCDE $$G$Ifa$K$EFH1( $G$IfK$kd#$IfK$L$ֈ o; 0634abHIab*dkd$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd@$IfK$L$ֈ o; 0634ab $$G$Ifa$K$òIJ1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abIJŲƲDzȲ $$G$Ifa$K$ȲɲʲӲ1)!$G$If$G$Ifkd$IfK$L$ֈ o; 0634abӲԲղֲײڲ&ri $$a$edW!Bkd/$$IfedW!T&634aitW!T$G$If:kdљ$IfK$L$634a$IfK$&'Rvwy8/ $G$IfK$Ukd!$$IfedW!T0k&634aitW!T$G$Ifhkd$$IfedW!TFk&6    34aitW!Ty $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abódz˳ϳ $$G$Ifa$K$ϳг޳1( $G$IfK$kdu$IfK$L$ֈ o; 0634ab޳߳  $$G$Ifa$K$ $G$IfK$dkdP$IfK$L$0634ab(+1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab+.147 $$G$Ifa$K$78SV1( $$G$Ifa$K$ $G$IfK$kdʞ$IfK$L$ֈ o; 0634abVY\_b $$G$Ifa$K$bc1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$Ĵƴ1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abƴȴʴ̴ʹ $$G$Ifa$K$ʹδ1( $$G$Ifa$K$ $G$IfK$kd[$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd6$IfK$L$ֈ o; 0634abX*dkd$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634abXY $$G$Ifa$K$ $G$IfK$dkdS$IfK$L$0634ab1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$Ƶɵ1( $$G$Ifa$K$ $G$IfK$kdͥ$IfK$L$ֈ o; 0634abɵ̵ϵеѵ $$G$Ifa$K$ѵҵԵ1( $G$IfK$kd$IfK$L$ֈ o; 0634abԵյ-*dkd&$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab-./012 $$G$Ifa$K$23FG1( $$G$Ifa$K$ $G$IfK$kdŨ$IfK$L$ֈ o; 0634abGHIJK $$G$Ifa$K$KLgh1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abhijkl $$G$Ifa$K$lmo1( $G$IfK$kd{$IfK$L$ֈ o; 0634abop*dkd$IfK$L$0634ab $G$IfK$fkdV$IfK$L$0634ab $$G$Ifa$K$ݶ޶?@`abcdef ?@`anopĸŸ!"VW23YZ\]źƺ޺ߺ>?OPpqsth5 h5<h55CJ\aJh5CJaJh5CJaJW1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$ضٶ1( $$G$Ifa$K$ $G$IfK$kds$IfK$L$ֈ o; 0634abٶڶ۶ܶݶ $$G$Ifa$K$ݶ޶1( $G$IfK$kdN$IfK$L$ֈ o; 0634ab*dkd̯$IfK$L$0634ab $G$IfK$fkd)$IfK$L$0634ab $$G$Ifa$K$:;1( $$G$Ifa$K$ $G$IfK$kdk$IfK$L$ֈ o; 0634ab;<=>? $$G$Ifa$K$?@[\1( $$G$Ifa$K$ $G$IfK$kdF$IfK$L$ֈ o; 0634ab\]^_` $$G$Ifa$K$`ab1)$G$Ifkd!$IfK$L$ֈ o; 0634abbcdefi~f] $$a$edW!BkdZ$$IfedW!T&634aitW!T$G$If:kd$IfK$L$n634a & Fdd$G$If[$\$K$ 8/ $G$IfK$UkdL$$IfedW!T0}0&634aitW!T$G$Ifhkdų$$IfedW!TF}0&6    34aitW!T !+5? $$G$Ifa$K$?@OS1( $$G$Ifa$K$ $G$IfK$kdŴ$IfK$L$ֈ o; 0634abSW[_` $$G$Ifa$K$`ao1( $G$IfK$kd$IfK$L$ֈ o; 0634abop $$G$Ifa$K$ $G$IfK$dkd{$IfK$L$0634ab1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abøĸ $$G$Ifa$K$ĸŸ1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdи$IfK$L$ֈ o; 0634ab ! $$G$Ifa$K$!"MO1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abOQSUV $$G$Ifa$K$VW1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kda$IfK$L$ֈ o; 0634ab*dkd߼$IfK$L$0634ab $G$IfK$fkd<$IfK$L$0634ab  $$G$Ifa$K$ $G$IfK$dkd~$IfK$L$0634ab'*1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab*-012 $$G$Ifa$K$23NQ1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abQTWXY $$G$Ifa$K$YZ\1( $G$IfK$kdӿ$IfK$L$ֈ o; 0634ab\]*dkdQ$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634abºúĺź $$G$Ifa$K$źƺٺں1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abںۺܺݺ޺ $$G$Ifa$K$޺ߺ1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab9*dkd$$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab9:;<=> $$G$Ifa$K$>?JK1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abKLMNO $$G$Ifa$K$OPkl1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ablmnop $$G$Ifa$K$pqs1( $G$IfK$kdy$IfK$L$ֈ o; 0634abst*dkd$IfK$L$0634ab $G$IfK$fkdT$IfK$L$0634ab $$G$Ifa$K$ͻλ1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abһӻHIμϼ12RS{|-./nopHIab¿ҿӿ23UVvwxh Ch55CJ\aJh5 h5<h5CJaJh5CJaJUλϻлѻһ $$G$Ifa$K$һӻ1( $$G$Ifa$K$ $G$IfK$kdq$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1)$G$IfkdL$IfK$L$ֈ o; 0634ab Hf] $$a$edW!Bkd$$IfedW!T0&634aitW!T$G$If:kd'$IfK$L$n634a & Fdd$G$If[$\$K$HIt8/ $G$IfK$Ukdw$$IfedW!T0k&634aitW!T$G$Ifhkd$$IfedW!TFk&6    34aitW!Tļμ $$G$Ifa$K$μϼ޼1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab$'*-01 $$G$Ifa$K$ $G$IfK$dkd$IfK$L$0634ab12EH1( $$G$Ifa$K$ $G$IfK$kdE$IfK$L$ֈ o; 0634abHKNQR $$G$Ifa$K$RSnq1( $$G$Ifa$K$ $G$IfK$kd $IfK$L$ֈ o; 0634abqtwz{ $$G$Ifa$K${|1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$۽ݽ1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abݽ߽ $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab./o*dkd $IfK$L$0634ab $G$IfK$fkdg$IfK$L$0634abop $$G$Ifa$K$ $G$IfK$dkd$IfK$L$0634ab1( $$G$Ifa$K$ $G$IfK$kdH$IfK$L$ֈ o; 0634ab $$G$Ifa$K$ܾ߾1( $$G$Ifa$K$ $G$IfK$kd#$IfK$L$ֈ o; 0634ab߾ $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634abC*dkd|$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634abCDEFGH $$G$Ifa$K$HI\]1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab]^_`a $$G$Ifa$K$ab}~1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab~ $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab*dkdO$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab $$G$Ifa$K$¿Ϳο1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abοϿпѿҿ $$G$Ifa$K$ҿӿ1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab-*dkd"$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab-./012 $$G$Ifa$K$23PQ1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abQRSTU $$G$Ifa$K$UVqr1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abrstuv $$G$Ifa$K$vwx1)!$G$If$G$Ifkdw$IfK$L$ֈ o; 0634ab]T $$a$edW!Bkd$$IfedW!T&634aitW!T$G$If:kdR$IfK$L$ 634ahdd$G$If[$\$^hgdC+xK$$If 34!"DEop%&'fghJKcd45WXxyz,-abh3 h5<h55CJ\aJh5CJaJh5CJaJh5U34_8Ukd$$IfedW!T0}0&634aitW!Thkd$$IfedW!TF}0&6    34aitW!T$G$If $$G$Ifa$K$ $G$IfK$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab! $$G$Ifa$K$ $G$IfK$dkd$IfK$L$0634ab!"581( $$G$Ifa$K$ $G$IfK$kdp$IfK$L$ֈ o; 0634ab8;>AD $$G$Ifa$K$DE`c1( $$G$Ifa$K$ $G$IfK$kdK$IfK$L$ֈ o; 0634abcfilo $$G$Ifa$K$op1( $$G$Ifa$K$ $G$IfK$kd&$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$ 1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab  $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab&'g*dkd5$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634abgh $$G$Ifa$K$ $G$IfK$dkd$IfK$L$0634ab1( $$G$Ifa$K$ $G$IfK$kds$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdN$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd)$IfK$L$ֈ o; 0634abE*dkd$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634abEFGHIJ $$G$Ifa$K$JK^_1( $$G$Ifa$K$ $G$IfK$kdF$IfK$L$ֈ o; 0634ab_`abc $$G$Ifa$K$cd1( $$G$Ifa$K$ $G$IfK$kd!$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab*dkdz$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab/*dkdM$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab/01234 $$G$Ifa$K$45RS1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abSTUVW $$G$Ifa$K$WXst1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634abtuvwx $$G$Ifa$K$xyz1)!