ࡱ> ^`[\]#` Hbjbj ^bbbbbbbv::::;lv]2r>????@BLMB(.]0]0]0]0]0]0]$_hmaT]9bE@"@EET]bb??]IIIEfb?b?.]IE.]IIrSTbbdT?f> PvΈ:(G"SV]0]Sz7bJGb7bdTdTz7bbTuB1CICl#DuBuBuBT]T]I uBuBuB]EEEEvvvd38vvv8vvvbbbbbb  PROGRAMME SPECIFICATION   1 Awarding InstitutionNewcastle University2 Teaching InstitutionNewcastle University3 Final AwardMSc4 Programme TitleMaster of Science in Mathematical Modelling in Engineering and Industry5 UCAS/ Programme Code51336 Programme AccreditationIMechE, IET (2006):7 QAA Subject Benchmark(s)Engineering Benchmark( HYPERLINK "http://www.qaa.ac.uk/" http://www.qaa.ac.uk/ academicinfrastructure/benchmark/statements/Engineering06.pdf) UK Spec ( HYPERLINK "http://www.engc.org.uk/UKSPEC/default.aspx" http://www.engc.org.uk/UKSPEC/default.aspx )8 FHEQ LevelM9 Date written/revisedMay 2005 Revised: July 2006, August 2007  10 Programme AimsThe programme aims to enable suitably qualified graduates from a range of engineering, mathematical and physical science backgrounds to: Develop their knowledge, skills (including transferable skills) and understanding, as well as awareness and know how, in the fields of mechanical engineering with mathematical modelling and its related disciplines (continuum solid and fluid mechanics) so that as graduates they will be equipped to enter employment as professional engineers (progressing on to Chartered Engineer or equivalent status) or a wide range of other professional careers. Prepare them to engage in life-long learning (eg professional CPD or further Higher Education) and critical enquiry with skills in research and knowledge acquisition and an appreciation of the value of education to the wider community. Provide them with internationally recognised qualifications which meet the requirements of the Framework for Higher Education Qualifications at Level M and of the subject Benchmark Statement for Engineering (Applicability of Output Standards to MEng Degrees) and of the Engineering Council UK, UKSpec for CEng accredited Integrated Masters Degrees. Provide the engineering industry and profession, in the UK and elsewhere, with employable and enterprising graduates prepared for the assumption of technical, managerial and financial responsibilities. Achieve the above in the contexts of the School, SAgE Faculty and University business plans, following the Universitys policies and procedures and conforming to the relevant sections of the QAA Code of Practice 11 Learning Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. The programme outcomes have references to the benchmark statements for Engineering and to UKSpec Learning Outcomes. Knowledge and Understanding On completing the programme students should be able to demonstrate: A1 An advanced knowledge of the general principles and underlying physical science of a broad range of modelling methodologies, commonly used in the development and analysis of engineering systems. (UKSpec US1, US1m, US2, US2m, US3m, E1) A2 Knowledge of fundamental modelling issues relevant to the study of engineering systems, and an understanding of how to formulate and analyse mathematical models in various engineering contexts. (UKSpec US1, US1m, US2, US2m, US3m, E1m) A3 Working knowledge of a range of modern mathematical methods and computational tools used in the analysis of models for engineering and industrial systems. (UKSpec US2, US2m) A4 In-depth knowledge of specific engineering systems, and related modelling techniques and mathematical and/or numerical techniques (depending of selection of option modules and project area). (UKSpec US3m, E1, D1m, S2, P1, P1m, E1m) A5 Knowledge of basic research and development principles and practices relevant to mainstream engineering industry. (UKSpec US3m, E1, S3, P1m) A6 Knowledge of key professional, safety and ethical issues arising in modern engineering industry.(UKSpec S2m, S3, P1m) A7 Knowledge of time-management and work planning issues related to the organization, implementation and successful completion, including reporting, of an individual, Masters level, engineering based project. (UKSpec S2) Teaching Methods The main mechanism for imparting the above knowledge and understanding in A1-A6 is lectures, combined with tutorials, examples classes, activities and coursework. Computer labs form part of the teaching methods for some of the numerically orientated modules (A3, A4). In-depth knowledge outcomes in A4 are also achieved via project work, as is outcome A7. Outcome A6 is affected through material covered on the module Methods in Industrial Research & Development, and in many cases will also be supported through project based experience. Learning Methods Students are required to support and reinforce lecture based knowledge transfer through private study, making use of recommended texts and web-based material. Tutorials allow lecture material to be discussed and supplemented, and provide a mechanism for detailed feedback to the student on coursework. Supervised project work provides the student with the opportunity to develop knowledge and understanding in an area of interest to a greater depth, and further reinforces material from the taught component of the programme. Assessment Strategy Formative assessment of student progress on taught modules is affected through the use tutorial exercises and coursework in the form of written answers to set exercises and/or case-study reports. The primary, summative means of assessing knowledge and understanding is the closed book examination. The balance between coursework assessment and examination varies as appropriate to each module. In-depth learning and understanding acquired during work of the main project is assessed by dissertation. Interview of candidates by the external examiner is also used, where appropriate, to assess student learning. Intellectual Skills On completing the programme students should be able to: B1 Identify and adapt mathematical models appropriate to the study of a wide-range of different engineering type systems, and industrial processes. (UKSpec US2, E2) B2 Apply standard scientific principles