ࡱ> qtpy Mbjbj .{{E%8.dB)6L"nnnIII((((((($*-(II(nn(2$2$2$Nnn(2$(2$2$]&&nj9.u&()0B)}&,(.B!l(.&(.&I,u2$KIII(("IIIB)(.IIIIIIIII : Race and Ethnic Relations in the U.S. Instructor: Dr. Matthew Oware Sociology S237 (Asbury 203) Office: Asbury 306 Asbury Hall Tue-Thu (10:-11:30) Office Hrs: M: 2:00-3:30; T: 1:00-3:00; Fall 2012 Th:3:30-3:55; also by appointment Email: moware@depauw.edu Course Description Racial and ethnic identities are important determinants of the life chances of individuals. This course will examine the forces that shape the creation and maintenance of racial identities and inequalities in the United States, and the linkages between the two. We will focus on identifying and explaining the factors and mechanisms that maintain social boundaries between racial and ethnic groups in America. Or simply, what keeps different racial and ethnic groups from getting along? In addition, what can you and I do to change this? This course will be taught from a socio-historical perspective, examining the patterns and trends that have taken place among racial and ethnic groups in the United States. We will begin by exploring the push and pull factors that have brought and continue to bring various racial and ethnic groups to the United States. Next, we will investigate the similarities and differences between the experiences of these diverse groups. Also, we will discuss, in detail, whether the situations facing early immigrants, i.e., prejudice and discrimination, persist in our society today. Finally, we will identify and dissect the mythology of the American Dream vis--vis various racial and ethnic groups in the U.S. Along with the above topics, there are several theoretical paradigms that expand our understanding of race and ethnicity. Primordialism is a belief that there are supposed inherent and innate biological differences between racial groups, as well as kinship or blood connections. But, is this true? Are there any biological similarities between races? Are there real blood ties between groups? Constructionism is the belief that race, just like other categories such as class and gender, is created and given meaning by individuals and institutions in our society. Race is what we make it! But, is this true? Is race merely a social construct? While answering these questions we will learn about other paradigms, including internal-colonialization theory, conflict theory, and interactionist theory, among others. Just in case you are wondering, well also discover how this stuff is relevant in your daily life. Objectives Appreciating the general and theoretical contributions that sociology as a discipline has provided for our understanding of race and ethnicity. Studying and learning the history and experiences of diverse racial and ethnic groups. Moving you out of your comfort zonethis is sociology! Learning how to question and critique our conventional knowledge of race and ethnicity. Connecting this material to your personal and professional life. Promoting critical and analytical thinking about issues dealing with race and ethnicity, as well as other areas. Grading Assignments Total # of Pts 3 exams: 1&2: 100 pts; 3: 125 325 pts Class Participation 35 pts 1 interview paper (7-8 pages double-spaced) 