ࡱ> $& !"# ^bjbj .L(5bbbbbvvv8vcvp !!!!%:!.\}00bbbbbbb$2egbb18/%%1818bbb!!3bJJJ18b!b!bJ18bJJF\M^!`I: %]bb0c;]zhDzh,M^zhbM^41W30J4{5111bbKHn111c18181818zh111111111 (: EDN 582 Organizational Theory and Leadership Fall, 2009 Martin Kozloff We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. [T.S. Eliot --  HYPERLINK "http://www.tristan.icom43.net/quartets/gidding.html" Little Gidding] Whats Eliot mean? When this course is done, you will. And thus the native hue of resolution Is sicklied o'er with the pale cast of thought, And enterprises of great pitch and moment With this regard their currents turn awry And lose the name of action. [from Hamlets HYPERLINK "http://www.monologuearchive.com/s/shakespeare_001.html"  soliloquy] Is there such a thing as overcomp________ing a situation by too much ________ing? Isnt it sometimes ___ious what to do? What gets in the way of the ob_________? 1:12 I,  HYPERLINK "http://www.ebible.org/web/Eccl.htm" the Preacher, was king over Israel in Jerusalem. [Im a school principal.] 1:17 I applied my heart to know wisdom, and to know madness and folly. I perceived that this also was a chasing after wind. [I reviewed the literature, but it seemed hopeless.] 1:18 For in much wisdom is much grief; and he who increases knowledge increases sorrow. [But I was baffled. Why?] 2:13 Then I saw that wisdom excels folly, as far as light excels darkness. [I realized that its still better to be right.] 12:9 Further, because the Preacher was wise, he still taught the people knowledge. Yes, he pondered, sought out, and set in order many proverbs. [I instituted professional development.] 12:10 The Preacher sought to find out acceptable words, and that which was written blamelessly, words of truth. [I used snazzy Powerpoints.] 12:11 The words of the wise are like goads; and like nails well fastened are words from the masters of assemblies, which are given from one shepherd. [Some staff didnt like what I had to say.] 12:12 Furthermore, my son, be admonished: of making many books there is no end; and much study is a weariness of the flesh. 12:13 This is the end of the matter. All has been heard. Fear God, and keep his commandments; for this is the whole duty of man. [ I learned to focus on whats of enduring importance. Anything else is vain (foolish) and useless] 12:14 For God will bring every work into judgment, with every hidden thing, whether it is good, or whether it is evil. [Accountability?] But what IS of enduring importance? Everyone thinks that his or her contributions are important. This course is organized around a view of schools as  HYPERLINK "http://en.wikipedia.org/wiki/Formal_organization" formal organizations. Objectives. We will use readings and class discussions to: 1. Expand our knowledge of each component of schools. 2. Connect the components into a model of the school social system/formal organization, showing how the parts interact (e.g., how leadership affects morale, and how different kinds of instruction affect student learning). 3. Develop research questions and instruments, and then conduct informal research on schools. 4. Use this knowledge to suggest effective versus ineffective school structure, policy, and practice. In other words, Do this. Dont do that. 5. Plan school reform---both ideas, structure (authority, communication), and practices--in, for example, reading, math, history. A few ground rules. 1. Please turn off your cell phones. 2. Assignments handed in late receive a lower grade. 3. Ill be in at least 10 hours a week, available to talk with you. Feel free to email me at  HYPERLINK "mailto:kozloffm@uncw.edu" kozloffm@uncw.edu 4. My website is  HYPERLINK "http://people.uncw.edu/kozloffm/home.html" http://people.uncw.edu/kozloffm/home.html 5. Read this document on professional standards of conduct.  HYPERLINK "http://www.uncw.edu/ed/advising/documents/StandardsofPC.pdf" http://www.uncw.edu/ed/advising/documents/StandardsofPC.pdf 6. See this on violence.  HYPERLINK "http://www.uncw.edu/safe%2Drelate/" http://www.uncw.edu/safe%2Drelate/ 7. On disabilities, go here.  HYPERLINK "http://www.uncw.edu/stuaff/disability/" http://www.uncw.edu/stuaff/disability/ 8. Heres a graphic of the WSE conceptual framework.  HYPERLINK "http://www.uncw.edu/ed/pdfs/cf.pdfA" http://www.uncw.edu/ed/pdfs/cf.pdfA Almost all documents are on my university website. ** Means document is on Vista server. I. Clear and Logical Thinking Ordinarily he was insane, but he had lucid moments when he was merely stupid. [ HYPERLINK "http://en.wikipedia.org/wiki/Heinrich_Heine" Heinrich Heine] Principles taken upon trust, consequences lamely deduced from them, want of coherence in the parts, and of evidence in the whole, these are everywhere to be met in the systems of the most eminent philosophers, and seem to have drawn disgrace upon philosophy itself... Disputes are multiplied, as if everything was uncertain. Amidst all this bustle, it is not reason which carries the prize, but eloquence: and no man needs ever despair of gaining proselytes to the most extravagant hypothesis, who has art enough to represent it in any favourable colours. The victory is not gained by the men at arms, who manage the pike and the sword, but by the trumpeters, drummers, and musicians of the army. [David Hume.  HYPERLINK "http://oll.libertyfund.org/index.php?option=com_staticxt&staticfile=show.php?title=342&layout=html" \l "chapter_55109" A treatise of human nature. 1738] Pre-instruction assessment. [This is what youll learn.] The questions below address components of clear and logical thinking. These are also the components or pre-skills for evaluating the validity of definitions and propositions (e.g., theories, claims) in papers and presentations; designing and evaluating curriculum and instruction; and planning, implementing, evaluating, and revising school reforms. What is knowledge? What are the six forms of knowledge? What is inductive reasoning? How is it used to acquire knowledge? What is deductive reasoning? How is it used to apply or generalize knowledge to new examples? What is a scientific theory? How does a scientific theory differ from doctrine, speculation, sales-pitch, and twaddle? What is a concept? What does a definition do? What is the difference between a conceptual and operational definition? Give an example for the concepts democracy, fluency, mastery. What is a proposition or rule? That is, what does a proposition or rule assert? What is the difference between a categorical and hypothetical/causal/functional proposition? What is the difference between a uni-lateral relationship, bi-lateral relationship, dialectical relationship, and ecological system of relationships? What is the difference between a direct and inverse/indirect relationship? What are variables? What is the difference between dependent variables, independent variables, intervening variables, and contributing conditions? 8. What criteria must be met in order to draw a credible causal inference? 9. What are common logical fallacies---arguments that lead either to false or invalid conclusions? 10. What features of case-making (persuasive writing, advertisements, research presentations) increase versus decrease the validity of data, findings, and claims? Classwork. 1. Instruction on concepts, definitions, propositions, and logical reasoning. Kozloff. HYPERLINK "http://people.uncw.edu/kozloffm/Telling%20the%20Difference%20Between%20Baloney%20and%20Serious%20Claims.doc"Telling the difference between baloney and serious claims doc  HYPERLINK "http://people.uncw.edu/kozloffm/Telling%20the%20difference%20between%20baloney%20and%20serious%20claims.ppt" Telling the difference between baloney and serious claims  ppt HYPERLINK "http://people.uncw.edu/kozloffm/Assessing%20the%20Quality%20of%20Research%20Plans%20and%20Publications.ppt"Assessing the Quality of Research Plans and Publications The above would be useful for professional development in schools. Kozloff.  HYPERLINK "http://people.uncw.edu/kozloffm/scientificthinking.doc" Scientific Thinking.  Read, and answer Assignment questions. Hand in. Kozloff.  HYPERLINK "http://people.uncw.edu/kozloffm/fallacies.doc" Identifying and challenging logical fallacies. Read, and do Practice Exercises. Hand in. Kozloff. HYPERLINK "http://people.uncw.edu/kozloffm/threelevelsofresearch.doc"Three Levels of Research Kozloff.  HYPERLINK "http://people.uncw.edu/kozloffm/accountability%20class/Table%20of%20levels%20of%20research%20and%20examples.doc" Table of Levels of Research and Examples 2. Applications. Assignment. Use the resources in #1 above, and the Checklist and Comprehensive Guidelines below to criticize the set of articles below. Use the writing assignments to organize your critique. Kozloff.  HYPERLINK "http://people.uncw.edu/kozloffm/Checklist%20of%20Guidelines%20for%20Evaluating%20Research%20and%20Research%20Claims.doc" Checklist of guidelines for evaluating research and research claims doc HYPERLINK "http://people.uncw.edu/kozloffm/Checklist%20of%20Guidelines%20for%20Evaluating%20Research%20and%20Research%20Claims.htm"Checklist of guidelines for evaluating research and research claims html HYPERLINK "http://people.uncw.edu/kozloffm/GuidelinesforEvaluatingResearchandPublications.doc"Comprehensive Guidelines for Evaluating Research and Publications II. General Model of Schools as Formal Organizations Following is the core content. It is organized around a simple diagram of schools as formal organizations. Inputs from Environment (  These include: ??? The organization is shaped  Organization (   feedback Components include: ??? by its environment. Outcomes  Outcomes include: ??? Outcomes MAY serve as information for changing the inputs, or response to inputs, and the organization itself.  Our job is to use (1) commonsense knowledge (based on experience) and then (2) readings (below), to fill in the table. The table can then be a guide for research and school improvement. III. Some Outcomes of School Organizations Pre-instruction assessment. [This is what youll learn.] What are the main findings on student achievement in reading and math, by subgroups, for U.S. students and other countries? What are the main findings on teacher retention? 3. Describe school failure and school success as processes or trajectories. 4. What are some components of successful schools that serve minority and poor students? Students Kozloff and Campbell. **  HYPERLINK "https://vistaserver.ncsu.edu/webct/webdav/158689248041/175221679041/educate%20all%20children%20well.htm" Educate all children well  HYPERLINK "http://people.uncw.edu/kozloffm/educate%20all%20children%20well.doc" Educate all children well doc  HYPERLINK "http://people.uncw.edu/kozloffm/educate%20all%20children%20well.htm" Educate all children well htm HYPERLINK "http://people.uncw.edu/kozloffm/Assessment%20of%20Knowledge%20of%20the%20Document%20Educate%20all%20children%20well.doc"Assessment of Knowledge of the Document, Educate All Children Well National-level data. Schott Foundation.  HYPERLINK "http://blackboysreport.org/node/14" http://blackboysreport.org/node/14 Main site. HYPERLINK "http://people.uncw.edu/kozloffm/schott50statereport-execsummary.pdf"Executive summary   HYPERLINK "http://blackboysreport.org/node/14" Executive summary short version  HYPERLINK "http://blackboysreport.org/node/21" Schott Education Inequity Index.  HYPERLINK "http://blackboysreport.org/node/15" National summary Haycock.  