ࡱ>    '` >bjbj .O5Q888 B * * *  AAA8*B,VCeVDLD"DDDEEE$hZ؟* zHEEzHzH؟* * DD0`K`K`KzH* D* D`KzH`K`KL* * DJD !AzI.`>He AIA|&A* ΝPE1Fh`KFTFEEE؟؟JKEEEezHzHzHzH$&AA> T NT& * * *    Council of Europe training Programme for education professionals Programme de formation du Conseil de l'Europe pour les professionnels de l'ducation  Training Resources: HISTORY EDUCATION Teaching difficult issues - An example: teaching the Holocaust Richard Harris United Kingdom Mr Richard HARRIS Lecturer in Education School of Education- University of Southampton Highfield, Southampton SO17 1BJ E-mail:  HYPERLINK "mailto:rjh1@soton.ac.uk" rjh1@soton.ac.uk Edited by Pascale Mompoint-Gaillard November 2008 Theme: Reflecting upon approaches to teaching controversial issues Title: How can we most effectively teach difficult issues? General Aim: To underline the need to work with teachers experience, understanding and knowledge, to help them to recognize what makes an issue difficult and what problems teachers or pupils may encounter when studying difficult issues; To discuss the debates surrounding this topic; To make judgements about a range of teaching approaches, engage in practical activities and evaluate their effectiveness. To evaluate textbook approaches to difficult issues Target group / age / level: Type of trainingSchool levelSubject areaInitial and in-service trainingLower and upper secondary levelHistory, social science, Citizenship, Cross curricular Brief description of the unit: This plan describes a sequence of learning activities for teachers to help them explore the problems related to teaching difficult issues and to make judgements about the effectiveness of different approaches to teaching topics like the Holocaust. A number of the activities could be used directly with pupils, but the main focus of using them in this context is for teachers to think about if and how they would such activities in the classroom. Methods/techniques used: Cooperative learning methods; interpretive approach Time: 4 hours and 15 minutes: Pre-reading before session Activity 1 30 minutes Activity 2 90 minutes Activity 3 60 minutes Activity 4 60 minutes Debriefing session 15 minutes Optional: Follow up activity one day Tips for trainers: See tips in activities Resources: Pre-reading Annex 1 Activity 3 Annex 2 Materials for use in the classroom Annexe 3 - 5 Preparatory activity: 2 weeks prior to the session, ask trainees to go through the pre-reading exercise and bring with them their notes. Ask the group to share on their professional backgrounds ( in small groups using think-pair-share, snowball or other cooperative techniques). Introduce the session by explaining the different steps trainees will be engaged in. Activity 1  30 minutes Title: What makes a topic difficult? General aim: To identify existing preconceptions about what makes a topic difficult Methods/techniques used: Cooperative learning technique: Think (individual work/reflection), pair (share ideas with a partner) and share (feedback to the group) Resources: A4 paper, flip chart or whiteboard, optional: stimulus material that presents a one-sided view of an historical event/period Practical arrangements: The room is set up for a small group discussion or in a horseshoe shape. Instructions/procedure: Ask each trainee to individually make a list of ideas about what makes a topic difficult Have trainees share their lists in pairs. Ask each pair to give a summary of their ideas to the whole group. Records all the ideas on a board or flip chart. Tips to trainers/anticipated difficulties: The trainer can provide stimulus material that presents a one-sided and potentially controversial view of an historical event/period (e.g. the Arab-Israeli conflict, the crusades, colonisation, etc) and discuss whether teachers should use such material or in what context might they use sensitive material like this The idea is not to challenge preconceptions at this point, but to allow them to emerge so that they can be challenged later. These preconceptions may already be quite strong and the process of challenging them may in fact reaffirm them if done too soon and without identifying their shortcomings collaboratively. Debriefing/reflecting: While allowing for questions and clarifications, the trainer should avoid a discussion on the issues for this session. Give time to trainees to express what they have felt while doing this exercise. Activity 2  90 minutes Title: What are we trying to achieve by teaching difficult issues? General aim: To identify what teachers are trying to achieve by teaching difficult issues. Specific aims: To challenge preconceptions about what makes a topic difficult. To draw up list of criteria about how to judge the effectiveness of teaching approaches. Methods/techniques used: Cooperative learning technique: Think (individual work/reflection), pair (share ideas with a partner) and share (feedback to the group) Resources: Pre-reading, (annexe 1) flip chart or whiteboard, Practical arrangements: The room is set up for a small group discussion or in a horseshoe shape. Instructions/procedure: Ask trainees to go back over their notes on prior reading. Have trainees discuss their ideas with a partner. Ask each pair to give a summary of their ideas to the whole group. Focus on the arguments being presented as to what we are trying to achieve by teaching such topics. Record all the ideas on a flip chart or board; clarify key points and play devils advocate if you feel there is a need to stimulate interaction or to ensure alternative ideas are aired to allow trainees to consider that there may be alternative stances. Tips to trainers/anticipated difficulties: This task is based upon the two pre-reading articles which offer very different views; Illingworth argues that we need to focus on the moral issues arising from the Holocaust, whereas Kinloch argues we need to focus on the historical value of the topic and study it as a piece of history and not as a unique event with particular moral issues to be drawn. The views are opposing and in the past this has resulted in fierce debate between trainee teachers and teachers. Entering this highly controversial debate is a very good way to explore the purposes of teaching difficult issues and the problems of teaching events like the Holocaust: The aim here is not to impose a view on the trainees, but to get them to identify their own view. This is unlikely to be achieved immediately and trainees may feel confused, but reassure them this is acceptable. Part of becoming a history teacher is to figure out your own stance and philosophy towards teaching, but this requires ideas/views to be challenged, which may result in some initial discomfort. Debriefing/reflecting: Go back to the flip chart from activity 1: How do our findings relate to the ideas we have posted here? In your opinion what is the best way to select the difficult issues you will wish to tackle with your students? Why? To achieve what? How did you feel while discussing with your partner? How did you feel during the group discussion? What did each exercise achieve for you as a learner? Activity 3  60 minutes Title: Comparison of textbook approaches to see how they explore difficult issues General aim: To evaluate and/or make critical judgements about the way textbooks tackle the Holocaust Methods/techniques used: Think/pare/share Resources: A wide variety of history textbooks Guiding questions (annex 2) Practical arrangements: Instructions/procedure: Hand out the Activity 3 worksheet and ask trainees to review a textbook and look at how it approaches the Holocaust using the questions. Have trainees share their ideas with a partner. Repeat the process with different 2 or 3 textbooks. Have pair give feedback to the whole group. Tips to trainers/anticipated difficulties: Instead of a hand out, the trainer can project a slide and keep it on the screen during the activity. Use as wide a range of textbooks as possible (but if this is not possible see what Internet sites are available). It is helpful to include examples of poor approaches, (e.g. textbooks that perpetuate stereotypes, show images without historical conext , etc), to see if teachers can recognise these. This is a simple way to get teachers to think more critically about the materials available to them, based upon the issues just discussed. For many teachers, textbooks provide the main resource and they need to be aware of their limitations. Debriefing/reflecting: Sum up the session by asking participants (whole group) the following questions: What are the main limitations of textbooks? How can we, as teachers, deal with these limitations? How can teachers bring pupils to identify these weaknesses and produce their own, more informed perspective on difficult issues? Activity 4  90minutes Title: Comparison of different approaches to teaching the Holocaust General aim: To make critical judgements about a range of teaching approaches in terms of their effectiveness in dealing with sensitive issues. Specific aims: To make informed choices on how they can tackle sensitive issues in the classroom To prepare trainees for implementing different approaches in the classroom. Methods/techniques used: Role play; critical review Resources: Approaches to teaching the Holocaust (annex 3). Practical arrangements: The room should be set up for small group work. Instructions/procedure: The trainer takes on the role of teacher and trainees take on the role of pupils. You should work through a number of different approaches to teaching the Holocaust (see annex 3). Participants work their way through the different activities as if they were