100 pts Summary/Commentaries (8 that are 5 pts each) 40 pts Total 500pts There will be three exams. Exam One is October 2nd. Exam Two is November 8th. Your final exam is December 10. Your first two exams are worth 100 points each. The final exam is worth 125 pts. All exams are essay format. Final Grade Scale A, A- A=500-474; A-= 473-450 B+, B, B- B+= 449-435; B=434-410; B-= 409-390 C+, C, C- C+=389-380; C=379-360; C-=359-325 D+, D, D- 324 and lower What the Grades Mean A= Work that goes beyond the requirements of the assignment by adding insight, creativity and/or particularly thoughtful analysis. Demonstrates a comprehensive command of the course material, and exceptional ability to apply concepts to the real world, and a superior ability to organize and express ideas. B=Work that adequately meets the requirements of the assignment. Demonstrates a solid command of the course material, an ability to apply concepts to the real world with only minor problems, and good organization and expression of ideas. C= Work that partially meets the requirements of the assignment. Demonstrates acceptable command of the course material, a basic ability to apply concepts to the real world with some gaps and problems, and moderate skill in the organization and expression of ideas. D=Work that marginally meets the requirements of the assignment. Demonstrates little command of the course material, minimal attempt to apply concepts to real world, and limited ability to organize and express ideas. F= Work that does not meet the requirements of the assignment. Demonstrates no command of the course material, unable to appropriately or consistently apply concepts to the real world, and insufficiently organizes and expresses ideas. Interview This assignment involves learning about the experiences of a person different than you. You will write a 7-8 page paper based on your interview with a person of a different racial or ethnic background than your own. Connections should be made to the theories discussed in class (primordialism, racial formation, constructionism, or circumstantialism). Details on the core questions that you should ask in your interview and on the procedures you should follow in choosing the person to be interviewed, plus conducting the interview, will be provided in an assignment sheet. The assignment is due October 11th in my mailbox by 4pm. 100 pts Weekly Summary/Commentary To gain a firm understanding of the material covered in this course it is necessary that you participate as often as possible inside and outside the classroom. This means that you should read prior to attending class, not during. Also, you should come to class prepared to discuss readings. To ensure that you have something insightful to say, you are required to write and turn in a one-page, single-spaced (12 point font, Times New-Roman) weekly summary/commentary of the readings for a particular day. You should briefly summarize the reading (in a paragraph) and then offer your reflections on it (in a paragraph). Did it make sense to you? What is your reaction to it? Does the author have any good points? Where do you disagree? You should turn in a summary/commentary of the material covered for either Tuesday or Thursdays class. You do not