$G$If$G$Ifkd$IfK$L$ֈ o; 0634abVM $$a$edW!Bkd$$IfedW!T0&634aitW!T$G$If:kd}$IfK$L$634a$IfK$hdd$G$If[$\$^hgdC+x$If,-8Ukd$$IfedW!T0k&634aitW!ThkdF$$IfedW!TFk&6    34aitW!T$G$If-/9CMWa $$G$Ifa$K$ $G$IfK$abqu1( $$G$Ifa$K$ $G$IfK$kdF$IfK$L$ֈ o; 0634abuy} $$G$Ifa$K$bMNBCab#$&'>?@bcst#$%&()+,./1245jh5Uh/jh/Uh5 h5<h55CJ\aJh5CJaJh5CJaJO1( $G$IfK$kd!$IfK$L$ֈ o; 0634ab $$G$Ifa$K$ $G$IfK$dkd$IfK$L$0634ab1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$ 1( $$G$Ifa$K$ $G$IfK$kdv$IfK$L$ֈ o; 0634ab  $$G$Ifa$K$:>1( $$G$Ifa$K$ $G$IfK$kdQ$IfK$L$ֈ o; 0634ab>BFJM $$G$Ifa$K$MNy{1( $$G$Ifa$K$ $G$IfK$kd,$IfK$L$ֈ o; 0634ab{} $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab*dkd`$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab6:=@AB $$G$Ifa$K$ $G$IfK$dkd$IfK$L$0634abBCVY1( $$G$Ifa$K$ $G$IfK$kd $IfK$L$ֈ o; 0634abY\_`a $$G$Ifa$K$ab}1( $$G$Ifa$K$ $G$IfK$kdy $IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kdT $IfK$L$ֈ o; 0634ab*dkd $IfK$L$0634ab $G$IfK$fkd/ $IfK$L$0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdq $IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kdL$IfK$L$ֈ o; 0634ab !"# $$G$Ifa$K$#$&1( $G$IfK$kd'$IfK$L$ֈ o; 0634ab&'?@]*dkd$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab]^_`ab $$G$Ifa$K$bcno1( $$G$Ifa$K$ $G$IfK$kdD$IfK$L$ֈ o; 0634abopqrs $$G$Ifa$K$st1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $G$IfK$kd$IfK$L$ֈ o; 0634ab*dkdx$IfK$L$0634ab $G$IfK$fkd$IfK$L$0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$1( $$G$Ifa$K$ $G$IfK$kd$IfK$L$ֈ o; 0634ab $$G$Ifa$K$"1)!$G$If$G$Ifkd$IfK$L$ֈ o; 0634ab"#$%&(*+-.013rjhhhhhhhedW!gd CBkd$$IfedW!T&634aitW!T$G$If:kd$IfK$L$634a$IfK$ 34fghiedW!gd C5?@TUYZ`acdghih/hC+xmHnHuhcmHnHujh5Uh5 61h/R :p3/ =!"#$% $$IfedW!!vh5*'#v*':V 06,534itW!$$IfedW!!vh5 5U5p545 5#v #vU#vp#v4#v #v:V 6,534itW!$$IfedW!!vh5 5U5p545 5#v #vU#vp#v4#v #v:V 6,534itW!$$IfedW!!vh5*'#v*':V 06,534itW!$$IfedW!!vh5*'#v*':V 06,534itW!$$IfedW!!vh5 5 5#v #v #v:V 6,555/ 34itW!$$IfedW!!vh5 5 5#v #v #v:V 6,555/ 34itW!$$IfedW!!vh5 5 5#v #v #v:V 6,555/ 34itW!$$IfedW!!vh5 5 5#v #v #v:V 6,555/ 34itW!$$IfedW!!vh5 5 5#v #v #v:V 6,555/ 34itW!$$IfedW!!vh5 5 5#v #v #v:V 6,555/ 34itW!$$IfedW!!v h5{555t55{555 t#v{#v#v#vt#v#v{#v#v#v t:V  206, 5X5 / 34itW!p2Tkd$$IfedW!T N cX 206$$$$34ab$itW!p2T$$IfedW!!v h5{555t55{555 t#v{#v#v#vt#v#v{#v#v#v t:V  206, 5X5 / 34itW!p2Tkd) $$IfedW!T N cX 206$$$$34ab$itW!p2T$$IfedW!!v h5{555t55{555 t#v{#v#v#vt#v#v{#v#v#v t:V  206, 5X5 / 34itW!p2Tkdd$$IfedW!T N cX 206$$$$34ab$itW!p2T$$IfedW!!v h5{555t55{555 t#v{#v#v#vt#v#v{#v#v#v t:V  206, 5X5 / 34itW!p2Tkd$$IfedW!T N cX 206$$$$34ab$itW!p2T$$IfedW!!v h5{555t55{555 t#v{#v#v#vt#v#v{#v#v#v t:V  206, 5X5 / 34itW!p2Tkd$$IfedW!T N cX 206$$$$34ab$itW!p2T$$IfedW!!v h5{555t55{555 t#v{#v#v#vt#v#v{#v#v#v t:V  206, 5X5 / 34itW!p2Tkd$$IfedW!T N cX 206$$$$34ab$itW!p2T$$IfedW!!v h5{555t55{555 t#v{#v#v#vt#v#v{#v#v#v t:V  206, 5X5 / 34itW!p2TkdP $$IfedW!T N cX 206$$$$34ab$itW!p2T$$IfedW!!v h5{555t55{555 t#v{#v#v#vt#v#v{#v#v#v t:V  206, 5X5 / 34itW!p2Tkd$$$IfedW!T N cX 206$$$$34ab$itW!p2To$$IfedW!!vh5{555t55<#v{#v#v#vt#v#v<:V  206,5X5/ 34itW!p2T kd($$IfedW!TֈN X 20634abitW!p2T$$IfedW!!vh5C5M5t#vC#vM#vt:V ;06,5/ 34itW!T$$IfedW!!vh55n5#v#vn#v:V J6,55X5s/ 34itW!$$IfedW!!vh55n5#v#vn#v:V 6,55X5s/ 34itW!$$IfedW!!vh55n5#v#vn#v:V 6,55X5s/ 34itW!$$IfedW!!vh55n5#v#vn#v:V 6,55X5s/ 34itW!$$IfedW!!vh55n5#v#vn#v:V 6,55X5s/ 34itW!