a pupil. Participants record what they like/dislike about the approach. Consider how well these approaches address the issues identified during the previous activities. Tips to trainers/anticipated difficulties: The approaches discussed have all been used in the classroom. They all achieve different things, they can be used in combination with each other or with other ideas, but they are not meant to be perfect. The point of the exercise is to get trainees and teachers to identify what these activities do and what is missing. From these activities the trainees and teachers should appreciate the need to avoid stereotyping, the need to present alternative perspectives from a range of people involved so that the complexity of the past emerges. Follow-up Activity Title: Visit to museum or field work General aim: To clarify/consolidate the issues discussed previously Methods/techniques used: Phenomenological approach Instructions/procedure: This is an important aspect as trainee teachers can leave the previous session still unsure what they are attempting to achieve. The chance to reflect within a museum context, looking at the information surrounding them and the stories that are told can help clarify the purpose and need to teach difficult topics properly. Tips to trainers/anticipated difficulties: This is optional and would depend upon what was available locally. ___________________________________________________________________ Evaluation and assessment How could you use some of the approaches to teaching difficult topics in your classroom? How important is your own level of comfort with the approach you chose? What changes would you make? What difficulties would you foresee? What are the most important things a teacher needs to address in order to teach difficult topics properly? References Kinloch, N. (2001) Parallel catastrophes? Uniqueness, redemption and the Shoah Teaching History 104 Illingworth, S. (2000) Hearts, minds and souls: exploring values through history Teaching History 100 These two articles present different reasons for teaching the Holocaust. They present very different views and should stimulate debate: Kinloch argues that the Holocaust is not a unique event and we should not try to draw any moral lessons from studying it, rather it should be studied historically, asking such questions as how, why, what and so forth. Illingworth argues that we must study the Holocaust for its moral purposes. Additional reading Davies, I. (ed.) (2000) Teaching the Holocaust: Educational Dimensions, Principles and Practice London: Continuum This is a collection of essays which include comparative approaches to teaching about the Holocaust in a number of countries and how different subject areas might approach the topic. Short, G. and Reed, C. (2004) Issues in Holocaust Education Aldershot: Ashgate Publishing This covers a range of aspects, but essentially argues specifically for Holocaust education to be a form of anti-racist teaching. Supple, C. (1993)From Prejudice to Genocide: Learning about the Holocaust Stoke-on-Trent: Trentham Books Designed as book for pupils, this is a detailed and thorough examination of different aspects of the Holocaust that young people may study, but is also very useful for teachers to develop their subject knowledge Whitworth, W. (2003) Survival: Holocaust Survivors Tell Their Story Retford: Quill/Aegis Institute Tells the story of a range of individuals and provides a very personal perspective and a range of experiences The following links will bring you to websites with sources you can use:  HYPERLINK "http://www.yadvashem.org.il/" http://www.yadvashem.org.il/ ;  HYPERLINK "http://www.historyplace.com/worldwar2/holocaust/timeline.html#1938" http://www.historyplace.com/worldwar2/holocaust/timeline.html#1938 Annexes  HYPERLINK "Teaching%20difficult%20issues_RC_annexes.doc" See separate file  The trainer should allow for flexibility here, within his/her time constraints: a bracket of 60-120 minutes is the most probable frame depending on how far you wish participants to do the entirety of an activity or to just get a taste of it to reflect upon the content.     PAGE  Pestalozzi HIS training resources Page  PAGE 8 EκzdzI.4hKxOhCw5B* CJ4OJQJ^JaJ4mH phsH 4hKxOhCw5B* CJ OJQJ^JaJ mH phsH +hKxOhCw5CJ OJQJ^JaJ mH sH .hKxOhCw5>*CJ OJQJ^JaJ mH sH 'jT6hKxOhCw5>*U^JmH sH 'j>%hKxOhCw5>*U^JmH sH 'hKxOhCw6CJOJQJaJmH sH $hKxOhCwCJOJQJaJmH sH jhKxOhCwUmH sH hKxOhCw5>*^JmH sH E$  !$&`#$/If]a$gdwi$  !$&`#$/If]a$gdwi9$&`#$*$/If]9gdwi  !