have to turn in a summary every class period. You have to turn in a summary one class period every week until they are done. Thus, if you write and turn in a summary on Thursday, say, Aug. 28th your next summary is due the following week. It does not have to be on the same day each week. In total you should turn in 8 summaries (each worth five points). You cannot skip weeks. However, summaries are not due on the weeks you have exams and your paper (also they are not due during Thanksgiving and Fall Break). Everyone has a summary/commentary due on August 28th. The summary/commentary should be 12 point, single-spaced and Times-New Roman font. 40 pts. You must be in class to turn in a summary. Thus, you cannot email me a summary or have a fellow classmate turn in a summary for you, etc. If you are not in class you cannot submit a summary. Summaries are due at the beginning of the class period, not at the middle or the end. Attendance Daily attendance is mandatory. I will cover topics during the class period that are not covered in the assigned readings, and you are responsible for knowing and understanding this material when you write the paper and take the exams. In addition, I will not provide students with lecture notes, so you are encouraged to contact other class members if you have missed a class. If by chance you miss class you must notify me by email. In addition, excessive tardiness (two or more times) will result in a deduction of twenty points from your overall grade. Class Participation To gain a firm grasp of issues relating to race and ethnicity, you need to read the material covered before class and then come to class ready to critically analyze and insightfully discuss what you have read. When we all actively engage in the material we arrive at a better understanding of race and ethnicity. Your ability to summarize the readings and apply them to some aspect of popular culture or your life is crucial. In addition, members of the class should respect all views expressed by their classmates. Personal attacks will not be tolerated. Realize that there are not definitive answers to the issues we discuss, and that the experiences of your classmates are invaluable to the overall understanding of race and ethnicity in America. So, please be considerate of others beliefs and opinions. Good comments should be thoughtful, connected to the readings, and insightful. 35 pts. Academic Integrity Policy Cheating, plagiarism, submission of the work of others, and so on violates DePauw policy on academic integrity and may result in penalties ranging from a lowered grade to course failure or expulsion. The policy and discussion of each students obligation and rights are in the Student Handbook. Special Accommodations DePauw University is committed to providing equal access to academic programs and University administered activities and reasonable accommodations to students with disabilities, in compliance with the Americans With Disabilities Act and Amendments (ADAAA). Accommodations are determined on a case by case basis. Any student who feels she or he may need an accommodation based on the impact of a disability or learning challenge is strongly encouraged to contact Pamela Roberts, Coordinator of Academic