HYPERLINK "http://people.uncw.edu/kozloffm/haycock%20closing%20the%20achievement%20gap.ppt" Closing the achievement gap ppt Haycock. HYPERLINK "http://people.uncw.edu/kozloffm/haycock%20don't%20turn%20back%20the%20clock.ppt"  Dont turn back the clock ppt  HYPERLINK "http://people.uncw.edu/kozloffm/Assessment%20of%20Knowledge%20of%20Powerpoints%20on%20closing%20the%20achievement%20gap.doc" Assessment of Knowledge of Powerpoints Dont turn back the clock and Closing the achievement gap State and Local Data. Class will access and report data (what variables?). What might account for the findings? Teachers. Kozloff. HYPERLINK "http://people.uncw.edu/kozloffm/prometheus.doc"Prometheus was a woman. IV. Inputs and the Environment Pre-instruction assessment. [This is what youll learn.] 1. What are the classic virtues that: (1) make the difference between barbarian and citizen; (2) make civil society possible; and (3) sustain individuals and the social order through times of tribulation? 2. What are the main components of the environment of schools? 3. Give examples of how schools are shaped by their environments. 4. Give examples of how the larger environments are shaped by schools. Big Ideas. 1. A shared understanding among administrators, staff, families, and district, of the function of education, can provide a sense of mission, and therefore meaning (significance), which can promote cohesion, effort, and persistence towards objectives relevant to the mission. Function ( Mission ( Meaning ( Cohesion ( Effort ( Persistence ( Concrete objectives What often inhibits this shared understanding? 2. School organization is shaped by (adapts to) and shapes the larger social environments in which it is embedded. Main assignments to hand in. 1. For each section below (e.g., mission, central office) develop questions that you could use to interview administrators, staff, and students in order to obtain more information. For example, to a teacher: Do you think certain aspects of popular culture affect students?....What aspects?....How does_________ affect students? We can collate these into a larger instrument. 2. Write an essay that summarizes main points of the following articles. Develop a diagram that depicts how variables seem to be related. 1. Mission, Functions, Objectives of Education a. Here are some classical conceptions of education. Have we lost these as schools have become more? [See politics, etc., below.] Plato.  HYPERLINK "http://people.uncw.edu/kozloffm/Platoallegory.doc" Allegory of the cave, from Republic.  Pericles. HYPERLINK "http://people.uncw.edu/kozloffm/Pericles.doc"Funeral oration, from Thucydides, The Peloponnesian War. [How civilization and character are passed from generation to generation through cohesive social institutions---family, politics, military, religion, arts. When these institutions are weak, what doesnt happen?] Jefferson.  HYPERLINK "http://people.uncw.edu/kozloffm/jefferson.doc" On education. Stockdale.  HYPERLINK "http://people.uncw.edu/kozloffm/stockdale.doc" In War, In Prison, In Antiquity. [How the internalized culture is used to create a new one, and therefore supports the survival of individuals.] W.E.B. DuBois.  HYPERLINK "http://people.uncw.edu/kozloffm/dubois.doc" The souls of black folk. Contrast the visions of education presented in the above, with the contemporary environment described in #6. b. Is there a hidden curriculum that has latent (not talked about) functions? In 1976, Bowles and Gintis proposed the following, which is quoted from their recent article, Schooling in capitalistic America twenty-five years later. Sociological Forum, Vol. 18, No. 2, (Jun., 2003), pp. 343-348. The three articles below examine some of the propositions of Bowles and Gintis. Errors in their reasoning enable us to apply what we learned about scientific thinking; namely, 1. Its easy to identify the wrong variable as a cause. Just because something (e.g., capitalism) is always there when something else happens (e.g., social classes) does not mean it is the cause of what happens. Cars are always there when there are automobile accidents, but cars dont usually cause the accidents. 2. Its easy to get the causal time order backwards. Some persons say that an increase in carbon dioxide causes an increase in earth temperature. In fact,  HYPERLINK "http://motls.blogspot.com/2007/04/co2-lags-temperature-how-alarmists.html" an increase in earth temperature releases gasses in the oceans, which causes a rise in CO2. Likewise, certain attitudes towards school may be formed BEFORE students get to school. These attitudes may affect how teachers teach and how schools are run. 3. There are always intervening variables. A person believes that X -> Y, but it could be only if W. X -> (if W) -> Y For example, Bowles and Gintis show that tracking is related to poorer attitudes about education in students in the lower tracks. But are the poorer attitudes of the lower students the result of tracking or the result of students in the lower tracks being taught differently---because of their social class or ethnicity, and not because of the tracks? Tracks ( [Depending on social class] ( Differential instruction ( Achievement? You cant tell unless you do research on how teachers interact with students in heterogeneous (nontracked) groupings. Just as you cant tell if smoking causes cancer unless you compare cancer rates between smokers and nonsmokers. Still, there are implications for developing and sustaining productive attitudes, which is probably connected to a sense of belonging, which is probably a function of the extent to which the school is a community, which is probably a function of Lets see if we can use readings below to work out a plausible model, that could be used in your assignment. Oaks.  HYPERLINK "http://people.uncw.edu/kozloffm/oaks%20on%20bowles%20and%20gintis.pdf" Classroom social relationships: Exploring the Bowles and Gintis hypothesis.  Bowles and Gintis.  HYPERLINK "http://people.uncw.edu/kozloffm/bowlesandhintis%20new.pdf" Schooling in capitalist America revisited.  2. Families Coleman.  HYPERLINK "http://people.uncw.edu/kozloffm/colemanfamiliesandschools.pdf" Families and schools. 3. Politics No Child Left Behind.  HYPERLINK "http://www.ed.gov/nclb/landing.jhtml" Federal  HYPERLINK "http://www.ncpublicschools.org/nclb/" North Carolina 4. The Central Office Haberman.  HYPERLINK "http://people.uncw.edu/kozloffm/habermanbenefitsoffaileddistricts.doc" Who benefits from failing urban school districts? doc  HYPERLINK "http://people.uncw.edu/kozloffm/habermanbenefitsoffaileddistricts.html" Who benefits from failing urban school districts? html 5. Social Class Hallinger and Murphy. HYPERLINK "http://people.uncw.edu/kozloffm/socialcontextofeffective.pdf"The social context of effective schools. 6. Popular Culture and Ideology Schutz. Is the school part of the world of daily life, or is it a finite province of meaning? In todays society, which is preferable? Hint: Do parochial schools often have higher achievement and lower deviance than public schools serving the same kinds of students? If so, does their insularity help? Sowell.  HYPERLINK "http://people.uncw.edu/kozloffm/Thomas%20Sowell%20dogma.htm" Dogma versus reality I. htm  HYPERLINK "http://people.uncw.edu/kozloffm/Thomas%20Sowell%20dogma.doc" Dogma versus reality I. doc  HYPERLINK "http://people.uncw.edu/kozloffm/cosmic%20justice%20sowell.doc" Cosmic justice. doc  HYPERLINK "http://people.uncw.edu/kozloffm/cosmic%20justice%20sowell.html" Cosmic justice. html HYPERLINK "http://people.uncw.edu/kozloffm/Sowell%20equality.doc"The equality dogma. HYPERLINK "http://people.uncw.edu/kozloffm/Sowell%20black%20engish%20environment.doc"Dogma versus Reality: Part II Re Black English.  HYPERLINK "http://people.uncw.edu/kozloffm/teachingtothetestsowell.doc" Teaching to the test. doc  HYPERLINK "http://people.uncw.edu/kozloffm/teachingtothetestsowell.htm" Teaching to the test. html HYPERLINK "http://people.uncw.edu/kozloffm/Sowell%20education%20then%20and%20now.doc"Education then and now. Doc  HYPERLINK "http://www.jewishworldreview.com/cols/sowell011206.asp" Education then and now. Html  HYPERLINK "http://people.uncw.edu/kozloffm/Thomas%20sowell%20the%20education%20of%20minority%20children.doc" The education of minority children. doc  HYPERLINK "http://people.uncw.edu/kozloffm/Thomas%20sowell%20the%20education%20of%20minority%20children.html" The education of minority children. html  HYPERLINK "http://people.uncw.edu/kozloffm/Thomas%20Sowell%20rednecks.htm" Rednecks. Html  HYPERLINK "http://people.uncw.edu/kozloffm/Thomas%20Sowell%20rednecks.doc" Rednecks. doc Moore. HYPERLINK "http://people.uncw.edu/kozloffm/Wimps%20and%20Barbarians.doc"Wimps and barbarians. [How uneducated males turn out.] Weakening our institutions. Have schools been coopted? V. Components of Schools as Formal Organizations Pre-instruction assessment. [This is what youll learn.] Knowledge of the items below is essential for studying, evaluating, and for rationally leading and managing organizations. Define formal organization, bureaucratic organization, centralization, power, authority, formal authority, legitimacy, egoism, anomie, institutionalization, social cohesion, social exchange, tight coupling, loose coupling, the four phases of mastery, logical progression of instruction, pre-skills, knowledge analysis, knowledge system, sensory concept, higher order concept, rule relationship, cognitive routine. What are some advantages and disadvantages of bureaucratic organization? 3. What are advantages and disadvantages of tightly-coupled versus loosely- coupled organizations? What aspects of schools should be more tightly versus more loosely coupled? 4. Describe different versions of the technological core component of schools. [I dont mean computers.] How do different versions of the technological core affect other aspects of school organization and operation? 5. List the criteria by which you would judge the adequacy of a curriculum and curriculum materials. Cite supporting research. 5. List the criteria by which you would judge the adequacy of instruction and classroom environment. Cite supporting research. Here is one major assignment, due at the end of the semester. Make a glossary of concepts (Formal organization means.) and a propositional inventory (Higher rates of teacher-student interaction during instruction---e.g., question/answer---are associated with higher levels of student achievement.) using the resources below, additional resources that you find on JSTOR, and throughout the course. Classwork. Using the materials below, develop a model of formal organizations/schools; i.e., how are the components connected in effective versus ineffective schools? Overviews. Basic components of different kinds of organizations. Keel.  HYPERLINK "http://www.umsl.edu/~keelr/010/groups.html" \l "formalorg" Groups and Formal Organizations.   HYPERLINK "http://people.uncw.edu/kozloffm/keel%20Groups%20and%20Formal%20Organizations.doc" Document  Burns and Stalker.  HYPERLINK "http://www.12manage.com/methods_burns_mechanistic_organic_systems.html" Theory of mechanistic and organic systems.  HYPERLINK "http://www.12manage.com/methods_centralization_decentralization.html" Centralization and decentralization.  Henri Fayol.  HYPERLINK "http://www.12manage.com/methods_fayol_14_principles_of_management.html" 14 principles of management. Weber. HYPERLINK "http://people.uncw.edu/kozloffm/Weber%20bureaucracy.doc"On bureaucracy. Weber.  HYPERLINK "http://people.uncw.edu/kozloffm/weberauthority.doc" On types of authority.  Mintzberg.  HYPERLINK "http://www.12manage.com/methods_mintzberg_configurations.html" Organizational configurations. [Builds on Weber.] Elaborations on the basics. What drives the organization of organizations? Power and authority? Technological core? Organizational culture? Grimes.  HYPERLINK "http://people.uncw.edu/kozloffm/grimespowerandauthority.pdf" Authority, Power, Influence and Social Control: A Theoretical Synthesis. Matheson.  