$&`#$/If]gdwiO=f>>iYYYYPD $]a$gdCw]gdG$  !]a$gdCwkdWS$$IflFF, * t 6`0x*    44 laytwi   2 3 4 5 ʯ|aQ='+hKxOh<5CJOJQJ^JaJmH sH 'hKxOh<CJOJQJ\^JmH sH hKxOh<5>*^JmH sH 4hKxOh<5B* CJOJQJ^JaJmH ph3sH .hG5B* CJ(OJQJ^JaJ(mH ph3sH 4hKxOh<5B* CJ(OJQJ^JaJ(mH ph3sH 4hKxOhCw5B* CJ(OJQJ^JaJ(mH ph3sH 4hKxOhCw5B* CJ OJQJ^JaJ mH phsH 4hKxOh'-5B* CJ4OJQJ^JaJ4mH phsH     1 2 3 4 5 G  $ !a$gdCw $  !a$gdCw$a$gd@$[$\$a$gd@$a$gd<  !]gdG$  !]a$gd< $]a$gd< $]a$gdCw5 G  ! " % Կs_K_5+hKxOhCw5CJOJQJ^JaJmH sH 'hKxOh'-CJOJQJ\^JmH sH 'hKxOhCwCJOJQJ\^JmH sH ,hKxOh@0JCJOJQJ^JaJmH sH 7jThKxOh@CJOJQJU^JaJmH sH 1jhKxOh@CJOJQJU^JaJmH sH (hKxOh@CJOJQJ^JaJmH sH (hKxOh@CJOJQJ^JaJmH sH +hKxOh@5CJOJQJ^JaJmH sH  " $ % i j k @ t u $$& #$/Ifa$b$gdwi^gd?' & F7$8$H$gd7GI & Fgd7GI$a$gdCw$a$gd?'gdCw $  !a$gdCw% + , S g i j q r  ҽ}l[B)B)1hKxOh7GIB* CJOJQJ^JaJmH ph6]sH 1hKxOh?'B* CJOJQJ^JaJmH ph6]sH  hKxOhCwOJQJ^JmH sH  hKxOh?'OJQJ^JmH sH (hKxOhGCJOJQJ^JaJmH sH +hKxOhCw5CJOJQJ^JaJmH sH (hKxOh.E>*B*OJQJmH ph64sH (hKxOh?'>*B*OJQJmH ph64sH ,hKxOhG5B* OJQJ^JmH phsH ,hKxOhCw5B* OJQJ^JmH phsH  $ K ? @ s t u ɰɰ`A=hKxOhCwB* CJKHOJQJ^JaJmH nH ph3fsH tH @hKxOhCw5B* CJKHOJQJ^JaJmH nH ph3fsH tH +hKxOhCw5CJOJQJ^JaJmH sH 1hKxOhCwB* CJOJQJ^JaJmH ph6]sH 1hKxOh7GIB* CJOJQJ^JaJmH ph6]sH 9hKxOh7GIB* CJOJQJ^JaJmH nH ph6]sH tH 1hKxOh?'B* CJOJQJ^JaJmH ph6]sH  5 fOOO$$& #$/Ifa$b$gdwikdT$$IflF d<   t 6 06    44 lae4ytwi 4 6 7 W t[B[)1hKxOhCwB* CJOJQJ^JaJmH ph6]sH 1hKxOh&n=B* CJOJQJ^JaJmH ph6]sH 1hKxOh?'B* CJOJQJ^JaJmH ph6]sH +hKxOhCw5CJOJQJ^JaJmH sH .hKxOhCw5CJOJQJ^JaJmH sH y(=hKxOhfB* CJKHOJQJ^JaJmH nH ph3fsH tH =hKxOhCwB* CJKHOJQJ^JaJmH nH ph3fsH tH =hKxOh7GIB* CJKHOJQJ^JaJmH nH ph3fsH tH  5 6 8 W 0dfaa\SNEh^hgd&gd&h^hgdGgd?'gdCwkdbU$$IflF d<   t 6 06    44 lae4ytwi0dk<=Pfghs鱖kRkk91hKxOh7GIB* CJOJQJ^JaJmH ph6]sH 1hKxOhCwB* CJOJQJ^JaJmH ph3fsH +hKxOhCw5CJOJQJ^JaJmH sH (hKxOhCwCJOJQJ^JaJmH sH 4hKxOh&5B* CJOJQJ^JaJmH ph3fsH =hKxOh&B* CJKHOJQJ^JaJmH nH ph3fsH tH 1hKxOh&B* CJOJQJ^JaJmH ph3fsH +hKxOh&5CJOJQJ^JaJmH sH  dek<=ghst & F ]gd h & F gd h gd7GI  gd&n=h^hgdCgdCw ]^gd& & F ]gd&gd&бИИ`G+7hKxOh<{5>*B* CJOJQJ^JaJmH ph3fsH 1h h5>*B* CJOJQJ^JaJmH ph3fsH =hKxOhCwB* CJKHOJQJ^JaJmH nH ph6]sH tH 1hKxOhwB* CJOJQJ^JaJmH ph6]sH 1hKxOh7GIB* CJOJQJ^JaJmH ph6]sH =h hh hB* CJKHOJQJ^JaJmH nH ph6]sH tH +h hB* CJOJQJ^JaJmH ph6]sH 1hKxOh.EB* CJOJQJ^JaJmH ph6]sH AC[\}~  & FgdCwh^hgdGgd=x & Fgd=x gdGgdCw PgdCw  gdCw$h]^ha$gd<{ & F ]gd h@ACŤhhG2(hKxOhCwCJOJQJ^JaJmH sH @hKxOh<{6B* CJKHOJQJ^JaJmH nH ph3fsH tH :h7!B* CJKHOJQJ\^JaJmH nH ph3fsH tH :hnB* CJKHOJQJ\^JaJmH nH ph3fsH tH @hKxOhHB* CJKHOJQJ\^JaJmH nH ph3fsH tH @hKxOh<{B* CJKHOJQJ\^JaJmH nH ph3fsH tH 1hKxOh<{B* CJOJQJ^JaJmH ph3fsH CLMNOPSZ[\cdϸhR<&+hKxOhG5CJOJQJ^JaJmH sH +hKxOhCw5CJOJQJ^JaJmH sH +hKxOhCw>*CJOJQJ^JaJmH sH 3hKxOh<{5B*KH\^JmH nH phffsH tH 3hKxOhCw5B*KH\^JmH nH phffsH tH 6jVhKxOhCw5KHU\]^JmH nH sH tH ,hKxOhCw5B* OJQJ^JmH phsH /hKxOhS5>*B* OJQJ^JmH phsH /hKxOhCw5>*B* OJQJ^JmH phsH  d7>Zd{}~ӺӺsZA1hKxOhSB* CJOJQJ^JaJmH ph6]sH 1hKxOhSB* CJOJQJ^JaJmH ph3fsH 1hKxOhGB* CJOJQJ^JaJmH ph3fsH 1hKxOh=xB* CJOJQJ^JaJmH ph6]sH (hKxOhCwCJOJQJ^JaJmH sH 1hKxOh=xB* CJOJQJ^JaJmH ph6]sH +hKxOhCw5CJOJQJ^JaJmH sH +hKxOh=x5CJOJQJ^JaJmH sH !:?@FjklmзoV;V4hKxOh=x6B* CJOJQJ^JaJmH ph6]sH 1hKxOh=xB* CJOJQJ^JaJmH ph6]sH 1hKxOhGB* CJOJQJ^JaJmH ph3fsH 1hKxOhnB* CJOJQJ^JaJmH ph3fsH +hnB* CJOJQJ^JaJmH ph3fsH 1hKxOhSB* CJOJQJ^JaJmH ph3fsH +hKxOhCw5CJOJQJ^JaJmH sH 1hKxOhCwB* CJOJQJ^JaJmH ph3fsH  !lm  !"9gdC PgdC^gdCw & FgdCw & FgdS^gdX  & FgdX  & Fgd=xh^hgdGgdCw O_efm !9ʹ͈oVVV=1hKxOhCwB* CJOJQJ^JaJmH ph3fsH 1hKxOhX B* CJOJQJ^JaJmH ph6]sH 1hKxOhB* CJOJQJ^JaJmH ph6]sH +hnB* CJOJQJ^JaJmH ph6]sH +hKxOhCw5CJOJQJ^JaJmH sH 1hKxOhCwB*CJOJQJ^JaJmH phffsH 1hKxOh=xB* CJOJQJ^JaJmH ph6]sH 1hKxOh8OB* CJOJQJ^JaJmH ph6]sH 9  ʹqYB&6j_hKxOhC5KHU\]^JmH nH sH tH ,hKxOhC5B* OJQJ^JmH phsH /hKxOhH5>*B* OJQJ^JmH phsH /hKxOhC5>*B* OJQJ^JmH phsH +hKxOhCw>*CJOJQJ^JaJmH sH (hKxOhCwCJOJQJ^JaJmH sH 1hKxOhCwB* CJOJQJ^JaJmH ph3fsH 1hKxOhSB* CJOJQJ^JaJmH ph3fsH 1hKxOhSB* CJOJQJ^JaJmH ph6]sH  $bpkl峝qXXCX*X1hKxOh<{B* CJOJQJ^JaJmH ph6]sH (hKxOhCCJOJQJ^JaJmH sH 1hKxOh<{B* CJOJQJ^JaJmH ph6]sH +hKxOh<{5CJOJQJ^JaJmH sH +hKxOhC5CJOJQJ^JaJmH sH +hKxOhC>*CJOJQJ^JaJmH sH /hKxOhC5>*B* OJQJ^JmH phsH 3hKxOhH5B*KH\^JmH nH phffsH tH 3hKxOhC5B*KH\^JmH nH phffsH tH bcpkl3NOg8|h^hgdCh^hgdn & Fgd8O & FgdC & Fgd<{gdCgd<{ 23NgͷoV@V@Vo+hnB* CJOJQJ^JaJmH ph3fsH 1hKxOhnB* CJOJQJ^JaJmH ph3fsH 1hKxOhCB* CJOJQJ^JaJmH ph3fsH 1hKxOh8OB* CJOJQJ^JaJmH ph3fsH +hKxOhC5CJOJQJ^JaJmH sH +hKxOh<{5CJOJQJ^JaJmH sH 1hKxOh<{B* CJOJQJ^JaJmH ph6]sH 1hKxOh<{B* CJOJQJ^JaJmH ph6]sH "678|Ar洞sZ1hKxOhCB*CJOJQJ^JaJmH phffsH 1hKxOhCB* CJOJQJ^JaJmH ph6]sH #hnB* CJOJQJ^JaJph6]+hnB* CJOJQJ^JaJmH ph6]sH 1hKxOh B* CJOJQJ^JaJmH ph6]sH 1hKxOh<{B* CJOJQJ^JaJmH ph6]sH 1hKxOh8OB* CJOJQJ^JaJmH ph6]sH | (")"@"gdI & FEƀ0}&gda & FgdHgdC & Fgd8O & Fgd<{  !#!+!b!e!!'"еМiNiNi3iN4haha5B* CJOJQJ^JaJmH ph6]sH 4hah5B* CJOJQJ^JaJmH ph6]sH 4hahJ5B* CJOJQJ^JaJmH ph6]sH .ha5B* CJOJQJ^JaJmH ph6]sH 1hKxOh8OB* CJOJQJ^JaJmH ph6]sH 4hKxOh8O5B* CJOJQJ^JaJmH ph6]sH 1hKxOhHB* CJOJQJ^JaJmH ph6]sH +hKxOhC5CJOJQJ^JaJmH sH '"(")"@"j"k"######u`H0/hKxOhH5>*B* OJQJ^JmH phsH /hKxOhC5>*B* OJQJ^JmH phsH (hKxOhCCJOJQJ^JaJmH sH 1hKxOh8OB* CJOJQJ^JaJmH ph3fsH 1hKxOhCB* CJOJQJ^JaJmH ph3fsH 1hKxOhHB* CJOJQJ^JaJmH ph3fsH +hKxOhC5CJOJQJ^JaJmH sH +hKxOh5CJOJQJ^JaJmH sH %hC5CJOJQJ^JaJmH sH  @"k"".