ࡱ> %` $vbjbj z̟̟ix$& & & & d d d x 8|pDx """")++++++$hfOd "w"""""O& "H d)))"*d d ))"))))n d d s #*Ip<z0pxh$hxssLhd I|"")"""""OO%d"""""""x x x Dx x x x x x & & & d d d  Clinical Mentoring in Namibia Background I-TECH has been working in Namibia since 2003 to build human capacity to confront the countrys HIV pandemic. This effort has consisted of augmenting the skills of practicing health care workers and nursing students through classroom and onsite trainings that employ curricula specifically designed for the Namibian context. Further, I-TECH is helping to develop national health policies and guidelines, in addition to spearheading the use of a new technology for a distance learning program. Namibia has a population of approximately 2.1 million people in an area of over 825,000 square kilometers, making it one of the worlds most sparsely populated nations with about 2 persons per square kilometer. Such a low population density presents challenges in the delivery of health care services, especially related to staffing and training of health care workers, and transportation. There are 34 public hospitals, 30 health centers, and more than 250 clinics (many of which have outreach posts); and about 30 physicians and 306 nurses per 100,000 citizens. Moreover, because the country has no pre-service medical or pharmacy institutions save a 2-year course for pharmacists assistants, Namibia faces an acute health care worker shortage. Shortages are exacerbated in rural areas, where clinics are often understaffed, and the lack of transportation and road infrastructure hamper travel for mentors, health care workers, and patients. Health care facility distribution parallels high population centers in the country, though they are the areas where HIV prevalence is highest. AIDS is the leading cause of death in Namibia. The first case of HIV was reported in 19863, and the current estimated antenatal HIV prevalence of 19.9%3 is one of the highest in the world. Due to a variety of factors, prevalence varies widely among sentinel sites, from a low of 9% in the remote northwest to a high of 43% on the northeast border with Zambia and Botswana. An estimated 230,000 Namibians are currently living with HIV, and of these approximately 25% (58,000) are in need of antiretroviral therapy (ART) 3. The incidence of tuberculosis (TB)717/100,000 is the second highest case detection rate in the world, and it is estimated that approximately 61% of TB cases are also infected with HIV (2004). AIDS has been the leading cause of death in Namibia for nearly a decade, with TB as the leading cause of death among AIDS patients. ART has been available in the private sector in Namibia since 1997. The national ART program was launched in June 2003 with funding from PEPFAR and the Global Fund to Fight AIDS, Tuberculosis and Malaria. Prevention of mother-to-child transmission of HIV (PMTCT) programming was launched in 2002, and now covers all hospitals as well as many health centers and clinics. Namibias Clinical Mentoring Program The impetus for Namibias clinical mentoring (CM) program came from the Namibian Ministry of Health and Social Services (MOHSS) and the United States Centers for Disease Control and Prevention who, together in 2003, shaped the vision for the program. Initially, MOHSS had requested follow up on quality of care in ART clinics after I-TECH began providing training on ART in 2003. The Centers for Disease Control had hired 50 generalist physicians to provide ART services, and MOHSS wanted them to be mentored in the field. The rollout of the ART program had been rapid, and the providers had varying levels of HIV experience; more education was needed than the initial 4-day training could provide. Mentoring, therefore, was identified as an approach that could support and enhance classroom training. The I-TECH clinical mentoring program was developed to bring experienced HIV providers into Namibian health care facilities to work alongside providers, demonstrate HIV care and treatment, train health care workers, consult on difficult cases, and encourage systems change for increased efficiency and improved service delivery. Clinical mentors are expert HIV physician-trainers who build ongoing relationships with government HIV clinicians; provide onsite training and consultation on HIV cases; support provision of care and treatment of HIV, TB, and opportunistic infections according to national guidelines; and work with health care facilities on systems interventions to improve service delivery. Mentors are typically assigned to one to three region(s), each of which is made up of one to four district(s). Although they are based at the ART clinic within the largest hospital in the area they cover, they must provide mentoring services to all ART clinics in the district, and conduct regular visits to health care centers and clinics in the region that offer outreach ART services. This requires regularly scheduled visits to each site as well as distance