Success and Student Disability Services for further information on how to receive accommodations and support. Academic Success and Student Disability Services is located at 101 E. Seminary St.,  HYPERLINK "tel:765-658-6267" \t "_blank" 765-658-6267. It is the responsibility of the student to share the letter of accommodation with faculty and staff members. Accommodations will not be implemented until the faculty or staff member has received the official letter. Accommodations are not retroactive. It is the responsibility of the student to discuss implementation of accommodations with each faculty and staff member receiving the letter. Required books Cornell, Stephen and Douglass Hartmann. 2006. Ethnicity and Race: Making Identities In A Changing World. (2nd ed). This book provides the theoretical frameworks of primordialism, circumstantialism, and constructionism, which will guide our conversations throughout the semester. Gallagher, Charles. 2009. Rethinking the Color Line: Readings In Race and Ethnicity. (4th ed) This reader includes various scholarly articles by sociologists and other social scientists examining dynamics relating to race and ethnicity. Monk, Richard. 2001. Taking Sides: Clashing Views on Controversial Issues in Race and Ethnicity. (4th ed.)On reserve in the library under class name, S237. This book presents opposing arguments for divisive issues such as Affirmative Action, interracial adoption, and whether or not the criminal justice system is racially biased, among others. Takaki, Ronald. 2008. A Different Mirror: A History of Multicultural America. Revised Edition This book is the foundation for this course. It serves two purposes: (1) It provides the history of different racial and ethnic group experiences in the United States; and (2) It provides insights into what the immigrants, indigenous, and enslaved populations were thinking about their plights. COURSE OUTLINE Note: Assigned readings for a particular day should be read before coming to class. I reserve the right to make minor adjustments to this syllabus as needed throughout this semester. Any changes will be announced in advance. Also, where listed, C&H refers to the Ethnicity and Race book, G refers to the Rethinking The Color Line, T refers to A Different Mirror, and M refers to Taking Sides. There are also several articles on e-reserve labeled as E. Thu. 8/23: Overview of course The Sociological Framework Tue. 8/28: Why We Attach Meaning To Race G: Racial Formations C&H: Mapping the Terrain: Definitions Thu. 8/30: Race, Ethnicity, and Assimilation G: Theoretical Perspectives in Race and Ethnic Relations C&H: The Puzzle of Ethnicity and Race Tue. 9/04: Assimilation, Primordialism, and Circumstantialism C&H: Fixed or Fluid? Alternative Views of Ethnicity and Race The Historical Framework Thu. 9/06: American People T: A Different Mirror (3-23) T: Before Columbus (23-26) T: The Tempest in the Wilderness: A Tale of Two Frontiers (26; 30-48) Tue. 9/11: Indigenous Peoples T: Toward the Stony Mountains: From Removal to Reservation (79-97) T: The Indian Question: From Reservation to Reorganization (214-231) G: Winnebagos, Cherokees, Apaches, and Dakotas Thu. 9/13: Africans T: The Hidden Origins of Slavery (49-71) G: Drawing the