$$IfedW!!vh55n5#v#vn#v:V 6,55X5s/ 34itW!$$IfedW!!vh55n5#v#vn#v:V 6,55X5s/ 34itW!$$IfedW!!vh55n5#v#vn#v:V 6,55X5s/ 34itW!$$IfedW!!vh5j5j5X#vj#vj#vX:V 06,55L5/ 34itW!T$$IfedW!!vh5j5j5X#vj#vj#vX:V 06,55L5/ 34itW!T$$IfedW!!vh5j5j5X#vj#vj#vX:V 06,55L5/ 34itW!T$$IfedW!!vh5j5j5X#vj#vj#vX:V 06,55L5/ 34itW!T$$IfedW!!vh5j5j5X#vj#vj#vX:V 06,55L5/ 34itW!T$$IfedW!!vh5j5j5X#vj#vj#vX:V 06,55L5/ 34itW!T$$IfedW!!vh5P55 55#vP#v#v #v#v:V 6,55X5 5X5/ / 34itW!$$IfedW!!vh5P55 55#vP#v#v #v#v:V 6,55X5 5X5/ / 34itW!$$IfedW!!vh5P55 55#vP#v#v #v#v:V 6,55X5 5X5/ / 34itW!$$IfedW!!vh5P55 55#vP#v#v #v#v:V 6,55X5 5X5/ / 34itW!$$IfedW!!vh5P55 55#vP#v#v #v#v:V 6,55X5 5X5/ / 34itW!$$IfedW!!vh5P55 55#vP#v#v #v#v:V 6,55X5 5X5/ / 34itW!$$IfedW!!vh5P55 55#vP#v#v #v#v:V 6,55X5 5X5/ / 34itW!$$IfedW!!vh55K5( #v#vK#v( :V 6,55534itW!$$IfedW!!vh55K555#v#vK#v#v#v:V 6,555e55e34itW!$$IfedW!!vh55K555#v#vK#v#v#v:V 6,555e55e/ / 34itW!$$IfedW!!vh55K555#v#vK#v#v#v:V 6,555e55e/ / 34itW!$$IfedW!!vh55K555#v#vK#v#v#v:V 6,555e55e/ / 34itW!$$IfedW!!vh55K555#v#vK#v#v#v:V 6,555e55e/ / 34itW!$$IfedW!!vh55K555#v#vK#v#v#v:V 6,555e55e/ / 34itW!$$IfedW!!vh55K555#v#vK#v#v#v:V 6,555e55e/ / 34itW!$$IfedW!!vh555555#v#v#v#v:V 06,555/ 34 itW!$$IfedW!!vh555555#v#v#v#v:V 06,5/ 34 itW!$$IfedW!!vh555555#v#v#v#v:V 06,5/ 34 itW!$$IfedW!!vh555555#v#v#v#v:V 06,5/ 34 itW!$$IfedW!!vh55 5 #v#v :V 655 / 22 l34 itW!$$IfedW!!vh55 5 #v#v :V 655 / 22 l34 itW!$$IfedW!!vh55 5 #v#v :V 655 / 22 l34 itW!$$IfedW!!vh55 5 #v#v :V 655 / 22 l34 itW!$$IfedW!!vh55 5 #v#v :V 655 / 22 l34 itW!$$IfedW!!vh55 5 #v#v :V 655 / 22 l34 itW!$$IfedW!!vh55 5 #v#v :V 655 / 22 l34 itW!$$IfedW!!vh55 5 #v#v :V 655 / 22 l34 itW!$$IfedW!!vh55 5 #v#v :V 655 / 22 l34 itW!$$IfedW!!vh5*'#v*':V 06,534itW!$$IfedW!!vh5*'#v*':V 06,534itW!$$IfedW!!vh5*'#v*':V 06,534itW!$$IfedW!!vh5*'#v*':V 06,534itW!$$IfedW!!vh5585{#v#v8#v{:V 6,534itW!Tw$$IfedW!!vh55#v#v:V 6,534itW!T$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34\$IfK$L$!vh52 #v2 :V 6,534i$$IfedW!!vh5 #v :V 6,534itW!T$$IfedW!!vh5l5$5 #vl#v$#v :V 6,534itW!Tw$$IfedW!!vh5l5#vl#v:V 6,534itW!T$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34\$IfK$L$!vh5&#v&:V 6,534i$$IfedW!!vh5*'#v*':V 6,534itW!T$$IfedW!!vh5585{#v#v8#v{:V 6,534itW!Tw$$IfedW!!vh55#v#v:V 6,534itW!T$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34\$IfK$L$!vh5#v:V 6,534i$$IfedW!!vh5K&#vK&:V 6,534itW!T$$IfedW!!vh5585{#v#v8#v{:V 6,534itW!Tw$$IfedW!!vh55#v#v:V 6,534itW!T$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34\$IfK$L$!vh5n#vn:V 6,534i$$IfedW!!vh5K&#vK&:V 6,534itW!T$$IfedW!!vh5585{#v#v8#v{:V 6,534itW!Tw$$IfedW!!vh55#v#v:V 6,534itW!T$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34\$IfK$L$!vh5n#vn:V 6,534i$$IfedW!!vh5]&#v]&:V 6,534itW!T$$IfedW!!vh5585{#v#v8#v{:V 6,534itW!Tw$$IfedW!!vh55#v#v:V 6,534itW!T$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34\$IfK$L$!vh5 #v :V 6,534i$$IfedW!!vh5K&#vK&:V 6,534itW!T$$IfedW!!vh5585{#v#v8#v{:V 6,534itW!Tw$$IfedW!!vh55#v#v:V 6,534itW!T$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34\$IfK$L$!vh5#v:V 6,534i$$IfedW!!vh5]&#v]&:V 6,534itW!T$$IfedW!!vh5585{#v#v8#v{:V 6,534itW!Tw$$IfedW!!vh55#v#v:V 6,534itW!T$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh5#v:V 06,5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34$IfK$L$!vh55f5f5f5f5u#v#vf#vu:V 