mentoring via telephone calls and email. Mentoring placements have varied in length from 3 months to 2 years, usually based on the mentors availability and willingness to commit to a longer contract; a 2-year commitment is the preferred length of time. In addition to working one-on-one with providers, clinical mentors address a variety of systems issues. Mentors in Namibia have worked to help improve patient flow, develop systems for monitoring patients experiencing challenges adhering to ART, enhance systems of infection control, and reduce patient wait time. Addressing Systems Issues The first mentor, a US-physician named Dr. Claudia Goulston, worked in Oshakati from April to June 2006. Dr. Goulston was based at Oshakati Regional Hospital and conducted site visits to Outapi, Eenhana, and Engela. Dr. Goulston spent the initial weeks of her assignment observing the systems and processes within the facilities for which she was responsible. This included looking at general patient flow (from registration through various stopsthe nurse, physician, counselor, and pharmacist); adherence counseling; nutrition services; laboratory services; and TB-HIV coinfection services. Based on her observations, she identified a list of challenges and possible solutions, and prioritized which of these would be her focus during her mentoring assignment. For each of the sites that she visited, she completed a comprehensive facility assessment report, and proposed solutions to the identified challenges. Education of Providers Subsequent clinical mentors have also used this approach of conducting comprehensive initial assessments and addressing systems issues such as tracing defaulters, encouraging the practices of proper record-keeping and use of standard operating practices, and improving infection control in TB wards. In addition, mentors have strengthened the focus on continuing education of clinicians by providing guidance and support during patient consultations; modeling patient interviewing techniques and HIV-specific physical examinations; providing articles of interest to mentees; and conducting other educational activities, such as regular case review sessions, clinic meetings, focused trainings, and ward rounds. Some mentors hold training sessions one to two times per month on topics relevant to the site, such as ART guidelines or TB infection control. Mentors also promote learning through sharing cases with other sites in Namibia using digital video conferencing (DVC). Over time, the duration of mentors placements has become longer, thus enabling strong relationships with mentees to be established, which serves as the foundation of these types of clinical mentoring activities. Mentors also provide training to public and private sector health care professionals through facilitation of didactic and interactive courses. Participation in Technical Working Groups at the National Level The mentors based in Windhoek participate as members of various technical working groups (TWGs), such as the national Technical Advisory Committee (TAC) for ART, and TWGs on sexually transmitted infections, TB, and clinical care of HIV and AIDS. ART Committee Meetings Some of the mentors participate in committee meetings about ART at their sites. Features of these meetings include discussing case studies, determining the reasons for shortcomings in service provision (e.g., patient flow obstacles at the ART clinics, difficulties in tracing defaulters) and coming up with strategies (such as standard operating procedures) to address these issues. Mentor participation in these types of meetings allows for best practices from the sites to be easily transferred to other sites. Establishing Goals and Objectives Mentors work with local regional and district counterparts to establish goals and objectives for their mentoring assignments. Goals and objectives vary by individual site, and are tailored to address the specific needs of that location; however, most mentors establish objectives similar to the following: Identify challenges to ART service delivery. Identify challenges with patient adherence, adherence monitoring, defaulter tracing. Provide support and teaching to Communicable Disease Clinic (CDC) staff on implementing national ART guidelines. Provide medical consultation on difficult cases, as requested by medical staff. Provide onsite clinical training to medical officers in the ART clinic and inpatient wards on: Treatment of HIV patients according to the Namibian national guidelines. Infection control and treatment of TB. Diagnosis, treatment, and management of other opportunistic infections. Treatment of primary care conditions in HIV-positive patients (asthma, diabetes, etc.) Assist in solving patient-flow challenges in the ART clinics and inpatient wards. Develop more efficient tracing of defaulters. Improve antenatal and postnatal follow-up of HIV-infected mothers, and assure HIV DNA PCR testing of their infants using dried blood spots (DBS), a