ࡱ> M Ubjbj== VvWWQl$$$$$$$$HLLLPdHs? 6LLLLLL7777948`;`>$]@ }B?$LLLLL?x$$LL-?xxxL$L$L7xL7xjx%2$$7L P`EHLb6~7$C?0s?W7~CD4C7xHH$$$$Educating For A Sustainable Community A Process Manual How to Create Your Own Communitys Environmental Story  By Joan and Hy Rosner Edited by Celia Einhorn 2006 Produced by Friends of Albuquerques Environmental Story http://www.cabq.gov/aes Permission to use this Process Manual to develop a community's own "Environmental Story" is granted to all public agencies, schools, universities, and non-profit organizations. Any publication based on this material must credit Albuquerque's Environmental Story and the Process Manual. Introduction This book was written to enable communities throughout the country and the world to use Albuquerques Environmental Story as a basis for developing their own Environmental Story and, with its help, a sustainable future. Background Albuquerques Environmental Story: Educating for A Sustainable Community What it is? Why it was written? Educating for a sustainable community was a concept spawned in Albuquerque in 1975 when Hy and Joan Rosner, newcomers to New Mexico, invited local community volunteers to contribute their varied expertise towards producing a teachers resource book in environmental education. Albuquerques Environmental Story (AES), printed in 1978, was motivated by an increasing disquiet with the Citys mushrooming growth and the effects such expansion could have on the quality and supply of water, open space, the waste disposal systems, the built environment and the areas general quality of life. It was soon apparent that AES was more than a teachers resource book, that it could serve as a basis for a unique environmental education program for use by the general adult community as well as the schools. Development of the book and the program involved an all community effort to identify basic elements that promote and support sustainability. Individuals, schools, government, the business sector, and public interest groups worked together to conceptualize, identify, create, and implement a shared vision designed to conserve natural resources, promote historic preservation, and celebrate diversity in both the natural and human worlds. What emerged was a holistic overview of the regions natural, human, cultural, built and economic environments. Essentially, AES had the effect of teaching inhabitants of all ages-its present and future voters and decision-makers that our quality of living and our future sustainability depend on each of us. To continue to enjoy the community most people cherish, it will be necessary to have the widespread, responsibility involved support of a citizenry which understands how the human and natural systems function, and recognizes that economic well-being is inextricably linked to the conservation of our natural resources. The hands-on interpretive approach of the book is designed to heighten readers awareness, enhance their capacity to enjoy the beauty surrounding them, and develop a sense of social and environmental stewardship. AES is interdisciplinary and stresses critical thinking. It is structured to add relevance to, and inherently augment the teaching of basic skills for young students. The authors deal with the basic problem of adding environmental education to an already crowded curriculum by making it possible to infuse these materials easily into the existing required curriculum. Educators who have used the book have found this an approach that promotes awareness, knowledge, valuing, and responsibility, while making the prescribed curriculum more interesting. AES establishes a bridge between Albuquerque today and tomorrow and profiles such environmental topics as air, water quality, solid, and hazardous waste, energy, historic preservation, the built environment, transportation, neighborhoods and downtown redevelopment. Most are applicable to many U.S. communities. Climate, vegetation, wildlife, and terrain are studied and discussed along with an exploration of the areas ethnic, racial, socio-economic