to develop novel mathematical models for tackling a range of practical engineering based problems. (UKSpec US1, 3m, E2, E1m) B3 Select and apply appropriate mathematical and/or numerical methods for analysing relevant problems, and to critically assess and interpret results obtained from these methods. (UKSpec US2, E2m, E3m) B4 Propose, formulate and present suitable modelling strategies, and related analytical and/or numerical methods, enabling the study of a range of engineering based problems. (UKSpec US2, US3, E2, E3m) Teaching Methods Skills B1-B4 are introduced, illustrated and explained in lectures and examples classes. Subsequent work in tutorials and computer labs reinforces these skills. More in-depth exposure to skills B1-B4 is provided during work on the main project. Learning Methods Skills B1-B4 are developed through work on exercises provided in lectures, example classes, tutorials and computer labs. Regular student attendance and participation at all formal classes is expected and required. Acquisition of B1-B4 is also through application and extension of taught material to project work. Assessment Strategy Satisfactory acquisition of skills B1-B4 is formally assessed through coursework (written solutions to set problems and mini-project reports) and written examination. In-course assessed work provides an important mechanism for monitoring student development through the course. Written examinations test skill acquisition and the ability to apply such skills under time constraints. Practical Skills On completing the programme students should be able to: C1 The interpretation and critical assessment of existing theories, models, methods and results, both qualitative and quantitative, within a broad engineering and physical science framework. (UKSpec E3m) C2 The recognition and appreciation of problems inherent in a given engineering system or approach, and the ability to synthesis, and propose models for, alternative solution strategies. (UKSpec E3) C3 Ability to work with technical uncertainty (UK Spec P8) C4 Ability to apply engineering techniques taking account of a range of commercial and industrial constraints (UK Spec P8m) Teaching Methods The inculcation of skills C1 C4 takes place throughout the entire degree programme, and draws on teaching, learning and assessment strategies (as employed in lectures, tutorials, labs and project work) described in A and B above. Project work provides an important mechanism not only for consolidating the technical information and learning outcomes introduced and developed in the taught modules, but also for developing more generic, cognitive skills by drawing on the body of these experiences and learning outcomes. Supervision of project work is structured to assist students develop their learning skills. Learning MethodsStudents are encouraged to adopt a critical and logical approach when interpreting the methods and ideas presented and discussed in the programme. Emphasis is given to the requirement of submitting work that exhibits clear and logical presentation, with rational explanations of methods employed. In this respect the planning, execution and reporting of work undertaken during the project plays and important role in the development of practical skills. Assessment StrategyPrimary assessment is via evaluation of student performance on submitted coursework (problem-solving exercises, mini-project and lab reports) and the final project, the later being assessed through the written dissertation together with formal feedback from the project supervisor. Written examinations for the taught modules also provide a mechanism for assessing the development of these.Transferable/Key SkillsOn completing the programme students should be able to: D1 Communicate ideas clearly, by means of both written documentation and oral presentation. D2 Effectively utilize modern information resources and technologies. (UKSpec 4m)) D3 Prioritize, organize and schedule work activities effectively. (UKSpec S5) D4 A comprehensive knowledge and understanding of the role and limitations of ICT, and an awareness of developing technologies in ICT (UK Spec US4m) D5 Understanding of the need for a high level of professional and ethical conduct in engineering (UK Spec S5) Teaching Methods Proficiency in D1-D5 is addressed directly by taught material forming part of the module Methods in Industrial Research & Development, which is aimed at teaching generic skills and methods commonly used in industrial R&D. Further, students will undertake both individual and group problem-solving activities within this module. Students who are not native speakers of English usually receive additional instruction by registering for the Language Centre module Writing Dissertations in Science & Engineering. In addition to the key-skill-specific taught material, students will develop these skills through participation in other aspects of the programme. In particular project based work is central in this teaching strategy. Learning Methods Key skills are formally taught, and feedback on student performance assists the learning process. These skills are also required in other, subject specific modules, and active participation in these modules will further aid key skill development. Successful completion of the final project will require that a student is developing and applying these skills. Assessment Strategy Key-skill development is formally assessed in the module Methods In Industrial Research and Development. Assessment is through performance demonstrated by written work and by oral presentations. The key skills are also indirectly assessed through performance on coursework for other modules and on the final project.  