method of collecting blood for testing that does not require refrigeration. Provide direct patient care when necessary. Since 2006, Namibias mentoring program has expanded to cover eight of the countrys thirteen regions, with a ninth region to be added shortly. Mentoring locations were requested by the MOHSS, and coincide with areas of greatest need and highest HIV prevalencenamely, the capital city and along the northeast border. Currently there are four clinical mentors based in four cities: the capital, Windhoek; and the smaller northern cities of Oshakati, Otjiwarongo, and Rundu. Recruitment and Hiring of Mentors The shortage of physicians, especially HIV experts, within Namibia necessitated the recruitment of mentors from outside the country. I-TECH program managers wanted to place mentors at sites for 12 months or longer, and identifying external mentors to fill such posts initially proved challenging. Over the past year, identification and placement of clinical mentors has become easier as a result of I-TECH Namibias refinement of its recruiting approach, and the fact that clinical mentoring has become better understood around the world. The current mentors come from four countries: Zambia, Democratic Republic of the Congo, the United Kingdom, and the United States. They bring different experiences to the program, which leads to a fruitful and productive exchange of ideas. Training and Orientation of Mentors I-TECH Namibia has not conducted formal training of clinical mentors, but has used a variety of strategies to familiarize mentors with their work responsibilities. Clinical mentors are individually oriented as they are hired. Training and orientation activities include meeting national and local stakeholders in HIV care and prevention work, receiving packets of information that include previous clinical mentoring reports and relevant national guidelines, and instructions on the use of forms for reporting. A formalized training of clinical mentors is anticipated in Namibia upon completion of the I-TECH Clinical Mentoring Toolkit, version 2. Accomplishments Although the mentoring program in Namibia is young and relatively small, mentors have been able to demonstrate a number of accomplishments related to strengthening and/or improving systems. Following are a few examples of these achievements. Tracking PMTCT Clients after Delivery At one facility, the mentor identified a need for better tracking of HIV-infected pregnant women in the PMTCT program post-delivery, to ensure that their infants receive the DBS test at 6 weeks of age. A stamp for health passports (the patient-held health record) was developed to address this issue; after delivery, while the mother is still in the maternity ward, her and her infants health passports are stamped with a PMTCT stamp, indicating that the infant will need DBS testing at 6 weeks. When the mother returns for the routine 6 week postnatal check-up for the infant and herself, the health care worker will know from the passport to refer the infant for a DBS test. The stamp was revised based on feedback from staff, then piloted in the maternity ward of one clinic. Proper usage of the stamp was reviewed monthly with maternity staff and nursing students. The stamp was approved by the principal medical officer and regional director. The outcome of the introduction of this stamp is currently being assessed. Establishment of a Pre-ART Clinic In one region, the Communicable Disease Clinic (CDC) was overcrowded with patients, and service delivery was generally poor as health staff dealt with patients widely varied needs. The usual waiting time for patients in the CDC was more than 4 hours. Inevitably, patients on ART were given priority by staff, often resulting in missed assessment, prophylaxis, and treatment opportunities for those not on ART. The clinical mentor working in Oshakati led the clinic staff in deciding to establish a separate pre-ART clinic at a venue different from the CDC for HIV patients who did not yet qualify for ART. The purpose of this was to decongest the CDC as well as to improve the quality of service provision and case management of HIV-infected patientsboth those who have not yet started ART and those on ART. The result of this effort was that the CDC was demonstrably less congested, which lead to an environment that was more conducive to efficiency and effectiveness. Patient-wait time decreased to 1 hour. Doctors at the pre-ART clinic were part of the CDC team and, as such, knew what was expected by the CDC with regard to preparation of patients for ART. This resulted in patients being fully and carefully evaluated before being found eligible and referred for initiation of ART. Side-by-Side Mentoring The clinical mentor in one region piloted a method of mentoring that involved working alongside the mentee. In this method, mentor and mentee alternate duties of seeing and examining patients, writing relevant information in the patients health passport and ART