Color Line Tue. 9/18: Africans, continued T: No More Peck oCorn: Slavery and Its Discontents (98-130) M: Are Blacks Natural Born Athletes (excerpt from book on reserve in library) M: Are Reparations a Good Idea? (excerpt from book on reserve in library) Thu. 9/20: Irish and other ethnics T: Fleeing the Tyrants Heel; Exiles from Ireland (131-154) G: When the Melting Pot Boils Over: The Irish, Jews, Blacks, and Koreans of New York Tue. 9/25: Jews T: The Exodus from Russia: Pushed by Pogroms (262-291) E: The Three Lessons of Joe Flam: Mary got a quarter. E: How Jews Became White Folk (e-reserve) Thu. 9/27: Mexicans T: Foreigners in Their Native Land: The War Against Mexico (155-176) T: El Norte: The Borderland of Chicano America (292-310) Recap: Theory, Race, and Ethnicity Tue. 10/02: Exam 1 Thu. 10/04: Asians T: Searching For Gold Mountain: Strangers for a Different Shore (177-205) T: Pacific Crossings: From Japan to the Land of Money Trees (232-261) Tue. 10/09: Race and Immigration G: Race and Civil Rights Pre-September 11, 2001: The Target of Arabs and Muslims G: The Arab Immigrant Experience E: Thinking Outside the Box: Arabs and Race in the United States Thu. 10/11: Revisiting Racial and Ethnic Theories C&H: A Constructionist Approach C&H: Case Studies in Identity Construction Interview Paper Due In My Mailbox by 4pm Tue. 10/16- Thu. 10/18- Fall Break Tue. 10/23: Race as Chameleon: How the Idea of Race Changes Over Time G: A Tour of Indian Peoples and Indian Lands G: Asian American Panethnicity: Contemporary National and Transnational Posssibilities E: Optional Ethnicities: For Whites Only (e-reserve) Thu. 10/25: Prejudice and Discrimination, continued G: The Possessive Investment in Whiteness G: Racialized Social System Approach to Racism E: The Continuing Significance of Race (e-reserve) Tue. 10/30: Prejudice and Discrimination, continued G: Race Prejudice as a Sense of Group Position G: Discrimination and the American Creed G: Laissez-Faire Racism, Racial Inequality, and the Role of the Social Sciences Thu. 11/01: The Color of Space G: Race, Religion, and the Color Line E: Positive Functions of the Undeserving Poor: Uses of the Underclass in America (e-reserve) G: Why Are There No Supermarkets in My Neighborhood? Tue. 11/06: Race and Crime G: No Equal Justice: The Color of Punishment G: Race and Criminalization: Black Americans and the Punishment Industry G: The Mark of a Criminal Record G: And the Poor Get Prison Recap: Prejudice, Discrimination, Race, and Color Thu. 11/08: Exam 2 Tue. 11/13: Race and Work G: Theres No Shame in My Game: Status and Stigma Among Harlems Working Poor E: Wed Love to Hire Them, But. The Meaning of Race for Employers (e-reserve) G: Kristen v. Aisha; Brad v. Rasheed: Whats in a Name and How It Affects Getting a Job E: Its All in the Name: Employment Discrimination Against Arab Americans Thu. 11/15: Race and Residence E: Local Gatekeeping Practices and Residential Segregation (e-reserve) G: The Code of the Streets G: Environmental Justice in the 21st Century Tue. 11/20: Race and the Media G: Television and the Politics of Racial Representation G: Broadcast News Portrayal of Minorities G: Distorted Reality: Hispanic Characters in TV Entertainment Thu. 11/22: Thanksgiving Break