12 Programme Curriculum, Structure and FeaturesBasic structure of the programme This is a full-time, one year (three semesters) programme, starting in September, leading to the award of the degree of Master of Science (MSc). The taught component of the programme consists of a total of 120 credits (1 credit a"10 study hours, including timetabled contact hours and private study) studied during Semesters 1 and 2 (September to June). Students begin preliminary work (eg literature review etc) on their 60 credit major project in Semester 1, with work continuing throughout the year and being completed in Semester 3 (June September). Project work must be submitted for assessment before 1 October. Key features of the programme (including what makes the programme distinctive) The degree covers a range of topics in mathematical modelling and related applied mathematical and numerical techniques relevant to applications in engineering and continuum mechanics with the opportunity to apply these in the major project. All students will normally follow a compulsory 10 credit module on Methods in Industrial Research and Development. Non-native speakers of English will normally also follow a compulsory 10 credit module on Writing Dissertations in Science and Engineering. All students will undertake a major (60 credit) industrial project, which usually involves laboratory based work and/or modelling and numerical studies and/or design (with considerable scope for industrial involvement in projects). Programme regulations (link to on-line version) HYPERLINK "http://www.ncl.ac.uk/regulations/programme/2007-2008/programme/5133f.php" http://www.ncl.ac.uk/regulations/programme/2007-2008/programme/5133f.php  13 Criteria for admission Entry qualifications Applicants for this MSc should have a good Honours level first degree or equivalent in a relevant engineering, mathematical or physical science discipline. Applicants who hold non-standard qualifications and/or have relevant professional experience requiring the regular exercise of Level H engineering knowledge, skills and understanding, may be considered on an individual basis and may be required to attend for interview if practical. Admissions policy/selection tools All applicants should apply through the University Enquiries to Registration portal. https://pgadmissions.ncl.ac.uk/irj/portal Non-standard Entry Requirements Non-standard applications are directed via the University Enquiries to Registration portal to the Degree Programme Director to evaluate. Evidence of extensive and recent work based experience is acceptable. Additional Requirements Level of English Language capability Applicants who are non-native speakers of English will usually be required to provide evidence of English language proficiency equivalent to IELTS 6.5 or better.  14 Support for Student Learning Induction During the first week of the first semester students attend an induction programme. New students will be given a general introduction to University life and the Universitys principle support services and general information about the School and their programme, as described in the Degree Programme Handbook. New and continuing students will be given detailed programme information and the timetable of lectures/practicals/labs/ tutorials/etc. The International Office offers an additional induction programme for overseas students. Study skills support Students will learn a range of Personal Transferable Skills, including Study Skills, as outlined in the Programme Specification. Some of this material, e.g. time management is covered in the appropriate Induction Programme. Students are explicitly tutored on their approach to both group and individual projects. Numeracy support is available through Maths Aid. Help with academic writing is available from the Writing Centre. Academic support The initial point of contact for a student is with a lecturer or module leader, or their tutor (see below) for more generic issues. Thereafter the Degree Programme Director or Head of School may be consulted. Issues relating to the programme may be raised at the Staff-Student Committee, and/or at the Board of Studies. Pastoral support All students are assigned a personal tutor whose responsibility is to monitor the academic performance and overall well-being of their tutees. In addition the University offers a range of support services, including one-to-one counselling and guidance or group sessions/workshops on a range of topics, such as emotional issues eg. Stress and anxiety, student finance and budgeting, disability matters etc. There is specialist support available for students with dyslexia and mental health issues. Furthermore, the Union Society operates a Student Advice Centre, which can provide advocacy and support to students on a range of topics including housing, debt, legal issues etc. Support for students with disabilities The Universitys Disability Support Service provides help and advice for disabled students at the University - and those thinking of coming to Newcastle. It provides individuals with: advice about the University's facilities, services and the accessibility of campus; details about the technical support available; guidance in study skills and advice on financial support arrangements; a resources room with equipment and software to assist students in their studies. Learning resources The Universitys main learning resources are provided by the Robinson and Walton Libraries (for books, journals, online resources), and Information Systems and Services, which supports campus-wide computing facilities. All new students whose first language is not English are required to take an English Language Proficiency Test. This is administered by INTO Newcastle University Centre on behalf of Newcastle University. Where appropriate, in-sessional language training can be provided. The INTO Newcastle University Centre houses a range of resources which may be particularly appropriate for those interested in an Erasmus exchange.  