file, and checking lab results. The purpose of this technique is for the mentor to observe the mentee at work, identify and address challenges, and take opportunities to briefly discuss pertinent medical topics during clinic time, while also sharing the workload. With each successive patient, the roles are reversed (i.e., the mentee performs the physical exam and writes the health passport note while the mentor updates the ART file or vice versa). This technique creates more teaching opportunities for the mentor, as well as opportunities for the mentee to discuss cases as they present during clinic. With side-by-side mentoring, the mentor also has opportunities to act as a role model by emphasizing the importance of at least a brief physical exam for every patient, using and interpreting guidelines, and addressing primary medical issues. Overall, patients are seen more quickly than if the mentee was seeing patients alone, and visits are more thorough and comprehensive. This method helps to decrease wait time, ensures laboratory analyses are completed in a timely fashion, and assists health care workers to maintain a level of empathy toward patients in an otherwise very busy clinical setting. A final benefit of this approach is that the mentees do not feel like they are being observed and tested, but rather they feel supported by a colleague. Defaulter Tracing Systems With the assistance of a clinical mentor, one hospital established a system for tracking ARV defaulters (defined in Namibia as a patient who misses two consecutive clinic visits resulting in a break in ARV treatment due to an insufficient supply of medications). This system works as follows: Pharmacy staff collect the names and patient identification numbers for all patients who do not show up for their expected visit. They check if one or two visits have been missed, and whether the patient has transferred out. For all these patients, a note is made in the chart and on the pharmacy computer. If one visit is missed, then the note indicates that the patient needs adherence counseling; if two visits are missed, then the patient is noted as a defaulter. The data clerk keeps lists of all patients that havent shown up on the expected date, and the list is provided to the nurse who is assigned to trace defaulters. Another system for tracing defaulters was introduced by a clinic staff person in one district in Otjozondjupa. The system involves announcing names of patients who need to come to the clinic (without mention of the Communicable Disease Clinic) on the local radio stations. This usually results in 20% response by patients. The clinical mentor in Otjozondupa has shared this system with other districts and regions. TB-Infection Control Starting in two locations, mentors identified issues related to TB infection control. They discussed the issues with the relevant hospital management staff, and, as a result, several infection-control measures were implemented, including: At one hospital, a patient flow standard operating procedure was developed to(fast-track suspected TB patients, keeping them away from crowded areas as much as possible. At another hospital, wards were rearranged so that TB patients were kept separate from other hospital patients. At yet another hospital, wards were rearranged so that patients with multidrug-resistant TB (MDR-TB) and extensively drug-resistant TB (XDR-TB) were kept separate from patients with drug-susceptible TB. Reverse-flow fans were installed in TB wards in three hospitals with two to four fans per TB ward, and will soon be installed in TB wards at an additional six hospitals. Awareness about TB was raised, and now both staff and patients wear appropriate masks; N100 or N95 respirator masks are used by most health care workers exposed to ward TB patients at all clinical mentoring sites, and surgical masks are worn by a large number of TB patients. Advocacy Clinical mentors have begun playing an advocacy role by reporting issues to the I-TECH Namibia office staff, who then bring these issues for discussion at the national level. Examples: Viral load tests are now conducted routinely at 6 months for all patients starting ART (or starting a new ART regimen). A clinical mentor noticed that at all of his sites, most patients received results that were not undetectable. Most patients should have an undetectable viral load at 6 months. The clinical mentor searched the medical literature and found that the type of blood collection tubes used in Namibia are known to result in falsely high viral loads. The MOHSS is now looking into this, and will revise its testing methods. Doctors are being hired to work in the CDC; they are selected by the MOHSS and funded by either the United States Centers for Disease Control or the Global Fund. The MOHSS also chooses the site where physicians are to be deployed. Clinical mentors in the field are in a good position to recognize which sites are severely stretched and need help, and they often