and neighborhood groupings. Readers develop a sense of place and become aware of shared commonalties in the problems and aspirations that underlie the differences they perceive in language and culture. This helps establish a base for mutual understanding and cooperation. The focus is on Albuquerques mix of natural habitats and human culture. Its subsequent replication, The Dade County Environmental Story and The Florida Keys Environmental Story, deal with South Florida s similar mix. Its premise is that indeed people of all ages, not only young people in school, learn to understand how they interrelate with their own home, school, neighborhood and city, and how they will be developing a larger awareness, an extension of valuing and concern which will help them recognize interdependencies, and see the tie-ins between personal and community survival. Readers learn to understand how a responsible approach to their immediate surroundings can help provide a clean, attractive, habitable place to live. This establishes a meaningful knowledge base for developing an environmental ethic and extrapolating their conservationist concern beyond narrow political and personal boundaries. Young readers, future voters, decision makers and careerists are being taught to make informed and objective cost/benefit evaluations on local issues and are also learning to sometimes accept short term economic discomfort, recognizing that ultimately, they, with the rest of their community, will probably be better off. Readers of all ages are challenged to deal, at their own levels, with current local problems, whose immediacy make them seem less black and white than issues seem from a distance. The intent is for them to fact gather, learn to understand that the well-being of their home, its immediate surroundings and the people living there are inextricably related to the environmental health of their city, their state, their country, and in fact, the whole world. Taught to recognize that they are part of an interdependent human and natural web, readers hopefully will emerge as a new generation educated to question prevalent attitudes and values, protect and respect diversity wherever it occurs in natural and human communities, and modify behavior in conformity with an ethic which sees people as a part of the natural world, not its masters. If the work has a bias, it lies in the belief that educating a new breed of environmentally literate, concerned and responsible citizens is essential to the survival of humankind and Planet Earth. Replicating Albuquerques Environmental Story The initial reason for writing Albuquerques Environmental Story as a teachers resource which focuses on one citys environmental history and concerns rather than on the nation or world was the belief that environmental education is most effective when it relates specifically to a young persons own immediate surroundings. However, the book was also designed for a more universal applicability. It is potentially adaptable for use in other communities that can meet their needs by substituting for the background information in the Albuquerque book material specific to their own area. Many parts of the book (Eye Opener Worksheets and Activities, the section on the school and neighborhoods, and the basic environmental issues addressed in the final section,) can be used in any locale with minor changes. Since publication of the original Albuquerque version in 1978, the book has been used as written or with appropriate local modifications, in several parts of the country in a variety of ways. The website has been accessed globally, having had over 175,000 hits! The Dade County Environmental Story, printed in 1986, was the first complete replication of the book. Following that, a Process Manual was developed to provide interested communities, school districts or teachers with a detailed recipe which they could use in the preparation of an Environmental Story custom made for their own situation. Monroe Country, Florida, (the Florida Keys) field-tested this