HYPERLINK "http://people.uncw.edu/kozloffm/mathesonweberstypes.pdf" Weber and the Classification of Forms of Legitimacy. Blau on exchange and power. Lawler.  HYPERLINK "http://people.uncw.edu/kozloffm/lawleraffect%20theory%20of%20exchange.pdf" An affect theory of social exchange. Etzioni.  HYPERLINK "http://people.uncw.edu/kozloffm/etzioniauthority.pdf" Authority Structure and Organizational Effectiveness. Aghion and Tirole.  HYPERLINK "http://people.uncw.edu/kozloffm/ahionformalandrealauthority.pdf" Formal and Real Authority in Organizations. Institutionalization, Centralization, Mythology Zucker.  HYPERLINK "http://people.uncw.edu/kozloffm/zuckerinstitutional.pdf" Institutional Theories of Organization.  [Which is better? Schools become small versions of their institutional environments, or schools become institutions somewhat autonomous from their environments? The next two articles examine this.] UPLOAD Meyer, Scott, and Strang.  HYPERLINK "http://people.uncw.edu/kozloffm/districtcomplexitymeyers.pdf" Centralization, Fragmentation, and School District Complexity. Meyer and Rowan.  HYPERLINK "http://people.uncw.edu/kozloffm/meyerandrowanmythandceremony1.pdf" Institutionalized Organizations: Formal Structure as Myth and Ceremony. Technological core of organizations Perrow.  HYPERLINK "http://people.uncw.edu/kozloffm/perrowanalysis.pdf" The analysis of goals in complex organizations. Perrow.  HYPERLINK "http://people.uncw.edu/kozloffm/perrowframe.pdf" A framework for the comparative analysis of organizations. Lynch. An empirical assessment of Perrows technology construct. Harvey.  HYPERLINK "http://people.uncw.edu/kozloffm/harveytechnology.pdf" Technology and the structure of organizations. Coupling Some organizations components are tightly coupled; e.g., achievement data are used to improve school components. See the table at II., above. Other organizations are loosely coupled. Schools are typically loosely coupled. Is this good? If components are not coupled by tight and direct communication, then what holds schools together? Could it be myths and ceremonies, as discussed by Meyer and Rowan, above? Weike.  HYPERLINK "http://people.uncw.edu/kozloffm/loosecouplingweike.pdf" Educational Organizations as Loosely Coupled Systems.  Gamoran and Dreeben.  HYPERLINK "http://people.uncw.edu/kozloffm/gamoranloosecouplinghow.pdf" Coupling and Control in Educational Organizations. Connection and regulation. How do persons become connected to the group? What happens when they are not connected? These next four documents discuss this. Connect these with the articles by Oaks and Bowles and Gintis, above. Could differences in attitudes of poor versus successful students be related to sense of belonging? And what features of schools affect belonging? Durkheim. Egoism and anomie. Merton.  HYPERLINK "http://people.uncw.edu/kozloffm/merton%20on%20anomie.pdf" Social structure and anomie. Smerdon. Stu HYPERLINK "http://people.uncw.edu/kozloffm/smerdonstudentsperceptions.pdf" dents' Perceptions of Membership in Their High Schools. Battistich, Solomon, Kim, Watson, and Schaps.  HYPERLINK "http://people.uncw.edu/kozloffm/battischschoolsascommunities.pdf" Schools as Communities, Poverty Levels of Student Populations, and Students' Attitudes, Motives, and Performance: A Multilevel Analysis. [Compare with Bowles and Gintis.] UPLOAD What features of schools are associated with effectiveness? Mancebon and Molinero. HYPERLINK "http://people.uncw.edu/kozloffm/perfinprimaryschools.pdf"Performance in primary schools. Lee, Bryck, and Smith. HYPERLINK "http://people.uncw.edu/kozloffm/effective%20secondary%20and%20diagram%20of%20org.pdf"The organization of effective secondary schools. Reimann. HYPERLINK "http://people.uncw.edu/kozloffm/effective%20org%20structure.pdf"Dimensions of Structure in Effective Organizations: Some Empirical Evidence. Curriculum and Instruction: The technological Core Teddlie, Kirby, and Stringfield.  HYPERLINK "http://people.uncw.edu/kozloffm/teddlieeffective%20vs%20ineffective.pdf" Effective versus ineffective schools. Observable differences in the classroom. Kirschner.  HYPERLINK "http://people.uncw.edu/kozloffm/kirscherminimalguidance.pdf" Why minimal guidance during instruction does not Work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. UPLOAD Rosenholtz. HYPERLINK "http://people.uncw.edu/kozloffm/rosenholtz%20effective%20schools.pdf"Effective schools: Interpreting the evidence. Cotton.  HYPERLINK "http://people.uncw.edu/kozloffm/Effective%20Schooling%20Practices.doc" Effective schooling practices. Sammons. HYPERLINK "http://people.uncw.edu/kozloffm/sammonseffective%20schools%20research.pdf"Effective schools research. Use the following to observe and assess curriculum, instruction, and classroom environments in schools.  HYPERLINK "http://people.uncw.edu/kozloffm/assessing%20and%20improving%20curriculum%20materials.doc" Assessing and Improving Curriculum Materials  HYPERLINK "http://people.uncw.edu/kozloffm/assessment%20of%20knowledge%20of%20curriculum%20materials.doc" Assessment of Knowledge of Curriculum Materials  HYPERLINK "http://people.uncw.edu/kozloffm/Assessing%20and%20Improving%20Curriculum%20Material%20Blank%20form.doc" Form for Assessing and Improving Curriculum Materials  HYPERLINK "http://people.uncw.edu/kozloffm/Delivering%20Instruction%20%20Assessing%20and%20Improving%20Instruction%20and%20the%20Classroom%20Environment.doc" Assessing and Improving Instruction  HYPERLINK "http://people.uncw.edu/kozloffm/blank%20form%20for%20assessing%20and%20improving%20instruction%20and%20the%20classroom%20environment.doc" Table for Assessing and Improving Instruction Here are additional resources regarding the above documents.  HYPERLINK "http://people.uncw.edu/kozloffm/jpglearning.doc" Diagram of the Learning Process  HYPERLINK "http://people.uncw.edu/kozloffm/scopesequence100easy.doc" Scope and Sequence for 100 Easy Lessons  HYPERLINK "http://people.uncw.edu/kozloffm/designing%20instruction%20curriculum%20standards.doc" Curriculum Standards  HYPERLINK "http://people.uncw.edu/kozloffm/Assessment%20of%20designing%20instruction%20%20%20%20curriculum%20standards.doc" Assessment of Knowledge of Curriculum Standards  HYPERLINK "http://people.uncw.edu/kozloffm/Curriculum%20%20%20Big%20Ideas.doc" Curriculum: Organizing Instruction Around Big Ideas  HYPERLINK "http://people.uncw.edu/kozloffm/assessment%20of%20knowledge%20of%20curriculum%20%20big%20ideas.doc" Assessment of Knowledge of Big Ideas  HYPERLINK "http://people.uncw.edu/kozloffm/Designing%20Instruction%20%20forms%20of%20knowledge.doc" Forms of Knowledge  HYPERLINK "http://people.uncw.edu/kozloffm/procedures.doc" Procedures for teaching the four forms of knowledge Phases of Mastery  HYPERLINK "http://people.uncw.edu/kozloffm/Designing%20Instruction%20phases%20of%20mastery.doc" http://people.uncw.edu/kozloffm/Designing%20Instruction%20phases%20of%20mastery.doc Phases of Mastery Table  HYPERLINK "http://people.uncw.edu/kozloffm/Assessment%20of%20knowledge%20of%20phases%20of%20mastery.doc" http://people.uncw.edu/kozloffm/Assessment%20of%20knowledge%20of%20phases%20of%20mastery.doc Assessment of Knowledge of Phases of Mastery  HYPERLINK "http://people.uncw.edu/kozloffm/Assessment%20of%20knowledge%20of%20phases%20of%20mastery.doc" http://people.uncw.edu/kozloffm/Assessment%20of%20knowledge%20of%20phases%20of%20mastery.doc Four-Level Procedure for Remediation  HYPERLINK "http://people.uncw.edu/kozloffm/four%20level%20procedure%20for%20remediation.doc" http://people.uncw.edu/kozloffm/four%20level%20procedure%20for%20remediation.doc Four-Level Procedure for Remediation  HYPERLINK "http://people.uncw.edu/kozloffm/four%20level%20procedure%20for%20remediation.doc" http://people.uncw.edu/kozloffm/four%20level%20procedure%20for%20remediation.doc Assessment of Knowledge of Four-Level Procedure for Remediation  HYPERLINK "http://people.uncw.edu/kozloffm/Assessment%20of%20Knowledge%20of%20four%20level%20procedure%20for%20remediation.doc" http://people.uncw.edu/kozloffm/Assessment%20of%20Knowledge%20of%20four%20level%20procedure%20for%20remediation.doc  HYPERLINK "http://people.uncw.edu/kozloffm/curriculumbasedassessment.doc" Curriculum based assessment Teddlie, Kirby, and Stringfield. HYPERLINK "http://people.uncw.edu/kozloffm/effective%20vs%20ineffective.pdf"Effective versus ineffective schools: Observable differences in the classroom. Rosenshine.  HYPERLINK "http://epaa.asu.edu/barak/barak.html" Advances in research on instruction.  HYPERLINK "http://epaa.asu.edu/barak/barak1.html" The Case for Explicit, Teacher-led, Cognitive Strategy Instruction  HYPERLINK "http://www.uncwil.edu/people/kozloffm/scaffolding.pdf" Kozloff, M.A. (2002). Sufficient Scaffolding, Organizing and Activating Knowledge, and Sustaining High Engaged Time.  HYPERLINK "http://idea.uoregon.edu/~ncite/documents/techrep/tech05.pdf" Ellis, E.S., & Worthington, L.A. (1994). Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators.  HYPERLINK "http://act.psy.cmu.edu/personal/ja/misapplied.html" Anderson, J.R., Reder, L.M., & Simon, H.A. Applications and Misapplications of Cognitive Psychology to Mathematics Education. Dixon, R.  HYPERLINK "http://idea.uoregon.edu/~ncite/documents/math/math.html" Review of High Quality Experimental Mathematics Research. VI. Leadership "It lurks invisible in that vitalizing spark, intangible, yet as evident as the lightning; the warrior soul." (General George S. Patton, Jr.) Assignment. Read the following with an eye to: (1) conception of leadership (virtues, strengths, guiding principles of leader); (2) inventing or revising organizational structure; (3) relationship with subordinates; (4) style, demeanor, speech; (5) orders and administration; (6) mission. Summarize these as guidelines and procedures. Summary of Leadership Theories.  HYPERLINK "http://www.onepine.info/people.htm" http://www.onepine.info/people.htm [Each student takes one and extracts important concepts and rules. Combine into guidelines.] Kouzes and Posner.  HYPERLINK "http://people.uncw.edu/kozloffm/kouzesandposnerselfsummary.doc" Summary of the Five Leadership Practices. Kouzes and Posner.  HYPERLINK "http://people.uncw.edu/kozloffm/kouzesandposnerfivepracticesspecial.doc" The Five Practices of Exemplary Leadership Positively Impacts Constituents and Their Organizations. Special Report September 2007. Kouzes and Poser.  HYPERLINK "http://people.uncw.edu/kozloffm/kouzesandposertheoryandevidence.pdf" Theory and Evidence Behind the Five Practices of Exemplary Leadership (PDF)  HYPERLINK "http://www.wiley.com/WileyCDA/Section/id-WILEY2_SEARCH_RESULT.html?query=Leadership%20Practices%20Inventory" http://www.wiley.com/WileyCDA/Section/id-WILEY2_SEARCH_RESULT.html?query=Leadership%20Practices%20Inventory Examine the following with respect to the leadership traits identified by Kouzes and Posner. Nock. HYPERLINK "http://people.uncw.edu/kozloffm/Isaiahs%20job%20nock.doc"Isaiahs job. General George S.  HYPERLINK "http://people.uncw.edu/kozloffm/pattonnew.doc" Patton, Jr. General William Tecumseh Sherman.  HYPERLINK "http://www.sonofthesouth.net/union-generals/sherman/memoirs/general-sherman-memoirs.htm" Memoirs of general W. T. Sherman. See especially  HYPERLINK "http://www.sonofthesouth.net/union-generals/sherman/memoirs/general-sherman-march-sea.htm" The March to the Sea, including the Special Field Orders. George Washington.  HYPERLINK "http://people.uncw.edu/kozloffm/George%20Washington.doc" Writings of social cohesion.  The Alien and Sedition Acts (which Washington supported) were certainly undemocratic. They violated the First Amendment. However, given the times (a newly-created nation; the formation of anti-government factions was often followed by armed rebellion), were these acts justifiable? Thomas Jefferson.  