advocate (with the support of the local ministry management) for placement of health care staff in particular sites. Resource Centers Mentors have helped establish resource centers with reference books, journals, and information to enable staff to learn about the diseases and drugs with which they were working. Ongoing Support and Education The mentoring program is coordinated by the I-TECH Namibia Deputy Director for Clinical Programsan experienced HIV clinician who has lived and worked in Namibia for 15 years. She leads monthly meetings with all of the mentors to discuss problems, challenges, and best practices, as well as to provide updates on changes to national care and treatment guidelines. These monthly meetings are conducted using digital video conferencinga technology introduced in Namibia in 2006, which has proved highly effective. Three times per year, all the mentors and the Deputy Director meet at one of the mentors sites to visit the hosts HIV-related hospital wards and clinics, discuss issues in person, and learn from each others experiences. Namibia has also established a clinical mentor listserv that enables the mentors to share important articles and seek help from each other on difficult situations. Mentors are able to access I-TECHs clinical listerv for international updates on HIV treatment and care, and access bimonthly broadcasts of sessions on advanced care and treatment topics through I-TECHs Clinical Seminar Series distance learning program. Clinical mentors are also invited to attend I-TECHs annual clinical summit where they receive up-to-date clinical information, and can network and share ideas with I-TECH clinical staff from around the world. Monitoring and Evaluation Initially, mentors completed monthly narrative reports documenting their activities. The reports included service statistics and covered a wide range of topics. Over time, the reporting system has become more refined and standardized. Each mentor completes a monthly narrative report that includes information on ART service delivery, key activities, trainings conducted, individuals mentored in person and via the telephone (name, topic mentored on, amount of time spent), accomplishments, best practices, challenges, and stories. This report is sent to the I-TECH office in Windhoek, and the Deputy Director for Clinical Programs provides feedback to the mentors on their reports, including suggestions regarding how to address identified issues and challenges. As an addendum to the monthly narrative report, mentors complete an issues tracking sheet that helps them to track progress towards addressing systems issues over time. This form was introduced in response to an observation made by program managers that some issues were mentioned in mentors reports and not referred to again. It was unclear whether the issues in question had been resolved successfully, forgotten by the mentor or, unsuccessfully addressed. For example, in one case, a mentor described a strategy used to successfully resolve an issue, but the issue was identified again by his successor as a problem. The issues tracking sheet was introduced to help the mentor track progress in addressing issues during their own assignments, and to help to ensure continuity from mentor to mentor. An informal analysis of the data on the issues tracking sheet was recently conducted by the Quality Improvement Team at I-TECH headquarters in Seattle. The issues included in the forms that are being addressed by mentors could be grouped according to the following categories: Infrastructure Systems Human resources Services Community education/advocacy Health care worker capacity building Mentors recently began tracking changes in individual providers performance as a result of mentoring using a checklist of competencies. A feedback form was also introduced to enable mentees to provide feedback on the mentoring they receive. The form asks mentees to comment on the usefulness of the mentoring received, specific things they learned from the mentor, how their practice has changed as a result of the mentoring, and additional assistance they would like from the mentor. This form is completed every 6 months and sent directly to the I-TECH office in Windhoek to protect the confidentiality of the mentee. Best Practices/Lessons Learned Supervision of a mentoring program by an experienced HIV physician who is dedicated and committed to ensuring the success of that program is a vital component of program success. Recognition of the need for program data to inform program improvement and track program outcomes led to the introduction of the issues tracking sheet. This tool has served both a management functionensuring that mentors follow up on issues of concernand a monitoring and evaluation functionenabling the program to be able to track its accomplishments in relation to systems issues. Side-by-side mentoring is a useful technique that allows busy providers and mentors to learn and teach while