06,5 5/ 34\$IfK$L$!vh5#v:V 6,534i$$IfedW!!vh5K&#vK&:V 6,534itW!TD@D NormalG$CJ_HaJmH sH tH N@N Heading 1$@&]5CJKH$\aJH@"H Heading 2$d@&]5\H@2H Heading 3$d@&5CJ\aJB@BB Heading 4$@&^5\@@R@ Heading 5$dh@&5\Z@bZ Heading 6 $`P@&]`^`P5CJ\aJ^@r^ Heading 7$$$8>dh@&^8`>a$5CJ\aJJ@J Heading 8$@&^`5\R @R Heading 9 $`0@&]`^0`5\DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k(No List4U@4 Hyperlink >*phDV@D FollowedHyperlink >*phF^@F Normal (Web)ddG$[$\$@@"@ Comment TextG$CJaJ(@2( Header4 @B4 Footer  !R%@RR Envelope ReturnG$CJOJQJ^JaJP2@bP List 2G$^`CJOJQJ^JaJ<B@r< Body Text`d]`DC@D Body Text Indent `]`2P@2 Body Text 28Q@8 Body Text 36]RR@R Body Text Indent 2 G$^6]PS@P Body Text Indent 30^`0HT@H Block Text`0]`^`0RY@R Document Map-D M OJQJ^JH@H Balloon TextCJOJQJ^JaJ>O> c200 0ddG$[$\$]0DOD c191!hddG$[$\$^h5\RO"R c186)"$0ddG$[$\$^`0a$5\LO2L c185##LddG$[$\$^`L5\BOBB c179$ddG$[$\$ 56\]>OR> c177%ddG$[$\$^<Ob< c176&dddG$[$\$DOrD c174!'dddG$[$\$`<O< c173(ddG$[$\$6]ROR c169))$0ddG$[$\$^`0a$5\DOD c166*ddG$[$\$^5\<O< c165+dhddG$[$\$FOF c162#,ddG$[$\$^`<O< c161-dddG$[$\$BOB c158.dhddG$[$\$5\>O> c154/ddG$[$\$^ROR c152)0$0ddG$[$\$^`0a$5\<O< c1471$ddG$[$\$a$FO"F c140#2y7ddG$[$\$^y`7FO2F c139#3ddG$[$\$^`>OB> c1384:ddG$[$\$`:DORD c1365ddG$[$\$`5\FObF c135#6>ddG$[$\$^`>>Or> c1347?ddG$[$\$^?>O> c1338ddG$[$\$^FOF c132#9PddG$[$\$^`P>O> c124:ddG$[$\$^>O> c123;ddG$[$\$`>O> c122<ddG$[$\$`>O> c102=ddG$[$\$`FOF c101#>ddG$[$\$^`FOF c100#?ddG$[$\$^`DOD c99#@PddG$[$\$^`P<O< c98AxddG$[$\$`x<O"< c97BxddG$[$\$`xFO2F c95C$dddG$[$\$a$5\:OB: c93D8G$^8`4OR4 c92EddG$[$\$:Ob: c91FdddG$[$\$@Or@ c89G$ddG$[$\$a$5\:O: c84HdxddG$[$\$BOB c82!I@ dddG$[$\$`@ :O: c79JdMddG$[$\$:O: c77KdddG$[$\$BOB c75!LdddG$[$\$^:O: c72MdddG$[$\$BOB c70!N@ dddG$[$\$`@ :O: c69OdddG$[$\$BOB c67!PdddG$[$\$`:O: c64QdddG$[$\$:O": c63RdddG$[$\$BO2B c58!SpdddG$[$\$`p4OB4 c48TddG$[$\$:OR: c47UddG$[$\$5\FObF c45V$dddG$[$\$a$5\4Or4 c44WddG$[$\$6O6 c43XTG$^T`<O< c42YG$^`5\JOJ c40#ZbddG$[$\$^b`5\FOF c39&[$hddG$[$\$^h`BOB c29!\$ddG$[$\$]a$HOH c28!]$ddG$[$\$]a$5\<O< c27^ddG$[$\$]DOD c26#_ddG$[$\$^`:O: c24`G$^`2O2 c23aG$^<O"< c22bddG$[$\$^<O2< c20chddG$[$\$^hDOBD c18#dddG$[$\$^`:OR: c14e$ddG$[$\$a$DObD c12fddG$]^6]>Or> c10gddG$]^8O8 c8hddG$[$\$5\DOD c6i$ddG$[$\$a$ 56\]>O> c5j$ddG$[$\$a$5\DOD c3k$dddG$[$\$a$5\>O> c1l$dddG$[$\$a$.O. c192CJaJph@O@ c178 CJ OJQJ^JaJ ho(ph.O. c175CJaJph O c171.O. c170CJaJph.O!. c168CJ aJ ph O1 c167.OA. c164CJ aJ ph OQ c163 Oa c159.Oq. c157CJ aJ ph.O. c151CJaJph,O, c141 7>*S*Y(.O. c137CJaJph:O: c116CJOJQJaJo(ph.O. c103CJaJphO c96,O, c94CJaJphO c90,O, c88CJ aJ ph>O> c87 CJ OJQJ^JaJ ho(ph,O!, c86CJaJphO1 c85,OA, c83CJaJph,OQ, c81CJaJphOa c80,Oq, c78CJaJph,O, c76CJaJph,O, c74CJaJph,O, c73CJaJph,O, c71CJaJph,O, c68CJaJph,O, c66CJaJph,O, c65CJaJph,O, c62CJaJph,O , c61CJaJph,O , c60CJaJph,O! , c59CJ aJ ph,O1 , c57CJaJph,OA , c56CJ aJ phOQ  c548Oa 8 c53CJ"OJQJ^JaJ"ho(&Oq & c51CJ"aJ"$O $ c50ph>O > c49 CJOJQJ^JaJho(phc$#,O , c46CJaJph>O > c41 CJOJQJ^JaJho(ph0O 0 c37OJQJ^Jho(*O * c36 7>*S*Y(&O & c33CJaJ&O & c30CJ aJ $O $ c25ph&O & c21CJaJ,O! , c19CJaJph6O1 6 c17CJOJQJ^JaJo(>OA > c16 CJOJQJ^JaJho(ph&OQ & c13CJaJ2Oa 2 c115CJ\aJph0Oq 0 c96CJ]aJph*O * c7CJaJph$O $ c4CJ0aJ0*O * c2CJaJph.X@ . Emphasis6]HO H msonormal c63ddG$[$\$ O c641HO H msonormal c64ddG$[$\$HO H msonormal c69ddG$[$\$ O c721HO H msonormal c72ddG$[$\$HO" H msonormal c79ddG$[$\$HO2 H msonormal c92ddG$[$\$HOB H msonormal c93ddG$[$\$*W@Q * Strong5\HOb H msonormal c99ddG$[$\$JOr J msonormal c124ddG$[$\$JO J msonormal c135ddG$[$\$JO J msonormal c162ddG$[$\$HO H msonormal c20ddG$[$\$JO J msonormal c154ddG$[$\$FO F msonormal c8ddG$[$\$HO H msonormal c39ddG$[$\$JO J msonormal c158ddG$[$\$iZVWX(]2{R&a+E i j k b  '~ %&TW#$%)1237@ACuW(.9FRTZer~ !"