HYPERLINK "http://people.uncw.edu/kozloffm/jefferson%20declaration.doc" The Declaration of Independence as a persuasive document.      PAGE \* MERGEFORMAT 1 -.8HI- . / = > @ ] d x y / 0   # ; F N d p Ƚ̴د؏Ȅ{snisisisis hx6 hFP6hG{VhG{V6h`mChb 0JjhzUhG{VhG{Vh`mC6 h-u6 hN 6h`mChG{V56 hG{V6h`mChFP0JjhzUh`mCjh`mCUhFPhb hb hb h~65 hJ5 hPO5 hMZC5hMZChMZC5).9HIn@ y ! L w $ ^   ^gdFP^gdFPgd~6$a$gdFP  # $ ] ^    g i j k .CDJKļ̬̜̬̬h3ChG{V5 hk6 hG{VhG{Vhh`mCh`mC6huhG{V6huhu6huhG{VhbW;hG{V6hbW;hFP6 hu6hFPh`mChb 0JjhzUjh`mCU hb hb h`mChb 3 KLtucd/0gF ^`gdFPgdFP^gdFP&rst$cdh/04Yºyumiea]aehChhMZCh~6h; h; 5h; hkh; 5hkhMZC0J5johkhz5U hk5jhk5Uhkh'5hkhMZC5hkh5h-hhFP5hxhFPhFP6hFPhG{V h3ChG{VhFPh3C6 hu6hFPh3C56$Yefk.DEJ567@Aĵ{e{+j hJhJCJOJQJUaJ hJhJ0JCJOJQJaJ+jBhJhJCJOJQJUaJ%jhJhJCJOJQJUaJhJhJCJOJQJaJh'hJ5CJOJQJaJhJhJ5CJOJQJaJhJh F<hMZChYhh'hl$7*qB 9gdN h]gdx$a$gdFPgdFP]gdFPgd~6 ^`gdFP  ()YZ[}~9?@noqrֶֶֶֶ~ֶrgֶgQ+jhJhJCJOJQJUaJhJhJCJaJhJCJOJQJaJ+jhJhJCJOJQJUaJh~6CJOJQJaJ+jhJhJCJOJQJUaJhJhJCJOJQJaJ hJhJ0JCJOJQJaJ%jhJhJCJOJQJUaJ+j*hJhJCJOJQJUaJrs[\cdefghü|xpxep\pxhwhw0Jj hbEUjhwUhwhN h; h'h&hx hw5 h5 hQf5hcIhhX h h h h$k+h hMZChhJhJCJaJhJhJ0JCJaJ hJhJ0JCJOJQJaJ%jhJhJCJOJQJUaJ" !)&   %&).012MkmzRg ʹѭܩh2hlhh; hIhhp h,s5 h5 hN 5hxh&hx0J6]!jo h&hx6U] hx6]jhx6U]hOydhx5nHtHhOydhxnHtHhxhx5nHtH2Ba;x012lm  & F ^`gdFPgdFP ^`gdFPgdN  # p@ P hdh^hgdx  !!_##U$V$W$v$$$$ % %%%#%.%%%%%%% & & &&&&&&{j h8<5h8<5CJOJQJ^JaJ)jh8<5h8<5CJOJQJU^JaJ h@0hZ;`CJOJQJ^JaJ h@0h8<5CJOJQJ^JaJh@0h8<5CJOJQJaJhv hIhhCh5hghg5hgh>>hOhKbVh,sh; hhGhl# '!(!r!!!!@""""####5$U$V$$$ %%%%% &&gdFP ^`gdFP & F ^`gdFP&&&&&&&&['\']'''''''&('(((`(a((((ҿҮҮҿҮ~sl^sSsOF? h8<5h; h; h; ^Jh; h8<5h8<50J^Jj h8<5h8<5U h8<5h8<5jh8<5h8<5Uh8<5 h8<5^J/j h8<5h8<5CJOJQJU^JaJh8<5CJOJQJ^JaJ h8<5h8<5CJOJQJ^JaJ$h8<5h8<50JCJOJQJ^JaJ)jh8<5h8<5CJOJQJU^JaJ/j h8<5h8<5CJOJQJU^JaJ&''c(((T)U)**s*t*)+*+++,+-+A+, , ,,]gdFP hh^hgdN  hgdFPgdFPL]Lgdk ^`gdFPgdFP(((() ) ))) )!)%)&)2)?)I)K)êҖweVeGe:hCJOJQJ\aJhKS5CJOJQJ\aJh_i5CJOJQJ\aJ"hGh5CJOJQJ\aJhgCJOJQJ\aJ#h]hg0JCJOJQJ\aJ&h]hg0J6CJOJQJ\aJ1jKh]h]6CJOJQJU\aJh]6CJOJQJ\aJ%jh]6CJOJQJU\aJhCJOJQJaJhChCJOJQJaJK)S)T)U)a)b)))))))))))*****W*X*Y*q*r*t*~****ŵʫʣԟyscyXysPjhgUh"Zhg0J^Jjh"ZhgU^J hg^Jjh"ZhgU^JhJh@h@5 hL5h@hg5hgh>>h>>6h]h>>0J6j*h]h]6U h]6jh]6Uh>>h"hhr5CJOJQJ\aJ"h@h@5CJOJQJ\aJ***'+(+)+,+-+A+N+U+Y+_+k+, ,,,,,,,,,,,{-έo\Nh8<5CJOJQJ^JaJ$h8<5h8<50JCJOJQJ^JaJ/jh8<5h8<5CJOJQJU^JaJ h8<5h8<5CJOJQJ^JaJ)jh8<5h8<5CJOJQJU^JaJh8<5CJOJQJaJhN h8<55 hLy5hN hN 5h8<5hh2hghAhg0J^JjhgUjhAhgU{-|-}------8.9.:.{.|.}.........//ҿҮwpkf^VIEA=Ehxh4hh vh v5B*phhQfhZ;`5hQfhQf5 hLy5 hk 5 h8<5h8<5h8<5h8<50J^Jjh8<5h8<5U^Jh8<5h8<5^Jjh8<5h8<5U^J h8<5^J h8<5h8<5CJOJQJ^JaJ$h8<5h8<50JCJOJQJ^JaJ)jh8<5h8<5CJOJQJU^JaJ/jRh8<5h8<5CJOJQJU^JaJ,--~..../[/\/]/_/`/o/p/q/u/v//// h$IfgdcIl  hgd,s hgdLy hgdFP0]0gdFP//;//?/W/X/Z/]/^/_/`/n/o/q/t/v//////////////////////00окޟޛލvок,jhcIhk 5B*UmHnHphujh_iUmHnHuh,s,jhcIh,s5B*UmHnHphuhXhZ;`hk jhk UmHnHuh( jhcIhhjh(UmHnHuhh8<5hQfhx)//////////////////////000000 h$IfgdcIl 00000000 06070000000000000 1P1Q1o1z1{1|1111111738393;3C3D3E3֦q"h(h(5CJOJQJ\aJh(5CJOJQJ\aJh$5CJOJQJ\aJ hk 5 hN hN hN 5 h$5 hx5 h_5 hcI5h8<5h4h$h,shN hQfhXh(hZ;`hLyhjhUmHnHu*0000 060000 h$IfgdcIl 000Q1{1|111`WWNFFAgdN $a$gdFP hgdX hgdFPkd$$IflF ,"   t06    44 lalpytcI111_2`222228393:3;3D3E3^333m4n44455]gdk gdFPgdFP & F ^`gdN gdN ^`gdN E3^3_3b3c33333333L4M4N4k4l4n4o4s4t4444444444q5r5s555Ұҥ҉ҥҁne\hk hk 0Jhk h(0J$j;hk hf1B*Uphhk B*phhh(0J$jNhh(B*Uphhzh(B*phhzh(0J$jahzh(B*Uph h(0Jjh(B*Uphh_B*phh(B*phh(h(CJOJQJ\aJ"555555555556666;6<6H6I6J6̹ymmYyKyB2BhXhF"sCJOJQJ\aJhF"sCJ\aJh RhF"s0JCJ\aJ&jxh RhF"sCJU\aJh RhF"sCJ\aJ jh RhF"sCJU\aJh RhF"sCJOJQJ\aJhF"sCJOJQJ\aJ"hXhF"s6CJOJQJ\aJ%h_hF"s6>*CJOJQJ\aJhF"sB*phhk h(>*B*phhk hk >*B*ph!jhk h(>*B*Uph5555I6J667 7^7_777>8?888999[:\:f:::::: gdFPgdFPgd_J6K666666666666667 7 7:7;7<7\7]7_7`7򾮜weX@e.j)h RhF"sCJOJQJU\aJhM#CJOJQJ\aJ#h RhF"s0JCJOJQJ\aJ.jrh RhF"sCJOJQJU\aJhF"sCJOJQJ\aJ"jhF"sCJOJQJU\aJh RhF"sCJOJQJ\aJhF"sCJ\aJhM#hF"s0JCJ\aJ&jyhM#hf1CJU\aJhM#CJ\aJjhM#CJU\aJ`77777777777888<8=8>8?8H8I88ȶȦ~h~\~NJB~hF"sB*phhF"shBhF"s6B*]phhBhF"s0J6]*jhBhF"s6B*U]phjhF"s6B*U]phhXhF"sB*]phhF"s6B*]phh RhF"sCJOJQJ\aJ#h RhF"s0JCJOJQJ\aJ"jhF"sCJOJQJU\aJ.jh RhF"sCJOJQJU\aJhF"sCJOJQJ\aJ88888888888g9h9i99999999999ںں΅xnںaN%h_hF"s6>*CJOJQJ\aJh(CJOJQJ\aJhLy0J6>*]hM#hM#0J6>*]hM#0J6]*j h$k+hF"s6B*U]phhLy6B*]phhM#6B*]phhF"s6B*]phhLy0J6]h$k+hF"s0J6]jhF"s6B*U]ph*jh$k+hF"s6B*U]ph99Z:[:\:d:f:p:q:::::::::::ĵlZK<72 hF"s5 hM#5hM#5CJOJQJ\aJhx5CJOJQJ\aJ#h(h(0JCJOJQJ\aJ.j!h(hbECJOJQJU\aJ"jh(CJOJQJU\aJh(CJOJQJ\aJ"h(h(5CJOJQJ\aJh$5CJOJQJ\aJh_CJOJQJ\aJhF"shF"sCJOJQJ\aJhF"sCJOJQJ\aJ"hXhF"s6CJOJQJ\aJ::::);*;;;9<:<<<<<<<==8>>>>]gdFP ^`gdgdFP ^`gdBlgdN ^`gdN $a$gdFPgdFP::::);*;Q<W<<<<<<<<<<<'=(=)=0=8=E=F=u========>> > >>>> >->.>>>>>>??U?V?W?X?g?h?v?x?ȽȽȽȽȶȶȶȶȶȶв̮ hz 5\hz hz 5\hz hmh@/hX jh3_t h3_th3_th_h3_th F<hhh5 h F<hN hBlhN hN 5 h@/5 h<^t5 hx59>>V?W?X?w?x?@@@@AAAAAAABBBBBDDnDoDgdJLgdFP ^`gdBl ^`gdgdFPx?}?~???? @>@L@@@@@@@@AAAAAAAAAAAAµxiZKhJL5CJOJQJ\aJhr5CJOJQJ\aJh5CJOJQJ\aJhX5CJOJQJ\aJ"h\5h\55CJOJQJ\aJh<^t5CJOJQJ\aJhM#CJOJQJ\aJh\5CJOJQJ\aJhmCJOJQJ\aJ h^Nhz hBlhBl6\ hz \h^Nh^N\ h^N\ hBl\h^Nhz \AAAAABBBKBLBMBBBBBBBBB}nU}A,A})hM#hJL0J6CJOJQJ\]aJ&hM#hJL0JCJOJQJ\]aJ1j"hM#hf1CJOJQJU\]aJhM#CJOJQJ\]aJ%jhM#CJOJQJU\]aJ"hZ+hJLCJOJQJ\]aJhJLCJOJQJ\]aJhF"shJLCJOJQJ\aJhJLCJOJQJ\aJ"hJLhJL5CJOJQJ\aJhJL5CJOJQJ\aJhJLhJLCJOJQJ\aJBBBBBB CCC!C9CCDDDD D[D̳۟ې}j[H9hf1CJOJQJ\]aJ%jhf1CJOJQJU\]aJhJLCJOJQJ\]aJ%hz hJL5CJOJQJ\]aJ%hZ+hJL6CJOJQJ\]aJhLyCJOJQJ\]aJ&hM#hJL0JCJOJQJ\]aJ1j~#hM#hf1CJOJQJU\]aJhM#CJOJQJ\]aJ%jhM#CJOJQJU\]aJ"hZ+hJLCJOJQJ\]aJ[D\D]DjDkDlDmDnDoD{D|DDDDDDDKELEME]E^EEӿӭxniYnOnG@<@nihJL hZ+hJLhZ+hJL6hf1hJL0J6j%hf1hf16U hf16jhf16UhZ+hJL\]hJLCJOJQJ\aJhJLCJOJQJ\]aJhLyCJOJQJ\]aJ"hf1hJLCJOJQJ\]aJ&hf1hJL0JCJOJQJ\]aJ%jhf1CJOJQJU\]aJ1jI$hf1hf1CJOJQJU\]aJoDLEMEEE F!FpFqFKGLGGH>I?ItIuIIJJJFKfKgK ^`gdLy ^`gd9gdFPgdJLgdJL$a$gdJLEEEEEEEEE F!F#F%FpFqFF GGIGJGKGȶxhXI9hh&hrCJOJQJ\aJh&hrCJOJQJaJh&hr6CJOJQJaJhrhrCJOJQJ\aJh CJOJQJ\aJ"hJLhJL5CJOJQJ\aJhJL5CJOJQJ\aJhJLhJLCJOJQJ\aJhJLCJOJQJ\aJ hJL5hz hJL5hJLhZ+hJL6hf1hJL0J6jhf16Uj%hf1hf16UKGLGMGGGGGGGGGGHH9HdHsHHHH=I?IBIEI̲̿vdvWvWEvWv"hLyhBl5CJOJQJ\aJhBlCJOJQJ\aJ"h9h95CJOJQJ\aJh9CJOJQJ\aJhCJOJQJ\aJ(h_h_56>*CJOJQJ\aJh_CJOJQJ\aJh CJOJQJ\aJh&CJOJQJ\aJh h CJOJQJ\aJ+j&hrhr5CJOJQJU\aJhrCJOJQJ\aJEIWIrIzI{I|IIIIIIIEJFJGJhJtJ{JJѵq_P*CJOJQJ\aJhLy0JCJOJQJ\aJ#h9h90JCJOJQJ\aJ.jh9hmCJOJQJU\aJ"jh9CJOJQJU\aJhLyCJOJQJ\aJh_CJOJQJ\aJh9CJOJQJ\aJh95CJOJQJ\aJh5CJOJQJ\aJ"hXhX5CJOJQJ\aJhXCJOJQJ\aJJJJJJJJhKkKlKmKKKKKKKKKKKKȻygZZM;Z"hLyh 5CJOJQJ\aJh_CJOJQJ\aJh CJOJQJ\aJ"hh 5CJOJQJ\aJ"hh5CJOJQJ\aJhJLCJOJQJ\aJhCJOJQJ\aJ+h9h>*B*CJOJQJ\aJphh9CJOJQJ\aJ"jh9CJOJQJU\aJ#h9h90JCJOJQJ\aJ&h9h90J>*CJOJQJ\aJgKKKKKUMVMMMNNOOOPPPBQCQDQQQQQgdFPgdz ]^gdJL^gdJL gdJLgdFP ^`gdJLKKK LLNLpLvLxLLLLLLLLLLMM2MTM]M^M{M|MM򾬚很viWiDD% jhJLhJLCJOJQJ\aJ"h_h_6CJOJQJ\aJh_CJOJQJ\aJ"h^Nh_5CJOJQJ\aJ"h^Nh%5CJOJQJ\aJ"h%h 5CJOJQJ\aJ"h%h%5CJOJQJ\aJh%CJOJQJ\aJhCJOJQJ\aJhJLCJOJQJ\aJh CJOJQJ\aJhXCJOJQJ\aJMMMMNNNNNOOOOOOOOOҳҦrbrbRB/%hz h<^t56CJOJQJ\aJh^N56CJOJQJ\aJhLy56CJOJQJ\aJh_56CJOJQJ\aJ%h_h_56CJOJQJ\aJh_6CJOJQJ\aJ"hXhX6CJOJQJ\aJhXCJOJQJ\aJh_CJOJQJ\aJ"h&h&5CJOJQJ\aJh&CJOJQJ\aJhJLCJOJQJ\aJ% jhJLhJLCJOJQJ\aJOOPPTPUPVPPPPPPPPPQQQ>Q?Q@Q͖u]K9#hf1hQ$0JCJOJQJ\aJ#hf1hr0JCJOJQJ\aJ.jhf1hf1CJOJQJU\aJhrCJOJQJ\aJ&hf1hF"s0J>*CJOJQJ\aJ#hf1hF"s0JCJOJQJ\aJ.jhf1hf1CJOJQJU\aJhf1CJOJQJ\aJ"jhf1CJOJQJU\aJhF"sCJOJQJ\aJ%hz h\556CJOJQJ\aJ@QAQBQCQDQPQQQ[Q\QQQQQQQQQQQQQQQRԿufTPHPjh\5Uh\5"h\5h\55CJOJQJ\aJh\55CJOJQJ\aJh<^t5CJOJQJ\aJh!_5CJOJQJ\aJhJCJOJQJ\aJ h!_h!_hf1h!_0Jjhf1Uhf1jhf1U h!_5h!_h!_5h!_hCJOJQJ\aJhrCJOJQJ\aJhQ$CJOJQJ\aJQQQ%R&RlRmRRS SSSSSSQTRTSTtTuTUUVV @^`gdFPh^hgdFPgd ^`gdFP$a$gdFPgdFPRRR#R$R%R&R'R(RZR[R\RjRkRmRnRpRRRRRRRRSS S!SuSvSwSSSSƾxcxVhr;fh^NB*^Jph(jhr;fh\5B*U^Jphhr;fh\50J^J(jhr;fh\5B*U^Jphjh\5B*U^Jphhh\5B*^Jphh\5B*^Jphh\5h\55 h<^t5 h!_5j0h\5Uh51h\5hW_kh\50Jjh\5Ujuh\5U!SSSSSSSS%T&T'TNTOTQTRTSTTTWTmTsTtTuTwTTTTU񿻬|l_l_RhxCJOJQJ\aJh%CJOJQJ\aJh<^th<^tCJOJQJ\aJ"h\5h\55CJOJQJ\aJh\55CJOJQJ\aJh<^t5CJOJQJ\aJh!_5CJOJQJ\aJhJhQ$huh\50Jjh\5Ujh\5Uh\5h\55 h<^t5 h!_5h\5h\5B*^JphUUUUUUUUVV"V#VlVmVnVVVVVVVVVVVWWNWOWPWeWfWuWvWWWWWWWWWWWW'X޷޳ިޝޒ։ނ{޳ hhJ hnklhJhx{hJ0Jj`hJUjyhJUjhJUh`YVjhJUhtPhJ0JjҙhJUjhJUhJh\5CJOJQJ\aJh<^thXCJOJQJ\aJ-VVVgWhWWWWZX[XX,Y-Y?YJYY&Z'ZZ @^`gd`YV ^`gd`YV @^gd`YV ^gd`YV^gd`YVgdFP^gd`YV ^`gdFP'X(X)XWXXX[X\X]XXXXXXXXXYYY*Y+Y-Y:Y>Y?YJYKYLYYYYYYYYZZZ$Z%Z'Z0Z1ZZ߸߮ߒ߇~zh F<huhJ0JjhJUjhJU h7hJh F<B*^JphhJB*^JphjhJUhh5hJ0Jj2hJUh`YVhJhx{hJ0JjhJUj9hJU+ZZZZZZZZC[D[E[m[n[o[p[q[z[{[[[[[[[[[0\1\2\?\@\U\j\r\s\\\\\\\\\߻߮ߣߟyohZ+h h\]hZ+hKbV\]h'ChKbV0JjަhKbVUjhKbVUhKbVjhJUh`YVhtPhJ0JjhJUhJB*^JphjhJUh F<hJh+{hJ0JjhJUjآhJU*Zo[p[q[[B\C\U\j\\\0]1]2]d]e]] ^`gdJL @gdFP$ @^`a$gd%gdFP$a$gdFP ^`gdFP ^`gd`YV ^`gd`YV ^`gd`YV\\\.]/]0]1]2]6]D]O]b]c]d]e]]]]^^````a!a@aWa^avaaaaabbbbbbbbbĿɷzplhwh0hw56h0h56hhC hxh1hxh15h hIhJLhJL hJL5h4hx5h%h15 hx5 hxX5 hZ;`5 h5hQ$hZ;`hZ;`5 h h5 h h6hKh h6hZ+h h5 hKbVh h*]]^^__````aabbbbbb-d/d @gd @gdFP$a$gdx gdJL & F gdJLgdJL & F gdJL @gdJL ^`gdJLbccc$c&c0c1cccccd,d-d.d/d9d:dk?kckdkekpkqkkkkkkkkkklƾʳƞƾʏƇxohp;h#LI0Jjhp;Uhp;jhp;Ujhp;Uh{),h h#LICJaJhh#LI0Jj&hp;UjhUh#LIhhh#LI0Jj=hp;UhjhU h#LIh#LIh!_ h"h:+lllPlQlRl}l~lllllllllmmm+m,mmnnfngnhnnnnnnn oǽ|qh_||h7/h7/0Jh7/hm0JjhsHUh7/jh7/U h!_hmh?hm0Jj̳hsHUh?jh?U h:hm hm6>*hmhm6>*hm5CJaJhp1h#LIhp;h#LI0Jj۲hp;Uhp;jhp;Uh#LICJaJ! ooo:oVoWoXoZo~ooooooooppDpEpFpppppqqq7q8qBqCqEqNqrqqqrrrr*hmh7/h7/h7/0Jh7/hm0Jjh7/UjhsHU)~ooooppppDqEqNqOqrrvswsttt+tuuuuvvvvvgdFPgdmstsussssss t t t tttt+tuuuuuvvvv*v+vwvxvyvvvvvvvv3wاwp hxXhmh?hF0Jh?hm0JjhsHUh?jh?U h:hmjغhsHUhmhm6>*h:hmhFhF0JjhsHUhF h!_hmhFhm0JjhFUjhsHU'3w4w5wwwwwwww(x*xBxCxxxxxxxx$y%y&yUyVyYycydyyyyyyzz4z5z6zWzXz|w|plh+/_ h+/_56 hfL5hfLhxX5jhxXU hwhxXjxhxXUho-hxX0JjhxXUjhxXUhxXh/hmhxX6>*hfLhWz2hmhm6hmh?hm0Jjh?UjhsHU(vwww(x*xxxXyYyyzz5z6z{{{ | | |||}}}} 7$8$H$gd+/_gd+/_gdFPgdmXzzzzzz{{X{Y{Z{|| | |||k|l|m||||||||}}(})}~}}}}}}̼ұҫܚ܏ܚ{rܚgj2h+/_Uh,%h+/_0Jj=h+/_Uho-h+/_0JjJh+/_Ujh+/_Uh+/_h+/_^J h+/_^Jh(]Wh+/_0J^Jjah(]Whpx U^J h(]W^Jjh(]WU^Jh+/_h?h+/_0Jjh?UjhhsHUh?$}}~~m~n~o~~~~~   ;<=>?LMN{|dh2hxX0JjJhxXUhihxX0JjhxXU hY(hxXjhxXUj[hxXU h1^hxXjBhxXUhY(hxX0Jj/hxXUjhxXUhxXhxXh+/_560}~~~=>}~ FG]^҅Ӆ ^`gdFPgdFPdef DEGHބ߄GHI[\^_Ѕхعخأؑ؆jMhxXUj@hxXU hihxXj%hxXUj>hxXUj hxXUhihxX0JjhxXUhxX h2hxXh2hxX0JjhxXUjhxXU3Ӆԅ}~VW|/0pijՋ֋gdFP ^`gdFPFHIJņ!#$%{|TUW{|}ۉ܉݉-.0pq}g⵪ⵖj=hxXU h1^hxXj|hxXUhehxX0JjhxXU hehxX h#hxXjhxXUjhxXUhrhxX0JjhxXUjhxXUhxX h͓̓ $ ] a$gdFP $h]ha$gdFP$a$gdFPgdFP ^`gdFPdd[$\$^`gdFP dd[$\$gdFP]^_܏ݏޏߏ012klnopu\]degݒޒRSºʔʍʂyqjh(]WUh2h/0JjHh/U hzh/jh/Uh\UhW5h@ hWhW h)hWhWhWh/5hWhW5h/jghxXUhvhxX0JjhxXUhxXjhxXU h"?:hxX+Sʓ˓͓789ҔӔ$%&Aklrtu[\]^Ė¾ªܗvme^Zhh[ h,%h/h Ih I6hDyh/aJ$hpx h/0JaJ$j2hpx hpx UaJ$ hpx aJ$jhpx UaJ$hpx h/0Jhpx hpx 0Jj9hpx Uhpx jhpx Uj8hpx U hDyh/h/h(]Wh/0Jjh(]WUjIhpx Uh(]W#͓dst]^}~,"#L]LgdSgdS $ ] a$gdFP @^`gdFPgd I ^`gdFPgdFPĖŖ 01lmntuy~ *+<=Ϸ׳ׯ|sogjho UhShh+0JjDh,%UhjhUh+h+0Jj#h,%Ujh+Uh+h/hpx h/0JjVhpx Uhpx jhpx Uh Ih,%h'Chh[0Jj{hh[Uhh[jhh[U&JKLij !"#$%&'()+,./12456789:;RSTU鼸ykjhcIUmHnHuhdEmHnHujhcIUhcIhdEjhdEUh4h h$k+hhzh6B*]phh/ h+hSho hS0J6jFho Uh IhSho hS0Jjho Ujiho Uho *#$%&'(*+-.013456789:VWXYZ[$a$gdcI ^`gdFP gdFPUWXYZ[]^h4hdEhcI[\]^ ^`gdFP,1h/ =!"