attending patients at the same time. Adjustments in the organizational structure of busy facilities can enable more rapid patient flow through the system and reduce waiting times for patients. The I-TECH mentoring network provides a reliable and rapid conduit for implementing changes in clinical policies and procedures as well as new ideas in HIV treatment and care. At large group in-service trainings, clinical mentors can meet mentees and form relationships. Mentees who feel connected to their mentors have reported feeling more comfortable calling or emailing the mentors to consult on difficult cases. Challenges Health care worker shortage, rotation, and attrition can make one-on-one mentoring challenging. This is a particular challenge with doctors, as there are very few Namibian doctors, and most of them are in private practice. Thus, there is a heavy reliance on foreign nationals, and there is a relatively frequent changeover of staff. Vast distances between outreach clinic sites makes frequent visits to remote sites difficult. Some nurses still have not received much didactic training on HIV. Problems with patients missing follow-up visits may result in potential problems with ART resistance. Translation services are not always available for physicians who may not know local languages. Future Plans/Directions Plans for the future of the clinical mentoring program in Namibia include: Expanding the mentoring program to nurses and pharmacists. Expanding the mentoring program regionally, to the south part of the country. Creating an official, structured training program for newly hired clinical mentors. Supervising, in the form of shadowing mentors while at clinic sites, which would happen at least once a year. Developing competencies for clinic providers; tracking patient outcomes may be linked with this process in the future. Clarifying and establishing a universally accepted process of evaluating Namibian providers without compromising their views of the mentors-as-peers.     PAGE  Clinical Mentoring in Namibia  PAGE \* MERGEFORMAT 10 I-TECH Clinical Mentoring Toolkit  CIA World Factbook. Washington, D.C.: Central Intelligence Agency; c2008 [updated 2008 Jun 19; cited 2008 Jul 1]. Available from: https://www.cia.gov/library/publications/the-world-factbook/geos/wa.html  Nations Encyclopedia. c20072008 [cited 2008 Jul 1]. Available from: http://www.nationsencyclopedia.com/economies/Africa/Namibia.html  Republic of Namibia Ministry of Health and Social Services. United Nations General Assembly Special Session Country Report. Windhoek: c2008 [cited 2008 Jun 26]. Available at http://data.unaids.org/pub/Report/2008/namibia_2008_country_progress_report_en.pdf  Human Development Reports, 2007/2008 Reports: Namibia. New York: United Nations Development Program. c2006. [cited 2008 1 Jul]. Available from: http://hdrstats.undp.org/countries/data_sheets/cty_ds_NAM.html  World Health Organization. WHO Report 2006 Global Tuberculosis Control: Surveillance, Planning, Financing. Geneva: World Health Organization; 2006 [cited 19 Jun]. Available from: http://whqlibdoc.who.int/publications/2006/9241563141_Rev_eng.pdf  ".Q\h i r s |   $ + h µ{{{l{]l{Q{BBh0+huOJQJmH sH he&OJQJmH sH h0+h0+OJQJmH sH h0+h09OJQJmH sH h0+h_hOJQJmH sH h_KOJQJmH sH h0+h%3OJQJmH sH h0+hu5OJQJmH sH h}y5OJQJmH sH h0+h5OJQJmH sH 'h0+h5CJOJQJaJmH sH 1jh}y5CJOJQJUaJmHnHsH u !".  bc()*O;U !gdwWgdwWgd_Ygd6gdZ)gdMhgd%3gdu$a$gd0+qq#vh m q t u ' + K W k o x     R S U j a ʵyh Ah1OJQJmH sH #jh10J#OJQJUmH sH h0+h1OJQJmH sH h1OJQJmH sH )jh0+h10J#OJQJUmH sH h#SOJQJmH sH h%OJQJmH sH h0+h_hOJQJmH sH h0+hg^bOJQJmH sH /a m $5:FTUXbcjk56<=ַ嘉}nbVVhZOJQJmH sH h^OJQJmH sH h0+hDOJQJmH sH h AOJQJmH sH h0+huOJQJmH sH h0+hcqOJQJmH sH hFh+uH*OJQJmH sH hFh1H*OJQJmH sH h`@4h1OJQJmH sH h^h1OJQJmH sH h0+h1OJQJmH sH h1OJQJmH sH !=Mehikmq}&-.4678vwƷƁƷufWWh0+hpOJQJmH sH h2,hDOJQJmH sH h2,OJQJmH sH h2,h)2OJQJmH sH h2,hOJQJmH sH hOJQJmH sH h^OJQJmH sH h2,h)h+OJQJmH sH h2,huOJQJmH sH hFhFH*OJQJmH sH hpOJQJmH sH h0+huOJQJmH sH !X&'()̽xxxxxxxxi]hZ)OJQJmH sH h0+hpOJQJmH sH hpOJQJmH sH hOJQJmH sH h0+h0+OJQJmH sH h0+he2OJQJmH sH h0+huOJQJmH sH h0+hBg%OJQJmH sH h0+h+ OJQJmH sH h0+h1OJQJmH sH )jh2,h10J#OJQJUmH sH $)*4O^_iHIJU[_op%&<BYZyŶśŶŃwŶkŃŃŶśŪŃśŏśh 1OJQJmH sH hZOJQJmH sH h)OJQJmH sH hOJQJmH sH h0+he2OJQJmH sH h`@4OJQJmH sH h0+h0+OJQJmH sH h0+hZ)OJQJmH sH h0+h65OJQJmH sH h;5OJQJmH sH h0+h#SOJQJmH sH *pqu,de34ǻ֣p]ppJ%h0+hZ)B*OJQJmH phsH %h0+hwWB*OJQJmH phsH h6B*OJQJmH phsH %h0+hV3B*OJQJmH phsH hB*OJQJmH phsH hZ)OJQJmH sH h6OJQJmH sH h`@4OJQJmH sH h0+hZ)OJQJmH sH h0+h0+OJQJmH sH h0+he2OJQJmH sH h)OJQJmH sH 4Vbilmnr~ &()HIot+@[\]cghinpֻֻ֬օv֑v֑h0+hf4OJQJmH sH hf4OJQJmH sH h0+h5OJQJmH sH hFOJQJmH sH h0+h0+OJQJmH sH hOJQJmH sH h0+h6OJQJmH sH h0+h)2OJQJmH sH h6OJQJmH sH h0+hwWOJQJmH sH .pwx &'/9:;Uv|!ʻ֬wlZKKKh0+hwWOJQJmH sH "h4*h!256OJQJmH sH h0+hwWOJQJh0+he2OJQJhDWOJQJhQ$OJQJh0+h OJQJh0+h_YOJQJmH sH h0+h0+OJQJmH sH h0+h)2OJQJmH sH hDWOJQJmH sH h0+h5OJQJmH sH h0+hf4OJQJmH sH hf4OJQJmH sH !