#k!I & FEƀ-}&ogdHI & FEƀ-}&ogdHI & FEƀ-}&gdC.#####5$6$7$D$$OI & FEƀ-}&gd? gdCgd8O PgdCgdCI & FEƀ-}&gdC #########5$D$$ͳkU?U&1hKxOh?B* CJOJQJ^JaJmH ph6]sH +hKxOh8O5CJOJQJ^JaJmH sH +hKxOhC5CJOJQJ^JaJmH sH +hKxOhC>*CJOJQJ^JaJmH sH /hKxOhC5>*B* OJQJ^JmH phsH 3hKxOhKxO5B*KH\^JmH nH phffsH tH 3hKxOhC5B*KH\^JmH nH phffsH tH 6jhhKxOhC5KHU\]^JmH nH sH tH ,hKxOhC5B* OJQJ^JmH phsH  $$$$$$$$$$$$%%-%.%E%ѻpZD+1hKxOh hB* CJOJQJ^JaJmH ph3fsH +h hB* CJOJQJ^JaJmH ph3fsH +hCB* CJOJQJ^JaJmH ph3fsH 1hKxOhKxOB* CJOJQJ^JaJmH ph3fsH 1hKxOhCB* CJOJQJ^JaJmH ph3fsH 1hKxOh?B* CJOJQJ^JaJmH ph3fsH +hKxOhC5CJOJQJ^JaJmH sH (hKxOhCCJOJQJ^JaJmH sH 1hKxOhCB* CJOJQJ^JaJmH ph6]sH $$$$$$$%%-%.%]I & FEƀ-}&gdCI & FEƀ-}&gdCh^hgdCgdC .%F%%&fI & FEƀ-}&gd?I & FEƀ-}&gd?gd?E%F%O%P%%%%%%%%%&&$&+&4&5&6&N&кСССoY@Y1hjhjB* CJOJQJ^JaJmH ph3fsH +hjB* CJOJQJ^JaJmH ph6]sH 1hKxOh?B* CJOJQJ^JaJmH ph3fsH 1hKxOhKxOB* CJOJQJ^JaJmH ph3fsH 1hKxOh?B* CJOJQJ^JaJmH ph6]sH +h hB* CJOJQJ^JaJmH ph6]sH 1hKxOhKxOB* CJOJQJ^JaJmH ph6]sH +hKxOh?5CJOJQJ^JaJmH sH &6&b&c&&kffgdCI & FEƀ-}&!gdjI & FEƀ-}& gd?N&U&[&`&a&b&c&&&''(((())ʹoY@oo1hjh hB* CJOJQJ^JaJmH ph6]sH +haB* CJOJQJ^JaJmH ph6]sH +hjB* CJOJQJ^JaJmH ph6]sH +hKxOhC5CJOJQJ^JaJmH sH 1hKxOhCB*CJOJQJ^JaJmH phffsH 1hjhCB* CJOJQJ^JaJmH ph3fsH 1hjhKxOB* CJOJQJ^JaJmH ph6]sH 1hjh?B* CJOJQJ^JaJmH ph6]sH &&)))*)kb]]gdC^gd?I & FEƀ-}&#gd?I & FEƀ-}&"gdj))*)))_*`*a*b*k*l*кv^F1)hj5>*B* OJQJ^JmH phsH /hKxOhC5>*B* OJQJ^JmH phsH /hKxOhG5>*B* OJQJ^JmH phsH (hKxOhCCJOJQJ^JaJmH sH 1hKxOhjB* CJOJQJ^JaJmH ph3fsH +hCB* CJOJQJ^JaJmH ph3fsH +hjB* CJOJQJ^JaJmH ph3fsH +hKxOhC5CJOJQJ^JaJmH sH 1hKxOhCB* CJOJQJ^JaJmH ph3fsH  *)})))k!I & FEƀ-}&$ogdjI & FEƀ-}&$ogdjI & FEƀ-}&$gdC)`*a*z*{*****R+OI & FEƀ-}&%gd{ gdCgd{ PgdCgdCI & FEƀ-}&$ogdj l*m*n*o*q*x*y*z*{****ͳ~fP:(:#hzCh{5CJOJQJ^JaJ+hKxOhC5CJOJQJ^JaJmH sH +hKxOhC>*CJOJQJ^JaJmH sH /hKxOhC5>*B* OJQJ^JmH phsH :jha0J 5B*KHU\^JmH nH phffsH tH -ha5B*KH\^JmH nH phffsH tH 3hKxOhC5B*KH\^JmH nH phffsH tH 6j`rhKxOhC5KHU\]^JmH nH sH tH ,hKxOhC5B* OJQJ^JmH phsH  *;+P+Q+R+b++,,,#,4,5,6,A,B,e,n,p,q,,갚lVCꁰ%h{5CJOJQJ^JaJmH sH +h{B* CJOJQJ^JaJmH ph3fsH (hKxOhCCJOJQJ^JaJmH sH 1hKxOhCB* CJOJQJ^JaJmH ph3fsH +hzCB* CJOJQJ^JaJmH ph3fsH +hKxOhC5CJOJQJ^JaJmH sH #hzCB* CJOJQJ^JaJph6]#h{B* CJOJQJ^JaJph6])h@h{B* CJOJQJ^JaJph6]R+S+b++,,,5,6,A,f]h^hgdCI & FEƀ-}&'gdCI & FEƀ-}&&gdCgdC A,q,r,,,,,'-]I & FEƀ-}&)gd{h^hgdCgdCI & FEƀ-}&(gdC,,,,,,,,,,,,,,&-3-------------....麤}}}k}}k}}kV)h{h{B* CJOJQJ^JaJph6]#hzCB* CJOJQJ^JaJph6]#h{B* CJOJQJ^JaJph6])h@h{B* CJOJQJ^JaJph6]+hKxOhC5CJOJQJ^JaJmH sH 1hKxOhzCB* CJOJQJ^JaJmH ph3fsH +hzCB* CJOJQJ^JaJmH ph3fsH +haB* CJOJQJ^JaJmH ph3fsH '---.k!I & FEƀ-}&,gd{I & FEƀ-}&+gd{I & FEƀ-}&*gd{..../fI & FEƀ-}&.gd{gdCI & FEƀ-}&-gdC......x///00000ͷ{{fT?'/hKxOhG5>*B* OJQJ^JmH phsH (hKxOhCCJOJQJ^JaJmH sH #h{hC5CJOJQJ^JaJ)h{hCB* CJOJQJ^JaJph6])h{h{B* CJOJQJ^JaJph6]#h{B* CJOJQJ^JaJph6])h@h{B* CJOJQJ^JaJph6]+hKxOhC5CJOJQJ^JaJmH sH 1hKxOhCB*CJOJQJ^JaJmH phffsH 1h{hCB* CJOJQJ^JaJmH ph3fsH  /00000111K1L1e1111gdGh^hgdC & FgdzCgdzC PgdCgdCI & FEƀ-}&/gd{000000011K1L1e1~11һҥ}hS='+hCB* CJOJQJ^JaJmH ph3fsH +hzCB* CJOJQJ^JaJmH ph3fsH (hKxOhCCJOJQJ^JaJmH sH )h@hzCB* CJOJQJ^JaJph6]#h0ShzC5CJOJQJ^JaJ+hKxOhC5CJOJQJ^JaJmH sH +hKxOhC>*CJOJQJ^JaJmH sH ,hKxOhC5B* OJQJ^JmH phsH /hKxOhC5>*B* OJQJ^JmH phsH )hxN5>*B* OJQJ^JmH phsH  11122223K3L3M3N333лл{eL:%(hKxOhCwCJOJQJ^JaJmH sH "hGCJOJQJ^JaJmH sH 1hKxOhGB* CJOJQJ^JaJmH ph3fsH +hKxOhG5CJOJQJ^JaJmH sH (hKxOhCCJOJQJ^JaJmH sH 1hKxOhCB*CJOJQJ^JaJmH phffsH #hGB* CJOJQJ^JaJph6])h@hzCB* CJOJQJ^JaJph6]+hKxOhC5CJOJQJ^JaJmH sH 1hKxOhCB* CJOJQJ^JaJmH ph3fsH  1223L3M3N333faXSSgdCwh^hgdCgdGI & FEƀ-}&1gdGgdCI & FEƀ-}&0gdzC334O4bI & FEƀ-}&3gdGI & FEƀ-}&2gdG  gdCw3333334N44444444444 5 5 5\5m5ккккккк|gR:/h&n=hxN6B* CJOJQJ]^JaJph6])h&n=hxNB* CJOJQJ^JaJph6])hxN5>*B* CJOJQJ^JaJph3f%hCw5CJOJQJ^JaJmH sH (hKxOhCwCJOJQJ^JaJmH sH +hKxOhCw6CJOJQJ^JaJmH sH +hGB* CJOJQJ^JaJmH ph$>sH 1hGhGB* CJOJQJ^JaJmH ph$>sH +hKxOhCw5CJOJQJ^JaJmH sH O4l444k!I & FEƀ-}&6gdGI & FEƀ-}&5gdGI & FEƀ-}&4gdG444 5 5q555d6e6F777778888-99 & Fgda & FgdxNgdxN^gd> & F gdxN $^a$gdxNgdCw @ gdCwm55555d6e6E7F77777788m[I5I&h6B* CJOJQJ^JaJph6]#hB* CJOJQJ^JaJph6]#haB* CJOJQJ^JaJph6])h>hB* CJOJQJ^JaJph$>)hYghxNB* CJOJQJ^JaJph6]#hxNB* CJOJQJ^JaJph6],h>hxN6B* CJOJQJ^JaJph6]#hxNB* CJOJQJ^JaJph3f/h&n=hxN6B* CJOJQJ]^JaJph6])h&n=hxNB* CJOJQJ^JaJph6]888888889-999999:::::;ֿ֓m[mG[&hs6B* CJOJQJ^JaJph6]#hsB* CJOJQJ^JaJph6]&h6B* CJOJQJ^JaJph6]#hB* CJOJQJ^JaJph6])hh>B* CJOJQJ^JaJph6],h>h>6B* CJOJQJ^JaJph6],h>hs6B* CJOJQJ^JaJph6],h>h6B* CJOJQJ^JaJph6]#h>B* CJOJQJ^JaJph6]99::::T;U;;;<[<<<<<<M=N=O=d>e>f>h>gdagdCw & Fgd>^gd>8^8gd> & Fgd> & Fgda;5;T;U;;;;;<<<<:<ȱp^pP7"(h&2hxNCJOJQJ^JaJmH sH 1jh&2hxNCJOJQJU^JaJmH sH hxNCJOJQJ^JaJ#hxNB* CJOJQJ^JaJph$>)hxNhxNB* CJOJQJ^JaJph$>)hshsB* CJOJQJ^JaJph6],h>h>6B* CJOJQJ^JaJph6],h>hs6B* CJOJQJ^JaJph6]#h>B* CJOJQJ^JaJph6]#hsB* CJOJQJ^JaJph6]&hs6B* CJOJQJ^JaJph6] :<;<W<X<Y<Z<[<\<h<<<<<<<<<<溨jU?