15 Methods for evaluating and improving the quality and standards of teaching and learning Module reviews All modules are subject to review by questionnaires which are considered by the Board of Studies. Changes to, or the introduction of new, modules are considered at the School Teaching and Learning Committee and at the Board of Studies. Student opinion is sought at the Staff-Student Committee and/or the Board of Studies. New modules and major changes to existing modules are subject to approval by the Faculty Teaching and Learning Committee. Programme reviews The Board of Studies conducts an Annual Monitoring and Review of the degree programme and reports to Faculty Teaching and Learning Committee. External Examiner reports External Examiner reports are considered by the Board of Studies. The Board responds to these reports through Faculty Teaching and Learning Committee. External Examiner reports are shared with institutional student representatives, through the Staff-Student Committee. Student evaluations All modules, and the degree programme, are subject to review by student questionnaires. Informal student evaluation is also obtained at the Staff-Student Committee, and the Board of Studies. The National Student Survey is sent out every year to final-year undergraduate students, and consists of a set of questions seeking the students views on the quality of the learning and teaching in their HEIs. With reference to the outcomes of the NSS and institutional student satisfaction surveys actions are taken at all appropriate levels by the institution. Mechanisms for gaining student feedback Feedback is channelled via the Staff-Student Committee and the Board of Studies. Faculty and University Review Mechanisms The programme is subject to the Universitys Internal Subject Review process. Every five years degree programmes in each subject area are subject to periodic review. This involves both the detailed consideration of a range of documentation, and a two-day review visit by a review team which includes an external subject specialist in addition to University and Faculty representatives. Following the review a report is produced, which forms the basis for a decision by University Teaching and Learning Committee on whether the programmes reviewed should be re-approved for a further five year period. Accreditation reports Accreditation was given by IMechE and IET (formerly the Institution of Electrical Engineers) in October 2006. Accreditation is for 5 years and the next re-accreditation visit is due in 2011 Additional mechanisms Previous QAA Reports The University underwent Institutional Audit in March 2005 ( HYPERLINK "http://www.qaa.ac.uk/reviews/reports/institutional/Newcastle05/main.asp" http://www.qaa.ac.uk/reviews/reports/institutional/Newcastle05/main.asp ) Internal Subject Review The School underwent Internal Subject Review in November 2005  16 Regulation of assessment Pass mark The pass mark is 50 (Postgraduate programmes) Course requirements Progression is subject to the Universitys Masters Degree Progress Regulations, Taught and Research and Examination Conventions for Taught Masters Degrees. Limited compensation up to 40 credits of the taught element and down to a mark of 40 is possible and there are reassessment opportunities, with certain restrictions. Common Marking Scheme The University employs a common marking scheme, which is specified in the Taught Postgraduate Examination Conventions, namely: Summary description applicable to Summary description applicable to postgraduate Masters programmes postgraduate Certificate and Diploma programmes <50 Fail <50 Fail 50-59 Pass 50 or above Pass 60-69 Pass with Merit 70 or above Pass with Distinction Role of the External Examiner An External Examiner, a distinguished member of the subject community, is appointed by Faculty Teaching and Learning Committee, after recommendation from the Board of Studies. The External Examiner is expected to: See and approve examination papers Moderate examination and coursework marking Attend the Board of Examiners Report to the University on the standards of the programme  In addition, information relating to the programme is provided in: The University Prospectus (see  HYPERLINK "http://www.ncl.ac.uk/undergraduate/" http://www.ncl.ac.uk/undergraduate/ or  HYPERLINK "http://www.ncl.ac.uk/postgraduate/" http://www.ncl.ac.uk/postgraduate/ The School Brochure (contact  HYPERLINK "mailto:admissions-enquiries@ncl.ac.uk" enquiries@ncl.ac.uk) The University Regulations (see  HYPERLINK "http://www.ncl.ac.uk/calendar/university.regs/" http://www.ncl.ac.uk/calendar/university.regs/) The Degree Programme Handbook  Please note. This specification provides a concise summary of the main features of the programme and of the learning outcomes that a typical student might reasonably be expected to achieve if she/he takes full advantage of the learning opportunities provided. The accuracy of the information contained is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.  Annex Mapping of Intended Learning Outcomes onto Curriculum/Modules Either Intended Learning OutcomeModule codes (Compulsory in Bold)A1ENG8001, ENG8009, ENG8007, MEC8008, MEC8095, MEC8007, MEC4002, CIV8201, CME4001, MAR8084A2ENG8001, ENG8009, ENG8007, MEC8095, MEC8003, CIV8201, MAS3111, MAR8084A3ENG8003, ENG8004, ENG3003, ENG8007, MEC8095, MAS3110, MAS3111A4ENG8001, ENG8002, ENG8009, MEC8008, MEC8095, MEC4001, MEC8007, MEC4002, MECT8003, CIV8201, CME4001, MAS3110, MAR8084, ENG8002A5MEC8011, MEC8095,A6MEC8011, MEC8095,A7MEC8011, MEC8095,B1ENG8001, ENG8007, MEC8095, MAS3111B2ENG8001, ENG8009, ENG8007, MEC8095, MEC4002, MEC8003, MAS3111B3ENG8001, ENG8002, ENG8003, ENG8004, ENG8009, ENG3003, ENG8007, MEC8008, MEC8095, MAS3110, MAS3111, MAR8084, ENG8002B4ENG8001, ENG8007, MEC8095, MAS3111C1ENG8001, ENG8009, ENG8007, MEC8011, MEC8095,C2ENG8001, ENG8007, MEC8011, MEC8095,C3MEC8011, MEC8095,C4MEC8011, MEC8095,D1MEC8011, MEC8095, LCE8014D2ENG8001, MEC8095,D3MEC8011, MEC8095,D4ENG8002, MEC8008, MEC8011, MEC8095,$%(<PRSTi}ܤܓo^Moo^Mo< h@#h@#CJOJQJ^JaJ hoChy(CJOJQJ^JaJ hoCh}CJOJQJ^JaJ#hoChy(5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ hzhCJOJQJ^JaJ8jhoChCJOJQJU^JaJmHnHtH uhoChOJQJ^JhoCh5OJQJ^J hoChCJOJQJ^JaJ#hoCh5CJOJQJ^JaJ !"#$jxkd$$Ifl09  t0644 la $IfgdoC$ $Ifa$gdoC H$%<QRi~dU $Ifgd@#xkd$$Ifl0.  t0644 la $IfgdoC $Ifgd@# gdy(~xk $IfgdoC $Ifgd@#xkd$$Ifl0.  