manual and the Monroe County Environmental Story was published in 1991. A fundamental requisite for development of a book similar to the Albuquerque, Dade County or Monroe Country Environmental Stories is the assumption of leadership and coordination by one or several individuals sufficiently committed to the project to be willing to devote approximately two years to its completion. The chances are probably, though not necessarily, that little or no financial reward would be available for this work unless undertaken by a salaried person assigned to the project. Once the leaders/coordinators are identified, the tasks of planning, writing and publishing fall into place. The prospect of an environmental education book specifically designed for ones own community tends to generate enthusiasm and an eagerness to be an active participant in bringing the book to fruition. People willing to serve in a planning and advisory capacity are readily found, as are those who accept a request to write selected sections without remuneration. Funding, or sources of in-kind assistance are necessary for word processing, editing, layout, printing, etc. See a detailed discussion further on in this Process manual for further information about funding, time schedules, production process and possible hurdles to overcome. The Replication Process Please note that italicized sections refer to the methods used in the Dade County or Monroe County replications. Getting Started Initial Planning Set up an ad hoc advisory committee of key local people. This committee should be comprised of decision makers or their assistants, from the city planning department; the public school system; representatives of environmental and environmental education groups; members of the local college/university communities, forward looking public officials, historic preservationists; architects concerned about the communitys built environment and representation of the private sector with a reputation for public interest support. The Monroe County committee found that it was very important to get community involvement at the earliest stage of planning. They used the local radio and newspapers to promote the project. They also sent out a letter over the School Superintendents signature to establish credibility. Early meetings of the Advisory Committee Meetings Explanation of the background of the AES and Dade County Environmental Stories. (DCES) Orientation to AES and DCES. Suggest that committee members visit the AES website  HYPERLINK http://www.cabq.gov/aes http://www.cabq.gov/aes prior to the meeting to become familiar with the book. Assessment of the ad hoc committees reactions: suitability of the concept of the books for the local area extent of interest and potential personal commitment on part of those present groups assessment of possible local support for some type of adaptation or replication of book. If possible, arrange to meet with an author or editor of AES or DCES. Later meetings Discussion of possible content of a book suitable for the local area. Identification of possible sources of funding and in-kind support Identification of people who might assume leadership in preparation of book: coordinator(s); senior writer(s); editor(s); artist(s). II Further Planning Establish a project-planning group comprised of selected members of the ad hoc advisory committee as well as people identified as coordinators, senior writers, and editors. Develop a general outline for the book. Identify the natural areas to be included. Select the communities or areas for Sense of Place and the environmental concerns to be used in the Environmental Topics section. Based on the projected outline for the book, consider possible writers. Set up a timeline for the project. Funding Contact the City Planning Department and the local Public School for in-kind contributions. (e.g. writing, word processing, duplicating, editing, proofreading, photographs, maps, graphics, etc.). Seek financial assistance from local utility companies, private foundations, city general