#$% DyK yK hhttp://www.tristan.icom43.net/quartets/gidding.htmlDyK yK nhttp://www.monologuearchive.com/s/shakespeare_001.htmlDyK yK Fhttp://www.ebible.org/web/Eccl.htmDyK yK bhttp://en.wikipedia.org/wiki/Formal_organizationDyK kozloffm@uncw.eduyK 2mailto:kozloffm@uncw.eduDyK *http://people.uncw.edu/kozloffm/home.htmlyK Thttp://people.uncw.edu/kozloffm/home.htmleDyK <http://www.uncw.edu/ed/advising/documents/StandardsofPC.pdfyK xhttp://www.uncw.edu/ed/advising/documents/StandardsofPC.pdfDyK #http://www.uncw.edu/safe%2Drelate/yK Fhttp://www.uncw.edu/safe%2Drelate/DyK 'http://www.uncw.edu/stuaff/disability/yK Nhttp://www.uncw.edu/stuaff/disability/DyK $http://www.uncw.edu/ed/pdfs/cf.pdfAyK Hhttp://www.uncw.edu/ed/pdfs/cf.pdfADyK yK Xhttp://en.wikipedia.org/wiki/Heinrich_HeineWDyK  yK http://oll.libertyfund.org/index.php?option=com_staticxt&staticfile=show.php?title=342&layout=htmlchapter_55109-DyK yK http://people.uncw.edu/kozloffm/Telling the Difference Between Baloney and Serious Claims.doc-DyK yK http://people.uncw.edu/kozloffm/Telling the difference between baloney and serious claims.ppt+DyK yK http://people.uncw.edu/kozloffm/Assessing the Quality of Research Plans and Publications.pptDyK yK nhttp://people.uncw.edu/kozloffm/scientificthinking.docDyK yK \http://people.uncw.edu/kozloffm/fallacies.docDyK yK thttp://people.uncw.edu/kozloffm/threelevelsofresearch.doc5DyK yK http://people.uncw.edu/kozloffm/accountability class/Table of levels of research and examples.docADyK yK http://people.uncw.edu/kozloffm/Checklist of Guidelines for Evaluating Research and Research Claims.docADyK yK http://people.uncw.edu/kozloffm/Checklist of Guidelines for Evaluating Research and Research Claims.htmDyK yK http://people.uncw.edu/kozloffm/GuidelinesforEvaluatingResearchandPublications.doc$$Ifl!vh#v #v #v :V l t065 5 5 alpytcIDyK yK |http://people.uncw.edu/kozloffm/educate all children well.docDyK yK |http://people.uncw.edu/kozloffm/educate all children well.htm=DyK yK http://people.uncw.edu/kozloffm/Assessment of Knowledge of the Document Educate all children well.docDyK #http://blackboysreport.org/node/14yK Fhttp://blackboysreport.org/node/14DyK yK http://people.uncw.edu/kozloffm/schott50statereport-execsummary.pdfDyK yK Fhttp://blackboysreport.org/node/14DyK yK Fhttp://blackboysreport.org/node/21DyK yK Fhttp://blackboysreport.org/node/15DyK yK http://people.uncw.edu/kozloffm/haycock closing the achievement gap.pptDyK yK http://people.uncw.edu/kozloffm/haycock don't turn back the clock.pptEDyK yK http://people.uncw.edu/kozloffm/Assessment of Knowledge of Powerpoints on closing the achievement gap.docDyK yK ^http://people.uncw.edu/kozloffm/prometheus.docDyK yK dhttp://people.uncw.edu/kozloffm/Platoallegory.docDyK yK Zhttp://people.uncw.edu/kozloffm/Pericles.docDyK yK \http://people.uncw.edu/kozloffm/jefferson.docDyK yK \http://people.uncw.edu/kozloffm/stockdale.docDyK yK Vhttp://people.uncw.edu/kozloffm/dubois.doc kDd ~w/0  # A"jU>>8Oϖ 5i?ZG9rgyR(57k)[j+ՉXsN9YSZ[Fp‰:ȆJݨQOvP `[ϙoy6g>s^koIL~k5vM埾[j**Xs>KMskPSXsλUc8]K5jB9_f}PXs'sr|/s؟Xs9@D}jY@Ls>S̘O8og|b|>Ӿ:֎';GܻwNS˺&9' R٤ز{7jON[TspNi[\jqdLN9M7sX'T֜W}>G/[BO媚rv'vx6%ǚz:~h˥|uB%7_OH{.rKߜ7MZ{ىq,ה{}g2w㏉{IZ7q6q?iޣऱ侥-}II ig}$̙m5oރ}mںϓc 8jy_HZܔׄߍגkkd~OZ#)9Fޮq{K}qOiQqYs߼O朚2/0GY~̃$r+-ϓXmM̥4j}iDS ߍ6_?%.jsBfŽoEye3?+@)1ۆ>g3oZ4yNZ8=18=>s7qbX{b'yM-L\N?̪SsD\zX"|0U៟M5WrSyBl?yMh5QM'?gdN>39]f9isϑ ;MƳ{uZ?O}}=LyjJ?]Ԓ{JSͽ|j|׬Z=oմgiX'b[B<иoMBhyKk2|޽]fMӜ+LS6bgL|fĩ7?ox87Ž=_gc},!?27[ݞZcB~.u͞>O=MR:ۏMqZ:JR|vϭ9~wySZߖ+QßQcr7a˳s'):3p՞ܰGu~9Ͼku=F9qw '̗O}4-΃4׿n5g7:Sr\tօ5̛:8e[ڸϨ&)L:?ؿyLpvm_ygO|S IyԜƴey<$m5mMv3[-uߩPg\N:gތIDE<|sn 7+Z[}SoҷuI)uLԸf7ݜ:'qאXeߝh}I'x-gMy\jNcZ28V#qڭqCk~9R/mݭMP߸޽OQ.o'ع^wLm?߽~꼙+qMq\zv"+iqt?i_o{cҙhkf^.91-wy_8jֶVǯ?޷yao?>G.dǶ-jۿ%y:VdX>v C[O[o)u߼~o?oc{ݻ=-NKώQ9N=}w>}0y];&nrry!%~rul_eӸvM㿵ϑ na?gr=Aʫ~WsmVUǯ1TӸv97zv#?%_{'֛4L=g=8= PuqZK<_wm I'Oly}5LmvnYKmilR?wMP?}Sr8Voo{gN$(QoWG7ǎ-xAGfmswXYݡ9U>cn޴$7s6Ssj8SߛIMöh㟿&~^LW^3}r3sw]Ú317Ʌ{s!Zy=@b}ܩO}綡s[\S~{Qǟ5ڞUcǞ/[֐X:DWԜ:yMŦ=gq~mXO\4'~7myʤ9{.לqՖI.Dܛǜ䷇o r>>ZFYIj{QߑOVǯU:~s=lXCRg'9u߬Vu}ZؾjoTiqcܞ{;q„CoS|xكvLMr!>6uydA__~#P_KQǟOx^W~Ȝڵߚo7?~+ה7zG88SMw΄k5oAT=Rܼ-O6rM_79㪤}muUurO\;ٛ׈uϲP?{uu~oO{buw^Kny+o:vYSs ^C=9KεW)?w5gb\tygqk7O>QoOԵ+ vK9rr[>)fPǟ4mS[quϮ)nyYovSǟu3:=y_=o>wbB|%O9g=.kĸ*Žo_[=:~cȃ܏CRRjϋY&=ǪO燶Ωmm9V7:~{p7Ď.ҟyg9y{jʽ_,MĄO㟺qn4o*Uǿ!GXMIAO߷[lG7e1!W3c8M.+!;';?2 :k[{gili_q\_yOl{;b氓1l>ލj&-'cuv&K3s㨡 w{ z'}ucyza-ovgܨ`R.mcMڒJ?:y_?W^Gtq\ְϑ 7V"^/#wzz3)nus(b5͹{r2K~TyuuJ&UjKS\XVNC 9:~:Ϣ{W?c/_^?{}ܜՓZr-5Oo~JyZMjڽW?򽧮?~=wsz]nȩ8M.'+{gQwy7__-?'פI1Ӧ~?!ox1-wy_wkupSM%ƽv4USgޜfLn!=wAhuw9?{O\?ylYԸvTnӷͩɱMڳgynuwbvpV1ar#)/Z祶5OlK2߄O/Ž7矛St} S!x;n|⺛"s҄3?%ϛЉ|Ӷ5tœڔkLO{M so2o7⊔=BZ^.11-wy_L5I뻯߼I;7ȅ̚R溅鉾|Z黼~YOy!}A?:~uo];yl'ԸߛSb[渾Wc=Z3oo$+lVn܎.S?k5VkǮ:y;al&?CHt9-ʄI{3ٶI9w7oAs!S~/%θ9^OsZkuy3z{;阨oqm5[ՒM\'ۍ9ߟcHZ~N3I㍘INCZDCozyqwti;H[~ϑ z[>o[[#O5>vqͧq3 Iqڍ1vr>%{;{smoaO}ѿ=TOi7hrgXI}5O^oC'q ko9nsלg'97ȅ{o~ek߿V7K'i7i5 9Є}Tc~"}N7OjLL9 KҶF,tvҘ{SkO̩ ?aLəݞ˧:Ly.PZ;ARr gOmZDrgVǟ?Ns/[ם5mW ޻5OCqPϓ}·b<6} b'5f^ ysIN==nO|ϝשlO#XR_8n!&IVQ4e]O6 )OxN}>1ܞocٴM~&ݛdz[Nս$bb琧.S|ةuoҞ/\6zRϚ2m<7;s۰oSr=Ox/3'j4_j:u4{]n6o:;h {DŽچ}V>뷟iXo|ƛcF?L!ZG?Oo }o?OWq挗:>歽i)4󟹣]&vB 봴\gkl[ ;}>D[{Jc+`m&n8sOs! _Sп ok.[haX?σh;s+dYs`m3`,0c9 ́s+31~ `e}ǀ8`gvV^5>OV`blǙ~̝́ YI+`m&q9 'ܹ̭k|̹`}|Xs|193`9ǜ WGW|ϲ=ǀ8: `ޜgvVOw'X_]_ `?XD?g|2O9̭L?6>OYc>3w73x3Nav6vq3~s68߲ߝwZkk}}o8: Խlq3~sx~ |nOy#NwY}nk;0hOO`awۯ_3ov윷: b:~.1>{ؽ~e,?/>ۇzͯevapzx^\h'Us/4YZj?7b^GOw`%v)`n`|vZu;k{u죞z?ϮIs{~'}.4'wC?Ij[3-xSa>и?#G316O=!5Z;"n7ȇKtP;ˏ ?̼3?K&4`}^ܣ m{#]{] o`^Ⱦh}t?>h}6ܐl͹Ofs*$ABIk`m>q##lRC?߱sk `mvU&$A_;͸@w>@M~}D>{ڌx&p;/܎%"k/X{9[y %-L@9=9{Y}`>v9@>b<I~|{a `= DL}3{ؑ8Rb1 Qc;fH{$K1~޾Y69i1{)o8==u-k5i0rk5ϵ=/kuzoE{ m垸E>N?5oW~v]-32/ݺimm9oP>q~?}\x''-.h|ymBl8i?6<s6CG=slZ 1dcyƒjcos1ξ2o6?NYlͅNZcY{>k'=>{|\!;:yM3O^?c}|S1L۹S暓| k:=[YdN={k?LX=ߘ'0^.}QZ鹳9$~aK<[V1soeŲsK\kNrb{6m_ O\^.^!~y;'o߭<a3o͡mwR,MGRlsiunQ^7[qKј x|dgJo̓ޜ6'C^r2y.Me:c}M 1_qsL''9LFoY?㚔}1ä׹|BҜ6!Ϲ7 N=}:&ln=["s%QZ;_Sbq_s Ҵwi7޸z#̨{! ~6lE Z{cY{t[\wrlhc\dv'ks-ȶ{X|:nL蓧^Ƶk"o<eLXϧcmshs,xۺMo3OsZOZAO9{7pMOO)as$V 9x};9O]˦ӵDzb?U斾tro :bCoz_y|Lgo:>wK31WnSkտ$ovQzmuSbԽFSs߫17^]+:o5lQjh|KfWZ0%f3otc,k/STv/Sc,so}HB^?iߌ1s$ gyn}>u9xkiOu^ǛrL[pvQ Xab]=:~뷴3s%ƛ}Z0NO̟%!u{}^6?71wdѶ8iÙwTǯ_>o]?'=xpcWj'͗翹8Nc߃8^CؽGm}ͤXaZ meog߻LxηyEo3[Z}6?ukkzXV|o<\7?9s6_;~7DmسkD'vޞq>~R96=k;j\e33{:~Qc Bk k޶jo/x{} {e\+w~O͹U0m3'u[cG:}f)uiu=5IZO(VhsEGɿԜ#ΛGM|ͶXXyվ0^WyesO/Z31X'7oLC#|89sMRo|cW߶oFl5?㟓WLZ[̗:Ykϭ=z8o)H`ҵwҾ7s{5{e\+wkksnWu|Z65i89wMrVn<;vNKUȫo{ZYä+m{g:҆8z8`6 cuˍ뷴ﴚ9Eߞ}RIkξz :gǪ{Լl&mMy~㥧}]=5a;{?wvo㿱o'7oثԺT{oS$u7:1u Ko;ƼWִ:ĵuu:vW?]{8k%Ձه` 껦7wԾ=0ʝ}5߻:j>㔱n~ҟ2'wI͗ouou߸\X杭#Vik:~3Uǿusߢz;߄8wm뷴ߏnxn;{? 1+o>ZcY^N>ٵ͗-_zMu{Z;׶nyԵy%m+fSg3=;f=:1gaBPo4:~~/ wr/ga clוc6եڋ8y|:57%?)zk~ߘio^bGg%.:~ڄuuƵw 5l4yg~G?o7^Wyec ;;77Mcݼ^ Kki[q5I2>2c͝#7m}nK5jj)33=vraBPo4:vx߷ٻ[]2,Ǿ'gI͗}RB9qMǾNu-)y3w)>}~i,͉m&oݛQOsRkp{y͵rg)G)leb|Ï55tk方:~GkU}m+NΎ?/'>wǻMs:_<{ksB9ӾP6CKciSl~8wb:y1d[_rgϚWnsYT?/wr?VUank[qrv|91N,}o\ָ_F;Ol[7SwcmYgCƩȧcƵk:y1d[_rMܞVkƦ:ٹg+㔖z:ub m+N#/w4_[ޛ\{~&kmz[9NfR?97;  ^?9{ Y:~[WVBn{rgu毯I}:wnqؤrޘW߽mʽwGϷuO[|Oj: u"^c55c1^Roܸ~K66csyF3ڸGݺ޷e5uM>57ۋ'ğ͗υoOmyڷ?}73oo洽3Vj)u1w| Ss+{XY:~uˉ㟽7R?kϞ ;{#R̵6SkuAT{\7_W߽:^x>^\6'Sn Vs?63r*sWb9{XY:~㥱}W6xPٍq>[o5_9s6_ϯhUgiks9b.Ow"!mQGM}Wǟp/woZ;l e\+wv7ߛYk٩nٟxwz'L/7jZid[Ζ刧'bIOo~Is:X܄:~u5l$ubHqa{Uǿs^osY\\ДT~-ky6nsO'R̗1cޖN?'&o@O;LΣ:25>͑~ʺGNeL|wo{Lأfke?k?`d.uJM<~?kg6]-[5I=[z:o?9^,b֔:~euLm6 3)3uk}isc}5mk_-?DŽ=jr>NEW~lҳ]w+Novd54W/F uboޣ8Yi4_6~[ߞ;9&ofLo8u9k:3L٣&& Iu߿I8n)yJgim}g\ۚ;{=;$YoOyV:IyVKΟc޾=n{l]sLoɥCy gsL>9sʦ(imN L iSڔ{4&ԾvOm|iu7ϥ5iB>'9?Tn߻7sqKvMqOܨ6g<9I)>oqi:[~5ned}O6muSjC̗ߪOo'kQra^?qO6 k׿lmiQ?#<4ěm4a)]niSj{ɛS=/`?_S J3SsgimVrso}o)66oi{sҴX^,:sɵ!˙wV+w'̇Zַ4[o͉)mܘ#i?~)똰;1M7)shjlN7ۺ%&<3l}xĞ:!Vq^ߐ0^ľbJ1!smZlwZu.VklNMmzf;!y\;!d썏O-ڰyK[o`cݍs[ͼeB߿juiϟΡi}3ٔn~bK-Lx"`FG=7q)´ｯqZIs;=tn=\!wvMN=_?'&V6k5ols,k/v?|g'\rmOCV[9ύg&_xs:x{kxRp߭hR[ӐwҞtr}|_&?&mwp{37!#}o%%ň7 v~D}㽥րv2oϞ)c9ˏ>cOے<_&S{kudmY?36}1ϔ7O&>>Kl5Ͼ}gZۺkʙnuy婱gϵsg^Rs߉gm?<*;)5uM5j7cY{}6;0.gSS`gΡcYm~SԘ/}7|_*-pjJnm9g~IyLi%3 cbY8鷮&테][甔s {m2-wݘ6m;7$ւY[c=lrf[WbՖ'c{y01mX?'93{>?SR{з̗.b oͷߋsy뽵 }|iu3}{`:+X]K?>y=K?X10{^l , 뽵 }|i`].bG`i^kKX1p.^lev$Gr,t/,32df2.h$EqۻK}3u/?cޅ ^?ؗ<{5?w ^:}3r֠rۻK}9||{5?3 =NqZ۱1Prkp?{>Jr΋s!W3\# xS|>]fmv\ aF?9q>P\5$\߁1egDNkV. ^:CR%#@rkH>\#?;V Wĸfc@ =Frk8}}N~~31C^kV. ^Ŭ?`kn? &vV^C 0%ٷ097٧5E%GVRk 7z:I@oV>R{ 7{:Hii{7`B.';x]owz'oC|]^<}PWV7@e2g{=PݫaOhܿa<cGobmrP#kc5ҝH-m m{ PNm~SC@k=:|m~[K@e1{P'aWػ2g;g/uӺ_f3~&.|]0ZJ֦ł5u8_rYqvM?)=Ox>kyL{o8_׼=ӓ槯7q=~MO֭)'Z亹ūkowuXK ?sٝm'&){QK~6biŷg=uS}ŽK:r҄87tXMKYH:'fKZf"=im4y'ԏ/mڟz>Ūk3=O<[̼gzkrι-}3q^qjn7׼ڽa}5ơu}qN{׿}?rR/6{M>{/b:Vo+%hۚI?w}w1i}o뿴}/o0ڟro~K{LNMZ'녉pz~q-)^*NϐS}yf)kyo땈__){:;ؑ?Poyן*r:|HZ_ߤ5𓿕{LNhF2%x}uwzOH4̞z)[-y7N7%fJL},d^s{J Im7-]*J:fZcRL+s<{j?3eMV$\cܤsT;>k|3'֓齼c\'$])wvKاF;jq]߈)=QL]=a}/rgxrTtm=>>¦g?$^pC[ϥc= u?0Ҟ_ׄͯhrCo|w&I%w8_ՐƣWUJjOmi-nsoѷ3ٗ/o"| Yv=ݖON|3ng4}yJ| =uvL[ze! O~pS\ϜW23\7մu}5/NOzz2ky{mވSu4s߬̿>ېڋi)~m_-5mkf_w$|Vs}Ҽ{$y~NzY[\!'k;ۿcm> yˋ=)oy=}2ɬ9 6Qxo'߈P+ͤ6gz\/x(:>p}NWLW5{~s\\' ~4/rh?3j|Z}7:Gt/a$ר{km߽x(Q'Lev4@Rvo=MBLSc?6y!w"&klngWs_3kפ<&5$$峚ؗrQyZϘϸz!wIo:z߼̱2S^{ {,|?7cֲҎ7'snrkj4߽}SJnOkcj_:g v>NM]j 3s|yl3mFGCz'W06ߺ?75$Q7*ۯےsU/櫺}5.甹9:̫lz1۽o&ŕNZÈ_WY/ϙ9~bg5ǟ'/ u̓9xrIùoo|c}ߪ'aNͦާ9~i*ҎK|[sޣ+N[/mqjK^ 6kyϜ<=o&EsjsPմ'~xy_l oX}RG/-?0=9'MYQ#I8u`~1= le?oO;{sovr󝚮By|'Ěu6\Nl795cL؋Z-uFYtY KhlԜ|yl1ssrg7\@}ƙӿuΞ2gS^ݟ{>=_к6oSsqOL7g/߶Evs~(aoz߲1>5'/ 欎Ns-Z}7ږ_sݿ8jݙ_6ωs Vgw fwsUv?\ܲf΋/SvsOk_j[SӞ5N/q<דrc9~ސ|ffc>7S$ccOnFnqG>g%$voŝX`q1{mL|Z?8u:MY!-:ߴf΋/<{i67iř=Zo\nSN%g<3jB,eMO}{nZZ%';u<ȫ#i}u|6?3f}9.0{Gre98OK\+)sz_^οM7NsK9~g԰m&rs=7.7Ӵ'cbs/|F Q덶 }ZYoc϶0bfBMٻ99,s#y2v":VL_Gyt5;)~۷7iř=Zo\NN7ǿἴƇި\m?OLw?%_o?jʻqe ?sY*ΝT'lA:]lYS˓\7;oL{uKOM5mCf_y49~ssM;(?5L˵i|*H~&?3Wz]'HsYfk4Sz^S_^`s;wU ;)~77iř=Zo|onj}ix$Q][692ui-OZ'^D_ou"P#jYwS2@sZ֘9~T069?7ק޸s*~ղ4s7o'Ϗ&FO'ث3;3ǯ7:G7W3XSBv2 -uBO}sx_S7?'_C.~oZzWsTg8nk}};9x$sQ >{8Uo2$=#S<ֽ =MS'Lqܔ^9~mD269?7ylQCů5,N/q_ {`K7a~|>nBoށxi1|΋1qebaZv -l}1}Lzvܲ7 7k8`_԰ 5RfާԵ87~O}-;%n}3mh,*~~YFf_|{n~s}RWjɏFo\otoe_1/cY߬i9}~9~sTB%y?4復9~2YcnLW?9~su}}}_׏;{Q[>Į;{׼\ډu y"syk%-/|'o쓷tOž,6;ǖer_q}Ssz96?7לy/s6;nS?9~s oIՇ_՞m3szruUz[6)ݺg6:䷏yX~jo%^b{5ǿ'N ktS}{+Ɩxu=q-5`웉qEZPs_sRx6H?9>}ifz5F~9XivL}7E%o\oIl9}txu梧]'/k=vޖ|\O<3ߟ0ǟ܏rяL^^woŕ`w67/@S~d7Ni9ל\otdũ} s7}9\sjk:O;c%:;ؓ U?}Qovn'~ ̔'~ݩ֙A9fO5Jy\{ߙ97'bWTz]jO΅^SgOX;y1am}o9OeʳOƨrMhsIFկƤsV{rmRou/S'9{>[b4ǟ6W׳9~=\qIGj=:i|ϷcWUI9=sS {}fvŨ'{x Oo9= I{c_>;gC{{/2OF&Ş}Coj_^~s׉qJO6'J덚Or}ٟ87]Xiݍ{Sjm+umOCr'C=>ok4sirJ(-I߉u9k^O;/K9gmu}#MڗnmZc0NO d➑0?gǤUHxfox=okڷ%&~>|e^c~ `߃U ^z-{z>?fb~ 'ok?uy|ro%Y[~}^Ns״=!J9笥N/v侧fq^6oKWr99zLgRuq_+XNup}zM^ߧ3quۡ":몶Ev|/!G{<kROoy[9y.Sfq2x;g5' ~m__I@9k}}13={㯿Kq_J[_o~u*&%ŢƗqe rt{$Ƅs۩Nuؚ_Lد[sՋM@o6 7Fk;3jLyFP5X=kýsgiu7L7unç#Wo:NA%:;um3S{gKo$Ք^=G?Xi1yzuo3~'S-p[ښ[S&ߝÝ'oW;$o^[ik3ZIt{GSN< qo&E-kfa PCyYZN79zw[bniMLo6O/Q:o2RZ{@i𫿓S J۳q̏"ߙԟh~pKN>=q}'N:}ƚ;^ ޸׽̳ZէͿSW9?=mɣSM'į{º9&o_ܛ7>ox6|s&Fb#'"y A~>Os2=Jۋ5zks4o+m=o-}jUڵzE|VLr #57}^睹zQLZflmӾ>7ޛn&~w{$bN q4o>͘3m̓6= qo{,T=|Wz_I3bd5P۱k[H}~7=O1U̜oڋ6?gN .~_l>g9}d(?}kukx*݋Q#.jJ918\v³K`J^''NoWOźZ:X8)N:>gy@#qufۿi X+Xgm˅Iנ5_l#wNs@\򳞚7Ǐ8c &=>,:'bZ%~l!tqj?X2w ȅIZKؐ?g{/s8c`=>,:'b-Z%~lvqzr3Z{}X.u N:>zK;qꗟÛ aۚK7G-q>Xܽ=K,5X80sMZ%~LӺ~ߑS ΜY+bdb8Қ/ `jh5ZWA[|>b_ Z s˅IXXD@ċ]=agCN^Ϛ {ɐ/9; {3p'K7޻Zkfʵo;^+֟u$@^l_~{@'#<{79]΋z;/"--qr9{\1qykk 8Kd nV̧Xd&֘5:1Rqk:4f@^Q׈5']#_ϟlO Xcl헿=^`̓: 2 ;Rp}61߬ɰ>V`C@ 0=83Խ ?$c['GeM| h_z|>ַ K^[׳ 7hfsMk{'ȣ5ֲ5;@}.o[G7[ֲuM8?XK0}=nRs =}kaw7R}==3ڷi:~ʃ'vqz}xzrn` wh;̅_rkɹ}35`@iU.z__Ǵi}~]׍Խ=oˋۿ[թ8N]Iʞݸuuӎ\uֵ:|}}= 5`^^x[{btspϧ-3!nA!腉CL8'k5vB gt|_ҋWB.xȄ~Խum٧cؗ)uzUũkzq]&&i. {lRÚ׃пZ=s齀qvc>S{J_jWZԆyQy5ڧN6gkU OG)BS6z$&| /b뺷mc-8y}}?j?#^9ٰ%N@7J=m`z^>u^N}zazaa~/m{N'=Gk'Ԭz;ۋu m}L];;_}oM}i+-oBm}։k&1Vy`FKj^*:K'{ ;9CM߹v!Y k[r{Ksr'5KS=Fe֠k߫ ˉCS݇.I>˟|Vh7X>u:n5EXr M5^icN @^-^o~Zuz\uy ׿ۿJ+7X{'?C=z/}]ݚ'zOr^{ʫA> gc_/,;gqzIaR?5"N{o߮W_{Oƺ}^+Ӵ{r\u$o%ũe9uZ͔|ִ5r3Tۙ*Lyfջ5Z}~[13}O~]ZY)糽jb9Iqj٨To;֓zza3P۽!Z!u15W=_ۿ_z{ik:;bmu8czknKF׺uͶ}7>%N%צ_zRMcM' 6暷kzXWsWi}y:5ҫ k{v8MWZu=[jݵφ'Zض}}}i:vO=.9N0T;wpfI '%6MYoRq$^m/=r]O\,mBﮩi:bߦ`mgo5NzXWWI}}Y=9wT8ӚL[땖{>y]reb&"9kS=e5yȤ^9~su7m3e?SN{sj.2Sjߟ!lM|N~{Սq6}~[-׏[^e5-' kCSjǦppù{Nޠ+oп4V̪[bch[kԮ<"k߁rtFK;9{d2_Oriquoџ7e5ޔ5/ 3?a19c9ؔ۸-[Xϩ$k{zzK\i̫}O<&eVK22%G'ͤn?+V['?mt~oʚ 3?:c8=ؔV'?Sv$k{zzK\2/0^&&N.s]V'ě3׏JzMuҬcfML['?mqY :7e˹Oν=DrJlzWәw][iq+NgNsMf^mg~Kj)sy} 3/&|sps9~yƸߛ\za}e\0ݹI6\R!Vm?G`־l]Wr79~Q*Xn9ۓ ~sަ9msw_w^-.Ag3="׶^}e:i]ozvZSn~}rM׵4ϱ9s>wfc;'19=,]'?9o_ۼ9Nm8>msw_y}tGoj ^^9׋Û>Zlp۹3_uk=7-kY7x^j?o!NMgnf߾)̭{@zXWW }esMɻc9Ygi}0{JQ} fp ^^9׎9~={5d?oΟzx98e nj{^9.]199~sQ7߯9{9~ssoC=q`_޵^@uۗ5]㿳.*[Y9&r[=UJ_{d[g}ه9N}Ƀ6tFuMy9~00s!߼Vb-8mnĮ9~{u-J{\p<56Di_Kjs*|FZM~5n?+xNyq:q7y]r>۶נky}EڻLM)sΟs:WI\׫z;-oKq9Ƕwf.][>9'fB%G]f(g-s1Z}wus7-t0 6]}ޫgA޷ū9u)I\;딚$8㿗Sj;׶F ܻt6/^7齜Is쟺~\SK?Z1o&~[ONe0)KS=-5T0ǯ 0o_y]sݪ!=W3M{Yszu5=ڜ\OioӖ\%}\ҿҿJ+oo[ּw43HinW3mϭ7̽osiCs0mczoW~i{[ݑ0tzi%lU޻.o?y/e_8)~>[s s_Wϴ`'swZmKmטca_m_%7}V{o{{ʹڔ5>D{5=z~ǹS~;ڤ;pziiڽVZҿY-οkd,I=^foz}?1KSy}K }s0-_䮧ZJy/S9]Goۧx)[פ][0r!~5qz^gJ?Δ9RKmknf+~L3ܚ^'QڳN\bٴXz9yys7<7ޒUL瓘%)fj ϭi? T;nۿtiAsh_/׭9un՞W5)Ϗǥ<#{|96%NRrvlK]\;p\Sm5in[ uzg\} 5{s۾L-{>ęlTn yO6Ň!