+hKxOhCw5CJOJQJ^JaJmH sH (hKxOhCwCJOJQJ^JaJmH sH ,h,hxN0JCJOJQJ^JaJmH sH +jhxNCJOJQJU^JaJmH sH  h&2hxNCJOJQJ^JaJ"hxNCJOJQJ^JaJmH sH (h&2hxNCJOJQJ^JaJmH sH ,h&2hxN0JCJOJQJ^JaJmH sH 1jh&2hxNCJOJQJU^JaJmH sH <<8=9=:=K=L=M=N=O=P===e>f>g>i>j>l>m>o>p>r>s>Ϯ~sh^ZVZRJRJRJRJR@jhG0JUjhRUhRh7!hajha0J UhKxOh mH sH hKxOhCwmH sH 1hKxOhCwB* CJOJQJ^JaJmH ph3fsH ,hKohCw0JCJOJQJ^JaJmH sH @j{hKohKoB* CJOJQJU^JaJmH ph3fsH +hKoB* CJOJQJ^JaJmH ph3fsH 4jhKoB* CJOJQJU^JaJmH ph3fsH h>i>k>l>n>o>q>r>{>|>}>~>>>>>>>h^hgdq+dgdq+dh]hgdlH &`#$gdlHs>y>z>{>>>>>>>>>>>>>>>>׸thKxOh mH sH hR)hq+dhGB* CJOJQJ^JaJph3fhKo6B* mHnHph3u!jhhG6B* Uph3hhG6B* ph3"hIU6B* CJOJQJaJph3(hhG6B* CJOJQJaJph3hGjhG0JU hG0J,1h/ =!"#$% >%Dd8  3 A?"$XB`""#7$D@=$XB`""#7XYHL T$xXTGOr]zQ.,`]3+bA=cX Pb `ޒhXKcݠ$佾g;g0DSNtc 85\&ZE3 $vf,Ș?;0L':Kbv,/þt Ŧç?+Xzl*#z]R-]h q/KeLPa.mFVfo ɡq-j?=Ps:QQ.bbxs1DD檤]Otk\_+G}~?=_S?7ܳ :,4\wk!xQ8:j Q0Naxtq\TYۆ(Ģ//Eۣމ9HN"S׆(artv@iv{'O<4d.o):yKM6ZtjrS|f"mt).e<?Qqß cR aJ۵^6/Jn(iX9Q~tdi7z~-xۈ6UE[j[\h]5m9%n\?OM : h/AaȻu^27Av[gdȼqbRVxa*},ͪ|ٗ-LK;V3|wY|'J$;!˸D?پx=; ߘgɆٲ~1ʚs<rr#,D sH(A.ȏl?:)6f*>WԓW\(# "" .]$clTXY#KT rI> KUp-j>FJMK4o"{ȧ!~D~DWV|˸>E./*e)[f67񐳭Sv? Jc,G<ֵ-:o|dn}>V3`(iz[ܩa)M}=yn7\F|\"#elCNm+ډtⒹ[P:ټu(!"/ ~"u=5p*Pz{8P{Z !S::[#.n9gCXpSm^C͚eIF@onjʰrlw!aѾ>9Cxg̣vi'[|=JS>iҏ3\?tleiLi<اq黆qM -H{_Ӣ4ḐW;LT_ü3>~{EWN,Ǽ#;#:.oqƹpF䗮4g4N.faM?k\AtH)]_>Ŕ4~҃58amfqu!9 -[Myc3rz/V2ZZe//+(jla9q!٥\KX0'P3A9)H7ߓgImKe"i.Q\\v҆KΉsLcBWax^h|W}4%|W~.+;ɵgYv;];=bٹDD#y+sY/6Ǐ3=O=~<>'RS_糇+|*^//f?_si /HϟՉ|Uh<:SwK=bu-X~7䱺EAe GBgKWWL9D[$].>!b).BH>oe=zxrѺUoc?TkN'+4Nq%#t7F>AcLr.uZF:}_iz LIfJ:o*p>vraX/&綽1ZyѸwj4c3 xvVrSzPz ~}T $> , JI Fae3 ([NHGIϣXԷׁ>na\JuwScOjxtLc}^ R a 3\cFT#[NCJiEbHe1TYOSS-g)w#AJ?erpN94^#s4) 8TN*Oiy^NM{M~^ u{)~ 8I <ʣe@X>DDk#O 7LJ7x7W >pM fFǟiMj>f8n1'⸡,*16mtN7=7:ˍpyVhkM=H٨Ah†X6u~~1**ؽ#Mans(Mh_wq3J낧Q{.vxwy{d> λ1M;ni~ѿ^3a XrdzcoW|/nt`sV{[o 85Uyᧁܯ} |8{iC+~= n,C{57+(mcm"c.49pXS:xWrl$~D/1Xof~k%k{dz_D{FaJ!ǧ@o5çДPuq%[PJ;lFb{_j0\0Lԓ`|)p#gQ pRݨ 8laainG|t]">mv~BO)zUS`/w,߻B]#cRxW EEuEG4ȋIu:^Pg>%:W]bTl7UM5h7zPyU-MS+ul|fΩr&iʅMX).S&$ݐ։Y@ 51nqrxY[\O4BQ?J"*rL9Fe/LQUD?=T *QP:}DtOTg)'TMUrt2)P ]Kd&-"Y%&D{/WP~`"T/sZjW\"7nʜVȄhr>kxM]v&]s4_]%byjEf{_xMʋ{)4:%]Ur'|? +֛̜}HӀo&Lj%MGIϣl ,8`+i9* ǥqӭLFS#U{)8 `8r3ʕoT4d,z3Ùs>ɇtӚy|>/[ \U \ xePB<_ e= eo뎡[a-RWM׎hhl5}Ͼ)RؼvĄcWń]\k&іhIR_LHtQ DwVu˄e&$&r4 ,ES"ILr1]tSc]R4ti.p).1Yg.|玊D.D5#vŽ]xpTɵ@r|ئ5+i GIc8J ^<pJQ^i锵Տlkd |^XwV.=Z~NHqN/$yI&qILv3jSe)N1n:fyͶ>l^ jRL]0N<Qr0=x0nй8qes_ ו/7&h4x@̘⍻\>Zxa/ 'w|j)>yu5}qaߕ4{8(L&ӗpx[чehӻ8b=.^5 jY|r)@mF<7WtJѠ_Fo6x35y '<{7yOt1dĕskgFD "eΔ `k,tK g\hTHިXbg} 3FpqGn;:unCaX C5{y~`m>~{y('pGObQ{Np)8wǿA{ys~ÿBܺ.?0| M g(i&vlNpHG Ns ⶱw9W9\;WSi9(}x6r`Zϡَ*a I^ rRxoPd{wTޥCxAE"F붊%Z8(6qTWO =VzzyvWܦy@>ܳ1fp`#\g8y]9S><4ɤyfNx5d:fmH]}&Sם98yf ޵_slL.ǻ,LX}@|Yemܟ(FsjKAvv ^l6F5hr6"AܠU* Yh ;ZQ( 6!ګk+j) ( BVVHy|<.sg\~}ϰ浍t\qB%widΊTgcD~hsU\4tns3%:vUV9*m Tm~J}z |[(e~_[n 'h{1~:*T#~P vN &A# ?))8 Mo!CJꇔg{yXI!%Cq^K @y.JZJizfz{~oQ!:DQ!2 +S&SFBLb`d} P8eAh{-fuL ?X}pkR8V"R %(i@ Gm Q¸CQ,l{,5bW#J䇄e)ӡ&-\=U"WMBuP>9J8q4έ_=,;tŽW%sd}|6ރ"7>wXW9&˰>;?;2A1˪EI͠*6QYӾCwg7Jw=w?=G̻J`kz޵G%z~Gu~k q}0oôtGz%s?sj1m>yU?y>shn>j+1 I3[wFN0GjlW?5RW.KN{I _V3q?3W6:3mILDdtfWm&   N  Wf3A( @ @?EUROPEAN MODULES FOR TRAINER TRAININGVerdanaPaper bagRY-Unm+ rx%FpY-Unm+ rJFIFKKeMSO Palette))19AA J R)1A A)J J)Z1b9 R) R1)jA)J))Z11{J1Z91bA9bJJ{Z999 ZsC   ")$+*($''-2@7-0=0''8L9=CEHIH+6OUNFT@GHEC !!E.'.EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE"4!1AQ"aq2#B$3Rb!1QAaq ?TSy#7tĄ+y nNuwPw:׽cg(2x:B~e(H鄔Y#g.# $eMZV  f,YX1"Z5j}:um%_QI[*)a As@$p(s:'啦 Z[D=7 T^k4;x&eR6\no|jI1Z |)@YKu\yy# Ѷa85X3) ﷷ\!h԰;hbc`y'{b+$`go*v"$>f}k@oN#Kc.Yc]l܂=wpLLޥ*@(HaEIŌ>|eO z [88 тcU@z)Iyd$TT0*h(7ΰLѩN;}80G4)|}ࣞ\sţ#zQ^a3c9$@[zp.͡XQ0zpOW6a"0Εg`uMW0Lq>c s/qRv]Qw-F[Pc{q~e߂y3S&a:gWrSAAI6fVk,`|ax oV}q9G%c4/a}eBQKgjڶe{s@SpF9 32G":\aR-"굠c_FR!8! 2Ƭ; :ƣ[G]0is2kVb{Ǜg>P:ssc!LBYGN}{㇜c$0U|/.45V{2.N |xrhUi/Jr&XF7퉻9^PknLJWˡ ;U٬ JdG|<z1]`}1ՅcZWObs&5W{`eY̴pO(ca=3dPN+oVW$36x Ҽ^n.>f@-9MC vP [4/ǒi$V&VBɫ Уߧ 4d ؞tb̌GPKԀߧ8[SHمD`u݋8!Œ.wu7~ q0{w;~5#jgf[N,zfn=AP~SCG<#qDF/@\hkW]@xBRT2^RjW]^<9 h 5"d1|ܦXUb;mxxl E :zѐ.9-~mĢiaMC=1LC HYB  б]Zsnv[xdPCJ Wn{bI فsq.^=oY}j54#XVZ3)IZEw"}"A%XӨ Q|=4g~0Yym+0w.UF{&+06u凿l$Av=q#}/c3"OjUfuٯ ;I;.M^"B 6~4B5ۖZ0g:$ksZ눈] @a Q`5KnGƲ.oKtWx&"Yv4z{`Y9ףIgYVCaVA@m 2ꩥ+gmr/)ULɖ[]O@0HmX9|.`~j:7Bo Osk֮trjS]f"9Láߡv~̑͠uV¸ۦ-0YEQ³rl! <6J8oPT Wޛ~X̴6jYUUfDo;":{X(y/>-ml՟A4}=?ys:BER,@_0ϮDr yYw(Mkha0 k6*BP@bqbno <͂a{Pqǥ_>Yry(++ZcRhK, =,4kȳx$@O;rbVGX I,Y ҵ^F!4j\ :Gp>0"ed `xwBF_EpI=qLRk^!'3/:qɭlnrx|K\/jW=x,Ddk L  C (ALogoCoebcRa[\?nf?6n7Ra[\?nfPNG  IHDR$+]sRGBgAMA a cHRMz&u0`:pQ< pHYsaa?iIDATx^wGU7.Xr[IXDb14]@HZ #]HTI!)jBFڈQ!$ݛ]pS;s4~=s^sΜqSo> M3_F韼S_.6 |uq l#]v:-$9B.. 8B]⻱_g!G%%GK|:-$9B.. 8B]⻱_g!G%%GK|:-$]_G?/>?~W~y7美#tI@y?z)<߹w;BAfVe6)̞/<܀6  95=)ZxBy_xXS %` iGhF&}p|TO#4BM٢&jrJGhGHsjG|0&qXb8ըi3B(y"$ \fEp[3<ޝ sB 1C <`gHƟV62wwN@*6ljQh0EC=i U3^6#tBìj P}9#B\s줴 E=\N#/Baw^BuFvQ=JqvDhc ma<WgxDŝs_.J#4!6|&{(\rN{ FhÄ)xm(zA7"r!aC͒N!