Controversial Issues Dealing with Race and Ethnicity Tue. 11/27: Race and Tests M: Should Standardized Tests Be Eliminated From Applicant Processes (excerpt from book on reserve in library) M: Should Race Be a Consideration in College Admissions (excerpt from book on reserve in library) E: Affirmative Action at School and on the Job (e-reserve) Thu. 11/29: Race and Residence G: Residential Segregation and Neighborhood Conditions M: Is Racial Segregation Necessarily Bad? (excerpt from book on reserve in library) M: Should Inner-City Blacks and Hispanics Be Relocated (excerpt from book on reserve in library) Tue. 12/04: Race and Romance G: Discovering Racial Borders G: Guess Whos Been Coming to Dinner G: Beyond Black and White: Remaking Race in America Thu. 12/06: The End of Race and Racism? G: Color-Blind Privilege: The Social and Political Functions of Erasing The Color Line in Post-Race America G: The Possibility of a New Racial Hierarchy in the 21st Century G: Transformative Assets, the Racial Wealth Gap and the American Dream Final Exam: December 10th 1-4 oclock     PAGE  PAGE 1 Da2 9>vzMOպñã̖{rhp;OJQJ\hMOJQJh} hp;6]hMhp;h-0hp;5 h-05 hqZ5he |5OJQJh^$5OJQJh41#5OJQJh-05OJQJhp;5OJQJh_x5OJQJhX5OJQJh}5OJQJh_xOJQJhp;OJQJ+D 3 5 Q R OPR9 $h^ha$gdp; $ & Fa$gdp;gdp;$^`a$gdp;$a$gdp;gdp;noy06Mn~ȻածծՏ{qaVKhZOJQJ\^Jhp;5OJQJ^Jhp;hp;5OJQJ\^Jhp;hp;5>* hm- 5>* hp;5hp;hp;5 hm- 5hm- 5OJQJ\^Jh#/5OJQJ\^Jh}5OJQJ\^JhZ5OJQJ\^Jh%hp;OJQJ^Jhp;5OJQJ\^Jhp;6OJQJ]hp;OJQJhp;5OJQJ\9{o6|} "#89mn]^hgdp;gdp;$a$gdp; $ & Fa$gdp;  &6;=>Y_yz{|89޶тrrerWhohp;5OJQJ^Jh#/5OJQJ\^JhRlhp;5OJQJ\^JhXa$5OJQJ\^Jh'A45OJQJ\^Jh= 5OJQJ\^JhZ5OJQJ\^Jhoho5H*OJQJ^Jho5OJQJ^Jhp;5OJQJ\^Jh= 5OJQJ^Jhp;5OJQJ^Jhp;OJQJ\^J -0:=>PvW 鶦כ׍qeSChm- hm- CJOJQJ\aJ"hm- hm- 5CJOJQJ\aJhm- CJOJQJaJhm- hm- 5OJQJ^Jhm- hm- 5OJQJaJhm- hp;5OJQJ^Jh#/5OJQJ^Jh= h= 5H*OJQJ^Jh= 5OJQJ^Jh j5OJQJ^JhXa$OJQJ\^Jhp;5OJQJ^J hp;\^Jhp;OJQJ\^Jhk9OJQJ\^JhiBC/0:;%%%% (("(#(++++,gdp;gdp;gdp;gdm- $a$gdm- $a$gdp;gdp;W n p }  !"" "X""""""""L#k#######ѿѿ|l\PhSCJOJQJaJh-ch-c5CJOJQJaJhN1hN1CJH*OJQJaJhN1CJOJQJaJhm- CJOJQJaJh-cCJOJQJaJhm- hm- CJOJQJaJhm- hm- 5CJOJQJaJ"hm- hm- 5CJOJQJ\aJhm- hm- CJOJQJ\aJh7CJOJQJ\aJ"h7h75CJOJQJ\aJ#)$A$N$Q$U$[$^$`$b$$$$ %&%%%%%%%%&ն媞tte[PG>hp;OJQJ\hp;5OJQJhp;5OJQJ^Jhp;OJQJ^Jhm- hp;CJOJQJaJh9@5CJOJQJaJhh/5CJOJQJaJh-ch-c5CJOJQJaJh-cCJOJQJaJhm- CJOJQJaJ"h= h= 5CJH*OJQJaJhN15CJOJQJaJh= h= 5CJOJQJaJhm- hm- CJOJQJaJh= CJOJQJaJ&&&'Y'e'f'j'y''''' ((!(((\)))*)*N*+4+M++++++++,,,,ü䰨Ýðxløeah#/ hp;6]h#/hp;5OJQJh#/h#/5OJQJh-c5OJQJh9@OJQJh jOJQJh#/5OJQJ\h#/OJQJhp;OJQJhp; hp;5\hp;5OJQJ\hR5OJQJ\h j5OJQJ\hp;5OJQJhp;OJQJ\hOJQJ\%,,--1111122I2222333333?4@44 $^a$gdN1 $`a$gdp; $`a$gd**OJQJ]h)D6OJQJ]hp;6OJQJ]h^c6OJQJ]hp;5OJQJh^cOJQJ]h^ch#/OJQJ\]aJ"h^ch^c0JOJQJ\]aJ'jh^ch^cOJQJU\]aJ!h^ch^c>*OJQJ\]aJh^ch^cOJQJ\]aJh^c56CJ\]h#/h#/5OJQJ]112222222222333 3333$3ºzk_SD3 hihp;56>*OJQJ]hihp;56OJQJ]hX56OJQJ]hp;56OJQJ]hihp;6>*OJQJ]hvhp;6>*OJQJ]hp;6OJQJ]h)D6OJQJ]h^c6OJQJ]h*4?445555L5O5^5_5`5556 6666666ݼݜ݂zrrncnhp;5OJQJ\hp;h#/OJQJh OJQJh-c6OJQJ]hihp;6>*OJQJ]h)D6OJQJ]hTGhp;OJQJ]hROJQJ]hTGOJQJ]hp;6H*OJQJ]hp;6>*OJQJ]hp;6OJQJ]hp;OJQJhN1OJQJh jOJQJ%445O5_5`566666_8b88888889 9 979gdp;^gdp;gdp; p^p`gdp; $^a$gdN1 $`a$gdp;$a$gdp;677777778888!8"8^8_8`8b8k8888888 9 99999:0:1:::K:b:ƾ|pd\h\pOJQJh.}hp;5OJQJh.}hp;OJQJ\h uOJQJ\h.