funds, state, or federal grants. Arrange with a non-profit group having tax exempt status to receive and administer grants. The usual fee for performing this task should be waived as an in-kind contribution. Preparation of the Dade County Environmental Story was well advanced before any funding was secured. A small private foundation, contacted during the initial planning stage expressed great interest in the book and indicated intention to commit $5,000 when the project was closer to becoming a reality. No further attempts were made to secure funding until approximately one-fourth of the manuscript had been written. At that time, a grant of $7,000 was obtained from the Florida State Department of Education to prepare a camera-ready manuscript. This money was spent for editing, illustrations, and adaptation of the activities in AES. An additional State Department of Education grant of $10,000 was received the following year to meet the cost of printing 2,300 copies of the book. The $5,000 was received at this time and was applied toward printing. Development of the manuscript Written text Outline the contents of the book. Decide on the number, topics, and order of sections to be included. Select subsections or sections from AES or DCES to be used with minor adaptations. Select writers of text and activities Contact agency personnel, university faculty, environmentalists, and other concerned and involved citizens who have expertise in the various subjects to be covered. Explain that all writing must be done as in-kind contributions. Give writers copies of AES or DCES to use as models. Or refer to the Internet at http://www.cabq.gov/aes Provide writers with written overviews of the length, scope and purpose of the articles they have been asked to prepare. Select teachers with expertise in science and social studies to adapt AES activities for local use. Generic activities from AES were modified to be applicable to local conditions for the Dade County Environmental Story. Some activities were used without any changes. A team of activity writers consisting of an elementary teacher, a science teacher, an English teacher and a social studies teacher were hired ($200, each) to produce new activities. Set Deadlines Allow two or three months for writers to complete tasks. Contact writers periodically by telephone to determine progress. Adjust deadlines as needed. Provide for Peer Review Contributing authors were asked to recommend a peer review they felt would provide professional review services and content expertise, and whose advice they respected. After the authors rough draft was edited and returned to the author for approval, the material was forwarded to the respective peer review person(s). Edit and Rewrite Limit editing to changes in length and to correction of obvious errors. Standardization of style is unnecessary. Obtain written and dated approval of author. After final edit changes had been reviewed and approved by the author, authors signed, dated, and indicated approval to go to print ON THE COPY. Then all copies were filed. Word Process Manuscript Arrange for entire manuscript to be standardized in font and point size. Authors could submit their work on a standard word-processing format and then editing would be simplified. In preparation of the DCES, word processing simplified the whole printing process. A spell checker saved enormous amounts of proof reading time. Desktop publishing software should be investigated . Obtain Illustrations Solicit recommendations for illustrations from authors, some of whom may wish to provide their pieces. Arrange for talented college or high school students to do much of the artwork. Obtain photographs from museums, historic preservation societies, planning departments, and other public agencies. Be sure to return any photographs the contributors wanted back. Preparation of Camera Ready Manuscript Use AES or DCES book design as model or arrange for an in-kind contribution of an alternative design. Select cover design, color of cover, stock and pages and