`P5B>rcD!rgo~_ ю\Dnn@X5yDGRMvQp+4-D [Zoɷş,wzV5-׭v0شUznZ]~w:ŗBMgUڈPa,o=w|7a~mS4|ݔ`>Hy#9`(3:BFP3Bze=NiN Q&@2q4YpffDdhi~ч* dH#mDϜBZX&ʸs  xe0YYu-5J`"Zͼ_GKOƇHw $gdqr? 6Gz~nTTSY'02 TSh+ RüzIQMD{h0jvͨϢ%AS'?D!B`Zufˬ5rPW+& OqP}q`& šabC9JS\NZ 728 *n2G(9*X5(^OPn-|@# 5KXh[8B*O%xt+< Э=i*Y4~zT0l?>D~6Eb(/XGB5!(?{tGhu2})nk-5# BPR'o*Wkan~}ko\/G(6#|"4ɬpM49Y;<;%xb\/ϩ˯Zکnvuj@wW5sߺz?>l*·6:4ٜ3;`)bM\η9B(>65ƽr93]+D9x^K[F|༅/(ϯrw }Jr] y0oa͑5rlՄ\W~0:#[EŅ%-Xm=7^0/ ţ&՗_rC Ȩf>$jpB)y_ ez]m>)I<uVDh1C /s7h.* @Rlݬ^+<*vҗR phzǵ7\KxrlҤePqE%NAGZLg!kYVZOi2A챃@%7 x4NSS@DV !Td) 6T" ő{q [ɅLo!h6Rӷ\<5ζ!!:2 ;.PlpM--8 (fgPa8vJ\54K %lb AG8x9aM"S;ʍ}bnBazk'9EZ9S0 ;p ƫ:YQ^Gڑ ]Ժ cgoBqE@B_CK#{6P{/ oWbáN?;ZU>2o`'#U¥%7WT"40O[ ^$B/wfQJ(.c|n/B!qJmTґOuNEZ.iLR_w5]^eʵ2n=Rd\p9Ʃ/9"==lB2DnGl +<"ΛrCԳ^: ɝʡQeTX\g:E`9!ۗs5WئY? C?)9?S$s(bMq`ҎC̭#v :oK;r|yP:LS)PaWlHlkߜYꦿv@Zӯh(e=*0oJVvPX~ kha?GQEHь@\h(" G$P*W6)) еԴOѬD$P`j)dvM 2dU|̀ Z!}& 9(P2i;S|di ʢN`gGd%<2"]!FѴLkfK2YЀn\Į|jz%Wi1\bW<ƇB?#to1JB&`welQx̺{ϭc*2 $yV[j)aGG~bH/6~09lzN#~z>k&y!${<]=."@WQO?rE2 ?C=P!  HgŬ6V#+|4~ta'(1ܧ>GY3C=s@Uy*3? ,,@G(LL V $P J*#6 ݅\A.c}͔Wટ-ZͽUvZrų8ʽk {fH66Pb2wrdƔmAH\gc VmΉv~t(K08A ]|Q[1Q*`l`T` 7 Jս Ht@ItpD'AbgCЮ#Gr tI<}, 8BKKPy$9B.. 8B]⛧/%Gr tIY=;!G%%GK|^$9B.. 8B];r瑀#$uokr!G%%GK|g|^<p!@>;/K`se%萀#!<%ˎkKKPa#:蒀#%>%$uv 8B.. 8B]gO|{ kK/4?I'Ds_}_#~iIJ^xG/Rp'ޤAhMo}䑰$ii3MNÔP.Q\AFWT@j7^Ai ^oj+.#"Sߔ|04|uM<^bK!ZB90 *jVR!iɀE)T;yJeks<&VBk6::hcN7"2q(")#Y)Zt{ ͮTtSbXݢT5 EkbgCh6ӨtXˌ B!!daQ S}CjuZ#ĔZݢD:T5܇n Vo2_9;"=XKgGhB#}Мhhz4@wɺE'3 ' *u$+-X2`D&iQI:BJ)[ !ʺ:7*9_(BZD1@ar#`1i3軆>sy9 R"nqK88Z$6Y!&J#9r:&?b$*FWRF)"6?ǥ>FeF yNP"Ja(A4 GWE˚ !(E9 Hɳ!SLCNʔE5P% U8gT:*I|#Ts3T|$$E䃢lѢ`RM 9fEU }0ј9t>GyBCR)tDM rc5L>p0dl5Qg] @J#"GLf}zחZz6e-!^7,7BaÙ"4U^'PBKh%-i3=5jW%HwAǁЧe0P@+N^#i ܭ}@ i)rL6*䳡hdZ hW%Jrp tI?p\\]p7 {6iډ;zT>I0! 212Dapm+cE6*T[G㕸>orpxQc[3a h& /[m*c+Z[]c gi8Q(&ŒԋH[?l*= Sfb Ld`8}T|GI!yK4))GΊoZԑF4MZ 0Mt)ӊ&Е9 !nڦQ30'"+d2'3f#d.7AQ ?3#&!IMYWi)B$e%B!NJ LutOK]b;+6ejyB!jf6^c$ QS/G"Z ZuigF6iOޑ{K3uLWB$JFfm|ʫ>!uwMM=$Ec.S~-EcCʑG!a+!CBvA#ESff4 +sHkL\'|hceUtC#CZPp<1H)UKjYdޥ8ЭGȌ*قRt"a0ڛ_S}aM4z+6sX(lP$XP(qHDV7#dpBjIvJTTHI.ٌe1%jB$hZ@(i0:XH{ MÀV+&BZƋcG岽$P|boJ]JHQʺ7BCCuC;cFj]С|gF{oWjd3W}IySv.!n E^}h(qQMQER!=7l/qv8'}!8Kdդ=V-jjQȿ ق aYXLp(BbmУ U1&kUQz>%r[x~lƖ:Jf[wAj3&M Fj-&:SYGn8F*&D2-YE_y_"l2a"!MBH|#mcZ_lb)9ҝ$@QRE?-UY[2Z<N|!Բ,Sn*C?D;@DRP93y3F?fttԬ\LLL5k֘)~zuV333c6ol6nh¾ 渼`|r-sq+Lx85vKL X8Axxx`[oE @Z<@,<,p  ( bbbbbb,p @ p4'f` G C#CuA9 AܢLJHӞ!ḥK9ֺ̋l߾ݴm~s!s1s3??oN8aNmΞ=kΟ?ogg9gϸzo@t[c*>4ݑ*m/ RoV@:͕b6^^uۑfeh&it݋u"nWXZ_wt]=:~"w07-YGQF^W5rɆ+tq+(?Pob .HC=oL|5^,z%rנȰ%O08E_w#GPz o3Iݵ{{D>ӫ?4nEј r#DA2ҍV՜)_Ls=ՉN a?#.BruLg~'[+e50VDxO)@^~nպpT G%8*Q JpTG%8*Q JpTG? 8*gQa^JBlH舣␧pT`8*]x΄8؊`bO ( P x p p T%B gyi -E"pT\QQ$ G8bpTh  $D|>+drU8*ZQV\qThGEbBpT@Ã' GO{8*PL\+f|>8*QB - E𹧔giN%1{}XWkZC?w`\vq-M7zuo6mwW̔v/7?IҨW5:~s7׾TnM`_F;z}Z9auUum1E %vK[OOc w8smͳjp{oB]{aݼc)y׿܏$9> qo{swHn?d>}E n4t=4Pvy³wKkʳc3fr5_Lfr54乙o3/DT{={{_Vo Dd |50  # A"~5`w4fkE_@=~5`w4fkE0.21x_]ܹw$vrhѻ )ƴjDj4FS@C%0VQZEy'3O}*@$R2~~̹;{ŬICs=3;3͜I*"Y4I}QиknlVd/ 4"2MHF:TC"=?4־:mwHzԈ\#LSyi$փuEfݺhh-R>?D;@DRP93y3F?fttԬ\LLL5k֘)~zuV333c6ol6nh¾ 渼`|r-sq+Lx85vKL X8Axxx`[oE @Z<@,<,p  ( bbbbbb,p @ p4'f` G C#CuA9 AܢLJHӞ!ḥK9ֺ̋l߾ݴm~s!s1s3??oN8aNmΞ=kΟ?ogg9gϸzo@t[c*>4ݑ*m/ RoV@:͕b6^^uۑfeh&it݋u"nWXZ_wt]=:~"w07-YGQF^W5rɆ+tq+(?Pob .HC=oL|5^,z%rנȰ%O08E_w#GPz o3Iݵ{{D>ӫ?4nEј r#DA2ҍV՜)_Ls=ՉN a?#.BruLg~'[+e50VDxO)@^~nպpT G%8*Q JpTG%8*Q JpTG? 8*gQa^JBlH舣␧pT`8*]x΄8؊`bO ( P x p p T%B gyi -E"pT\QQ$ G8bpTh  $D|>+drU8*ZQV\qThGEbBpT@Ã' GO{8*PL\+f|>8*QB - E𹧔giN%1{}XWkZC?w`\vq-M7zuo6mwW̔v/7?IҨW5:~s7׾TnM`_F;z}Z9auUum1E %vK[OOc w8smͳjp{oB]{aݼc)y׿܏$9> qo{swHn?d>}E n4t=4Pvy³wKkʳc3fr5_Lfr54乙o3/DT{={{_Vo Dd |50  # A"~5`w4fkE5i@=~5`w4fkE0.21x_]ܹw$vrhѻ )ƴjDj4FS@C%0VQZEy'3O}*@$R2~~̹;{ŬICs=3;3͜I*"Y4I}QиknlVd/ 4"2MHF:TC"=?4־:mwHzԈ\#LSyi$փuEfݺhh-R>?D;@DRP93y3F?fttԬ\LLL5k֘)~zuV333c6ol6nh¾ 渼`|r-sq+Lx85vKL X8Axxx`[oE @Z<@,<,p  ( bbbbbb,p @ p4'f` G C#CuA9 AܢLJHӞ!ḥK9ֺ̋l߾ݴm~s!s1s3??oN8aNmΞ=kΟ?ogg9gϸzo@t[c*>4ݑ*m/ RoV@:͕b6^^uۑfeh&it݋u"nWXZ_wt]=:~"w07-YGQF^W5rɆ+tq+(?Pob .HC=oL|5^,z%rנȰ%O08E_w#GPz o3Iݵ{{D>ӫ?4nEј r#DA2ҍV՜)_Ls=ՉN a?#.BruLg~'[+e50VDxO)@^~nպpT G%8*Q JpTG%8*Q JpTG? 8*gQa^JBlH舣␧pT`8*]x΄8؊`bO ( P x p p T%B gyi -E"pT\QQ$ G8bpTh  $D|>+drU8*ZQV\qThGEbBpT@Ã' GO{8*PL\+f|>8*QB - E𹧔giN%1{}XWkZC?w`\vq-M7zuo6mwW̔v/7?IҨW5:~s7׾TnM`_F;z}Z9auUum1E %vK[OOc w8smͳjp{oB]{aݼc)y׿܏$9> qo{swHn?d>}E n4t=4Pvy³wKkʳc3fr5_Lfr54乙o3/DT{={{_Vo Dd |50  # A"~5`w4fkEr@=~5`w4fkE0.21x_]ܹw$vrhѻ )ƴjDj4FS@C%0VQZEy'3O}*@$R2~~̹;{ŬICs=3;3͜I*"Y4I}QиknlVd/ 4"2MHF:TC"=?4־:mwHzԈ\#LSyi$փuEfݺhh-R>?D;@DRP93y3F?fttԬ\LLL5k֘)~zuV333c6ol6nh¾ 渼`|r-sq+Lx85vKL X8Axxx`[oE @Z<@,<,p  ( bbbbbb,p @ p4'f` G C#CuA9 AܢLJHӞ!ḥK9ֺ̋l߾ݴm~s!s1s3??oN8aNmΞ=kΟ?ogg9gϸzo@t[c*>4ݑ*m/ RoV@:͕b6^^uۑfeh&it݋u"nWXZ_wt]=:~"w07-YGQF^W5rɆ+tq+(?Pob .HC=oL|5^,z%rנȰ%O08E_w#GPz o3Iݵ{{D>ӫ?4nEј r#DA2ҍV՜)_Ls=ՉN a?