}hp;OJQJ]h9@OJQJ]hp;OJQJ]h QOJQJ]h uOJQJ]hp;OJQJ\hp;OJQJh uOJQJhp;h$Xh.}h$XOJQJhN1OJQJh.}hp;>*OJQJh.}hp;OJQJ$79q9999::0:1:L:j:::::4;|;;;;; < <,<j<gddgd&`gdY7gdp;$a$gdp;b:i:k:m:}:::::::::::::::*;4;{;|;};;;;;;;;;; < <<<< <+<`<e<i<<<ǼǴǼ{{wǼ{hp;hu3OJQJh.}hdOJQJh.}hG"OJQJhG"OJQJh.}h&OJQJhp;OJQJh\pOJQJh.}h QOJQJh uOJQJh.}hOJQJh)DOJQJh.}h OJQJh.}hp;OJQJh&OJQJ,<<<<<<===)=*=k=l===========>>R>p>|>}>~>>>>>>ݷݬ͜vk_hRhhp;5OJQJhO h OJQJh.}hRhOJQJh.}h\COJQJhY7OJQJh\COJQJh-0OJQJhO OJQJhRhhp;OJQJhRhh QOJQJh.}hG"OJQJhp;OJQJh\pOJQJh uOJQJh.}hp;OJQJhG"OJQJh-cOJQJ"j<<==*=l=====>R>}>>>>??9?:?N?O?b???gd :gd.}`gdO gdO gdp; 0^`0gd-c>>>>>>> ????#?8?:?;?EMENEREdEEEFFFBFCFDFKFLFNFVFXF_F`FbFFF GGĹ׭⢚{rfr^^hOJQJh.}hp5OJQJhS.y5OJQJh.}hXOJQJh.}hX5OJQJhXOJQJhOJQJh.}hOJQJh.}hp;5OJQJh.}hOJQJhS.yOJQJh.}hpOJQJh.}h/OJQJh.}hwOJQJh.}hp;OJQJh4OJQJ$rFFFGcGqGGGG$H@HnHoHHHH2I3IRITIIIII 0^`0gd!@ ^`gdy! 0^`0gdy! 0^`0gdgdp;GGGMGSGpGqGGGGGGGGGGGH#H?H@HBHcHeHmHnHoHvHwHyHHH2I3IRITIIʿڔ}ui]h.}hp;5OJQJhS.yhS.y5OJQJh-cOJQJh.}hOJQJhhH*OJQJhOJQJhp;OJQJhS.yOJQJhsTOJQJh.}hpOJQJh.}h!@OJQJh!@OJQJhwOJQJh4OJQJhy!OJQJh.}hwOJQJh.}hp;OJQJ$IIIIIIIIIIJNJxJyJ{J}J~JJJJJJKK7KaKKKKKKKL&L(L\L]L^LaLhLyLûûðΒ{shåh.}hQ|OJQJhOJQJh.}h9@OJQJh.}h5OJQJh.}hOJQJh/OJQJh.}h/OJQJh.}hXpOJQJhY7OJQJh.}hp;OJQJhS.yOJQJh.}hpOJQJhOJQJh.}hp;5OJQJhS.yhp;OJQJ(IJyJJJJKbKKKKKL(L]L^LLLL8MMMMgdpgd !^`!gd 0^`0gdgd 0^`0gdY7gdp;yLL-M/M8M:MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMǻꜘyh0JmHnHuhTG hTG0JjhTG0JUhbsCjhbsCUh'A4h'A45H*OJQJh'A45OJQJh.}hWo5OJQJh.}hp;5OJQJh.}hQ|OJQJh.}hp;H*OJQJh.}hp;OJQJh.}hpOJQJ#MMMMMMMMMMMMMMMMMMMMMh]hgdp; &`#$gd Dgdp;,1h/ =!"#$% ^ 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH T`T p;Normal1$(B*CJOJQJ_HhmH phsH tH V@V p; Heading 1$$1$@&a$5B*OJQJhphF@F p; Heading 3$$@&a$ 5OJQJR@R p; Heading 4$<@&5CJOJQJ\aJDA`D Default Paragraph FontRiR  Table Normal4 l4a (k (No List <B@< p; Body Text$a$OJQJHC@H p;Body Text Indenthx^h>Q@> p; Body Text 3xCJaJ4 @"4 p;Footer  !.)@1. p; Page Number4U@A4 ^c0 Hyperlink >*phH@RH 0 Balloon TextCJOJQJ^JaJZ/aZ 0Balloon Text Char B*CJOJQJ^JaJhphPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$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] E( $$$'W #&,1$36b:<>?xBDGIyLM')+,./0234689;=>@BCE9h,479j<??CrFIMM(*-157:<?ADF'''EX  '!!8@0(  B S  ?HHHHHHHHHHHHHHHHHHHHH!!   # #**:::DDE     %%##**:::DDE =*urn:schemas-microsoft-com:office:smarttags PlaceName=*urn:schemas-microsoft-com:office:smarttags PlaceType9*urn:schemas-microsoft-com:office:smarttagsplace8*urn:schemas-microsoft-com:office:smarttagsCityB*urn:schemas-microsoft-com:office:smarttagscountry-region  >C ) 7 R_**9*F*I*Z* + +--111133=4C40:<:i:w:;;5?7O7S77788999999::t;x;T<X<2=6===D>H>X>\>>>>>Z?a?y?|???o@s@3A7AAABB9C@CCC DD^DbDEEEEEEEEEEE33333333333333333333333333333333333333333333333333333333333333 WM##%)))**v+~+,,_-_---001 16Q6::::CCEEEEEEEEEEEE WM##%)))**v+~+,,_-_---001 16Q6::::CCEEEEEEEEEEEEEEEEe ^`o()^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.e         {zXp4]&= m- < d9@TGLtToG"D xO "41#Xa$U(r+,d,r/h/-0N1u3'A48 8 :!@yC\CbsCXDcK6MsRJ!S$XXeZqZ-c^cRh j*?@ABCDEFGIJKLMNOPQRSTUVWXYZ[\]^_abcdefgijklmnorsvRoot Entry Fۮ9u1TableH8.WordDocument .SummaryInformation(`DocumentSummaryInformation8hMsoDataStore9j9E1AUW0GRS==2W9j9Item PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q