t0644 la   & 9 : ; < = H I J V W m n ̺̺̚ވ̺vva)jh@#h@#CJOJQJU^JaJ#hoChLb5CJOJQJ^JaJ#hoChl>5CJOJQJ^JaJh@#5CJOJQJ^JaJ h@#h@#CJOJQJ^JaJ#hoChy(5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ hoChy(CJOJQJ^JaJ h@#hy(CJOJQJ^JaJ xk $IfgdoC $Ifgd@#xkd$$Ifl0.  t0644 la xk $IfgdoC $Ifgd@#xkd$$Ifl0.  t0644 la & : xk $IfgdoC $Ifgd@#xkd$$Ifl0.  t0644 la: ; W \ xii 7$Ifgd@# $Ifgd@#xkd$$Ifl0.  t0644 la , - . X Y [ \ ] ^ _ j k ҿҮҮҿҮtbP>#hoChLb5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ#hoChl>5CJOJQJ^JaJ hoChy(CJOJQJ^JaJ h@#hy(CJOJQJ^JaJ/jh@#h@#CJOJQJU^JaJ h@#h@#CJOJQJ^JaJ$h@#h@#0JCJOJQJ^JaJ)jh@#h@#CJOJQJU^JaJ/jh@#h@#CJOJQJU^JaJ\ ] j l xk $IfgdoC $Ifgd@#xkd$$Ifl0.  t0644 lak l m n ̺yhVD2#hoChU5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ#hoCh^5CJOJQJ^JaJ hzhy(CJOJQJ^JaJ hoChrCJOJQJ^JaJh-CJOJQJ^JaJ h@#hrCJOJQJ^JaJ h@#h@#CJOJQJ^JaJ#hoChr5CJOJQJ^JaJ#hoChl>5CJOJQJ^JaJ hoChLbCJOJQJ^JaJ h@#hLbCJOJQJ^JaJl m xkk $IfgdoC $Ifgd@#xkd($$Ifl0.  t0644 la ~o +$IfgdoC gdy(xkd$$Ifl0.  t0644 la M  Z$rrrr` & F +$IfgdS$ & F x$Ifa$gdS$ 7x$Ifa$gdSekd2$$Ifl J! t0644 la -./0LMNsJxgYgHx7 hoh.?(CJOJQJ^JaJ hoChYsCJOJQJ^JaJhSCJOJQJ^JaJ hoChQEgCJOJQJ^JaJhgNCJOJQJ^JaJ#hoChU5CJOJQJ^JaJ#hoChl>5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ hzhUCJOJQJ^JaJ hShUCJOJQJ^JaJ hShSCJOJQJ^JaJ hoChUCJOJQJ^JaJ./yyp $IfgdYs $IfgdS $IfgdoC gdy(ekd$$Ifl J! t0644 la/0LMgkd$$Ifl J! t0644 la$ $Ifa$gdoCgkd $$Ifl J! t0644 laMNrs%&  0$If^`0gdo$0$If`0a$gdo$h0$If^h`0a$gdo$0$If^`0a$gdo $IfgdoCsyYHq$ ͼޠޠޠޠޠޠޠ~m[mMhCJOJQJ^JaJ#hoChU5CJOJQJ^JaJ hoChUCJOJQJ^JaJ hohzCJOJQJ^JaJ hohUCJOJQJ^JaJhoCJOJQJ^JaJhgNCJOJQJ^JaJ hohYsCJOJQJ^JaJ hoh.?(CJOJQJ^JaJ hohoCJOJQJ^JaJ hoh_}CJOJQJ^JaJ{ $IfgdoCgkd $$Ifl J! t0644 la +$IfgdoC/0~ $IfgdoC $$Ifa$gdogkd $$Ifl J! t0644 la/019:ABCDPQRST^gh˺܈zzl[I7I#hoChf5CJOJQJ^JaJ#hoChU5CJOJQJ^JaJ hohCJOJQJ^JaJhoCJOJQJ^JaJhCJOJQJ^JaJ hoChoCJOJQJ^JaJho5CJOJQJ^JaJ#hoCho5CJOJQJ^JaJ hoChzCJOJQJ^JaJ hoh VCJOJQJ^JaJ hohoCJOJQJ^JaJ#hoho6CJOJQJ^JaJ01BC#gkd $$Ifl J! t0644 la $$Ifa$gdogkd $$Ifl J! t0644 laCDRSTh $IfgdoCgkd $$Ifl J! t0644 la $Ifgdohij $IfgdoCgkd $$Ifl J! t0644 lahijO i !5!!""""´o^oM h+4h VCJOJQJ^JaJ hoCh_}CJOJQJ^JaJ hoCh.?(CJOJQJ^JaJ#hoChU5CJOJQJ^JaJ hoChzCJOJQJ^JaJ h+4hCJOJQJ^JaJh VCJOJQJ^JaJh+4CJOJQJ^JaJ h+4h+4CJOJQJ^JaJhCJOJQJ^JaJ hoChUCJOJQJ^JaJgkd| $$Ifl J! t0644 la$ $Ifa$gdoCgkd $$Ifl J! t0644 laj k 6!7!"" +$IfgdoC ++$If^+`gd+4$0$If^`0a$gd+4 $IfgdoC """""gkdt $$Ifl J! t0644 la $IfgdoCgkd $$Ifl J! t0644 la"""" # # ######!#"#Z$[$\$]$g$ν|j[jJν9J h+4hCJOJQJ^JaJ hoCh+4CJOJQJ^JaJh+45CJOJQJ^JaJ#hoCh+45CJOJQJ^JaJ hoChzCJOJQJ^JaJ h+4h VCJOJQJ^JaJ h+4hzCJOJQJ^JaJh+4CJOJQJ^JaJ h+4h+4CJOJQJ^JaJhCJOJQJ^JaJ hoChjdCJOJQJ^JaJ#hoChjd5CJOJQJ^JaJ"" ### #gkd $$Ifl J! t0644 la $IfgdoC #!#"#[$\$ $IfgdoCgkdl$$Ifl J! t0644 la\$]$q$r$"gkdd$$Ifl J! t0644 la $IfgdoCgkd$$Ifl J! t0644 lag$p$q$r$s$%%%%&&&,&;&?&@&ʼ{iXG6G hoCh_}CJOJQJ^JaJ hoCh.?(CJOJQJ^JaJ hoChUCJOJQJ^JaJ#hoChU5CJOJQJ^JaJ hoChzCJOJQJ^JaJ h+4hCJOJQJ^JaJh VCJOJQJ^JaJ h+4h+4CJOJQJ^JaJhCJOJQJ^JaJ hoChjdCJOJQJ^JaJ#hoChjd5CJOJQJ^JaJ#hoChf5CJOJQJ^JaJr$s$%%%&z$ $Ifa$gdoCgkd$$Ifl J! t0644 la $IfgdoC&&&?&@& ''''ttcR$If^`gd2u0$If^`0gd;V|$$If^`a$gd2u $IfgdoCgkd\$$Ifl J! t0644 la@&''''((((((((((( + + ++пЋzl[J9 hjh VCJOJQJ^JaJ hjhzCJOJQJ^JaJ hjhjCJOJQJ^JaJhCJOJQJ^JaJ hoChjdCJOJQJ^JaJ#hoChjd5CJOJQJ^JaJ hVh;V|CJOJQJ^JaJ h:h;V|CJOJQJ^JaJ hoChzCJOJQJ^JaJ hoChUCJOJQJ^JaJh;V|CJOJQJ^JaJ h;V|h;V|CJOJQJ^JaJ'((((((qd $IfgdoCgkd$$Ifl J! t0644 la +$IfgdoC ++$If^+`gd;V|((( + +} $IfgdoC $IfgdjgkdT$$Ifl J! t0644 la +++ +"gkdL$$Ifl J! t0644 la $IfgdoCgkd$$Ifl J! t0644 la++++ +,,,,,,,,~......ͼ͜ykZI7#hoChU5CJOJQJ^JaJ hoChzCJOJQJ^JaJ hjh VCJOJQJ^JaJh CJOJQJ^JaJ hoChjdCJOJQJ^JaJ#hoChf5CJOJQJ^JaJ#hoChjd5CJOJQJ^JaJhNCJOJQJ^JaJ hjhjCJOJQJ^JaJ hoChjCJOJQJ^JaJhj5CJOJQJ^JaJ#hoChj5CJOJQJ^JaJ +,,,gkd$$Ifl J! t0644 la $IfgdoC,,.."gkd$$Ifl J! t0644 la $IfgdoCgkdD$$Ifl J! t0644 la.....5/6///xxgVgV0$If^`0gd2u$If^`gd2u $IfgdoCgkd<$$Ifl J! t0644 la$ $Ifa$gdoC......./4/}////////A0o0p0q0t000޿~~m\N= h,h2uCJOJQJ^JaJh VCJOJQJ^JaJ hzh2uCJOJQJ^JaJ h'h2uCJOJQJ^JaJ h2uhUCJOJQJ^JaJh2uCJOJQJ^JaJ h2uh2uCJOJQJ^JaJ hoCh2uCJOJQJ^JaJh.?(CJOJQJ^JaJ hoCh_}CJOJQJ^JaJ hoCh.?(CJOJQJ^JaJ hoChUCJOJQJ^JaJ///p0q0000Kgkd$$Ifl J! t0644 la $If^`gd2u ++$If^+`gd2u $IfgdoC $Ifgd2u0000000O1|1223333333ͻyyhWE6Ehz7K5CJOJQJ^JaJ#hoChz7K5CJOJQJ^JaJ hz7Kh VCJOJQJ^JaJ hz7KhzCJOJQJ^JaJ#hz7Khz7K6CJOJQJ^JaJ hz7Khz7KCJOJQJ^JaJhCJOJQJ^JaJ hoChjdCJOJQJ^JaJ#hoChjd5CJOJQJ^JaJ hoChUCJOJQJ^JaJ hoChzCJOJQJ^JaJ h2uh2uCJOJQJ^JaJ000033}} $Ifgdz7Kgkd4$$Ifl J! t0644 la $IfgdoC3333"gkd,$$Ifl J! t0644 la $IfgdoCgkd$$Ifl J! t0644 la333H5I5J5K5U5^5_5`5a555666666±|j\K: hzhUCJOJQJ^JaJ hoChzCJOJQJ^JaJh VCJOJQJ^JaJ#hz7Khz7K6CJOJQJ^JaJ hoChjdCJOJQJ^JaJ#hoChf5CJOJQJ^JaJ#hoChjd5CJOJQJ^JaJ hz7KhCJOJQJ^JaJhz7KCJOJQJ^JaJ hz7Khz7KCJOJQJ^JaJhCJOJQJ^JaJ hoChz7KCJOJQJ^JaJ33I5J5K5_5gkd$$Ifl J! t0644 la $IfgdoC_5`5a566 $IfgdoCgkd$$$Ifl J! t0644 la6666 $IfgdoC gdy(gkd$$Ifl J! t0644 la6666666666::::::::ɸɸyhWF4#hoChb95CJOJQJ^JaJ hoChb9CJOJQJ^JaJ h-w h VCJOJQJ^JaJ h-w hb9CJOJQJ^JaJh]CJOJQJ^JaJ h-w h-w CJOJQJ^JaJhCJOJQJ^JaJ#hoCh k5CJOJQJ^JaJ hoChjdCJOJQJ^JaJ#hoChjd5CJOJQJ^JaJ#hoChl>5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ6666"hkd$$Ifl J! t0644 layt0 $IfgdoChkd$$Ifl J! t0644 layt06677::::}hkd$$Ifl J! t0644 layt0 $Ifgd] $IfgdoC:::;;==t $IfgdoC 7$Ifgd-w $Ifgd-w hkd$$Ifl J! t0644 layt0:::======>N>P>Q>R>>>пykZkBy/y$hK0h00JCJOJQJ^JaJ/j hK0h0CJOJQJU^JaJ h0h0CJOJQJ^JaJh0CJOJQJ^JaJ#jh0CJOJQJU^JaJ hoCh}CJOJQJ^JaJ#hoCh}5CJOJQJ^JaJ hoChb9CJOJQJ^JaJ h-w h VCJOJQJ^JaJ h-w h-w CJOJQJ^JaJhCJOJQJ^JaJ hoCh kCJOJQJ^JaJ===="hkd$$Ifl J! t0644 layt0 $IfgdoChkd$$Ifl J! t0644 layt0=>>>>>>r +$IfgdoC gdy(hkd$$Ifl J! t0644 layt0 $IfgdoC>>>>>>>>>>>>>>пxfUF4#hoChhl6CJOJQJ^JaJh6CJOJQJ^JaJ hoCh kCJOJQJ^JaJ#hoCh k5CJOJQJ^JaJ#hoChhl5CJOJQJ^JaJ#hoChl>5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ hzhjdCJOJQJ^JaJ hoCh}CJOJQJ^JaJ hoCh VCJOJQJ^JaJ h0h0CJOJQJ^JaJh}CJOJQJ^JaJ >>>>@@@-A.ANABB7B8B9B^B $Ifgd-w $IfgdoCekd8$$Ifl J! t0644 la>>>@@@@@A-A.ANABB7B9B^BBCCCCʹ햄oaʹP? hzh kCJOJQJ^JaJ hoCh kCJOJQJ^JaJh-w CJOJQJ^JaJ(hzh-w CJOJQJ^JaJnHtH"h-w CJOJQJ^JaJnHtH#hoChhl6CJOJQJ^JaJ hoChb9CJOJQJ^JaJ h-w hb9CJOJQJ^JaJ h-w h-w CJOJQJ^JaJ#hoCh k6CJOJQJ^JaJ#hoChb96CJOJQJ^JaJ^BCCCC#Cu $IfgdoC gdy(ekd$$Ifl J! t0644 la $IfgdoCCCCC#C$C%C/C7ClCmCyCCCCDDCEDEEEFE[EɸudududuVH7 hoCh!N~CJOJQJ^JaJh!:CJOJQJ^JaJh!N~CJOJQJ^JaJ hoCh#UCJOJQJ^JaJ hoChkCJOJQJ^JaJ hoCh|CJOJQJ^JaJ#hoChk6CJOJQJ^JaJh6CJOJQJ^JaJ hoChhlCJOJQJ^JaJ#hoChhl5CJOJQJ^JaJ#hoChl>5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ#C$C%C/CEEFE[EFF GG]H^HoHK $Ifgd!N~ $IfgdM $Ifgdkekd&$$Ifl J! t0644 la[EFFFFFFFG G GG H*H^HoHGIKKK=KqKMʸzhWB(hoCh#aCJOJQJ^JaJmH sH hoCh#aCJOJQJ^JaJ#hoCh#a6CJOJQJ^JaJhdCJOJQJ^JaJh!N~CJOJQJ^JaJ hoCh./CJOJQJ^JaJ hoChkCJOJQJ^JaJ#hoChk6CJOJQJ^JaJhMh!N~CJaJhMhMCJaJhMCJaJhMCJ^JaJhoChkCJ^JaJKK=KMM&MNNOOOOv gdy(ekd$$Ifl J! t0644 la $Ifgd!N~ $Ifgd#a $Ifgdk MMM&MMNNN/NqNNOOOOOO˺m\K9#hoChe 5CJOJQJ^JaJ hzhhlCJOJQJ^JaJ hoChhlCJOJQJ^JaJ#h7h>*CJOJQJ^JaJhMK;CJOJQJ^JaJh7CJOJQJ^JaJ h7h7CJOJQJ^JaJh!N~CJOJQJ^JaJ hoChkCJOJQJ^JaJ#hoChk6CJOJQJ^JaJ hoCh!N~CJOJQJ^JaJ"h./CJOJQJ^JaJmH sH OOOOOP P PP Q,QQQwRRRRRR(SSSSDTETɷɦrarrOr>r>rra hoChVCJOJQJ^JaJ#hoChi?6CJOJQJ^JaJ hoCh 'CJOJQJ^JaJ hoChkCJOJQJ^JaJ#hoChk6CJOJQJ^JaJ hoChm:tCJOJQJ^JaJ hoChhlCJOJQJ^JaJ#hoChi?5CJOJQJ^JaJ#hoChhl5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ#hoChl>5CJOJQJ^JaJOP P PPQQQvRwRRSS~uhuuhuuuu $IfgdoC $Ifgdk $IfgdoCekd$$Ifl J! t0644 la +$IfgdoC SSUUVXVYVVXXXYYYYZZZZ[ $Ifgdpu $$Ifa$gdpu $Ifgdpu $IfgdoC $Ifgd $Ifgd $IfgdoC $IfgdkETqTEUUUUUUUVVVV,VYVVVVVVVVWWXﻩ煮w^H^+hB*CJOJQJ^JaJmH phsH 1h!N~h!N~B*CJOJQJ^JaJmH phsH h!N~h!N~CJOJQJ^JaJh6CJOJQJ^JaJ#hoChr6CJOJQJ^JaJ#hoChk6CJOJQJ^JaJ#hoChV6CJOJQJ^JaJ hoChKCJOJQJ^JaJ hoChVCJOJQJ^JaJ hoChkCJOJQJ^JaJXXXXYOYYYYYYZZoZpZqZZZZZϾϾݛvavIa6av$hhpu0JCJOJQJ^JaJ/jhhpuCJOJQJU^JaJ)jhhpuCJOJQJU^JaJ hhpuCJOJQJ^JaJ&hhpu6CJOJQJ]^JaJ#hoChV6CJOJQJ^JaJ hoCh^CJOJQJ^JaJ h'hpuCJOJQJ^JaJhpuCJOJQJ^JaJ#hoCh^6CJOJQJ^JaJ hoCh[CJOJQJ^JaJZZ[[[[[[[[2[3[4[>[Q[ѿygVD3 hoCh,ICJOJQJ^JaJ#hoCh>6CJOJQJ^JaJ hoChCJOJQJ^JaJ#hoChhl5CJOJQJ^JaJ#hoChl>5CJOJQJ^JaJ#hoChe 5CJOJQJ^JaJ hzhhlCJOJQJ^JaJ hoChhlCJOJQJ^JaJ#hoCh>*CJOJQJ^JaJh^CJOJQJ^JaJ h'hpuCJOJQJ^JaJhpu6CJOJQJ^JaJ[[[[2[y $IfgdoC gdy(ekd !$$Ifl J! t0644 la $Ifgd2[3[4[>[l[m[[\\\\[]\]vv $$IfgdoC $Ifgd r $IfgdoCckd!$$IflL !! t0!44 la Q[R[S[j[k[l[m[[[[[\\\\\Q]R]\]]ͼygVEV3#hoChO_5CJOJQJ^JaJ hoChP CJOJQJ^JaJ hoCh>CJOJQJ^JaJ#hoCh6CJOJQJ^JaJ hoCh[CJOJQJ^JaJ hoCh.CJOJQJ^JaJh r6CJOJQJ^JaJ#hoChj7o6CJOJQJ^JaJ hoChCJOJQJ^JaJ hoChhlCJOJQJ^JaJ hoCh,ICJOJQJ^JaJ hoChj7oCJOJQJ^JaJ\]]]]^ ^6^X^Y^w^M_q___xx +$IfgdoC $IfgdoC $IfgdoC$ $IfgdoC$ $IfgdoC$ `$IfgdoC$ xB$IfgdoC $$IfgdoC$ i$IfgdoC ]]]]]]]]^^X^Y^w^M_N_q_r__________ʹʹttcR hoChMK;CJOJQJ^JaJ hoChkCJOJQJ^JaJ hoChCJOJQJ^JaJ hoCh?@CJOJQJ^JaJ#hoChj7o6CJOJQJ^JaJ hoCh>CJOJQJ^JaJ hoCh~CJOJQJ^JaJ hoChO_CJOJQJ^JaJ#hoChO_5CJOJQJ^JaJ#hoCh5CJOJQJ^JaJ_____@`A`aX>>$%d'dIfOQgdoC+$$d%d&d'dIfNOPQgdoC gdy(ckd"$$IflL !! t0!44 la +$IfgdoC___&`/`A```a````````ͼͫhUF8hCJOJQJ^JaJh>*CJOJQJ^JaJ$hoCh j0JCJOJQJ^JaJ2j"hoCh j>*CJOJQJU^JaJ#hoCh j>*CJOJQJ^JaJ,jhoCh j>*CJOJQJU^JaJ hoChxCJOJQJ^JaJ hoCh{CJOJQJ^JaJ hoChpCJOJQJ^JaJ hzhhlCJOJQJ^JaJ hoChhlCJOJQJ^JaJ````aaaaa0a1adaeaxayaza{aaar]rFr]/,jhoChW~ >*CJOJQJU^JaJ,hoChW~ 0JCJOJQJ^JaJmH sH (hoChW~ CJOJQJ^JaJmH sH 1jhoChW~ CJOJQJU^JaJmH sH hoChW~ CJOJQJ^JaJ hoChxCJOJQJ^JaJ hhCJOJQJ^JaJhxCJOJQJ^JaJ$hh0JCJOJQJ^JaJhCJOJQJ^JaJ#jhCJOJQJU^JaJaa{a|a b b,b-b.b/bccwjj $IfgdoC gdy(ekd$$$Ifl J! t0644 la$%d'dIfOQgdoC aaaa b b b b b+b,b-b.b/b*CJOJQJ^JaJ$hoChW~ 0JCJOJQJ^JaJ,jhoChW~ >*CJOJQJU^JaJ2j#hoChW~ >*CJOJQJU^JaJ#hoChW~ >*CJOJQJ^JaJccccc dddd0dRdyii$ $Ifa$gdoC $ a$gd[! $ a$gd[! gdlekd6%$$Ifl J! t0644 la ccc ddBdIdSdVdxdzddddddddddd!e"e+e;e@edeܸsbsTsbsTsbTC h r5CJOJQJ\^JaJhl<CJOJQJ^JaJ hl<5CJOJQJ\^JaJh rCJOJQJ^JaJ&h rh r5CJOJQJ\^JaJ hoCh5CJOJQJ^JaJ#hoCh;5CJOJQJ^JaJ#hoCh55CJOJQJ^JaJ#h[!h55CJOJQJ^JaJ h8VRh5CJOJQJ^JaJ#h[!hK{_5CJOJQJ^JaJRdSdVddwj $IfgdoC$ $Ifa$gdoCxkd%$$Ifl0@   t0644 laddddwj $IfgdoC$ $Ifa$gdoCxkd:&$$Ifl0@   t0644 ladddgYgagbgfgogwgxg|gʹxgVgVgB&h4h8VR5CJOJQJ\^JaJ h4h8VRCJOJQJ^JaJ h45CJOJQJ\^JaJ&h4h45CJOJQJ\^JaJ h rh8VRCJOJQJ^JaJhl<CJOJQJ^JaJh rCJOJQJ^JaJ hl<5CJOJQJ\^JaJ h r5CJOJQJ\^JaJ hoCh8VRCJOJQJ^JaJ&h rh8VR5CJOJQJ\^JaJjfkfnffwj $IfgdoC$ $Ifa$gdoCxkd*$$Ifl0@   t0644 lafff gwj $IfgdoC$ $Ifa$gdoCxkd/+$$Ifl0@   t0644 la g g g:gwj $IfgdoC$ $Ifa$gdoCxkd+$$Ifl0@   t0644 la:g;g>gbgwj $IfgdoC$ $Ifa$gdoCxkdI,$$Ifl0@   t0644 labgcgfgxgwj $IfgdoC$ $Ifa$gdoCxkd,$$Ifl0@   t0644 laxgyg|ggwj $IfgdoC$ $Ifa$gdoCxkdc-$$Ifl0@   t0644 la|ggggggggggggggggggghHHHH H HHHHH޼͔͔us͆b޼bQ h8VRh5CJOJQJ^JaJ hoCh4CJOJQJ^JaJU h4h8VRCJOJQJ^JaJh4CJOJQJ^JaJ&h4h45CJOJQJ\^JaJ&h4h8VR5CJOJQJ\^JaJ h4h4CJOJQJ^JaJ hoCh8VRCJOJQJ^JaJ hl<5CJOJQJ\^JaJ h45CJOJQJ\^JaJggggwj $IfgdoC$ $Ifa$gdoCxkd-$$Ifl0@   t0644 laggggwj $IfgdoC$ $Ifa$gdoCxkd}.$$Ifl0@   t0644 laggggwj $IfgdoC$ $Ifa$gdoCxkd /$$Ifl0@   t0644 laggghwj $IfgdoC$ $Ifa$gdoCxkd/$$Ifl0@   t0644 laD5MEC8011, MEC8095, hHHHwj $IfgdoC$ $Ifa$gdoCxkd$0$$Ifl0@   t0644 laHHH~ gdlxkd0$$Ifl0@   t0644 la,1h. A!"#$% FjT b@i{%\MJFIFHH"ExifMM*bj(1r2iHHAdobe Photoshop CS Macintosh2006:06:06 11:22:356n&(.HHJFIFHH Adobe_CMAdobed            9" ?   3!1AQa"q2B#$Rb34rC%Scs5&DTdE£t6UeuF'Vfv7GWgw5!1AQaq"2B#R3$brCScs4%&5DTdEU6teuFVfv'7GWgw ?z\ï'&Su86>u_ \{ͳ)[tzƏP`wu{lfD]:q{+ɩWW\ݻ`12v]UvPC:keuL͖qctyO͏ \30q0#|c-ٸoʯ:֚eOP#=fTf,gGV7ae2zNW;ĻcҮp;vnimb9[Gut~u=6K]qdP\M,slwzmUGwr䆆&"rf\>ٌGU|òpL i|b?r˺9;vs31r+wT*rXtfdYp;K%hҷ *ʿOOdt՞^]c4=7潿I9s;g֐SuV쵙 u6e~[XyƜۺFM;[cG*w6+3(%%3rDD|:[V+^NU7?lюv?BKTȱʫ{(ۃ~ֻdz)Qj1k0Ȫ^E/eu^OaCDr@ND1j̻7[Mߣm4ddUM'n=o{Z ?=Ax,,^N1nYuvV--\wV5:Du/ʮ~{}3 yjޫW3>t͗E}lFڷfv%Xk C^}=wu_C+ۯ ],wo}ߞӾa`2Q{ƴT[HZ2_leFpNjt 5{ _|,|`.13?lmYcZ"vϥKͺ6~XY/i!+`~:OYXPoJ6[;&]E?*ӽXhA \wT{ӱtu gSՋ@7pm =Vӻ߱d?Uc;@˥>+V̻~}I?d`e:luά En:7LL~]ɩչ4v:}uSD`2ˆSuWП2 |66wo3 *o<}Ku}G7wҳoϦscM~fmUߋGٞ?\ĉB 2#"@Ե=2Ǐ4O2G;G_aa;muΪmms=}UtL\k͎5{w>nU?S.ﺯN܊?p0nGnEY2*&ЍO޳_LRFS&1}VK\6E^#Z,«Of};cYOw쩛p2&;Ua:ίGWv?M;.P"6fdf9v%~-kuC;VGN{j}zWM'e~S+Ug~K?aFjBUs"2ƉDx`t^NoQrznVWHγGZ+}Ov~=gȩcvnz+W>vC,~^~Wˠ;7smYک[_kz ,1V=,T =ٟݛhk>uE[g.vg܌LZE]elmQ45髮 WZw6gW3G;&o\ٍMz{߫S>גʮvQk[^֏ec 0qz{zMEnQ,}o ]Mu+mmοMdXc+۱ om[Weo1Q RgK-7d`i~=su[ZzG2?EΣ C]d} v9-+:F:PUn-9:Rmoe8x~onA?Y8^VuN/eMnDzƲV2}ŖǫQG2qP]1rrVNv3U<1ͲZ7zT,}zEzOH1L>׸ksw9t޵3`Q6[sQf1+e]cSWqJ: ΄N[MN54Cߓ]˯c}~UҼ+!Z Eg՟;Wn={nk{}?ѻcY_?WgJ[/8]xeo}ձ:Sn{nf/]d6w[KMVʯ6gUT_r)/Μ]H}6Ko&dWc>܏Wί"\;T>`u, }{q:e5ӍT "ݾ;U[QoQwT`"lƓc>Yghfs]f6Gfl]7%k7'~+v#Z,47:Z1n歫M'' qzHpOCwPϡ:iuM.