#.BruLg~'[+e50VDxO)@^~nպpT G%8*Q JpTG%8*Q JpTG? 8*gQa^JBlH舣␧pT`8*]x΄8؊`bO ( P x p p T%B gyi -E"pT\QQ$ G8bpTh  $D|>+drU8*ZQV\qThGEbBpT@Ã' GO{8*PL\+f|>8*QB - E𹧔giN%1{}XWkZC?w`\vq-M7zuo6mwW̔v/7?IҨW5:~s7׾TnM`_F;z}Z9auUum1E %vK[OOc w8smͳjp{oB]{aݼc)y׿܏$9> qo{swHn?d>}E n4t=4Pvy³wKkʳc3fr5_Lfr54乙o3/DT{={{_VDyK F TEACHI~1.DOCVPTeaching difficult issues_RC_annexes.doc!0@@@ lHNormalCJ_HaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k(No List jj lH Table Grid7:V04@4 lHHeader  !.)@. lH Page NumberX"X lHNumbered1$5$7$8$9DH$OJQJaJmH sH H1H lH bodytext1CJOJQJ^JaJo(ph3334 @B4 q+dFooter  !6U@Q6 < Hyperlink >*B*phF^@bF @0 Normal (Web)dd[$\$PJB'qB aComment ReferenceCJaJ<@< a Comment TextCJaJ.. a Char Char3@j@ aComment Subject5\44 a Char Char25\HH a Balloon TextCJOJQJ^JaJBB a Char Char1CJOJQJ^JaJ>@> a Footnote TextCJaJ,, a Char Char@&@@ aFootnote ReferenceH*x"66  z z z z z z z z#b"(-16nE12345G$%ijk@tu58W0dek<=ghstA C [ \ } ~  ! l m   !"9bcpkl3NOg8| ()@k.567D-.F6bc!!!*!}!!!`"z"{"""""R#S#b##$$$5$6$A$q$r$$$$$'%%%&&&&'(((()))K)L)e))))**+L+M+N++++,O,l,,,,, - -q---d.e.F/////0000-1112222T3U3334[444444M5N5O5d6}6666    V V  yMX!!!!!!!!!ֵ!ֵ!ֵ!ֵ!L!L!!v:!Z!Z!L !Z!v:!v:!v:!v:!=!!v:!!v:!v:!v:!v:!v:!v:!v:!v:!v: v: v: v:u: v: v: v:`!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!A!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!A!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!A!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!j!v:!v:!v:!v:!v:!v:!v:!v:!j!v:!v:!j!v:!v:!v:!j!j!v:!v:!j!v:!v:!v:!v:!v:!v:!v:!v:!v:!!!v:!v:!!!v:E12345G"$%ijk@tu568W0dek<=ghstA C [ \ } ~  ! l m   !"9bcpkl3NOg8| ()@k.567D-.F6bc!!!*!}!!!`"a"z"{"""""R#S#b##$$$5$6$A$q$r$$$$$'%%%&&&&'((((()))K)L)e))))**+L+M+N++++,O,l,,,,, - -q---d.e.F/////0000-1112222T3U3334[444444M5N5O5d6e6f6h6i6k6l6n6o6q6r6{6|6}6~66666600000 00 0 0 00000000000000000000000000000000 0 0 0 00000 0 0 0 0 0 0 0 000000000 0 0 0 0 0 00 000000 0 0 00000000 000000 0 0 000000 0 0 000 0 0000 0  0 0000000 0 00 0  0 00000 0 000000 0 0 0 0 000 0 000 0 0@ 0@ 00000000 000000 0 00000 0 0 0 000 0  0!000 0" 0*! 0*! 0*!0000000 0#00 0$ 0%00000 0&00000 0' 0( 0) 0* 0+00 0, 0-0000000 000000 0.00 0/00000 00 01 02 03 040000 0 0000 0 0000 0000 00 00 0 000 0 000 0 03 0300000000000000000000000000  V0  PPPS5 %  Cd9'"#$E%N&)l**,.013m58;:<<s>> $&()+-/1234678:;=>ABEGILMPSUVY\]_`ac 5 d |@".#$.%&&*))R+A,'-./13O449h>>!#%'*,.059<?@CDFHJKNOQRTWXZ[^b>"4:4W4[444495K56XXXX CJLS!!8@0(  B S  ? vk Ok vl O,k vlk Oj v,l v,j v4EvD""SS]00116 00\cc001 26 =*urn:schemas-microsoft-com:office:smarttags PlaceName=*urn:schemas-microsoft-com:office:smarttags PlaceType9 *urn:schemas-microsoft-com:office:smarttagsplaceB *urn:schemas-microsoft-com:office:smarttagscountry-region8*urn:schemas-microsoft-com:office:smarttagsCity Dq    _fjr|""U-Z-111!1 2253<34L5O5f6f6h6h6i6i6k6l6n6o6q6r6z66666 O5f66::35C ! m "9g)@Fc!*!a""S#b#$$A$r$$$$&&(()))L))))N+++, -$.e.//44N5O5f66O5f66AB||\IX ` jE"FN "*&HHhzt4Q)}qz)K5k950q;ZC,Ed_{cGNKbJ36N` d|W о)[z)^n#W^ (zdr64Ge<* hlk s~ uL}ĭ(I}||8hO~J%x*h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo( ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo( ^`OJQJo( ^`OJQJo( ^`OJQJo( PP^P`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`OJQJo(nh^`OJQJo(hH pp^p`OJQJo(n @ @ ^@ `OJQJo(n ^`OJQJo(n ^`OJQJo(n ^`OJQJo(n ^`OJQJo(n PP^P`OJQJo(nhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`o(.h^`OJQJo(hH pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHhTT^T`OJQJ^Jo(hHoh$ $ ^$ `OJQJo(hHh  ^ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhdd^d`OJQJo(hHh44^4`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hH pp^p`OJQJo(n @ @ ^@ `OJQJo(n ^`OJQJo(n ^`OJQJo(n ^`OJQJo(n ^`OJQJo(n PP^P`OJQJo(n^`OJPJQJ^Jo(-^`OJQJ^Jo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoP^P`OJQJo(hHLZvC,EZv$[vzIjE"6NX qz)q;{cG&H u[vsk95zdGehlkQ)d|Wz)^AB|L})[#W^KbJ "hO~I}|Zv @CJOJQJo(nZv @CJOJQJo(0[v @CJOJQJo([v @CJOJQJo(                                                      n(H `:Ҹ;Бt-X&(Fz]                                    [ bāOЧTlpDh                                                                                                     bāOЧTlpDhҚ                           43'NMwi&?'X GkJ!2!!''-o-j/B1=9&n=.y=?,BgDHlH7GINxN8OKxO\Q CST_Xs^abq+d hpknq`rs=x{<{|s{0zCf/c2Sa@ )dQwR7!j IU>Ko<aG .ECCw!"564M5N56!3@L5L5wq L5L56@Unknownhuber_jrjh1 Gz Times New Roman5Symbol3& z Arial7&  VerdanaA& Trebuchet MS7&{ @Calibri5& zaTahoma?5 z Courier New;Wingdings"1h2&2&[-`[-`!244545 3qHX)?lH Pascale Mompointhuber_j|                       Oh+'0t  0 < HT\dl Pascale MompointNormalhuber_j3Microsoft Office Word@@@[-՜.+,D՜.+,, hp|   `45'  Title` 8@ _PID_HLINKSAd" )Teaching difficult issues_RC_annexes.docRW>http://www.historyplace.com/worldwar2/holocaust/timeline.html1938Ohttp://www.yadvashem.org.il/7mailto:rjh1@soton.ac.uk  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdfghijklmnopqrstuvwxyz{|}~ Root Entry F! Data e|1TableWordDocument.SummaryInformation(DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q