font to be used. It should be possible to arrange for a sizable discount on paper. Solicit printing bids. Select a printer with a low bid and reputation for quality work. If possible, find a printer who will offer a substantial discount, as an in-kind contribution. Provide for safe storage of camera ready copy after books are printed. Creation of Multi-media Formats Solicit funding or in-kind contributions for the creation of CDs and Internet publishing With AES, in-kind and contributions from local businesses, the recent possibility of publishing for a multi-media market has occurred. Local governmental or educational foundations can help with the multi-media formats. Distribution and Implementation Decide in advance with grantors how books and CDs should be distributed. Give a book or CD to each person on credit page. Arrange for adequate storage facility for books and CDs until they are distributed. Provide for workshops when distributing books or CDs to teachers. Most of the DCES books were distributed to teachers attending workshops, which familiarized them with the philosophy, content and potential of the book. All contributing authors received three copies. All Dade County Public School Libraries received a copy. Remaining books are still being given out at workshops. The Timeline involved in the Process in Developing the Monroe County Environmental Story March 1988 The Monroe County Environmental Education Task Force (EETF) was created. This group is comprised of various individuals involved in a wide range of environmental education programs. The Monroe County schools provided a liaison person. June 1988 After an introduction to the DCES, the decision was made to take on a similar project, the writing of the Monroe County Environmental Story. A small group for the EETF formed a project committee and chose a person to coordinate the writing o the MCES. Major decisions were made by this core group. July- August 1988 Contacts made with editors of AES DCES. Copies of these books were obtained and studied. Study of the draft process manual. A list of possible Ad Hoc Committee members, key people in the community, was complied. Sept. 1988 Met with Superintendent of Schools to explain project. Gave presentation of MCES to the Monroe County School Board and received total approval and radio and newspaper publicity. Letter went out to potential Ad Hoc committee members. Oct. 1988 Wrote a hand out explaining MCES project. Compiled a list of potential contributors. Sent out form letter to potential contributors with a participation from to fill out. Nov. 1988 First Community Planning meeting held. The Superintendent gave the welcome address, then a general introductory session. Group meeting followed. Six areas were set up one for each of the four sections of the book, one for community resources and one for specialties, production, etc. Participants joined the group of their interest/expertise. MCES project committee members chaired each of the six groups. Major decisions and commitments were made. This was a very high-energy meeting and the input was invaluable. Dec. 1988 Plans were made for section meetings. Letters to potential contributors were sent announcing section meetings. Jan. 1989 Sections meetings were held, the outline was refined and the writing topics were assigned. Feb. April Articles received. Letters sent to writers who sent articles. Letters sent to writers who had not sent articles. April 1989 Spring meeting/social was held for updating progress. Participation forms were available for newcomers. May 1989 Peer review guidelines were written. June 1989 Summer Teachers workshops were held to modify worksheets and activities. July 1989 Meetings held with writers, peer reviewers. Editing and word processing took place with periodical updating. 