$JNOR!)*+,@ABFNOAE  LOPT\$l !!!!!!$!A!B!C!F!\!_!}!~!!!!!!!!!!!!!!! ""&"'"""""""""""""""""""""""""######0#3#4#7#8#9#G#J#K#N#O#P#]#a#b#e#f#$"$1%3%=%G%Q%[%e%f%%%%%%%%%%%%%%%%%%%%%%&&'''=(T(W(X(Y(((((((((((((((((()))()*),)-)6)8):);)B)G)I)J)M)a)b)*,.13|68;;;;;>@CCEbHHyIJLM=MP]QRR4TOTUWX-[0[U[V[l[\^bdfmiips8ssOty{{{}lKoFĊōՑڒےMNyɓӓԓ),03678KNRUXYZux{~ !"$%56vwĕǕȕɕʕ01WXYZ[\]pqrstuvЖіҖӖԖՖ֖ #$ABCDEFGdefghij2]eš1 HmnpzœÜĜҜӜ #&'(CFILOPQsw{DE`cgjklm()*+,-.IJKLMNOQRjkŸß۟ܟ !"=>?@ABCDMRkdhxӥ()+,-.1FOҦӦզߦ#'+,:;adgjmpq "$&(*+WY[]_abdeuvݨ#&),-./12noϩЩѩҩөԩթשة !"#$%@ABCDEFHIabêĪŪƪǪȪɪʪӪԪժ֪תڪ&'Rvwyëǫ˫ϫЫޫ߫ (+.1478SVY\_bcĬƬȬʬ̬ͬάXYƭɭ̭ϭЭѭҭԭխ-./0123FGHIJKLghijklmopخٮڮۮܮݮޮ:;<=>?@[\]^_`abcdefi~ !+5?@OSW[_`aopðİŰ !"MOQSUVW '*-0123NQTWXYZ\]²òIJŲƲٲڲ۲ܲݲ޲߲9:;<=>?JKLMNOPklmnopqstͳγϳгѳҳӳ HItĴδϴ޴$'*-012EHKNQRSnqtwz{|۵ݵߵ./opܶ߶CDEFGHI\]^_`ab}~·ͷηϷзѷҷӷ-./0123PQRSTUVqrstuvwxڸ۸ܸݸ޸߸34_ɹ͹ѹչٹݹ޹!"58;>ADE`cfilopѺӺպ׺ٺۺܺ &'ghӻֻٻܻݻ޻߻EFGHIJK^_`abcd¼üļϼмѼҼӼԼռ/012345RSTUVWXstuvwxyz۽ܽ,-/9CMWabquy}þƾɾʾݾ :>BFJMNy{}οϿ6:=@ABCVY\_`ab} !"#$&'?@]^_`abcnopqrst"#$%&(*+-.0134fgj00 04W! 0W!00 00 00 00 00 00 04W! 00 00 00 00 00 00 04W! 0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!00 04W! 0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0 0W! 0W!0W!0W!0W!0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0W!0W!0W!0W!0W!0W!0W!0W!0 0 0 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0W! 0 0 0 0W! 0W!0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0W!0W!0W!0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0W!0W!0W!0W!0W!0W!0W!0W!0W!0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0W!0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0 0 0 0 0 0W! 0W!0W!0W!0 0 0 0 0 0 0W! 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0W! 0 0 0 0 0 0 0W! 0W!0W!0W!0W!0W!0W!0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0 0 0 0W! 0W!0 0W! 0W!0W!0W!0W!0W!0W!0W!0W!0W!0 0W! 0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0 0W! 0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0W!0 0W! 0W!0 0 0 0W! 0 0 0W! 0W!0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000000 0 0 0 0 0 0 0 0 0 00 0 0 0W! 0W!0 0 0 0W! 0 0 0W! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000000 0 0 0 0 0 0 00 0 000 0 0 0W! 0W!0 0 0 0W! 0 0 0W! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 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 0W! 0W!0 0 0 0W! 0 0 0W! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0W! 0W!0 0 0 0W! 0 0 0W! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0W! 0W!0 0 0 0W! 0 0 0W! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000000 0 0 0W! 0W!0 0 0 0W! 0 0 0W! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000 0 0 0W! 0W!0 0 0 0W! 0 0 0W! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 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 0W! 0W!X0000X0000X0000X0000@0X0000VWX(]2{R&a+E i j k b  '~ %&TW#$%)1237@ACuW(.9FRTZer~ !"