}~Nr~76s< ?uO5Rn}s_Xi-\u8~~NZ~w='fo͕n<LMKjNJ8Vɳ܍=no} |I }klToB_)kkfk'z` Z/ī8 M@>#a\SX'5xƆukbXG5 :M@-a\SX'5xƆukXuɞ5`͹ jpMbsu=c3. udM9g& SNjP U5 :1 SNjP bk1J,tNr'P<|[LòG:A36[kPwuQ9g& SNjP bk@,tNb,7A-a#pMa`Ԡ֭ ;:r*bX N6ye5u=PglX.]Xbs `/M@>'a#pMa`Ԡ֭ ;:2+րX蜶지O^SmxZAX'׉ W8Ug4[kPw>։X 3 7):*@k+bx7yXe@Mx)RrSk@ q'b8 XGL cwsp׻)֊@ u3;' rlUzw5EZ9+gX.7ޝ[c!֓<\S$@ yPvw96]pMNA ]s8 ȳ{K)w׉}@k>1 ,nf]ש rlu9V~ub+jvO?8y'3O4r[`Bs60sﶟ0)=³|`^rZ`^rZ;)ОLcf GC}~ `Q {oW }Tޛiq/re4rZ\ }> `O@?}?ܓiF`7}?ܓiBf?@ڏݯ@N 0#2Bۏizs@~l@N ЗȉC {Z>oލc1Q/@f.g׃{~sO~{'΅{sڜbވKby<f|_߼1˜'uը̦r/u{_-8{}fWot' im7<}^}to=8|V^7ӟz:[z'wñy 75~̷^roys{rx9'ܐ+0>ˍ>1;)kt)~|گ7G}<=i>75N>n[zE߼ߟ8{727c}s=[\eo>f/s};utJaǵ~#N=//_E<ܸA R ݔ9[3-քܖuw_W9;W5ߓr-L L[ܓrҐ%SMs0ƾgls9DSͶطogw:so=צu:G81oǐ}Ry\y[|3,͌)iYO~SܰRM]x?gy}o2H}$ZzDMg{OE=<;^oup;Lx3>^9fO4yMlU-9Di5Ǽ߼Ƌ16ӱ.ʍ>-6?xSN =ןP+ތS[)1)K˛S\BIzisg}ߋ` 'Iiܖ'ie>#^N';p⽼9xn[{RjۛCt#Go'_Vz߫}>j}!{/˫Jד^mNGbRz]u_gI9_O_&OiqLݏ)Oj]6ubK~旯6rlV638Ӿ\[ |ߏ6;on=ךfRn[{Rzċ9ݶg>.w4u? oqyY3Os7>7//٫cZ¦AlQo4IkCޞ7ߍ7Ir: %On'yCw&|;Դu_/k)l͝ԌSΏ9f y>R.Dc {%Pcws\S9־O|ܫsjrmzvl^cR~xl?ToX;/os}mU !^g֯LZ뮩1O[&=Sz̛ʴmO,/b\jε.7N۟c&n(={b~o4>0ǿy}iͯ;WJ{g{ﱾ8/m/̚}=o?ToX;Wrj\Cuz:kLֺ\x:'Iidkml?>|7|^篵8cb |xJlQo܋n׭uVwߗW7XOsBf5S=Zeuj*sofy꩜gW[ ې㟙'iͿWʛ{^5h/%~3x6i~_鱪w{sSz:Wǘ2ؙ7ow>ֺ%q'4?gkm{Hc_]uNu)=?{=^Zjk]Wg~{=/נpwv9%7ެ8N%s 5쉿g=7֍:Eړ֥}ﺕe~T+_+mwǔA0}o7KJ6oͅn.7گ'ssjeֶi?i]g5h/QtzoLH:L9{E9~sǿEsR0^75[{޼~] >weMLW[YsŒ9sss!s{zZ'9̵iv:3'wz:Ưנ3v6l?1aE,z9=ykazɵm__h id_Ne>a~.SYYsM0/>+xKh̷3s!sͤVõz׽Ϝp-?nc}fC^o =kpL9b-?c=;f›^q&2ǿk&D^كPOPGmwŔmä3ǟ}ަ^`k\hmLIL~f#s=]y¾xf16k/[ w z0n=o oݚO7ʫe=9cg_Dn;3ln͛59~um[mfh>DszZf^ zx>9{ێX{آHߓ׺zuqR'5gLυ'x~{ozj\Gm=_hVL?̛hs{ꊔ%6&=nϖl#im7ǯCZ8fcbz#}{yeuj+0"G0':ח[y@=5|O#?;ِ=Vr6oϽsL[O8[DszZM=-szx>cl^(7׎9s]ϿN?_~T(սw=u+/׃PO:ߓ~m!f_k$)k86ܤ}Q7̫{} il;wֽz1)s'wb]'(\xi߹~oI>16!w :)ri=5ט3`zr;o>NKG`e3oc>ƞqk/οs-ש9wHՊr-7[IRҺu PGw!57_cbԫ7=:=s-}-so=}y u {Fcl5=ڛSsw9;].<[ʽ}ﺕu Oq}16ǿk/rd1G(jK{׭:?i3?&r[so_{s|Cl1{.eOi}zwO9X3e^>37-޷csB^[}Yz0w;Mͅ|=u+/<9;psɆn<>k7guORo4o?57ǟq-4?/ycLrL7{v 9V'};ra6#{׭,{'r[so^[66&hCIj>mv?e?'sW{`۽\{a>Dfũ[Ú }?\k~mFN#SqssքMm@x뾘Ӝk~3{2_ɩY{a>f\z9Y:m۳T+ʅuRs}=c,/ˬQ_C 1Jn+xM-9ZIV`gW{sC랾o/4"rs;c ש9T+ʅc<_w>O<Ľn;qloLiL^yĺ";j+g}}so?8Mi5]k +u3iI';'Λה{ΫgzN=ۜ\xcw:nl_̱OyY^/32ǿ#Ir[1eJ7OZ{M9{Zo! !w4?Nܰ0Wb)k,i>6mmsbz{j]n|_bU ps=5n_$“m[^|֭,c>vwO׊'N͛'=skBspsPz|{e߽)>_Պr)Ӗ`Fcj͎E7I&us"s$Oύi9~:9;Pjk_Ok`oj 'f6{뿾o2vN qz#V 6L7&ԭ7jŝz{6;۟!j?'%6u[th|}۽X9}՜7OZ{qf[:?0wŽ+ss~͔VkzZϧT%gOyWy/L#}Ϸ~h3S;kؔܰn.l'Oi_/^oXV~3hkzQ-S$gI,-oNcWaޚMߝ5@s7䤞5af!GdqJ$c{~Y'qg{܈mz[g9r^={{h֓9ua[z)qν}yy[V>N=o^ttn2yͩ03ϫM{]MظO]Is'oUs#jz&c:W߼ҿWz37C4>{v<ؙl?Xo8߯?$}ۧݿQ75lݲNN}Ԋ1y־^ӽu',ZhYy={]rO+uI 쟼OxO~xN c}_vmCoOAnsLCzZ]=s==o{/=s32&L~_7ןV oanC8q7O4ozڲnNRG^Ousq%-1'/3Zk/~|ܝZs㜒vq+g7?Homk%|Gutv=lxӫO{^ٴ%v=ezI}Mq <'y{WS>q[_u50uox9wrnhń=o1u{݋u;&ϵ^|gi^[ǭ-oN_'k,m+o}NۍvS@v"O׺q\z> BBfgk_MO{꺟δuDzq}[C։Ԛ6cy}>.׭9>_ܔKkm† ֹO'/M>Ӿ3<>R>@Selc@n?nSk ^rgs̙|='6& 'j|@8#n:X8/\F.:qEqm7O O͋go?F Otsy2XO֓ >_P{0}osg#O9y2r;/bxkP${0}o^.{$;rk _7S:=ɵp1q]Xy5zgYSIz94{?D~z=\sa\@,#Ab͵3yw$k=i]~srIÏ8\cˈeO;tuQ͚b>{~ĉø. v+95 oz'c eO;tuQΙsKl.ΝSھO@n@^skIÏ8^c@,”9!f-oL80g=7:{.\s˅yw-p^{ysuno)`]zsq\wO}na˺o)0c}Uʾt"5y0?>ԓk5#/ϕxp>a֜yU=Ʊ &N_[O?3`wkqdo'7]wy0{rĜ_m9gk"'| 1vvk׻@x4j@}@Lq09m{ `Rnh?)y>~&Z=4+|V?D͹>~~sY}@T+/ιq]KV~6%Wřxnucq\};[>Wşӛ}ſw{$zu_ŵY/AkMw޶n4Fߴ/N[7wބg]5Szנ&猓k~Is,e,%ٺɔwȴM)XufS$~s_.Ig}n39MN^ yg}-o6Ԡj 7cauL4GڵlEIߧ_HV)k=qygc,q:k9q9qL/95=ֆ~zY;$M oKϮͽ=me|z-0mϞ[{fgjw67~3wk6#o뻚ߒwLA5k~Yo_|S>V~'\9gJmS 5#%ol s+Zn'\JT+{4D-o뿱&ߖNaJp'?Lo{'k o[Qk>כ}1O8oxWkOִ=;',eOcggnωw+澫siP{?z[⟴6Z&Ϙwώ%nɆcs{Mq>9g6w0ׄ<|^,(Ut?O~k5}Z/yr4'kک5R<7^{;yn1`[gߊ^Ǻez⏄#^wu /%υ y=ok,qkLCzgbGϱܾcI7&ƍqx{Z]B|gԀ{}n1&f?{Bߕ5(GIĹ8>NíX/Kk>U1ul jyW˜5yܵ{L⬷y|<|f,1?}{xoy{x;5nk?{)}W1mz_!qx{N]BހͿ/a}؉1uƨ_W5Caͫ%=m^ {ٷǾ>x66b }y>[ĸYWv}']kq@-<|Jk~r<H{_xuoc;?bof>8Ri]/=}ue8y {~>,T}3)9X{yMϼǟ7ϯ勞H\7V5?}{xnsD:_;-ƞUkQ;m>퇛 `{?~7͖q{xrf)m㗧oAm19ZiSsscoL'/ذocblt{bgcgj >~gbSs~ԊfW˻{;b|O<cry9{槹/w߲n㷯㟽NgHػoŁ֋m5(CO~qVk/~.o΁ ]>]_޶OccIv8/N_}W'>~}W}R<{i'56uO΁>YY}5C2#syxko4sq7Sgo' 1^]1w_+qBC'&9s bYA<c76&O=s3A=ɗbʽ]}⬆)}{㗇o?>Ɲ>"^wyN:inGrEz]o>=U֙?M υx5/͉%NRrـ/Y^9?w:ُali?5z{ۓyS~Vr >uX>I{l[nWݶx~V>s_C)h];"߻MKn ǐ}?5O/j̝z&K?[sy#oOsN˦cO?wOc[cltbG^3}W=b1>~}9~>)2{_ؘC>y>~qVsOjl쥏_=>sϹ>~{b&a}[/ݮm/w__!{I"ɻ{S?NߞC}oדvc2}K<\|A9/wOդ{Xǟ߼Ƕzvm>~foX/=~b3 ^RpY8ǿgKYO'C{Lgn˴#wgmؼgqx{Z]B۞ϟn}}z]߰^(ds fW>ZbߛK$4'? ?q?;UtΚ]o Hx`ⳲmqҔ߸K7+n\6rEO>^{?~7I=/~<}{<٘g㴼{5HV__If}yǮ_][UW3/;]c;^bltο~+WJz%u b+OoM&i/E۽bCܬv_%wr÷qx{Z]BֱOz>~}>~9ݵAG^3}Wku?}AlC["ēws LVNr\RI>~}y>r>`~.9v񋷧%o>ys.u][c}ƨ_}3k&_߳/=k~|ž2Oݍ5֋zo]lNM{_K->Jf}99Ks }[9kS:\ޓ[vzmcԱwϟzkN̓';1f{Nwl ~wi^{?6&cNMH}zQףF)X+Iy{t -!Pc;LO8}eS>~Ns-vKRhKlǝzM;\ Mn_mwoX?'Mcj{s5{&>#иC%$(7Hnlj؛߅rmiEI{Sz޼VM#}_]״Xt cO{'\}~/!Iw5H>2)ޞT<]ؔNw>s~'i[i{wg5xkrݰO1s0b޴bވ{zA 5(Gyj?cJCc*}/{Qcކk^59T׾q{ҫ>07Wt+7cyZysyoK[ןx*J?AXk\/TrUSڪA͋=Zϳ~1˽6)>qjNnx=/Ջ|oҗcE]fN,q*k;۱˼99/bu%5?5 _ϠZ0?7n睚b5[ܽ?bjoGdo5ؓY%ƞT=1ͱ^;]\NJM_/Ԡ^}_y=8J3_^)'Ko\;=ZgB,p<߽՛<)noK3[7ⷎoۻCxW7iUܐ;j5y{Jܱ_zy:N>^$٩ ?-~>Zcly^P콧lROU) T_ GKt7<36e52>ش?/97?Gܿ:gZ;y.^J]?[3ST{k>~cyxޛᴺuz'lz*�V.mh=/{sﱛ[)kkANuzΝÓץiMX({?rg맿Ծ;yxu|F۔{^is-k͖5.!ǟ6M-H?%D':5ı/΀91<i9߭'zQ޵@,u``s0n%` =Nsu|ܻS)#a֘Rs~wzn=q}]kq%@ ` =c9\sN;?1ܳ/s[O޵?vO6 6ǔ0ל%5_ wklxw{ 1?b$S\sN;̚ #U9m^`[Oj,^_Kx;{{/c}8yN\O{?^ ǰ]^`㗟oܺm 1?b$8Wn#` q;Ưdu>]SLJk 1?b$8Wn#O;#cԱ;Ư>c#o̊蜟m1occ!Oh쥻yn]Sǫ݋?h؛U ֓Z1"w{\xĥblϱyW8rֺZ{9/Üo~'1rn~9 .'3NsM/9qO9.9`4G0_3|Ϲz/ϼu`In  |1>t,a8:qĺ֟?1Mk1|^n=69v=[1x[ S/!{m=3l36s·9zd~~}u\Of obO=B0o.F:W}w^ik00u[O⤬k fʛ@oĞǯzNO}os֜:;Gt_W@LN^9 <ɘ2v[sun|oXg0^ ZlX\"<>~qUhszO71n\,;G0ul?+b01 Wm|/L[\kcȁW31n[cr3u`B.Ľ`vLxSmh+o|'3c3 <=7 дGb*OwI=u ۞q 076+rș |=j^v.fb%@Yun.' qJ+4x-@Vl&N*7^/ %<˸LU s.lIC$S^L[LU w>lGC^a_b4db$@`KN"eM1n3b$@s`KN@>gc̉H\D=}*81nfbb$@s`b^@p,O/1n1rMy?RI1-c{gi]{k5}^3R*k4曨{s9ow{8k}R!3Ն:8^W}\*}Xe.ۃ{{{{mSC~O~̊6?$_uOǙޯ|F>q'_o)kFse%gU-ck}yL/8[g%ԛ_ϹZ{|kG~7eKw4!^q=_] {c?qֆxy ĕ]>ަqcϴwՀү=~Sgk&T4sԖkzI]skDrlfL|?ֵ9G{FnSkyfϜ_Lֵߋ}C~NLrr[sz]?ql}gh/O{;v~S{37u~}>暧Ŭ=^h'O喝9N?L=?ӯ}=z.k<7b5|ci9Gҽ׵zKZmTl7uF0RoM60X^`o\O_oKi77O?qݼ^[:6I:oB'3_Wk8gIi)?M̵~go(% skao76){kqӽBМs$/g͹uB:9J6:55C's5k]zɗM&oy>SoNۍcJ!hj*Ѵ}^4_S>4<[gûmt.>ʍ5<{67.ßr#qLY3Rr8kOv<7ͩׯrֺvr<|? ~ҋ>fvyN]Sݚ'{cֵu8_Q5]'>u;ç5.}}xeC/ⵚދZĜ3eJԽnsoѴ>\do=|9j-gڵoN[s_K4n kk~m@~>7ou>/z}R ~myNM'^/jG湳e2^>#^__ʷU}Δ{qoe_L;/Ě@ڳ 9}ktB縝6IϰŎqxoMM]rqJؚqX=;jhW_ŐMcjzjlwgӜY+'TLZZ_|Wz<)nN\_ן6$܋Kxi5?e|'r k7]c>F9n'΅/!)iVҳ 9%U?\LN3[֌k6YЦ1-o>+~Lxq9Z'̬E72?k_\/u\2n%<==b:t~ղMԄ`>wjLѥyv\ncz&+oS]sOw95Z{zcM2Թrv?yw yfs~ME}8䵲GM+=^7o7~ΛO#~kԐg1ݵ7Sk>ɽ R򕷟>)vl[{i)Zu7߯mY^ӻo&.˯L>[ĺ>~8R>7/8N}>s>7s<=H#wϯZ5~\ǞϥcjN?y:5q;i.8q;o'5^znq:/f|vX{M2vq &w _XjǦ_y.gM^WC8c߭ӉË3ʦ469w6ֱs/k|SkNiDsN '?5vl>sO}?PNg׌k} 54Sr\8'&>ZdSNlq5>Ǡq~urRcҲGLO6ߴ|1ߒo^9D>;~k?5vδB {uZzm'7څg ZZFer #So+θoN߯lOVKN{>ĸ96S{z&3K#;)? }[ާTT#rc[cI댞׺O[3^;=Lv2[0R}ʽyۿ~X>v}L"ZAcL}`9[{jV9gLgjN&X Znx]}=rzZoJܪߚqbݰ3PPC˨Law?7s 7.]b dǟSDNs#ὢ6=`k|/o־7)眶OmYN_ vb:5f߽${֞ q|uB}S֌WM7չ'^ }o};jG?}꣰On>-k8ٷ{avn^7Ѵg~/_m}I>9ǯF8n 8_>ƺ>J}#}uLu2?MR }s}& {B&m>Yޤe>5楇9i=iJㅛpz}'3_~72>~kalZ3>k>~g{KTǟQj7hN?zU쓭׸MN}ob[ߥ:{~q{oCZ:>l}9ԔccZvSs܊g=bscc89w^>K'֞߭ĺϾ]oiSwi2?o7yаMO|>wɍf۷]>{='L{ܛ^̚ށcsC OMnS׵!v]W}<߽f4s}01|S Ɣ>~]bp}?~}k\6Ǒɫgݳn>ϘOܛ^|f[529n /}u} p_Ʈ-vkFZ0}@{>h¹o[׺q{bߥϺo>9n]L0+>ß7㟸7'{uԄ|FqXQq;5^x; [7zAҘ㟵f$k{t SC۝So\ܭyrgmZ퓽n[7g&S^>= xK\z76Ywu}91ѿo\xZK ߚ#0+~ٓs \>k_ӵ{/On%LIK?c߸%Ǩ;a|[kVӎ]}jB>uF?& 7c'$sO;S6Տkx#6`z6c]gœߴ'nqd;Eevzgn Z&7>?eh/Z}zl6[?;WojG} PJ8 s֕k/=)mGjx}RY25=^OTO]KgqfNF}oL_j ׺V>|UXiǯ_UT#_qqB>_ξ%fO;3}E mGM\OTO]+垞 ;73_M}I/:q=±g9|n cլ7[sN}FeԱO{^ uY}iM=zqox'O7X{֦QTC#]3S\ S}~K:=Dp rZpzC.Z7LKsܭ/}ޤcWcwmRfjkb^}kͱmǖ>kX{=v{~8ylZ3ΜCzK}Ln_;3٫05Ou;Eg75e8sq9^\y|+7Hύ[?3yKۿF=󳥏Ju>aOUsLܼfZW\í=}&jz37CO6˦>]'`{]-uI%oJObxzp/. uX{ڶ^ꋵ~SmxR>~}Sx}6Ďc+ǚ}cO;u\>5wV+}jIC8o[k߭rYu 9ǭ~}.5njE[Sk}'Z}ǚRǟu{ii{q{?=scf [z&;xNZ)cn{ &yco|{uɏQSu=nZ[qs;'Q}Δ|NZ>~ʔ:>'s-s'r@Rb5q7ܓ߾/.ߺ/fʚwX{ά=m13j d/&'Đcu9I;ǯuL>|M5֝/n~{ے?6m<3/Q}ΖNQ7խNMќX;{m}qW[{C-&e{É8_nK =jj :ZHOߛ~ܗ15yo&֞r?[{dj UE}f,e{ܴmRōu?y:>dcx1ְ=-TJo*87wc{>_~=6^A>6V}"^xݤx/~Z?yjO;߯}_|{>5żH=IkOS cJe&]5^)}O5$yݟO{cZ[E~WCkn>%^>1'/5]i9v;OX{5=<{ h3/{s#_|^zr:޸'۔Zbm4Sj0rԖk]7'7ŷI= 9ʹ:۵G?87buX Vz*N>}닞8O)\퓹Wj 5mK/^78wm=g_pZ]w´μ|\KiӧД1^jV{w1$v)u ܫq '()?'ۄZx!fN ʔy&?u}t[N]7=oގUn[u)QyOIu[nZp~~3R K'}7j/y7"Mn/fn%ϰ4诮KnikӍXw;G$y{#y:}ZXݛjS5ljPi,Z٘Rkz9}3b_Ž= m"85=-v-{%/]wM!o{5ٺn$ӽHof.}/ kݫ+ߪo^K!zqűݺ~Z+y O{oAm}>p>7?Ei񼈑=2VܚO|yek8w&Ϸz>&3b:FC/@KWqYHwMWfM9=tŕ7>m[a ul}gիKWc6{|oyJf~zN͕M{r}ı}nka>y{ciuX^Xkړ61C| 7߳ǁq L^GYb/@8˵wk9wr]{uĚ%ĊX מǵq;=K`:b{bEskOF8r|%af",޵Os wq`\k +pyc`S`\֑i%779ڇȝkO:k9ǮS1w $ &"x9[Rα9X^f|kO@~GNs1yN;m<D@"voαk<{ A~k"ɛ1#0Wkm9v@nlϵ?rU0_=j\z뫵yOb~} v[3ap P~XkwX4{=}\~k"ƌ>~`n,jyv0_e]c`缶f#`]&b_v/`N/_Jh ~~?ڋ+0ǿ k?u#`K΁_ٸ>Z;~ `>5lu6,u/05fWo?ز1|ɱ l\:ܞ`>k 5l`Z c_`OdD-ذuN0ְ'pf/`>{3^֯/^|0;v9Nׯ|:0}?X=`~`>lwlWܳ_/~|096ρ`likcr9uϱy8^p>k/c>?liضi|zok ײk(бˁ0s!\=`zj2}=ܳ&i7K&sO|^x;oO_{ܹt:kO[7\Ky1u5gJ=)cgںW{9kkz̘bkq>7n]ձ6/׍3OܫOuCL lg&EBmebf9:WGZwҹ-No͉-kr Z85~ߛv_O9uzh}~g:6yi.yJ9ؿތ#Ġ kh|n޳_9֍9@^x(.1u>Æ`˺c͙s/)qMM2i= ~2xz=9$ԩkބH^DŽyr9M 昽=RI}&-cO?3[ڶ&Zcї|^!6i6˞/sٖU[cIZ>,^ML?.7Uݣ1~f{Fm͌aZv[QݔM'^c֋5_ {VZ/)o[L&bↆ0խ0O?iN uuv{Z7ySR֍Ok._}/)gH6K%PM^źZm_w9抷j)֨֘{-ftjܲ59d57Pk0iunz,[in5㘛kl:)6?d汶Ͻ[dBҸ|!I\7n_K:s[r_ϫɶyTXsK/ukMlzyBѸ6waؽ7])1^~5'{r I>z{߾xbSo׿spdJ Xu^'χM1}MW}cR;H=̛kމkj<7g\Oo[vۺqZЕ߼Dz9O☾Ե^;ḩy2O|滵|߷{0Xۮ~rNػw@b̽`rrꍵ56fNMy8)|&I1ݎ[.=nغLsOۛ s1~%k ˦>?v'}<`JczY7Qro㺣N&N旵-Aɵ-Ð\~S1]_oڻ@b.X[ƣ0^뽿 uM͜ẃ&oة׼֖M?:Gck#_5T{ [aƵlS }jf=7^>{M7Z'~WI7u#|y];֜˿;1WL-ϣo|aؽ둻/Lޣ3s ɻ}aubMIS7NOg+s܄coG'綸|辖qc=O'kk]Uo=o`ߞ'٤8Yw2{5jMz׻zu{1=yiˁ\wC۾rƘ:F9J;ݤ=7hI'}Iq}-ks2?#yѳf+ooONdAW9bʽuqdj̺sISkq[9yn߸N/zu{q=yiˁ\C˾W]O)k[/|U[O37l֘L٧~^ }s%}>6@ƽ ֍qw;}OO߫v΋M׻z=rbI{ҖooäZۍ0(}cg:.}Aqо7 >~uc~I'I<ٺ4alZ'ֵnuq_^o+5MɣߤkѾۣ@bܽv~ԒMg-F;}.cc>6!i=He<?o۔><1%G<7j]Ƹkm[wܗ8}nԉr-{N_|\y~|'sLsf#lǛ5/ꄛZ1T7jrVkG3')N-+~;7d7lBMu)d C'5y9Gr 1ٟ-W㟱nlO_7d{~jSo)W99?f}΋{W$6ɬUL\g2yoƱMP7˧w~#:%6>8W>~}3Goʕo78㟱nlO6ǿgOސ!\L秏_xSF?ϙ]Z߲w?^{r I^bʼlYǮ7aVolu,?oL03)ݟK+~>`3}S oE=? ̷ZӔΜ4k܃ٻ@b}bkOs )`3}s HM/~V'^ :VV3jX#X+g@bŴy cZo”~Uy뱫5n0{3X}}9Q4׍9CQF{LcsOrѴ{~jS[o)y>9sҸ?~ {wv$6ɨ_|Ajms D^{y6Mǥ|hkc~ YOOX7ck4Nh!G\M5BXƝDfNiKܫXgZlM:}jm[ͽ {m@[➃>5|迖kcM|{w_зJmG?>glroON5kZSΜ4rc_8wȁ&߮_;=?N?k:c}=>ݱmzpC,=esD}ڵ>wIu=@O>ѝ{!!ԉ^TI9ð4GU3y-w@bs߮>}Y?oZmjO7 Îe޼1'8N͖<ŵ{;377?clv]Go<~O7{[i?gNw]YkZ݉9ؤsohYnӦZ[ROƴxfzѿ3}jOSrqwOS[Gq:8;[$mF )߶nLE'R#ֺVڸ!ԉ^ 3'bM&}{Hly~oYZ>{{V_c}Nsjߧ_>>:|Z >O }7HQ츳̊Չ^j7 ]Zrϩiڻs Iǯ֦Ӻ7_SwN|hkL?5[ܖ}W|f߼nLEYQ#\ug^Nk=w༫X\{s$6<{2y7clo~FUܦ_w& k6BsY4>w>>s}3֍_]r2V{kGmF{L\C=iy䞟>~u{BjԟG3''7IHywʁ&}1ɭu+57{dLқ3vN׍kwS>oyNոV0Zed}9yұ}& 1L[:<1\;'ц{~ Qܒ+ȣX뻯glwʁ&}­Duwo)I󽟢s9׊cn۱Mõl&yu۟8:k:OwnLiiXĶC_[

}Mj7I~{ǟz?_-Khz.齱1g*qǿ  K9^6-1`KڶFL5ZSqєXebb ug& =I~1 xstE<ߵg76^7o;s;R7)1>k>5S{z$6y2 {Rr)>m^jitb빟/zN1Yr~ul|-k$%IMqQܙ.[Cjcy[ϙ6>~}RiM xԵ;ܱ֜r~63&l ܫͩ߼>zwk^wk&lȁ&}{枱;ZMz4q으Nc|6O!dΓrnsdr0bkvֈf3ާ }-u[FyI;5}_kEoiǿJZl\w9UmE 5TGt~{>ߪkXo^oΉ޵DI9$gOx}͒sWn5Ms7u?^^帷ٴXyv [byjoЉ<[{r[|O^]ۦ{#'xzO;8-yjC1$=k9O uzq;ȋжwE$9&!9i-Ǹvw+/J+^peoޘI~uEča/̫n㺱yrrzw[ĻյH{g͙S#~Ց߽j{y޵>7?kr:yMzS/֩W\/sXԚpz ZB^xr˩{URBr?뽨dR6)nhɱʹkپw'oЏ{>_ :n[;\x|=7ֿ=>Pjnlm82Ի'jy{V9ؚ3j}ަwEw{v krcfûnϳʁ& {BXjS u))v[~{˓{JKyyo&Wb=iK6S<9!.yq|q;wJ z{h[mErquC?.)X>y)t[KhAoKں/#6 ֯iCkZG;3le5~]GN!8yÎuM>٫$Ήg@@bi=1}<;\CNEs1m9~΄zNzNd-qC8JmZZų9Iq.97k~^f3{ 2Fa1v>~=aZ߾&v8[_{:gOy < .g5}%$,Gr\[O:w#yZ!H!⎸C׼9!߬ =t]g@ ĥ }3FA}yc-sBqc=u qI<7myw0faX6o%0'\;U AYv/婀j !7R0'0U A9v/倸ôj !7[R0'0`-ؖW΀+.sƞ^Л?SqcB5ov`Na7ȫp]gq3.3Ɵ^ЛCSqB5ov`Na7kȫp]gxF|:ǟ^ [q)cB5o`NaZ1-rq8 7AT@5͛k)r:*Cu^Ǣ;f{ǡ߽;Ƨ1k^KO"We~Pn:b&}s#qqm nc i*y3}-udpN`oÚ+xV 77&`\c9:`b篻{ ȩ:ry I;]?PɽhS!ul#0{/ZK/|y[,vOԌ>ɹ>s#ql<7 XC6bOu=6}&3ūgk q!n` X91%a1X*}!309^s#q1S!u#`*a/ N Sb ȱzr͹:E>@McUafcJ/õS@5=oX>N |rTHƵdG3xڻ<'u߿I{.vпyMHSX6#_@;G`=fa ipjmF9F `o,NmX+GsqdC]ځ{x./ܬgkZ?p9u55 k9@S=j(^kXG{zֲZ x~oWxjo^:Sfw><5 k~${UPSuz3f%b N'x~=zD\w9#t ]BzuD\w8#tz@:"-|̌ν|t31]L^R.m^8WM UMA CLwϝ{-n[;tы: f|dmz3 1hu֡ӝ{iY3p ;;fj71X,?6յJʥ^n23[ s{0VϥA,47e`˼|O6A[/c3}xd /L[ש-~/ׯט~_-iL7}}qzNv=*\)uv_^ϕZ۔մwi'ǭg/듉[A{i<_hZZn#RNz0'thBmRr>&:{o^i5:„}G8[Ws e,5e߼ҿ룏F~C-ELֿ0[:Ѹf%߉yS:ɖK[)n}}F9nQ;Zsq`7sCs}؋])IyJsouiϺk5vQ::z-'8?Mq7L~Gs>N /U^u~pzep+gjYϚ^8'j oI}˫U~ɵ@z &=q7^zXs>KJ}Xk1ƴ}0SN~q~qn\cG? ɟ?i_GKq;OiݤrZ7l?^趽v{oi䞛z6æX+n]snfS]k8Hu~ߦy{NoIܒLs2}%9*7Ke3 ׊~rqGsufC8'/[[~<&q %ݿ7׎|ֿ}Zo[s9Vkxv>=K>yn&N;n>:NfzysN:jmĜ !k/w]zj6֛_)s|9k437t>pK[ǟ߿f)wk΍#u>iќVk?gM''s3'ު׫7sYV{n#|3bOqMx= j ;Lߦk3/j^Mdqr_۩|۲֐ }_|;7zgבR9vǟOkm;mmnϿ}-Eݥ^?kMmĜ{ !Ry߻} yʆsouVN=uͷqyL< 1k~m7NՊ_֕s>^A}>~5j2sI'WqN㟻giۇ&vqzWsPhk'/ԫ')n<+/8}]öeS6{3M/׮R>̍?_}n1ku/d[/ck䴜A-^9Iyӯ>~}>~}SzӞů7Ƥ/ԫ'S?