%+,-:\]pqrR S x y z { ~ ĵĩĩĩĩĩĩĩĎĎĎsdh0+hpOJQJmH sH hFOJQJmH sH h0+h4*OJQJmH sH h4*OJQJmH sH h0+hDWOJQJmH sH hDWOJQJmH sH h0+he2OJQJmH sH h0+hMhOJQJmH sH h0+h0+OJQJmH sH h0+hwWOJQJmH sH h0+h OJQJmH sH ' ! ! !!,!V!^!h!i!!!!!!!!!","-"G"v"y"ǸǸֈ|m||m|m^O|h0+h>OJQJmH sH h0+h0+OJQJmH sH h0+h#?#@#O#k#l#u#}#########$ǸǩǝǸsgXsXIXIh0+h|OJQJmH sH h0+hOJQJmH sH $%$&$W$^$d$k$$$$$$$$$$$$$$$$%%!%@%R%Z%v%%%%%%4&5&F&G&P&Q&X&Y&_&񯾯ٝ|||"h_Yh_Y56OJQJmH sH h_Y56OJQJmH sH "h_Yh!256OJQJmH sH h0+hFOJQJmH sH hFOJQJmH sH h0+h_YOJQJmH sH h_YOJQJmH sH hOJQJmH sH h0+hOJQJmH sH *!%%4&5&u&l'm'')))*+]++,},,,5-- & F p^gdt; & Fgd5 & F7$8$H$gd5gd!2gdgdgdwWgd_Ygd_&a&e&f&g&o&p&t&u&&&&&&&&&#'$','-'8'9'B'C'D'j'k'l'ͻssdsdsdsdUIhOJQJmH sH h0+h OJQJmH sH h0+h_YOJQJmH sH h_YOJQJmH sH h0+hgVOJQJmH sH h0+h!2OJQJmH sH h0+h0+OJQJmH sH h0+hqx!OJQJmH sH "h_Yh!256OJQJmH sH "h_Yh_Y56OJQJmH sH h_Y56OJQJmH sH "h_YhgV56OJQJmH sH l'm'''''''''( (((O(P(Q(R(S(T(~(((((((((() ) )~~~~ocTh_Yh;OJQJmH sH h;OJQJmH sH h_Yh#SOJQJmH sH h`fOJQJmH sH h@NOJQJmH sH h_YhOJQJmH sH h@Nh!2OJQJmH sH h#SOJQJmH sH h@NhOJQJmH sH "h;h_Y56OJQJmH sH "h;hgV56OJQJmH sH h0+h_Y6mH sH  ))3):)>)))))))) **$*%*&*'*?*@*S*T*Y************+̼vggXggvgh0+hQ$OJQJmH sH h0+h|OJQJmH sH h0+h0+OJQJmH sH hQ$OJQJmH sH h0+h OJQJmH sH h0+h5OJQJmH sH hQ$5OJQJmH sH h;h!25OJQJmH sH h_Y6OJQJmH sH h;OJQJmH sH h@NOJQJmH sH h_YhOJQJmH sH "++++H+J+[+\+~++++++++++++,,i,r,s,w,x,,,,,,,,)-֬zrzrzj_z_z_zrzWrzh#SOJQJh0+hgOJQJhQ$OJQJht;OJQJh0+h5OJQJht;OJQJmH sH h0+h!2OJQJmH sH hOJQJmH sH h0+h|OJQJmH sH h#SOJQJmH sH h0+h OJQJmH sH h0+hgOJQJmH sH h0+h5OJQJmH sH hQ$OJQJmH sH ")-3-O-Z-`-a-j-|----------- . ...&.,.6.8.9.<.F.M.N.S.X.Y.........///$/-/./V/ϼϼڱϼϦh0+ht;OJQJh0+h|OJQJht;h OJQJht;h|OJQJht;ht;OJQJht;hgOJQJh#SOJQJht;h5OJQJh@NOJQJh0+hgOJQJh0+h5OJQJht;OJQJ0-- ../01"4#4$4%4I4666777;<#<==$a$gdugd  gdgdgd-eIgd-gd: gdSgd!2gd| & Fgd5V/[/_/l/m/u/v/////////000%00050j0o0000000000000011&1I1f1ꞎph0+h?aOJQJmH sH h0+h-OJQJmH sH h0+h!25OJQJmH sH h0+h+ 5OJQJmH sH h0+h#SOJQJh#SOJQJh0+hgOJQJh0+h0+OJQJh0+ht;OJQJht;OJQJh0+h|OJQJh0+h8OJQJ(f1j111111122?2Q2R2222222220313E3N3O3g33Ö{laUFUh0+hOJQJmH sH hOJQJmH sH h0+h0+mH sH h0+h|OJQJmH sH h#SOJQJmH sH h0+h0+OJQJmH sH h0+h: OJQJmH sH h0+hDOJQJmH sH h0+h>OJQJmH sH h0+h8OJQJmH sH %h0+hZ)B*OJQJmH phsH h0+h-OJQJmH sH hOJQJmH sH 3333333333!4"4#4$4%4-424I444455555 5#5ǺqeVGVeGeVGh0+h>OJQJmH sH h0+hn*OJQJmH sH h6@OJQJmH sH h0+h: OJQJmH sH h5OJQJmH sH h0+h+ 5OJQJmH sH h0+h#S5OJQJmH sH h#S5OJQJmH sH hS5OJQJmH sH h0+h+ OJQJmH sH hOJQJmH sH h0+h8OJQJmH sH h0+hOJQJmH sH #5)5,5r5~55555555555556#6$6G6H666666ǸөӝӂsӝdӝTDThh: 6OJQJmH sH hh6OJQJmH sH h0+h0+OJQJmH sH h0+h8OJQJmH sH h6@OJQJmH sH h0+hOJQJmH sH hOJQJmH sH h0+hg OJQJmH sH h0+hOJQJmH sH hOJQJmH sH h0+h: OJQJmH sH h0+h>OJQJmH sH h0+hn*OJQJmH sH 66666666R7777777777777²£xiWE6WE6h56OJQJmH sH "hh56OJQJmH sH "hh56OJQJmH sH h6@56OJQJmH sH h0+h-eI6mH sH h0+h-eI6OJQJmH sH h0+hg OJQJmH sH h0+hOJQJmH sH h0+h5OJQJmH sH h0+h-eI5OJQJmH sH h0+h-5OJQJmH sH h0+h0+OJQJmH sH h0+h: OJQJmH sH 777.8/8B8E8F8N8s8x888888888888889*9+9,9-929M9O9q999̺uufuuWuWWh0+h?aOJQJmH sH h0+h>OJQJmH sH h0+hYgOJQJmH sH h OJQJmH sH hOJQJmH sH h0+hOJQJmH sH h0+hOJQJmH sH "h0+h5OJQJ\mH sH h0+hOJQJ\mH sH "hh56OJQJmH sH "hh56OJQJmH sH "99999999::.:1:Y:^:::::::::::::;;;;;;;<<ǻǻ֬嬎tb"hh456OJQJmH sH h0+hg mH sH h0+hOJQJmH sH h0+hg OJQJmH sH h0+hOJQJmH sH h0+h?OJQJmH sH h OJQJmH sH h0+ha7ROJQJmH sH h0+h0+OJQJmH sH h0+h?aOJQJmH sH hOJQJmH sH "<<<<!<"<#<u<v<<<<<=====)=*=======߾vvgXvLh OJQJmH sH h0+hOJQJmH sH h0+hi2>3>Q>h>j>>>>>>>? ? ???N?O?P??????????@@@񻬻sgggXh0+h 1OJQJmH sH h 1OJQJmH sH hWOJQJmH sH h0+h?OJQJmH sH hWh 1OJQJmH sH h0+h0+OJQJmH sH h0+hNOJQJmH sH h0+huOJQJmH sH h0+hiOJQJmH sH h0+h0+OJQJmH sH h 1OJQJmH sH h0+huOJQJmH sH %CCCCCDDDTDUDxEyEEE(F)FXFYFFFFF G GGGGGGGGGGߴteVh0+hg OJQJmH sH h 56OJQJmH sH "h 1hN56OJQJmH sH "h 1hoY56OJQJmH sH h0+hW-^6mH sH h0+hW-^6OJQJmH sH h0+hW6OJQJmH sH h0+h0+OJQJmH sH h 1OJQJmH sH h0+hWOJQJmH sH "h0+hWhWpOJQJmH sH  GGGGGGGGHHHH)HDHWHZHHHHHHIII I II%I-IJIMIPIyIIIIǸ傑vvvjjhWOJQJmH sH h OJQJmH sH h0=6h0=6OJQJmH sH h0=6OJQJmH sH h0+h=uOJQJmH sH h[OJQJmH sH h0+hkryOJQJmH sH h0+hg OJQJmH sH h0+h0+OJQJmH sH h OJQJmH sH h0+hoYOJQJmH sH #IIIIIJ"J)J,J/J0J8Ji?iĵxxllllxl]xh0+hOJQJmH sH h8OJQJmH sH h0+hofOJQJmH sH h0+hoYOJQJmH sH h0+h9OJQJmH sH h0+h+ 5OJQJmH sH h0+h-CJaJmH sH h0+h-OJQJmH sH h0+h=uOJQJmH sH h0+h,OJQJmH sH h0+hOJQJmH sH $?iCiDiMihiiiiij=jdjejjjjkk:kJkKksktk{kklllllllӵөөөp`Qh0+hNOJQJmH sH h0+h+ 5OJQJmH sH h0+hV35CJaJmH sH h0+hW-^mH sH h 1hNOJQJmH sH h0+h8OJQJmH sH h8OJQJmH sH h 1hW-^OJQJmH sH h0+h0+OJQJmH sH h0+hW-^OJQJmH sH h0+hofOJQJmH sH h0+hOJQJmH sH lFlqlllllll%m&m^mmmmmmmmmmmmnnn>ndnenzn~nnnnnn)o.o2oӻӝӬqbh0+h78OJQJmH sH h0+h+ 5OJQJmH sH h0+hN5OJQJmH sH h,OJQJmH sH h0+h8OJQJmH sH h0+hkryOJQJmH sH h~cOJQJmH sH h8OJQJmH sH h0+hNOJQJmH sH h0+hW-^OJQJmH sH h0+hNOJQJmH sH &)oeoopwppqqqqqqqqqqqqqqqqq !