-ߩ Ҫ뢫8SZ_j7{[ס+>}OD~~'^!4wk?g)X3X/e/vqf繙Rd}ܛl/Ek={7#}:Y+K^ʷ^U[ӳ>,oumZهU; Q߇f~FreߥciM=#)F>˙Fϩ3, ȠCײ%ПzU^ݹY'-<e? .KW\55$? 6-^۷Y#ݑuae`tMg`?/=6os/J^WB?Go)d}QffkWYoQmh YLZn,ӱl L|nXԻًKjïSU~FM=>,״Vw}[>W߼< ޼Z :+_U iMmX _[s\h=SI%<Q Sq com.apple.print.PageFormat.PMHorizontalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMHorizontalRes 72 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-06-06T06:45:01Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMOrientation com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMOrientation 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-06-06T06:45:01Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-06-06T06:45:01Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalRes 72 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-06-06T06:45:01Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-06-06T06:45:01Z com.apple.print.ticket.stateFlag 0 com.apple.print.subTicket.paper_info_ticket com.apple.print.PageFormat.PMAdjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPageRect 0.0 0.0 783 559 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-06-06T10:22:11Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMAdjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPaperRect -18 -18 824 577 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-06-06T10:22:11Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMPaperName com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMPaperName iso-a4 com.apple.print.ticket.client com.apple.print.pm.PostScript com.apple.print.ticket.modDate 2003-07-01T17:49:36Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPageRect com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPageRect 0.0 0.0 783 559 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-06-06T06:45:01Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMUnadjustedPaperRect com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPaperRect -18 -18 824 577 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2006-06-06T06:45:01Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.ppd.PMPaperName com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.ppd.PMPaperName A4 com.apple.print.ticket.client com.apple.print.pm.PostScript com.apple.print.ticket.modDate 2003-07-01T17:49:36Z com.apple.print.ticket.stateFlag 1 com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PaperInfoTicket com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PageFormatTicket 8BIMxHH/8Ag{HH(dh 8BIMHH8BIM&?8BIM 8BIM8BIM 8BIM 8BIM' 8BIMH/fflff/ff2Z5-8BIMp8BIM@@8BIM8BIM]n6Newcastle_Master_Col6nnullboundsObjcRct1Top longLeftlongBtomlongnRghtlong6slicesVlLsObjcslicesliceIDlonggroupIDlongoriginenum ESliceOrigin autoGeneratedTypeenum ESliceTypeImg boundsObjcRct1Top longLeftlongBtomlongnRghtlong6urlTEXTnullTEXTMsgeTEXTaltTagTEXTcellTextIsHTMLboolcellTextTEXT horzAlignenumESliceHorzAligndefault vertAlignenumESliceVertAligndefault bgColorTypeenumESliceBGColorTypeNone topOutsetlong leftOutsetlong bottomOutsetlong rightOutsetlong8BIM( ?8BIM8BIM 9jJFIFHH Adobe_CMAdobed            9" ?   3!1AQa"q2B#$Rb34rC%Scs5&DTdE£t6UeuF'Vfv7GWgw5!1AQaq"2B#R3$brCScs4%&5DTdEU6teuFVfv'7GWgw ?z\ï'&Su86>u_ \{ͳ)[tzƏP`wu{lfD]:q{+ɩWW\ݻ`12v]UvPC:keuL͖qctyO͏ \30q0#|c-ٸoʯ:֚eOP#=fTf,gGV7ae2zNW;ĻcҮp;vnimb9[Gut~u=6K]qdP\M,slwzmUGwr䆆&"rf\>ٌGU|òpL i|b?r˺9;vs31r+wT*rXtfdYp;K%hҷ *ʿOOdt՞^]c4=7潿I9s;g֐SuV쵙 u6e~[XyƜۺFM;[cG*w6+3(%%3rDD|:[V+^NU7?lюv?BKTȱʫ{(ۃ~ֻdz)Qj1k0Ȫ^E/eu^OaCDr@ND1j̻7[Mߣm4ddUM'n=o{Z ?=Ax,,^N1nYuvV--\wV5:Du/ʮ~{}3 yjޫW3>t͗E}lFڷfv%Xk C^}=wu_C+ۯ ],wo}ߞӾa`2Q{ƴT[HZ2_leFpNjt 5{ _|,|`.13?lmYcZ"vϥKͺ6~XY/i!+`~:OYXPoJ6[;&]E?*ӽXhA \wT{ӱtu gSՋ@7pm =Vӻ߱d?Uc;@˥>+V̻~}I?d`e:luά En:7LL~]ɩչ4v:}uSD`2ˆSuWП2 |66wo3 *o<}Ku}G7wҳoϦscM~fmUߋGٞ?\ĉB 2#"@Ե=2Ǐ4O2G;G_aa;muΪmms=}UtL\k͎5{w>nU?S.ﺯN܊?p0nGnEY2*&ЍO޳_LRFS&1}VK\6E^#Z,«Of};cYOw쩛p2&;Ua:ίGWv?M;.P"6fdf9v%~-kuC;VGN{j}zWM'e~S+Ug~K?aFjBUs"2ƉDx`t^NoQrznVWHγGZ+}Ov~=gȩcvnz+W>vC,~^~Wˠ;7smYک[_kz ,1V=,T =ٟݛhk>uE[g.vg܌LZE]elmQ45髮 WZw6gW3G;&o\ٍMz{߫S>גʮvQk[^֏ec 0qz{zMEnQ,}o ]Mu+mmοMdXc+۱ om[Weo1Q RgK-7d`i~=su[ZzG2?EΣ C]d} v9-+:F:PUn-9:Rmoe8x~onA?Y8^VuN/eMnDzƲV2}ŖǫQG2qP]1rrVNv3U<1ͲZ7zT,}zEzOH1L>׸ksw9t޵3`Q6[sQf1+e]cSWqJ: ΄N[MN54Cߓ]˯c}~UҼ+!Z Eg՟;Wn={nk{}?ѻcY_?WgJ[/8]xeo}ձ:Sn{nf/]d6w[KMVʯ6gUT_r)/Μ]H}6Ko&dWc>܏Wί"\;T>`u, }{q:e5ӍT "ݾ;U[QoQwT`"lƓc>Yghfs]f6Gfl]7%k7'~+v#Z,47:Z1n歫M'' qzHpOCwPϡ:iuM.-ߩ Ҫ뢫8SZ_j7{[ס+>}OD~~'^!4wk?g)X3X/e/vqf繙Rd}ܛl/Ek={7#}:Y+K^ʷ^U[ӳ>,oumZهU; Q߇f~FreߥciM=#)F>˙Fϩ3, ȠCײ%ПzU^ݹY'-<e? .KW\55$? 6-^۷Y#ݑuae`tMg`?/=6os/J^WB?Go)d}QffkWYoQmh YLZn,ӱl L|nXԻًKjïSU~FM=>,״Vw}[>W߼< ޼Z :+_U iMmX _[s\h=SI%<Q Sq 1 310 110 1 72/1 72/1 2 2006-06-06T09:47:46+01:00 2006-06-06T11:22:35+01:00 2006-06-06T11:22:35+01:00 Adobe Photoshop CS Macintosh adobe:docid:photoshop:b98c8e82-f6c2-11da-a96d-c57f763e15d7 image/jpeg XICC_PROFILE HLinomntrRGB XYZ  1acspMSFTIEC sRGB-HP cprtP3desclwtptbkptrXYZgXYZ,bXYZ@dmndTpdmddvuedLview$lumimeas $tech0 rTRC< gTRC< bTRC< textCopyright (c) 1998 Hewlett-Packard CompanydescsRGB IEC61966-2.1sRGB IEC61966-2.1XYZ QXYZ XYZ o8XYZ bXYZ $descIEC http://www.iec.chIEC http://www.iec.chdesc.IEC 61966-2.1 Default RGB colour space - sRGB.IEC 61966-2.1 Default RGB colour space - sRGBdesc,Reference Viewing Condition in IEC61966-2.1,Reference Viewing Condition in IEC61966-2.1view_. \XYZ L VPWmeassig CRT curv #(-27;@EJOTY^chmrw| %+28>ELRY`gnu| &/8AKT]gqz !-8COZfr~ -;HUcq~ +:IXgw'7HYj{+=Oat 2FZn  % : O d y  ' = T j " 9 Q i  * C \ u & @ Z t .Id %A^z &Ca~1Om&Ed#Cc'Ij4Vx&IlAe@e Ek*Qw;c*R{Gp@j>i  A l !!H!u!!!"'"U"""# #8#f###$$M$|$$% %8%h%%%&'&W&&&''I'z''( (?(q(())8)k))**5*h**++6+i++,,9,n,,- -A-v--..L.../$/Z///050l0011J1112*2c223 3F3334+4e4455M555676r667$7`7788P8899B999:6:t::;-;k;;<' >`>>?!?a??@#@d@@A)AjAAB0BrBBC:C}CDDGDDEEUEEF"FgFFG5G{GHHKHHIIcIIJ7J}JK KSKKL*LrLMMJMMN%NnNOOIOOP'PqPQQPQQR1R|RSS_SSTBTTU(UuUVV\VVWDWWX/X}XYYiYZZVZZ[E[[\5\\]']x]^^l^__a_``W``aOaabIbbcCccd@dde=eef=ffg=ggh?hhiCiijHjjkOkklWlmm`mnnknooxop+ppq:qqrKrss]sttptu(uuv>vvwVwxxnxy*yyzFz{{c{|!||}A}~~b~#G k͂0WGrׇ;iΉ3dʋ0cʍ1fΏ6n֑?zM _ɖ4 uL$h՛BdҞ@iءG&vVǥ8nRĩ7u\ЭD-u`ֲK³8%yhYѹJº;.! zpg_XQKFAǿ=ȼ:ɹ8ʷ6˶5̵5͵6ζ7ϸ9к<Ѿ?DINU\dlvۀ܊ݖޢ)߯6DScs 2F[p(@Xr4Pm8Ww)KmAdobed         n6'  s!1AQa"q2B#R3b$r%C4Scs5D'6Tdt& EFVU(eufv7GWgw8HXhx)9IYiy*:JZjzm!1AQa"q2#BRbr3$4CS%cs5DT &6E'dtU7()󄔤euFVfvGWgw8HXhx9IYiy*:JZjz ?Z5Бhx-RpXwyB~mcq24Rڇo[*4@bV+?