&6bΝqxV_pzQ{!OQs4mNm5יĵ4qMomg?w<~A}MY>bM-u5aҶms^9r>8 &6bvY>~y@ҳ'^3= j;Lơ}rWw8-G;Oƪ>ܱ46KX^krb~32>9>VoG6Y Wknxǿc4ǘzڤF}NzV_j~>zD-C~[i8 +GjSwkpǟHƏW}5s1L~Y?|MzF͹1em;Δ40g۩#$g;sGeSv{3M]F:9G?o~ߵ瘞 ɑ5xSgΞKmg8i2f?|Mt#w8h}0C3LmĜsy|D-C~[i8Ok-n~/sl#ɑI 7^ެ!Ǚ?en_S$Qǟ>_;1>.McmZn#c[ڤZ4!OQs4i'9R4?sy}JGlOZSzՑ63^܏'=}ƭz532Ssʟ|^~}}}-u?N̙0ǜ{{>ojjӦ?)֢1]};v櫏{FoG}.?ol>#Mȯ%;OgMϴ~|M~kښ0Z~H>ufn#c>x%meSv{3MΞs}Zr׆~϶k֘ǟyΌSUGZϸ|-ߐS&_j;uzoGz۫9cOuu3|eS{3M=q>-__? G}>z WKΕ7W>t~{Vo<߰'mkcn#=ΜvF!OSs4iݺ\c}߱uc=\KVLgg-=51+77 0}W>T7{ښ2jKol^s1gGIvfϬ} yʞsouI>'ט>ڧݵm~Nֆ9tmM J޾F?u7Oqi}-clM\7dgpj;k|$׼͓[j1g]=K>T륏\L<c> kcn#=ΎƵ>LZT>kqcZ{&ԙw673}޻>^a㗧lz} _>櫏RfO_;6ǧ%? kZouI=C㟛}z%ݳCY|ud`8czڤF{⃳} yʎsoui>櫏^!a0iH<ǯ~_ܜ'g{r4}ss}{oőm{}Jx~;'i1&o"l=iNk܇Qː9Vg6[ks}ncko}5ZϜ;9 >9N~voO{>a3'SޘoSAk|yO\KfڕW7y_!OVsδm'g|]ۖKK9o~357rBZz/7r-MS<ۮwQ=K>TM\)m~um&N<_hWOkSr1)$g;3^I>l{Z{}hj8mMuN<_ǟç̄F&v߳ɽua{@2)wνՙC会{LIu+<}}mϚS$wOb9nos{MJgOmљ|X?wϒMMY{Sp9Xﳡ^?aXۈ9g1O's&5>l{Z1nu [ؙ_s5;qowb=L=Kk>(k( sXmWOkr1ggyzrsqko׵}mrB';yjDŽ_յӺë'6^{ܟu춺C5xۚﴳ)>oݳ;`Ig}>O nSnz^/yuȭk78{>z㟹gIه׊:oe {iqR֟?֚s18h=^}ibug/i1Ν{/LO5IqBΞW4Ӧ߭z{Oϻk7~Fu[o^^3nZX½|}O]r/sFrs~om)a~L,1dB8mMNWyq0b̩O?a^\O^{oY18H=Ǟ99a= _`N&׎{3M'֔Zz7dK>7<8uw+JcgT7{1s7s񺧮K8ؔ3/$֫'5X1'5SsKZ6|dwlwZyoܻ41y}g0;c-7{O)swɒgK_zU_DϵҾ;:0=N O9eB=,,M_ZqzrFq%)k% 1|^?Mګ9gؓo{9yvִFw8mS>{';w=o7:GxjOS uSe~5ҿ6go)ؿ=8> 7X61?HSz-=SsNp6V30.[ϳ(^Ă򹕇tY=wsfŞ=ڜt>$v\Ӽn$c\<گߦ{ϷT?m-S14%>SLN.þl?}[~t/߮kJ3r?2V'I7{s#)&r[Y_A̙RcEuۜt>KMk^j-^s"O"_Ss9նo"^m MAFo&1Ƶ.mђ|YohR"_:ɩbϒ;.Sj /)d8hm9=!{Ն򽘓hz/)= }yIjXښ1d =O#y:GO0`g٧b`r0NOӵsOO('b cr?sk/!~y G8wе۸!~y G8ϝ!]; {9 -`~` Ah&f`Q0NElsc@sgOB@q-b 5Cs9?r@l[}uМIP޼('"1=k9}֭5g籺=19N?[Zƨi~`-nټob+\V.k bc|д}UJ'@\\81Al11>> Z=>~@|{81^uZXj#``Iyd1^ _Ȝ$i ktQؚTsQ#s{ 1O89=NAck[~j3ÞdNy='8=Ns^?1Ϊf {``+9r#yYՌfe^~3z>p~G?ܣC>~_(8O/oz*8Ǵ>~M__-;|VվR?_{J}F_)|W>f]ݽՍ3a6NX~ ;^]s& (7xNϋGGKxoso]X7Z/5cƵyog?__GO_gc>{~=W)~L{ysczqr~}YxIesk=eK~b_Nk[| }];\O+Onm'+>}N_a{MԸ=9lZMi8uXw _c}呯Lܾϓ֐5d:PvNw;^mat-gp^yɎg_m^s[b5!2%?7){(5}-x'ɱB-)c.o}O_!N4 &j;ML=z spݫ.yYu34 \m9o?oCmuiGM?5$c Z;K~)9Rki{kLcdz=>ך;!Ɲ\cOkc:q^N޺޵ML^uj_[rٚG~~zἺ.i3Z+ryzĽy5>L9kx8['wc>l5ujŭeb-9s y3]鴜9oEz4Źqә|ݫ:yzzS>O\вA[f&}7%ߜG ?}KR`C67!oքpnΟkʴEKzkЉwcP+O'ֶ {5ې{|37en%<_M¼{4/ZwSMk}땚?c{B͑S瘘G~yw>g7KI>?hwL\W!Öۉח޻Źޚͤ/?'ĸ[ss|}= cfҘ}m;/)?!g1L=򸛿םOw;kSܗlڰm#IٜGW'sb?}]gYyzDFNx\dF>"?'Ÿ‹gy^uC8ָ7͸_GJ|=Ղ}'q#G?/Z kg{);m}W4G&ɿKW;!yzDFNx"\dN>"?'Ÿ[rs|mm׾1o;!wL.%9ss|0;W}9>yz'}lm/7y:G瑯/~uIVʼ߾gGdI|&"s 9Zğ =;~M֓s 7mm '~Jq3?G?+Zz:N='7G+{ʶ?yNE߻ŹȬbk=E~"nOqQ,={ kr_o~3uaO+Zz: q}sd9ڴH=?w_27ФSAOM-Ef[)q{RKaguoM>{rߙ7u<7l`>.|Dq3?G?+ZQ[悵fxydOb_83i PHy^X}S(owcsYyzD^Y㟳W'ͽCOrf}s<4}j{Tnk7? ^\WOώ9y^ƄuO3g q?sE%_r23vMќg%Jsok8w][{7on]+cWޓZw[~8F7 ]~v>_w]5`J]g!3c̹Hxv^b4-{uӔ7&g߮ܛ=7S}{kr~ }j;TݜX8)W0a'iONMH=gۓ~cϤ5:s}. u23vNK=o/٫zY/?N~I7Ʃg޽7~/Cyd_F|v]& 5yu$㟷m޹޵iO{==K7Fvozf֟Zӹqe?τjC9"̪s%}guP׺ٷbQ209{7y8ٻ4}%oA,ƌofGE$mZۿw_}r1R-zg{soԥ7]mTϚ\wK\O LIץ5o%=XC{ƚu$#^G~m޹޵iO 1joEb?>~q˙ƂyTZanힴcgǿ+Oީl :ֽzGf33ydf|]ZVƟyu$#^G[N^ 9>k\dZ4'?1NIƌ#w{'R.[Cγ#צ>)w]޹iOi1.Ke[7Mӿg޻g]WGwKϸّ jq;ݼZ@>{G΋R}<:QJz s2Oǯ_~"nOqϹ}>1\\zlC'嗻c㟗Zw:פ߼\7/ߜ{~ȳ<߻ԺXC{IyiJΤ_>g[>-oL3][}syȭ1\7H[y1} jq;ݼZ@úz\5hoyϮƺDui7>~kȗyu~g/^}{ y>Rܤzڦ}cuS.r62ijnoUά?kl5ׅ^{mj< jq;ZuU|܃= ץ^0ͳ!֑xܻiŹΔ/?'ĸ=S?߰MEǟƦQi~ߵ'ywէxp}}z'nKX=gj;{si|I[۰o j 5}wCl+1s:t.bq^=n7ŸuFFꚩ?Nź9!ww! 9>kdy@|ϫXw炵׹Ӿ/3i<܎-׽ ek?yu$㽷݇I }#9>\dF􎕶5)Ɲj徸qNϚlO[}Eנ7Nߴ؛}C|۴Wy_gL~M{Fnn=u.Xx77鋙7G#s^]}i>`{u\K=-}#SOy-y–:;N_S;cZ#45yi5\)ƾk/@Kά}Ls2׺>Բ6N\zgoڶYNyGK]OgޙǔҔ< Cc=E~bmq?GF:!wl띬M_٤x{r;&q}sS jؓp9[+)[߬wysz4?e}oI9"/|훯zqY,ͯ-y{Z/?;.&I)gEyBydF5-%V:olJsܱ&u89OM5[kU^ǟfOO7_'' z7K}=D^a# _x֘cin ͳ# u=5oas=[ܦw27Vbܞ:'k[{oob1:z}2V&~5zύ'V';9>^?|z]S悵>{s;ȼ}똑5ntk֐ku$5Liy3Z'ufJ3!OKDž5wO{UWm͏S-o|7PhqucrER[5o>Z\rc{XkS^Du}?ܯ&?gPyf>%V/w~&:&!!_u|LW9> {oiyIvŸ/ri}IwnOުLSrsWuS-97[>NZ.6)N?4f/YS{ڄ9وoox&_Sk\$dSEs5!ƽEM&oENcu}~QJuؿ'Kv[M|:%߯)k$_c~#zpzgO;)v'b7 s$)gMblVխ{^~r;&m䜼FSsĘl!Hp:?θ5wz{}Owl8H6W8y/Oũ91gmmO#xFnu>H Mg3[]|6\;'l;_\vG}oKvl?ֱ!ڰl^GRpN~u\kĞmq}dn~bqsdaݴu>y_}Z9{Bᙓ ߒ{06/ζJRn;/ݴĸlM7^\='? 2G'_9^Oƅ|0@n=&;bfυ{~{7 r}2.w惹r#1q]\ / emjk|c<`}2.\/3k 0?@,Zzsq`.{L0g\ /@lksv7'szg> 75ź ˙?~c{m\}.׎㆞d[sFc亸.-@^@^0fvƮ{%>bw{L\ź H,ڮzsq`.{L\`mbk>kqC}2wy惹"=&س.-@^$0f}Ʈ9^+;`}{{Y ?b[^ =`rmx}>c㆞d[Z?X1u 7b-/cg[+߇g0nO;\;ZcбFa-/cwǨ+<؅0p7>m}bk@Dwغ 7?w.LXJ `}ȈQc:u wAN9$O1k9Ύ\0p/Vu OKxKB͹G?Ʈ 9c֙ `}ȊY'_uny "/`~^ 2Gcszg.]:76_|V=y)/sJHг/r\0qkkb.s/Q!пNёC_|=W{ҭs]k>l[|r]Q8#,Iuo{ `}7s]Z@L~' ^G?zH^u/pU޵tMϝwԮ2-wn;'Ԯ25n9<"zY>gQd^s:s,=6x}Y=Lpų(2zLZ?_EwwߜxE޵WIw˳(r:|C?<"纫wLkzu?gV>s,[8yo~7EZ9o?_oO{_vo׍Xp=>{H8H;CyuΚ۩n&rϝ`Nˣ *댟9=}Eӽ;Q'~璘\>wn_qe<ՃԜ|7c(m~&ͯ{y0aϣ?va>=n)5W￭ߺ3?'{ uڤN{JN׸yfzv 7Ցܛk)fZ9Y-FJΙ(՜[򠩵[sXl3grT?tcO1O@g΃)%p־q {[sx'|W%q.7Աzz]xq^M1MIs"e>Ͼ8j;ν2qK->jdz]t&,iI_|O=jC{{Wqn1;1IlMϕv|/L~kG/0ASr{!了|C,n~|7^0񖐓?39к{Uot.v7Sjz7 &}園ktg`ޖW ui '=jʸ5둭[z]n~_&>YWSI.5L ׸!VImk>qY߮_̧ոϨ(~|ƾm;cyc׺P}='|ijK~Ϳ1%>ݔ'ܣ͹Լ9Vx7MW[4\:(N~>>}&}=+,-F[{GԬ}_ߍR{ݶk5_6sga&fV^_~Igk[q_/Q{䯾K;qnץNɽҧ|_nݏ`Zb64n(/6k={gu򚼼[jé[dY5kgum`ql 1=Z]ӧ OW~WxߖL=vj6z쑿̿'\Ch|:wLO=G}^lvmїI9\:Mō/Niavb.6rg`z^6w6K׿LOSs}{شN\W_.as'5ߘ=v*۟:S۩pzm1S{R_}Zh̯s| }R;\:3?CsyGk'q`=sZ?}kgJ׿l_vsk?{'>gb6ړcNF>[XHezzs봱9?|奻| `>ubޚ~ޚϓϥG{oZ܌3}>~57<)Lͩܙ8W$rӾ1'hL-H+R>W!'^ =vj6[ȯcƱ!n3sC}wuRFNNU uϥہxIjvּï>SlS6pLYɄ@r5eܷӧ~F_ɟvσ>>dX_oz<+g~OL-g^[$oy|9=|5!~. 7Hf]SI75M`p(6̉}~քuF> >ukO?oO!O\)=vj6ϓלpKtڙʶ:Ojwsv=m~~`^5ie'[{ ׸y7k{5ux5`=mk ^ZsϨWSmz_ͦL _?yk}q9Kg{-{-ej%|`uJή3?Zū9nkvLz\oS?s̿77=Ǵ ozl7쑷7M㸩Y۱>۾a>K'{_Uz{U9S_̽vVkǯjLyEwL`b\o ۉb=^ŗ^>}q|oU?if3NMkY_̈́{{7lU}S_jym?>y*5{yó(7`JSL[s~3i߸tRZHx{YmCOj6uZ4ix['γ 9ƴ3/}s޻?߻Zsk}S_{6]kܼӇQP]OI3^8GyZ?nqW]5vgzֽTN_pSYk>o_)76_Z>T:~ξͫV_Ͼ~(ȣ7'iΪ94oLj%iyUʾx³ݷܫױs3[T>˝Zgw[ ߫sJ^:=;{d;y7!vOuͳ_kū `Y?A}eDz~}{ɯƘqoO>~λޏ̈́Μ{/^1N}唼r~yqObGB]Wگ˱ïogRߎ~#Vq?UOW=zJl>y /Ui'jZgzw}m}s攼tv2}sSk:sㄺ>7_\kj5^MZ?k~oωǯ_3S^f>˝)q}ւmcW9%/WOO稳Wz5}=5HS&׷Wqo[XI?']lzci{Y:_>0}K{H`~UT='^{ig_\VگgfLGN{OqP~/Ɖ8m~Y3Bre}IPǯ[Pl[gN>y6}^kl^[u_SľoCMd5:!n?j5^{ܞt^t~_?s̷ g%ϸ"' u5\fn"'Iq5nw+}of5j㗗Nݞ`>5Y7S φoo?>U\PǯukXӞolyDܖ th6Ǘq_-dsO@>*v=Tfn"դ>ol4K{nO0e?s[\Pǯu'OȍSbS6wK#_>q^[5S'@5n-=@^fc̪SgC2BZxKߗxW7kzkjWT}O^ƏZnamǯ{o[Kǯo8U֖jpC{Maa~hz~|Z}@!fL9SՁw_O'מr59u͆V_[}rXb͝R{MQ-e˸ǿrk>}m:y0NF>i>xWoMY>{lWֵT^:#n?6:%y}m]l?j5^;5_Ͽ߅X?}eLg4Ͽ}bqum1nKϛ)}GZ5i[Mlc>xx<-7JnNnC?qIZ[u[[k'=/@K~}+I~z=mѸN~ooO|Ծ{h_6)}v5!hwW9/^|bxKɧj-M|݄::%yk/I2én?뺤^ꆳ~q0|3/5;44 ȉc۸?_3֧;q2mM~{coC|Hu7'?'ƹk'Js/0-7:UOݗ>Ov'ExK'r .-;y^՟RxtOH8~^%3s;?m^zmnmXדoS|=~/u?kE8ozwxn\88NנibOʉn}ƚ/';y晔qO=2}M 5h L~o͟S%{k7?gܜuͶ|25뛸ުo^iV^O Fqjܧ|Sצ77}! 5ܘk΃Mk޿VEoT޾?/k]auVj̽5}⿄\F Ux}Oڦyz} M});Iu}_?sTݶ2~nR& '>"q]L-o|nz|ާiҟ:ƍ39Q=%+MY=ϕRliNz'5)׷rO =6֤3'{[׼ޛ}ɿtM^?Opž`BWyKjoݤs)}S$ɵ69 uz>:$ְY;WҼ~cmO7SnK>;LM;1SֶԳS7w>-ֶ={Z(=yg5čEC~'u; }o6}_|Lz6o][g7b=>˚ztb̾S;&=_g$͋fI>|:>?O\#5L|^ɭ3s-{W3ګ7kjo?Z۟G;}$omWsnuycD~e]my9'_\sxs%DR$<=S.}S3R_ϓ3^ߪ9^wy|5|7u 1v<|SIǟjg1Ǟ̫7o,w&_wtw2j\[?ig59gu:x;|kߚ'quFZv3i)&֫W5CYʟ׻e+ՉZkOԼ9礞I`ί#;xӳ }P=gUSޜ,zv8ס%|fH@\>:`&%RgRcOiR֑_ҳʝ{M3S70>]:5SMz`gޭZxb"o&:wt 959i5:l=9u^qZm:>suLzslju4VUImuCb^8$[.(ξ@>??k9d;׍= 1.TLj=~לY1uܘ~+fŦ< >=~Xw0mn=Ŋ<)āNW_\69sAnsÕx7F>܉1>w,9sAnsÕ7Np'^ |!^!1``޹x _A07y{TدwE@m?_yskΌnip5nUy`>܉1>,ouEO|E07y @>܉1>=~ȮrH,Xw/z+ꆹ17y@Vu ^Ψ{[y'?=~kΌc0n$"59AU;˭Y:3H<`_G]P.u#& V%򀚵>g5gxɵ 8 jL\Tkg}/ԝV+rn:]jбn[DMEmieAU*phFV`F FFollowedHyperlink >*B* ph\^@\ Dy Normal (Web). ]^CJOJQJaJNP@"N J Body Text 2 0]0CJOJPJQJaJj@3j  Table Grid7:V04@B4 cIHeader  H$>oQ> cI Header CharCJOJQJaJ4 @b4 cI0Footer  H$>oq> cI0 Footer CharCJOJQJaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ^-L 0247 Yr &(K)*{-/0E35J6`789:x?AB[DEKGEIJKMO@QRSU'XZ\begil ooDgKQVZ]/di~ov}Ӆ͓#[^OQTXZ\acefgjoqv{.= @ (Z}?rg %\' ` !!a!!!"X"q"""'#$$$$|%%%9&{&b++++M,k,s,,,,r---.;.J...... /;/\/_////0<0H0000h11p222L::::: ;<\<j<{<<<]===AFBBHUHHHI?I[IIIIJ#J'J[JjJJJK KvKKK&LNLMMN"NmNNNNNOOOeOuOOOO(PWP\PPPPQ*QKQQQQR$R0RRRRDSmSzSSSS1T?TrTTT%]n]]]^ ^#^y^^^^!_2_____``T`l`|```aa/b@bbbb>cccpcccdQd}dde+efgfffgVgggghEhhhiBij=ktkkk lmmn*nxnnn4ooBpppp%qUqcqqqWrrrsYsttlttttu(uuuvnvvv w;w>wwwwxxxMy{yyyzzezzzz { {{{{|D|G||||H}[}^}}}}I~~~${T|܁-pgjӃFل A̅AC^܇1k݊Rʋ8Ҍ%kt[Ď 0mt*<Ki ^XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX*,7!8DD@C(  \B   S D"?\B # S D"?\B % S D"?\B 9 S D"?\B @@ S D"?\B C@ S D"?B S  ?>']''''(^#Vt@ \ \t99 9rt%eietC\ \t ?tK _Hlt206414678 _Hlt206833066 _Hlt185402984 _Hlt185403942 _Hlt206833071 _Hlt185403121 _Hlt206833078 _Hlt185404006 _Hlt207777017 _Hlt206843555 _Hlt206843810 _Hlt187133387 _Hlt206833086 _Hlt206833092 _Hlt187134434 _Hlt205043217 _Hlt206833103 _Hlt185403179 _Hlt206833115 _Hlt185403202 _Hlt205043237 _Hlt206833399 _Hlt206833614 _Hlt206833660 _Hlt206833686 _Hlt206833995 _Hlt206834179 _Hlt205642965 _Hlt206834317 _Hlt206834483 _Hlt206834643 _Hlt206834738 _Hlt206834853 _Hlt206835097 _Hlt206835192 _Hlt206835262 _Hlt206835288 _Hlt206835346 _Hlt204965010 _Hlt204668056 _Hlt204668104 _Hlt204668221 _Hlt206835471 _Hlt206835501 _Hlt206835542 _Hlt206835579 _Hlt206835691 _Hlt206162935 _Hlt204666806 _Hlt206835823 _Hlt206835835 _Hlt206836242 _Hlt206836004 _Hlt206836298 _Hlt206836696 _Hlt206839859 _Hlt206837123 _Hlt206837216 _Hlt206838263 _Hlt206838649 _Hlt206839296 _Hlt206839035 _Hlt206839372 _Hlt206839691 _Hlt206840033 _Hlt206840042 _Hlt206840052 _Hlt206840060 _Hlt206840153 _Hlt206840414 _Hlt206840677 _Hlt206840842 _Hlt206840953 _Hlt207427628 _Hlt207427564G Q !!!l"n"#%#$$$%%C&,--&.W/22:;c<<=iH"IIJK-L;L?LDLPQTv]^^`b`` bbPc^deqfgg%i[kknn6op6qqrgs)rd_@@@@@@@@@ @ @ @ @ @@@@@@@@@@@@@@@@@@@ @!@"@#@$@%@&@'@(@)@*@+@,@-@.@/@0@1@2@3@4@5@6@7@8@9@:@;@<@=@>@?@@@A@B@C@D@E@F@G@H@I@J@H R !!!m"o" #&#$$$%%D&,--'.X/22: ;d<<=jH#IIJK.L>jTjThh߇߇_     bQz @*@*6699<>>oToThh_ 8*urn:schemas-microsoft-com:office:smarttagstimeB*urn:schemas-microsoft-com:office:smarttagscountry-region8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace9*urn:schemas-microsoft-com:office:smarttagsState R= 10111213141718HourMinute6="CF`d=H,,90<00011>>??D DFFHHHHJJKKNNp`y`bbfcmcccccddffggghhhjjwk~kkklln$nnnnnoo*p2p7p?pppYq`q6r=rJrUrs s ttփ݃ot(*+-.0134\_RU!   BL ae;> '2MzHN*6<HT\  !!U!]!""t"|"A#L# $$&&''6(A())E+Z+--.H.'>@ @BAFAAABCMCPCGGGGHHHHIIJJKKKKKK'LPLuL|LMMNNNNPO_OaOeOOOPPPPQ%Q&Q*QQQRRRRRREShSiSmSSS2T;Tbbbbbbb?cccfcnccccdRd}ddde*effhffffgVgggggghFhhhhiBiiijj>kskwkkl*lmmmnn%nnn*p@ppppp&qWqYqaq6rVrrrrrs s ttttu&uuu4|:|փڄ_܇2krg>Pʋ͋ߋdЌ:@Ž ʐӐLh(*+-.0134\_3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333378>.Ld d Xr !2!?!K!P!P!a!!!&&&q''(( (6({)|)J...L::::;9;<k<o<{<<<]===GGH@IDI[IIINOJQQQ RqSSSjTU2U`m`p`aaa0b5b@bbbbdcfcpcccd~ddd,e@effffWgZgggghhhhCiEijukwkk llmnn*nnnoooWrrsstRˋ͋Ҍlt\0u j!(:U_48>d d  !a!!&&{)|)J..L:::;<k<{<<]==H@I[II`m`a0b@bbbdcpccd~dd,efffWggghhhCijukk lmn*nnnoWrrstRˋҌlt\0uj!(*+-.0134:U\_ՔqrBn9dJI I4yLbJH"dWAvWTl^y*^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. TT^T`hH. $ L$ ^$ `LhH.   ^ `hH. ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH.^`o(. TT^T`hH. $ L$ ^$ `LhH.   ^ `hH. ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH.^`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. TT^T`hH. $ L$ ^$ `LhH.   ^ `hH. ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH. IlLbJn9vW"dWq0 @CJOJQJ^Jo("                   D                        (S        rl        od2k%/N k ; ?EzDyJLJkT 5CqA_o}O<XFPOn o px M#Q$,%Y($k+{),$-o-"/@0f151Wz28<5\5F7p;bW; F<,>`>?!@ =@C'C3C QCMZC`mCFRGG#LIcIkhJLfL MKN^Nc Q RKSU\U-V;V`YVKbVG{V(]WxX5XR$Z6Zw7[h[w^!_+/_b_Z;`wCar;fg h7j NkW_kBlnkl,mmO o>"oF"s,s<^t3_tuu-uxxLyzz+{x{T~&-J -OX.|l%>>BiYb (J%Fq C$'^jIp 0$;<qdNH_rviz :Z+@N7"CEx@/Rz+,rPQf~6[nwkxu0 v'~6bEF~9mR]OK/sHW:p1x'2Zz@ez(*@, ^h@Unknown G*Ax Times New Roman5Symbol3. *Cx ArialA. Trebuchet MS;Wingdings9TT4FEO007. [ @Verdana3*Ax TimesA$BCambria Math"1hSS2}K 2}K !4ݒݒ2qHP ?"C2!xx SCHOOL AS A SOCIAL SYSTEMMartin KozloffKozloff, Martin,        Oh+'01   $ 0<DLT\SCHOOL AS A SOCIAL SYSTEMMartin KozloffNormalKozloff, Martin2Microsoft Office Word@@ ы@ ы2}G 0VT$m   1.