$$dNgd6 &`#$gdg^gd8 & Fgdu & Fgd 12oeogojoooooooooooppppKpLpMpXpupvpwpppppppppp qjqkqyq{q}q~qqqqqqqqqqqqqqq񻡖h0mjh0mUh0+h8mH sH hh+ mH sH h0+hOJQJmH sH h0+h0+OJQJmH sH h0+h8OJQJmH sH h8OJQJmH sH hOJQJmH sH h0+h78OJQJmH sH 5qqqqqqqqqqqqqqqqqqrrììyfbI6$hFh~cCJOJQJaJmH sH 1jhFh~c0J#CJOJQJUaJmH sH h0m$h6h}yCJOJQJaJmH sH h}yCJOJQJaJmH sH h~cCJOJQJaJmH sH %h}yCJOJQJaJmHnHsH u-jh6h~cCJOJQJUaJmH sH $h6h~cCJOJQJaJmH sH (h6h~c0JCJOJQJaJmH sH h~c h~c0Jjh~c0JUqrUsXt*u!v"v#v$v^gd8!gd!rrrUsVsWsXtYtztt)u*u+u!v"v#v$vȠtaVRGh0+h8mH sH h0mh09h~cmH sH $h1h~cCJOJQJaJmH sH 1jh1h~c0J#CJOJQJUaJmH sH $h}yh+uCJOJQJaJmH sH )jh~ch~c0J#CJOJQJUaJ$h}yh~cCJOJQJaJmH sH $hFh~cCJOJQJaJmH sH hFh~cCJOJQJaJ)jhFh~c0J#CJOJQJUaJ9 01h:p1BP/ =!"#$% n7AڦMa\-PNG  IHDRe | hPLTEᗋ.bQIY܅􇱩҆}n;&HXKUCLH4}.~i9J᳹p`*ok9[6d(|g2>㻾;~ûacN͡<<~b'|zU屣7aX{+ބ,0 %G=5- Ӻ~r lbY@O,[h0W,S^}=,PCA`F Xᧈį\yg./y=+ )P)wUFݏb!_r AR.5O}~{P=I+)8\,S<*)cI3L}@:{OFnHKX (:#|kLˣɞcf]Ww=-=>pwwǭٞS>S6Pu_xI7۪c=P\#&_4(SjA?yO"򟚒n"׶(pS;Q +k?r :zWy&Q_*/N6dռ)C `b\)SSٴVuWlգ0o}b g%ͨ\:'`+ɧ[T^r>]\'RR:WUGxÛ#42TSWb'KW:o5榜,ga[뽴a"iZ/Gv8Tޖ( }zI:KaP.ע (Օ@EGlWnp9#/,QK (95iQ0GvƝ2R-KXZJH ffn6#{QK`|bap J2ȑe`rbӓ_ 1VXsԘvcI*8'E/Ƭ7,͇:_9ucJߌq}Q.,4%op+ #avzr)'OP$eiBq3sÖIfCٖE9N xӉ~4Ce鹮%z2)a5F|;gƬT21M~hq9cQ4-L55iF GU%ȵNga"1~rS}^c|:25ml"vJU/Ic7ӭp3bn 4l̑²MAVavaa/.*dMmEG_m}1eAS* Mm7cҵe]UD ~Sҵ!.fi|&./B;-KJx 9D AM(GtK'$ȓibt/]p/mJn#cV9FSBeEt2وBa* jr$V_M1J@dBbkd16C4A7)I>|Uezbslð.E[ߔAw#48ף:ǃPPk݂i+XdFb֤GXӹ]xhsNX9|~7%7YAKIJ(ݞ)O$eqQ8jO~,DS–6 Fec|kqИ NQ(xUvFATW>@(ٌ=."+Ypiu0. 0Y]\>z8ڎL,.%|١FNk;QK8'#]gXcYM0%YD`@9)TeĔQg`E6Ôǥ(Vݒ^RBVVbJ`\$^vF!> TWrbmAddE/ e i/&"dEm ޮȬ<)ö3OOh aWF Lv:tz'ka'jxix[,ڒ@^@*u(QRYNZ؞RoXV^Ud Bw)''2vHCutTUpjcL*Iu)QN4VP&QEMDKҲ?|V3:̢e 5G^IS,;*ݔBUDiL'i:^K37R io"Q읕D8Ɣ}&VLAc橯4L"{꫄K+bjE8Bjt,ھ=dq!;ѕ 3H>l>[%lQJ+9XHh?R&1Ksx;P-9㷜c,pn`ljcێ2ϵF"_,ƶ@^VRrjbb{Z[rB:Gx&bPF1-D] ^^is͠7畸he;Z`pGNE?;6>=}^7kry~ww*M rǐ]qYX}}RcUV (XC oe~}tP9tR[QnX5/~e_V$Ȃߘn5Hc|([!]]MdYGF{G?|i,iJ0V?3ο\+?j5Oj_oÜKO޵OPxW'gʶJ~/ Uzj#ijF5p#_?|0,<FJ&{Q uьB{@SO8M\VP^ `pmPzt)<#}K3)&O  ,Eynãzo=ůb.UxJPTQdb# @I)>iK:%:+4RoыJ)A4[tP z/ *d'O'd'(c,y=X>#KTWmۥQ`a\XZHԝx:)UwP Chl?]LwhҥIޤXDl8'ɔ=ߧdM<"%h)FTWk)<-A 51 9}㙲5v !.*X8_("hyH-H},p2o -e<07JuO9U&KFR L(qfPqnRz`UԤTRRh+Ȗşs%@Z:dRz)IQQnK45Mais?:dQyeբH1V݇i( &s;=Wڜ16QI%scdP?MdPSӔMA//?ah_}W:dAo0\Nz$u{|ri"H&x#zԾv]/]IQzcEpҸ[I4EeTȭҤ$KٕDPJgʇS sRW3H_hPirkq XDQ) =,]^BAB+£ESyUAKԕf-$|c>׉^J!ۺ"z[d*)jN'4"tyވKS@F/8JuU"ۇR_#ާho_`BLцRIENDB`$00@@@ uNormalCJ_HaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k(No List J^@J + Normal (Web)dd[$\$mH sH >> cq Footnote TextCJaJ@&@ cqFootnote ReferenceH*B'!B V3Comment ReferenceCJaJD2D V3 Comment TextCJaJmH sH HBH V3 Balloon TextCJOJQJ^JaJ<@R< wW0Header  !mH sH bObb wWDefault 7$8$H$-B*CJOJQJ^J_HaJmH phsH tH F6@rF 5 List Bullet 2  & FmH sH Hj12H qx!Comment Subject5\mH sH 4 @4 _0Footer  !.)@. _ Page Number6U@6 j Hyperlink >*B*phFV@F jFollowedHyperlink >*B* phDD A0RevisionCJ_HaJmH sH tH 6O6 60 Char Char2CJaJ>O> 60 Char Char1CJaJmH sH Re@R 0=6HTML Preformatted CJOJQJ^JaJ<+@< "1 Endnote Text!CJaJ4O!4 !1 Char CharmH sH >*@1> 1Endnote ReferenceH*R $nVY+#&$n !".bc ( ) * O ;U45ulm!!!"#]##$}$$$5%%% &&'()",#,$,%,I,...///34#455P7Q70919H9==???_C`CDEEFFGHIIIqJLiNjN{N.O/OMO.R/RTTTWWZZ[ \\%\.\K\p\q\\\^^__6aaebcddd_eeffffff)gegghwhhiiiiiiiiiiiiiiiijUkXl*m!n"n%n00000000000000000000000000000000000 0 0 0 0 0 0 0 0 0 0 0 0 00000000000000000000000000000000000 0 0 0 0000 0 0000000000000000 0 0 0 0 0 0000000 0 0 0 00 000 0 0 0 0 0000 0 0 0 0 0 00@0X00@0X00@0X00@0X00X00X00 @0@0X00X00 @!0@!0@!0@!0@!0@!000# wwwzh a =)4p! y"$_&l' )+)-V/f13#5679<=@CGIKN8PS{VX[I^'`}cef?il2oqr$v<?@ABCDEFGHIJLMNOPRSTUVWXYZ\]^_`abcefghijlmnpqs!-=qRqd)oq$v=KQ[dkor#v> 7ORz!!l,b$AڦMa\-?;@(  ~  @A/ ITECH%20Logo  ?70*@8C;H?0*I@KBE0*RHHSISS92SXMS`T_S`TSI[PH0*RH^RPF^RKB0*I@^RH?^R;0*@8YN@8`T?7`T"`B S  ?$nn,D%+19((((((55CCDDSSiiiiiiiiiiiiii jj%nqv@@]FhFCIKILLSTebjb_eeiiiiiiiiiiiiiijjjjjjWkkkkZllll,mFm%n333333333333333 ".fJqJ[q\^_ddiiiiiiiiiiiiiiiiiij*mGm%n "#,$,B0B0F0N0222233445555O6O6P6P6Q6Q677????W@Z@@@A%AAAAAAAAABBDDEEEE$F%F-F.F7F8F@F@FGGLLcLdLINNN)Q0Q-R.RSSSSSSSSSSQTRTiWkWoYpYrYrYtYtYYYYY[ [r[}[ddiiiiiiiiiiiiiiiiiiiiiiiUkVkWkYl)m*m,m,mrmrmsm n!n%nTMBVr!>J $`Ghfn!1IIꯔip tJT#l.zQb%tR%FXk& p@ -(H00>li2) _:2:t,DMyQN&<QQqecp*5ee(HJxg$~O5m D5In$` ul.zQJ D5In2:0ecG|o|%ИhH&LF&Ö|ۢ.`}*z                          "Gx607 BZ2Rr*Ju|72        rLXu ܒZԡ>ָ*MzNZU                           J/6G<ƽIRnUœF<Z|-LzX/i4rD8                 &        n K9Kfl(Kfp5@:' Iw@Kft@g%SYAexZ$Bt@XeBKf=B<0f 1)C'DKf6Dp5@EFM[zPFKf}=I<WJKf;yJ4J1)C\M<0f fM<0f 0MkL1'NKfNr3'=Ot@|OKf #OKfO^ |3R4JVRM[gVKfW9VKfpXKf{4Y0Mb_YM[uOYexM[(dE '[Kf_P[t@[Kf`\Kf]Kf]4J:|]4Jq\]Kf0 ]4JRvu^t@B_K_Kf/`KfKci.eexKfVfp5@v5{gKf3cgex*8ht@Ait@VlKfh2*m0MmKfb nKf8*nKf95rKfR.~rM[CsKfeftKfStKf=uKfP{uKf[v:yoYH~cl}yMh D4W_h vX 0[2_?ajpp: ,%^16@#H~ggN^(f4~^c >h%n@$nP@UnknownGz Times New Roman5Symbol3& z ArialABook Antiqua5& zaTahomaE& Century Gothic?5 z Courier New;Wingdings"1hdž <&XY5Y5qx4dRiRi 2qHP ?u2 Background slissit Laura Arnoldx                      Oh+'0|  8 D P\dlt Background slissit Normal.dotLaura Arnold5Microsoft Office Word@ K @w@Y՜.+,0  hp  University of Washington5Ri'  Background Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}Root Entry FpData ~1TableWordDocumentzSummaryInformation(DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q