¾;"ʲ_·2\"| \3Z5#~$'^*0li r_χƗ')w+"-ˏC_2▿%)gGVhmnPD5_X}j??Ka_ԝkeY/ˏCG??N}Rw?Ecq}+OR=-' '⨂Ɨ85Zc??L[@Z*;cx=1Nj@xz yᷙ_"m32wNOt]ӵUճA$dEvE~ҟxI]&$C"9uh.Kec^YK-G_m7WLi'"*++pKN DrC2݊v*UثWb]v*UثWb6.hlM*{l1\,'1iWGtcMMKM[)zS1V\(#tBB<-kz%%ݙQ#A.+O.eO$D&]|1ĉmg6ozA} \į@eP×|sq1<'\H:;v*H Rv ˒Ĩr" @lI>uԟZ+ ۽CGkخmnGfrZ8]R)k}3;,pN0Ǘ0c/ג? _qG'|>(;viL$iB(;P#IPf<_7:oSo"麭ew]:-&GkڙqΥbOYaza3myip#][ܽ=7.e<áow%GKokMŸ^8ebhՂG_\Js_O ~F'8i]yni"gjJؒ#aL?|H=!g/R?!<^%m&c/ُa"=29{?$Iů^nk oރ=kQ9zx|RcߝUԴ,K< I۷,`yZc*c*Gj~k5? ]]ʖj)uoPh(To3'nNjY)F>闉_oia埬"G S"+/ R'QOP a?MFNM͓]j6͓8~uጸH!uc1\8 3/1}(Sη<4 SE>qK46iq}r8R/?1峌ZքmvSalvskuo<4l*Y#!hg7o cw+ .pLEË0 LF{4h6Ɣp?Q\I5jz oPe1lNXEC'Gkuo7>:U rF3FDg;۫549|-ϕo,B-fVBMO˖aig=.v =$q7֠uDdK,Jw!'+y9İqqc<mB,yOpKON2!"'?,r #5I5_cۃ"vrFawrF|Y+<2 :_1X?u[jO UXD͝ ?)&wm^E_#-Qf9]߻Ie4kBH7Yv ie9&OWEˋ^A$Ĵ㼍o#/"@M#G)X| džO1!cٚN>}<\PxR/fG?*y*c=ھY7CdxLC+ͷ_ݿ8ج:txb|SS'J7=i'ǔoIy5٢*!@vdl;ŋ%c7mU,dV[#JNoya"h}?xS׋P;'L☯7ڶY'2HH hǏݚ?<V4jq\^ܓ~ ~k~YOݴۓmsouR@OfARliqᄄde.6dJaPC8UM//Cɧ:}|#:'{=gRzNu3¦kʳzy;W~VzF$Y+oo[c!s'U9BQqs|G}_Ucb!bXUG6kqLvy4Xa#tL(jjZ+n&*OzX%ºHϭZ*R Jňyz\ |8rzȭ*_7yPԵSl%:bezxNLGmSzb\nщU33i}pM׵t_RJ}/jO&ӳ1exdK.["]:zͯxuC/VΞI'15s1 "V6yN9jgAn$77b7FW 'ql'xЌ7ߞu+ aiS$F?ޟ>ltXq9벙d | =Sԧn.%f'3A_kkT};: `/S43j|AKSm?𹷝꺈W+}%~Nt_6_u+F6d NJe+ ia>IwZᗦgv-]z L9"FSceô)Eŗe6O;յ+cHVS~#U%VE"lffxq8Zyy@dƇrWhѕܫ~!5O˱GOd΋o (Ӧ>@TV==, 3G!dm _J󮝨&-s)*6ģ~|u" Ay7ާjDBh90US <"-ٴ|ulLӿ)bգ>NdeXN$@_V)+)1'ÿ{ǖ<;y%{MCAG ~?w% 3 !ÖatxcLWW5{7|w'HHVŔKfe5NO@ŋG7P#_hA+ODzǔL9 y1._O&<?æGe:^z_%?Ȓ-r4deppW47Vd&t87({AEiH<n%~;$͒t~ Xyo4h$m/|Aܣwa3 'z F /JME)~"*Q Ijc.y-Io"Z, zӓfv2е{}̳DIgc ,'Y?eWU1LtJ\o/MKVxN# 0A4\/X\V1/kt&k?ʟm/Z\iOyK2ȬNJI>3갘 O FӯO>y:]^sv_Fqo7bϛhLz,}*?WAwy͒HA]\$'Qܘh2['_?.W?C~:ח~Ǘ;<9M_9iS̚p@ԚC/iX<_6nثTm.cv7H2ެlUm`G}' ۋq}/-?$* a2S,>uAIM>PO=1"ġۛ7J;@y/_iu5sr0q+NN2Ȃy8ڽABu{曏4yCO=ڷ8G٪1NI~-ǒy s10e3l*mv*UثWb]v*6S܈̭m ~q^\WF埔:ϝCN4譖/^)`E@k}gjqAptDO@8hɑNs 8#\቗p]VW򾕪]*7$uT xh́%pϊ+lv*UثՕUiEVU Q"ɦͧerWjG`KL:gb]fտ-4Me͙qO&S9t8r9bh%ֿ15˷jw/kKOYÇW!,K2\gbS iGV󶉧ḽIgSg oNj$G[_SGLNG{3_Wf߬` OX?+4%ҳ/ `4H Mlc,Ohc2:g}igėOmYY}4dÊ'J\$pҖ[@ڍ /qHO>h4e? ' X?/?1to;/{` 7 9(^2GE>ҷbӜF8,1_=~lܦ䛩1.xXjpSW̌Q:sj.xS ۿ/4i~Y)dUp1^_dDΔ &Uu7F_.@4_(%tU&4 F$;yT:ƶ?XKf cUEÊ3b,&+;7q˗6\|ެ"[yc cIԼ}V閶7&Dy"|1OΔe3Lqk#(L{ɿt~kz(d[+/O9~n;=1Y}.wGC7{zzǭ/OD0gΓ=A'͊IyO/3y^L~A$@7rhDϢBQ T&_5kՎۭy%FipJmBÊ2)p9rJ5Qb_Zo]D&,HĴfp1,<5囥ԃ|:5'0NOƜ >',8M5~ZmVA>l;< d̝^qx:WdG|׬y~}{K{YL~)C*$F>&Pr!p 4 6cJFv Hu[m/OֽEu V;9 DY2 e|]3T$M: {Wd贸 w_ֹjmB_\+eY~7MLrD:mfF]$^{/!͗^b?oא .xc"ߋO<#xhqtb42yqsȿҭʣ1.kK%B{7nNh7v_+4˗`.?y/.?5vh]>b&jw?p{;hZmz?H\M,GYVri\!=IMH:hJN$xfpmE>yuY~cM(P"±h'v~$wC-LGrUO>t>?`k[5- VgQu Ge<_o4&^\ڒu+Yih|*WEdc&!9}Rv:'~cXȫMո޼v<c<\G"jG~Q~e~]yoȚvu~ߓ$/r~F뎫My ou8wO_-49d-R )>zynOw?_ad+WmFP=V WLf:4y7PѬ$Si>?k1`͂\U?ɛxYBZC'DTw*kl`:<13s?ΛG1/2/ʯEo2OeR7?o@<lO4_.fV?Rͯ&5&%@>aN@?yGfю?q?.3E566?3#Hq@R|gf=3ɑ}rf.?""|<7/01s 6*gɯ?;_X"q I!GcnQΓIĀ=^oWÙ@58ے:j{Gσ2׿/r8K_Ȝ_12C`\ᄹA?%:<]G/+)$ Y$(M^j^x՟TA=ܰ bBPvsc5Y$fxA~R:VU#icrw39|Qx]Ɣx~Ae7]k7la#<;.U-^SMK 3[{hc(*l$e>qv8]FS&jgSCcky[\GQ?\C|G٠ ^|s|eOoG27D9 jYiHŚWh"+U[uaЌO-]rȨg~)f+"_\O>Q$Aѿ.l'whbmUl_O&iqɹuQ1}ΣE?9 T}3t~yWK>.tFy7ϓFr|MJ>O>>l;C/X垱~c[dy6Mvݏɗb0U)cM:yҍ?ٳ.kw ϧJ5ܲ d$vo9#~'](=SӒE^ i )Fr_I#AKbμm/Z%Ư#lڑa#9"IK/u;OPm>KGv cE9@A8qMG13W~.e2{єZJb#pZfsvg.O,~igvKwOfjqb9o3~Q.pGI?4?"|y[S.scBd2B?NOtZ6[NR;^C!=#}BjѵgE5ajd$= }Q]~sKLr[)56۟ OfQ7?u:GզE K%@ >K13@NV 'aЏԵO:N=J^V ᑙW*+F1DyZyJX2: 8i 6¿dki%%_YqEf)~$/}NHWZץ}SR=|hPa鋱Y>0㴽Aߒ~E>q:|spXm5˷spTrOYf޻y'6Wzo@GA `VJ85sŰ\lHeb6?yҢ?l@?Q7ɖqI·EGyU>ITB&OzG ltBLי4t`oo4,>o88l>{KNHq ?ע5Fr=[wy:LR VuxēخPGǎr%QȖb#rl|gNu;[G.Yy~v|e䆉[-W Qa]0<>M\̿~G'to,OknQ`cQLD~^G|,U)U3Ы ~c1A7a</:]ōY$P1*{`e +"|>uzg}=Vݨ+Czy txd9e`?(455MT-jڌ≆*lde (3$-t44m!Ҷue15aԜbcjeN2̾i8m,iַ`}kx8]-|@X4ATM[>Ւak3sq_Z]bH~2Oh̊"'\qf]WʑoU3٢* $s>cG<>!re2 0+qVl\zꮓ,m2**̙v!/8DlL"wF*,A@J 8^(e0oK+8P,u}jb*#*C_y?ieǎSQ$a_OoZ9ثN*U_3Z?(Ijъn@v+yjpKO# ͳv*qMOs$r{$_shbF!}_4~az׬QNOü~a<:MLxrHy?O7:r} UF|l`rJ)cKƅmiu?i7Lsː\EqcOr ݊v*UثWb]v*UثWb]v*UثWb^=MN_>?<.w+Kr=yWSZP;aw(G"'WbX^|1%9F,t"%Aw^DIߖ,m]4&Csr۷kY*B*phJZ@J >0 Plain Textx7$8$H$ OJQJtH FV@!F W~ FollowedHyperlink >*B*ph`d F^@2F #a0 Normal (Web)dd[$\$tH <OA< M0 Char CharCJOJQJaJ^N !"#$%<QRi~  &:;W\]jlmMZ$  . / 0 L M N r s % &  /01BCDRSThijjk67  !"[\]qrs?@   # ### #$$$$&&&&&&5'6'''''p(q(((((((++++++I-J-K-_-`-a-.........//c1d1e11112244444g5h5i5j5k55555V7W7y777888999)999999999<<&<a====(?)?:?AABCCCDDtFuFvFwFFFFFHHHAIBI\IiJjJ~JLLL#M$MMMOOO|P}PPPPQQQQQQQQQQ R7R8RLRSSSS&T'TkTTTTTU#U$UBUV>C[EMOETXZQ[]_`acdeif|gH49>@DHKOSWZ^bdgkortvxz{~$~ : \ l /M0Ch"" #\$r$&'( + +,./033_5666:==>^B#CKOS[2[\]_acRdddnoD,Iz7KN/O8VRgRS?x]O_K{_#ajdQEg jkhlj7o rsYsm:tx{;V|_}!N~ k:G^oC>.l-]r 2u+4[b9Q:7f|o0Ud"9Kerk}@z V5LbjM#U\ gNp?@dP V#$%<QRi~  &:;W\]jlm/ 0 L M 01BCSThi !\]qr ### #$$$$&&&&((((++++J-K-_-`-.......d1e1114444i5j5k55599999uFvFwFFFQQQQQVVVXXXZZZZZZ[[![z[{[~[[[[\\ \\\\\\\\\\\\\\\\5]6]9]]]]]]]^^ ^-^.^1^C^D^G^Y^Z^]^w^x^{^^^^^^^^^^^^^" @>'?d'?'?4/0^^`@`8`t@`@UnknownGz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings"qhz&z&&JF)P0)P0 24d^^ 2q HP)?y(2GMaster of Science in Mathematical modelling in Engineering and IndustryBellnads4    Oh+'0 $4 DP p |  HMaster of Science in Mathematical modelling in Engineering and IndustryBellNormalnads42Microsoft Office Word@G@QG @4@4)P՜.+,D՜.+,D hp  $University of Newcastle0^ HMaster of Science in Mathematical modelling in Engineering and Industry TitleL X4< 8 @ _PID_HLINKS_AdHocReviewCycleID_NewReviewCycle_EmailSubject _AuthorEmail_AuthorEmailDisplayName_PreviousAdHocReviewCycleID _ReviewingToolsShownOnceA0pb/http://www.ncl.ac.uk/calendar/university.regs/  &mailto:admissions-enquiries@ncl.ac.uk -&#http://www.ncl.ac.uk/postgraduate/ (| $http://www.ncl.ac.uk/undergraduate/ pf Hhttp://www.qaa.ac.uk/reviews/reports/institutional/Newcastle05/main.asp [Ihttp://www.ncl.ac.uk/regulations/programme/2007-2008/programme/5133f.php e1+http://www.engc.org.uk/UKSPEC/default.aspx  http://www.qaa.ac.uk/ 8PROGRAMME SPECS susan.lawson@newcastle.ac.ukSusan Lawson  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJLMNOPQRTUVWXYZ_Root Entry F aData >11TableSbWordDocumentSummaryInformation(KDocumentSummaryInformation8SCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q