@"Trebuchet MS------  2 =x0    0'  2 0 1  2 0    0'  2 x0    0'@"Trebuchet MS------ O2 m-0 EDN 582 Organizational Theory and Leadership             2 mL0    2 s 0 Fall, 2009    2 0     2 b0 Martin Kozloff      2 0     2 x0   --- A2 $0 We shall not cease from exploration             2 0    =2 !0 And the end of all our exploring            2 0    @2 #0 Will be to arrive where we started          2 0    F2 '0 And know the place for the first time.           2 0     2 0 [ 2  0 T.S. Eliot    2 I0 --  2 U0    2 Z0 Little Gidding     2 0 ]  2 0  @ Trebuchet MS------- @ !bZ- @"Trebuchet MS------@"Trebuchet MS--------- 72 0 Whats Eliot mean? When this       ---  2 0   2 0 course  ---  2 0   (2 0 is done, you will.      2 0    2 'N0    2 't0   ---  2 90    D2 L&0 And thus the native hue of resolution             2 L 0    #2 _0 Is sicklied o'er     2 _b0   :2 _e0 with the pale cast of thought,          2 _B0     2 q0 And enterprise        2 qe0 s  2 qk0   22 qq0 of great pitch and moment        2 q70    J2 *0 With this regard their currents turn awry          2 &0    52 0 And lose the name of action.          2 0     2 0 [from Hamlets      2 g0   2 n 0 soliloquy    2 0 ]  2 0  - @ !Eg- --- 2  0 Is there s   "2 >0 uch a thing as     2 0 overcomp    2  0 ________ing   "2 K0 a situation by      2  0 too much     2 D 0 ________ing  2 0 ? Isn  ,2 0 t it sometimes ___ious     2 n0   2 s0 what to    2 0 do?   2 0   G2 (0 What gets in the way of the ob_________?          2 G0   ---  2 0     2 0   --- 2 0 1:12 I,  2   0 the Preacher     52 h0 , was king over Israel in Je     2 ' 0 rusalem.    2 j0  --- 2 o0 [Im a  - @ !] - --- 2 +0 school   2 +0   2 +  0 principal.]     2 +V0   --- a2 =90    2 =0    e2 P<0 1:17 I applied my heart to know wisdom, and to know madness                 j2 c?0 and folly. I perceived that this also was a chasing after wind.               2 c0   ---  2 u0  --- #2 u0 [I reviewed the     +2 uP0 literature, but it se      2 u 0 emed hopeless    2 uI0 .]  2 uU0   ---  2 0    e2 <0 1:18 For in much wisdom is much grief; and he who increases               --- 22 0 knowledge increases sorrow        2 0 .   2 0  ---  2 0 [ ,2 0 But I was baffled. Why      2 b0 ?]---  2 n0     2 0    m2 A0 2:13 Then I saw that wisdom excels folly, as far as light excels             --- 2  0 darkness.    2 !0  --- #2 &0 [I realized that     2 0   82 0 its still better to be right.       2 ^0 ]---  2 d0     2 0    m2 A0 12:9 Further, because the Preacher was wise, he still taught the                m2 A0 people knowledge. Yes, he pondered, sought out, and set in order                  --- "2 /0 many proverbs.    --- 2 /L0 [I in  ;2 /i 0 stituted professional developmen          2 /]0 t.]---  2 /p0     2 B0    m2 TA0 12:10 The Preacher sought to find out acceptable words, and that                  ---  2 g0 w  P2 g.0 hich was written blamelessly, words of truth.            --- "2 g/0 [I used snazzy      2 y0 Powerp    2 y0 o  2 y0 ints.]   2 y>0   ---  2 0    k2 @0 12:11 The words of the wise are like goads; and like nails well                 g2 =0 fastened are words from the masters of assemblies, which are                 "Systemv={ :22v7vXg :2--  00//..՜.+,D՜.+,H hp  UNCW Kݒ SCHOOL AS A SOCIAL SYSTEM Title^ 8@ _PID_HLINKSA^$W:http://people.uncw.edu/kozloffm/jefferson declaration.docT6http://people.uncw.edu/kozloffm/George Washington.docZhttp://www.sonofthesouth.net/union-generals/sherman/memoirs/general-sherman-march-sea.htm=Xhttp://www.sonofthesouth.net/union-generals/sherman/memoirs/general-sherman-memoirs.htm.http://people.uncw.edu/kozloffm/pattonnew.doc\V5http://people.uncw.edu/kozloffm/Isaiahs job nock.docM}lhttp://www.wiley.com/WileyCDA/Section/id-WILEY2_SEARCH_RESULT.html?query=Leadership%20Practices%20InventoryyazDhttp://people.uncw.edu/kozloffm/kouzesandposertheoryandevidence.pdfipwHhttp://people.uncw.edu/kozloffm/kouzesandposnerfivepracticesspecial.doc'8t?http://people.uncw.edu/kozloffm/kouzesandposnerselfsummary.doc&xq#http://www.onepine.info/people.htm:&n8http://idea.uoregon.edu/~ncite/documents/math/math.html0"k3http://act.psy.cmu.edu/personal/ja/misapplied.htmldh<http://idea.uoregon.edu/~ncite/documents/techrep/tech05.pdf\e6http://www.uncwil.edu/people/kozloffm/scaffolding.pdfF b&http://epaa.asu.edu/barak/barak1.html_%http://epaa.asu.edu/barak/barak.html \=http://people.uncw.edu/kozloffm/effective vs ineffective.pdf Y>http://people.uncw.edu/kozloffm/curriculumbasedassessment.doclfVdhttp://people.uncw.edu/kozloffm/Assessment of Knowledge of four level procedure for remediation.docJGSIhttp://people.uncw.edu/kozloffm/four level procedure for remediation.docJGPIhttp://people.uncw.edu/kozloffm/four level procedure for remediation.docMQhttp://people.uncw.edu/kozloffm/Assessment of knowledge of phases of mastery.docJQhttp://people.uncw.edu/kozloffm/Assessment of knowledge of phases of mastery.doc$1GLhttp://people.uncw.edu/kozloffm/Designing Instruction phases of mastery.doc);D/http://people.uncw.edu/kozloffm/procedures.docBANhttp://people.uncw.edu/kozloffm/Designing Instruction forms of knowledge.docH >Uhttp://people.uncw.edu/kozloffm/assessment of knowledge of curriculum big ideas.docwp;;http://people.uncw.edu/kozloffm/Curriculum Big Ideas.doc"-8`http://people.uncw.edu/kozloffm/Assessment of designing instruction curriculum standards.docv%5Ohttp://people.uncw.edu/kozloffm/designing instruction curriculum standards.docA29http://people.uncw.edu/kozloffm/scopesequence100easy.docrt/0http://people.uncw.edu/kozloffm/jpglearning.doc ,uhttp://people.uncw.edu/kozloffm/blank form for assessing and improving instruction and the classroom environment.doc)~http://people.uncw.edu/kozloffm/Delivering Instruction Assessing and Improving Instruction and the Classroom Environment.doctb&[http://people.uncw.edu/kozloffm/Assessing and Improving Curriculum Material Blank form.docx6#Thttp://people.uncw.edu/kozloffm/assessment of knowledge of curriculum materials.doc Qhttp://people.uncw.edu/kozloffm/assessing and improving curriculum materials.doc Fhttp://people.uncw.edu/kozloffm/sammonseffective schools research.pdfBhttp://people.uncw.edu/kozloffm/Effective Schooling Practices.doc]AAhttp://people.uncw.edu/kozloffm/rosenholtz effective schools.pdfuo<http://people.uncw.edu/kozloffm/kirscherminimalguidance.pdf<?Dhttp://people.uncw.edu/kozloffm/teddlieeffective vs ineffective.pdfdv<http://people.uncw.edu/kozloffm/effective org structure.pdf`, Khttp://people.uncw.edu/kozloffm/effective secondary and diagram of org.pdfBY9http://people.uncw.edu/kozloffm/perfinprimaryschools.pdf]YAhttp://people.uncw.edu/kozloffm/battischschoolsascommunities.pdf(6?http://people.uncw.edu/kozloffm/smerdonstudentsperceptions.pdf5http://people.uncw.edu/kozloffm/merton on anomie.pdfsu<http://people.uncw.edu/kozloffm/gamoranloosecouplinghow.pdf1-7http://people.uncw.edu/kozloffm/loosecouplingweike.pdfED5http://people.uncw.edu/kozloffm/harveytechnology.pdf}}0http://people.uncw.edu/kozloffm/perrowframe.pdf5<3http://people.uncw.edu/kozloffm/perrowanalysis.pdfMBhttp://people.uncw.edu/kozloffm/meyerandrowanmythandceremony1.pdfFG=http://people.uncw.edu/kozloffm/districtcomplexitymeyers.pdfcz8http://people.uncw.edu/kozloffm/zuckerinstitutional.pdfmg@http://people.uncw.edu/kozloffm/ahionformalandrealauthority.pdfJG5http://people.uncw.edu/kozloffm/etzioniauthority.pdfb/Dhttp://people.uncw.edu/kozloffm/lawleraffect theory of exchange.pdfqy8http://people.uncw.edu/kozloffm/mathesonweberstypes.pdfhz<http://people.uncw.edu/kozloffm/grimespowerandauthority.pdfZ>http://www.12manage.com/methods_mintzberg_configurations.html?%3http://people.uncw.edu/kozloffm/weberauthority.doc ]6http://people.uncw.edu/kozloffm/Weber bureaucracy.doc:DGhttp://www.12manage.com/methods_fayol_14_principles_of_management.html>yEhttp://www.12manage.com/methods_centralization_decentralization.htmlh7Ghttp://www.12manage.com/methods_burns_mechanistic_organic_systems.htmlUJIhttp://people.uncw.edu/kozloffm/keel Groups and Formal Organizations.doclf+http://www.umsl.edu/~keelr/010/groups.html formalorgY[9http://people.uncw.edu/kozloffm/Wimps and Barbarians.docgj;http://people.uncw.edu/kozloffm/Thomas Sowell rednecks.doc|h;http://people.uncw.edu/kozloffm/Thomas Sowell rednecks.htmQ\Vhttp://people.uncw.edu/kozloffm/Thomas sowell the education of minority children.htmlJ^Uhttp://people.uncw.edu/kozloffm/Thomas sowell the education of minority children.doc 37http://www.jewishworldreview.com/cols/sowell011206.asp Bhttp://people.uncw.edu/kozloffm/Sowell education then and now.dockr<http://people.uncw.edu/kozloffm/teachingtothetestsowell.htmgi<http://people.uncw.edu/kozloffm/teachingtothetestsowell.docp=Dhttp://people.uncw.edu/kozloffm/Sowell black engish environment.doc.g4http://people.uncw.edu/kozloffm/Sowell equality.doczb;http://people.uncw.edu/kozloffm/cosmic justice sowell.html:http://people.uncw.edu/kozloffm/cosmic justice sowell.doc858http://people.uncw.edu/kozloffm/Thomas Sowell dogma.doc4.8http://people.uncw.edu/kozloffm/Thomas Sowell dogma.htmBT=http://people.uncw.edu/kozloffm/socialcontextofeffective.pdfplGhttp://people.uncw.edu/kozloffm/habermanbenefitsoffaileddistricts.htmlFhttp://people.uncw.edu/kozloffm/habermanbenefitsoffaileddistricts.doc[%http://www.ncpublicschools.org/nclb/H_%http://www.ed.gov/nclb/landing.jhtml>http://people.uncw.edu/kozloffm/colemanfamiliesandschools.pdfp6~8http://people.uncw.edu/kozloffm/bowlesandhintis new.pdfHJ{>http://people.uncw.edu/kozloffm/oaks on bowles and gintis.pdf xJhttp://motls.blogspot.com/2007/04/co2-lags-temperature-how-alarmists.html,&u+http://people.uncw.edu/kozloffm/dubois.docr.http://people.uncw.edu/kozloffm/stockdale.doco.http://people.uncw.edu/kozloffm/jefferson.docG\l-http://people.uncw.edu/kozloffm/Pericles.doc i2http://people.uncw.edu/kozloffm/Platoallegory.doc$2f/http://people.uncw.edu/kozloffm/prometheus.docQcjhttp://people.uncw.edu/kozloffm/Assessment of Knowledge of Powerpoints on closing the achievement gap.docCB`Fhttp://people.uncw.edu/kozloffm/haycock don't turn back the clock.ppt{p]Hhttp://people.uncw.edu/kozloffm/haycock closing the achievement gap.ppt%9Z#http://blackboysreport.org/node/15&=W#http://blackboysreport.org/node/21%8T#http://blackboysreport.org/node/14'fQDhttp://people.uncw.edu/kozloffm/schott50statereport-execsummary.pdf%8N#http://blackboysreport.org/node/14FKfhttp://people.uncw.edu/kozloffm/Assessment of Knowledge of the Document Educate all children well.docQH>http://people.uncw.edu/kozloffm/educate all children well.htm]E>http://people.uncw.edu/kozloffm/educate all children well.docBbhttps://vistaserver.ncsu.edu/webct/webdav/158689248041/175221679041/educate all children well.htm,??Shttp://people.uncw.edu/kozloffm/GuidelinesforEvaluatingResearchandPublications.doc %<hhttp://people.uncw.edu/kozloffm/Checklist of Guidelines for Evaluating Research and Research Claims.htm,>9hhttp://people.uncw.edu/kozloffm/Checklist of Guidelines for Evaluating Research and Research Claims.doc 6bhttp://people.uncw.edu/kozloffm/accountability class/Table of levels of research and examples.doc 3:http://people.uncw.edu/kozloffm/threelevelsofresearch.doc0.http://people.uncw.edu/kozloffm/fallacies.doc/0-7http://people.uncw.edu/kozloffm/scientificthinking.doc Y*]http://people.uncw.edu/kozloffm/Assessing the Quality of Research Plans and Publications.pptI'^http://people.uncw.edu/kozloffm/Telling the difference between baloney and serious claims.ppt]$^http://people.uncw.edu/kozloffm/Telling the Difference Between Baloney and Serious Claims.doc9z!chttp://oll.libertyfund.org/index.php?option=com_staticxt&staticfile=show.php?title=342&layout=htmlchapter_55109>[,http://en.wikipedia.org/wiki/Heinrich_Heine-u$http://www.uncw.edu/ed/pdfs/cf.pdfAgi'http://www.uncw.edu/stuaff/disability/!http://www.uncw.edu/safe-relate/ew<http://www.uncw.edu/ed/advising/documents/StandardsofPC.pdf]G*http://people.uncw.edu/kozloffm/home.html3 mailto:kozloffm@uncw.edu\) 1http://en.wikipedia.org/wiki/Formal_organizationtx#http://www.ebible.org/web/Eccl.htm>U7http://www.monologuearchive.com/s/shakespeare_001.html?c4http://www.tristan.icom43.net/quartets/gidding.html  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~     %Root Entry F:b'Data +1TablehWordDocument.LSummaryInformation(1DocumentSummaryInformation8D`CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q