$JNOR!)*+,@ABFNOAE  LOPT\$l !!!!!!$!A!B!C!F!\!_!}!~!!!!!!!!!!!!!!! ""&"'"""""""""""""""""""""""""######0#3#4#7#8#9#G#J#K#N#O#P#]#a#b#e#f#$"$1%3%=%G%Q%[%e%f%%%%%%%%%%%%%%%%%%%%%%&&'''=(T(W(X(Y(((((((((((((((((()))()*),)-)6)8):);)B)G)I)J)M)a)b)*,.13|68;;;;;>@CCEbHHyIJLM=MP]QRR4TOTUWX-[0[U[V[l[\^bdfmiips8ssOty{{{}lKoFĊōՑڒےMNyɓӓԓ),03678KNRUXYZux{~ !"$%56vwĕǕȕɕʕ01WXYZ[\]pqrstuvЖіҖӖԖՖ֖ #$ABCDEFGdefghij2]eš1 HmnpzœÜĜҜӜ #&'(CFILOPQsw{DE`cgjklm()*+,-.IJKLMNOQRjkŸß۟ܟ !"=>?@ABCDMRkdhxӥ()+,-.1FOҦӦզߦ#'+,:;adgjmpq "$&(*+WY[]_abdeuvݨ#&),-./12noϩЩѩҩөԩթשة !"#$%@ABCDEFHIabêĪŪƪǪȪɪʪӪԪժ֪תڪ&'Rvwyëǫ˫ϫЫޫ߫ (+.1478SVY\_bcĬƬȬʬ̬ͬάXYƭɭ̭ϭЭѭҭԭխ-./0123FGHIJKLghijklmopخٮڮۮܮݮޮ:;<=>?@[\]^_`abcdefi~ !+5?@OSW[_`aopðİŰ !"MOQSUVW '*-0123NQTWXYZ\]²òIJŲƲٲڲ۲ܲݲ޲߲9:;<=>?JKLMNOPklmnopqstͳγϳгѳҳӳ HItĴδϴ޴$'*-012EHKNQRSnqtwz{|۵ݵߵ./opܶ߶CDEFGHI\]^_`ab}~·ͷηϷзѷҷӷ-./0123PQRSTUVqrstuvwxڸݸ޸߸34_ɹ͹ѹչٹݹ޹!"58;>ADE`cfilopѺӺպ׺ٺۺܺ &'ghӻֻٻܻݻ޻߻EFGHIJK^_`abcd¼üļϼмѼҼӼԼռ/012345RSTUVWXstuvwxyz۽ܽ,-/9CMWabquy}þƾɾʾݾ :>BFJMNy{}οϿ6:=@ABCVY\_`ab} !"#$&'?@]^_`abcnopqrst"#$%&jZ00aZ00W! Z00W!aZ00aZ00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00aZ00W! Z00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00aZ00W! Z00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00aZ00W! Z00W!aZ00W!aZ00W!aZ00W!aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00~W!aZ00}W!aZ00|W!aZ00{W!aZ00zW!aZ00xW!aZ00OW!aZ00vW!aZ00OaZ00taZ00taZ00taZ00taZ00taZ00taZ00taZ00OaZ00rW! Z00OaZ00paZ00paZ00paZ00paZ00paZ00paZ00paZ00OaZ00nW! Z00OaZ00laZ00laZ00laZ00laZ00laZ00laZ00laZ00OaZ00jW! Z00OaZ00haZ00haZ00haZ00haZ00haZ00haZ00haZ00OaZ00fW! Z00OaZ00daZ00daZ00daZ00daZ00daZ00daZ00daZ00OaZ00bW! Z00OaZ00`aZ00`aZ00`aZ00`aZ00`aZ00`aZ00`aZ00OaZ00^W! Z00OaZ00\aZ00\aZ00\aZ00\aZ00\aZ00\aZ00\aZ00OaZ00ZW! Z00OaZ00XaZ00XaZ00XaZ00XaZ00XaZ00XaZ00XaZ00OaZ00VW! Z00OaZ00TaZ00TaZ00TaZ00TaZ00OaZ00RW! Z00OaZ00QaZ00OaZ00/W! Z00MW!aZ00/aZ00KaZ00/aZ00IW! Z00/aZ00GaZ00/aZ00EW! Z00/aZ00CaZ00/aZ00AW! Z00/aZ00?aZ00/aZ00=W! Z00/aZ00;aZ00/aZ009W! Z00/aZ007aZ00/aZ005W! Z00/aZ003aZ00/aZ001W! Z00/aZ000aZ00/aZ00.W! Z00,W!aZ00W!aZ00*W!aZ00aZ00(aZ00aZ00&W! Z00aZ00$aZ00aZ00"W! Z00aZ00 aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00 W!aZ00 W!aZ00W!aZ00 W!aZ00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00W!aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00W! Z00W!aZ00W!aZ00W!aZ00aZ00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00aZ00aZ00aZ00W! Z00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00aZ00aZ00aZ00W! Z00W!aZ00aZ00W! Z00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00W!aZ00aZ00W! Z00W!aZ00~W!aZ00}W!aZ00|W!aZ00{W!aZ00zW!aZ00yW!aZ00xW!aZ00wW!aZ00vW!aZ00uW!aZ00tW!aZ00sW!aZ00rW!aZ00qW!aZ00pW!aZ00oW!aZ00nW!aZ00mW!aZ00lW!aZ00kW!aZ00iW!aZ00gW!aZ00hW!aZ00gaZ00fW! Z00dW!aZ00cW!aZ00bW!aZ00aW!aZ00`W!aZ00_W!aZ00^W!aZ00]W!aZ00\W!aZ00[W!aZ00ZW!aZ00YW!aZ00XW!aZ00WW!aZ00VW!aZ00UW!aZ00TW!aZ00SW!aZ00RW!aZ00QW!aZ00PW!aZ00OW!aZ00NW!aZ00MW!aZ00LW!Z00KW!Z00W!Z00W!Z00W!Z00W!Z00W!Z00 Z00W! Z00W!Z00 Z00 Z00 Z0 0W! Z00 Z00 Z00W! Z00W!Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00| Z00{ Z00z Z00y Z00x Z00w Z00v Z00u Z00t Z00s Z00r Z00q Z00p Z00o Z00n Z00m Z00l Z00k Z00j Z00i Z00h Z00g Z00f Z00e Z00d Z00c Z00b Z00a Z00` Z00_ Z00^ Z00] Z00\ Z00[ Z00Z Z00Y Z00X Z00W Z00V Z00U Z00T Z00S Z00R Z00Q Z00P Z00O Z00N Z00M Z00L Z00K Z00J Z00I Z00H Z00G Z00F Z00E Z00D Z00C Z00B Z00A Z00@ Z00? Z00> Z00= Z00< Z00; Z00: Z009 Z008 Z007 Z006 Z005 Z004 Z003 Z002 Z001 Z000 Z00/ Z00. Z00- Z00, Z00+ Z00* Z00) Z00( Z00' Z00& Z00% Z00$ Z00# Z00" Z00! Z00  Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00  Z00  Z00  Z00  Z00  Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00 Z00 Z00 Z00W! Z00W!Z00 Z00 Z00 Z00W! Z00 Z00 Z00W! Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00 Z00!Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00Z00#Z00Z00Z00W! 0W!0 0 0 @0W! @0 @0 @0W! @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0@0@0 @0 @0 @0W! 0W!0 0 0 0W! 0 0 0W! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0W! 0W!0 0 0 0W! 0 0 0W! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0W! 0W!0 0 0 0W! 0 0 0W! @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0@0@0@ 0 @0 0 0W! 0W!0 0 0 0W! 0 0 0W! @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0@0@ 0@0 @0 0 0W! 0W!0 0 0 @0W! @0 @0 @0W! @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0@0@0 @0 @0 @0W! 0W! ???B W#*1Scnb5ifkmow+b, W#1@Z O !)!@!N!# $O$$$%( )A)})))&*****+7+N+e+e-------/00001,1:1I1a1C]YfMӛ7NYx!$vɝW\quО՞ AFeipäҤ'FPwDl)-JNQ§!>BM+ծ+:p"*Yad&.1бԱױ $AEHIJȲӲ&yϳ޳+7VbƴʹXɵѵԵ-2GKhloٶݶ;?\`b ?S`oĸ!OV*2QY\źں޺9>KOlpsλһHμ1HRq{ݽo߾CH]a~οҿ-2QUrv!8Dco gEJ_c/4SWtx-au >M{BYa#&]bos"3igijlnpqrstuvxyz{|}~      !"#$%&'()*,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`acdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+hh ,18;B!8@0(  B S  ? &@Q_yim&&b)e)**B,E,..l/o/2$2Y2\22233;;@<D<<<<<==4=:====>@@CCEEGGH HII!L'LRROTRTUUVVWWXX]] ^(^:^B^ii"o(oV}c}GJGK &(HJݗLPS\{IL^` $ft%'~BF !#BD-124սٽھܾ((**++-.0134gj] a RU"#((**++-.0134gj3333E k &|($JROAELT '""f#3%%=(Y(((()()b);;R1RV[^[ss{{N)6]z]ӜQs`IOM*k()O;a +Wvݨ2ϩթʪӪӪ'߫cĬάխ3gmbbp"MW]ƲI$|۵/I}xܸܸ޸޸4pѺܺ'Kz۽۽ܽ--:NyϿ6$""$$&&'((**++-.013UYdegj!!"NN""b)b);;MM\Q]QQRV[V[3`4`5b@bssuu{{FFMM$$55vv00 ##mmҜҜDDIIJJKKLLQQjjŸŸ۟۟DDPXʡҡߡhh(())**++--ҦҦ::dduu11nnϩϩЩЩѩѩҩҩөөששHHaaӪӪԪԪ֪֪תת&&vvޫޫXXԭԭgghhiijjkkoobbccee oo\\ssHH..oo}}~~ڸܸݸݸ޸޸߸߸33&&gg۽۽,,--οο !!""&&??""##$$%%&&'()**+,-/0234fj ; VE\&iyp?@ABCD+,-.1FOҦӦզߦ#'+,:;adgjmpq "$&(*+WY[]_abdeuvݨ#&),-./12noϩЩѩҩөԩթשة !"#$%@ABCDEFHIabêĪŪƪǪȪɪʪԪժ֪תڪ&'Rvwyëǫ˫ϫЫޫ߫ (+.1478SVY\_bcĬƬȬʬ̬ͬάXYƭɭ̭ϭЭѭҭԭխ-./0123FGHIJKLghijklmopخٮڮۮܮݮޮ:;<=>?@[\]^_`abcdefi~ !+5?@OSW[_`aopðİŰ !"MOQSUVW '*-0123NQTWXYZ\]²òIJŲƲٲڲ۲ܲݲ޲߲9:;<=>?JKLMNOPklmnopqstͳγϳгѳҳӳ HItĴδϴ޴$'*-012EHKNQRSnqtwz{|۵ݵߵ./opܶ߶CDEFGHI\]^_`ab}~·ͷηϷзѷҷӷ-./0123PQRSTUVqrstuvwxݸ޸߸34_ɹ͹ѹչٹݹ޹!"58;>ADE`cfilopѺӺպ׺ٺۺܺ &'ghӻֻٻܻݻ޻߻EFGHIJK^_`abcd¼üļϼмѼҼӼԼռ/012345RSTUVWXstuvwxyz۽ܽ,-/9CMWabquy}þƾɾʾݾ :>BFJMNy{}οϿ6:=@ABCVY\_`ab} !"#$&'?@]^_`abcnopqrst#$%&j@"".""i@@UnknownGz Times New Roman5Symbol3& z Arial5& zaTahoma?5 z Courier New;Wingdings"1hӦSنӦS.c`.c`!43QHX?509 2009 No Child Left Behind - Blue Ribbon Schools Program  jcercone4         Oh+'0( <H h t  < 2009 No Child Left Behind - Blue Ribbon Schools Program   Normal.dot jcercone7Microsoft Office Word@O @:G@:G@M2.՜.+,0  hp|  `c' : 2009 No Child Left Behind - Blue Ribbon Schools Program Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-/0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~     Root Entry F0M2Data .q1TableԈWordDocument8ZSummaryInformation(DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q