1990 Charted progress. Updated mailing lists. Kept up personal communication with telephone and letters. Met with photographers and artists. Made charts Located photographs. April 1990 Prepared a MiniBook, sample of articles that will appear in MCES, to be used for obtaining funding Had an all out effort for state funding, phone, and letter writing campaigns September 1990 Started a publicity campaign. The EETF puts out a monthly newsletter giving progress of the MCES. Monthly EETF meetings are published in local papers, always mentioning the MCES. All Countywide meetings are announced on local radio stations and the newspapers. Booths set up at educational conferences. PAGE 13 '8pq'(7]^T9=##((,,--------476;7;<<Y=>M??@AEFGI=I`IJJRܹܿܿܿܿܿܿ 56CJ6CJj7>*B*Uph j0JU5CJCJ5CJ56CJ56CJ0JCJ$ jCJU6I&'8opr'(]^~  $^`a$$a$UU STXY ##%%''(((((R)S)c)d)u)v)++,,,,,1-2----.8^8 & F^ & Fp^p  & F^ & F & F^ & F^ & F & F-.j..//d/e/f/u/v////000000K1$ & F"$^$ ^  & F & F 8^8 & F^ & F^ h^h` & F^K1L1%2&2n2o2222222e3f33344869677p^p^ & F^ & F'^ & F^^ & F & F" $ & F^777788 8!8D8E88888999999W: & F & F ^  & F- H^`H ^` & F,8^8 & F) & F  & Fp^p^W:X:::6;7;<<<<<<"=#=?=@=X=Y=>>>>^ & F) & F ^  & F1 8h^8`h & F)8^8p^p ^  & F- & F>??L?M???@@@@AAAABBdBeBCCACBC & F & F^8^8^ & F ^p^p  & F ^  & F4BCCC5D6DDD7E8EXEYEEEFFFFFF-G.GGGG & F<^^ & F^ & F  & F  & F ^  & F6GGII_I`IXJYJKKKyLzLsMtM/N0NIPJPPP+Q,QQQ&R'R 6 ^6 `$^a$^'RVRWRRR'S(S?SVSSSSSSTTTT U\UUUUU&`@ ^@  6 ^6 ` t ^`t 6 ^6 6 ^6 `RR'S(S,S-SSSTTTTUUUUUUUUU0JmHnHu0J j0JU6CJ6CJUUUUUUU@ ^@  !Ph]h, 000(0P= /!"#$%&00P= /!"#$%7Dd,p<  C Ab_%JD#n{_%JPNG  IHDR,m("gAMAPLTE  !!!"""###$$$%%%&&&'''((()))***+++,,,---...///000111222333444555666777888999:::;;;<<<===>>>???@@@AAABBBCCCDDDEEEFFFGGGHHHIIIJJJKKKLLLMMMNNNOOOPPPQQQRRRSSSTTTUUUVVVWWWXXXYYYZZZ[[[\\\]]]^^^___```aaabbbcccdddeeefffggghhhiiijjjkkklllmmmnnnpppqqqrrrssstttuuuvvvwwwxxxyyyzzz{{{|||}}}~~~U pHYsN IDATx\{ղ !>! ^+(zA D,"%a'ʢ &rLXB2Y&l=3}G3Ifeɘ:UUՙK%zA|RN,9xa*~@ Vvx$Tk!Iɰ8*QSn?"G%!I̐QeZ$d4,hT!(T0cQu` 5P4XPϴ(+-#rC: 7XmWtbl*H%'7 GH4E%u-7J4Z/ZD##t_9yݡtyvE}2;n6\MSj:U2Bձ i+:ޕRr 0y`{UF+.׋ςywe/ʐ,8'U]{z:ۇQtPL,>A e%HuS.cs€'"_1-=\I4 }r~&ΊV ,[m^h{G]?F˺b]`Vx>h1f`\[~I)gw3#gxߕ]kǔ,DU8ՅQB^'M(F` qVj^&5p{g?eޏ5p < S`'fMx2p&q^$CuOR ՚""Hu kKihߧX@- 1+&[ ExUM%P v׃%,]CPeֳ-};|Ҷ[Z>]5nijH_UH?_G~+%Te2goCj3KW-C\81{|ƿҸa81D ,geIF|0R6?Ӷ]ێ522"3nw?ʀȚeLxy6sq&xˇv-64g濏`cCkq:J])d {)n.M CYpMBpʃ>A/~Zū{ >[<ǤGڍzإrACʚf-iplELC°6ҶّGEghN FhA.H"T®gxKy$R{f49b 8QJu0#s (yb~^xޝ*ZIuٮK6~}B;]it j#;8b|x#Xzz,[kiߡ411{ T3y=6h&A0biIQ]eQY/*Q~̊Nd&Ee gM&1Ȱeg֮`dAר fGA!x#Zw2zlL79,r |w@#cn6-?>uvY@10kF7/-UmkpKVftGï~g9g=ƿK]E݄ Ǝm;ƏbO!:B:9>{5'jΊ;٬R7Z>YD`Z эFiϹNFc@Tvۏs␽7ܙ::L )@{EyhAwDf8ZEM@}_]PL \[(޴V̆zd@ܘm']Hxwj~]?z@ Gu?[cVv87ri83miɭM=gڜA:mkxP u/}ˍ 8 ƫ|B'7LŠ$m> Փklr,F{/k] 2Q_w],ApEsځ0ACark;r]"ÖP"| ]Y#_o0<,Nn ڙOUI~7?斯9aL\בM2w|LPV/lpG'4\p\jY5H kOZkmZ,.@w%Z {^ 04${UU$Aj`Wqg59KpA7iTŇ{w^Nл—j g<[5{m/õ>h‘-g?4|!@IpY'ye̬Å1IA}0 8b0XAj"=)HK9KpڷN/ῖ6]6cei{t}-R!lƅACPD;}ٮCKq+e[gLn,魉Y8o1ʳ5f+/u!lA!Oiϣm F9a:qFDϵ v*1ilSl*is_[tƃ4BfF)׿\=I =Z{VZ C^ tŀg0!M9z߱TQivQ95~ۧBPKkkՀ!)=aTt0[_o6 S#= S!~ ręc{Ń *42o3@Z[w@03DJU@5bmV BhD|qv-oF#hG5ɠҕL4cb5.F $yҳ UޝXa~WAfû:=D ҠV.w~utD*6_frUx|3e; &d@m.ʹ\1oSPR<V4%Ǔ&FeNıxs׌в<A;I2,6\o R\~0&;;"",gAH?`1^9 Am~2nU_scPE`4\S^ΧHH̗t~v}L!bnT,/jH%콼l+ɈgN[#R'Ѻ Mݠ͎<vC%ZC[eXX*D$6M;;{%%Tqni{AM1a"3i&hN,y/ ~.H.[ŋ )crp@<<Q7+-28K-x5?lŢ2/dC&td'7Q *m!kM(;~oc-#Fugl[J˝R \:!#|^~:;hZ IUf@b)h#h,^$sh2/< +pd67(6lTC.L`dۼtm?-vt~YKᖶ YD] >U3 09H }jևuOpYK (1>TSp1j\|}ihC (*)e2vò+nkFc}]80sp2w~=5 9êdKl_]@M63dA2^aajmv0BVSr(*YpNH uI=a[AT+ʎ&/yGU=iZ&i) *₆B"*↸ʧi`Zbn%k*na*"0 3o7{G|A+`6e潻s/Aē]TT R/\%0ѻ>FYnŐLnJw?̘V9ʥeA*o))&t-,(Pf,C{4;igv:@ cUPe'WIj3cRrT>CK+-p>,؝DUcNi%w~VN[y1SB ;V&;}R{- S]7B"nEU/3g0A$Cnnr OqXRkޭOXGs´-Ho|!T[2Ү+>"z^ jeVZ/ wS)fs}${[c틺@,"ތT`/>(C'*m<]zpId ߨA8 a yȧْ8u',jp7 dOgIpWՊoee:oJgވg.px_OLpCc͒RF)R) v@cO+ګ/^t2]O$i+v\Vn!7^_EGgQ Wpj6`+<ݻ_s:씦_ AR7}" ʒY S`. E F "-1WB0'ТJpO!豣[!y(t זnH1wK'mniqĪLڨ0mZbA9k)zjWe뱯"{)"g/6^<$?8  z ]BEaFdCyp3,,D\/=ײO*br,X2oġ@Ed& &献nNPt}lZ&vQh$ bwn׳L| Ck+Y qGFG(Iإ,<R~<[(y1"+r#)Gʾ zwG#bV yMQYэ&xk`HlJ)aٖUx$,N;pT%ɑ hU.RDJu\}9w*S #TV04zأx IA0nvy"b¦{/g[2ĩ`هVdWql-x-;dУ~ K@9^ _/8:sDmBˋ" H%g[ȥBxýPXBHPm#,OeDF\';>mXA:zIh@:!C[.`OjWd3 o8q7-]1/+bn2{|KQ7h) x]Jjh!7d?,*1*QeUVsJ)m*l\NN9ų B~ɭ◠ @408q\z?H𕙇bE>_~.,V,Q"d kvN1CMR+dRTIl#L }psJ-Zljx^/@ӧ}I2W_(F'y+ܚZUQWzc݃g&Flj۟ H!G$n:>z{w@xn]3?#%gZTOׁ:+zŽ&.:Y}Z5(b1< IZn! 3M;1o^Ō9zP|$y%ť4l)6:7|ę}}='qfTv=3~ P' [AL.Qq`N5G:ѭm;XnGv<[=f!!뗕~ޣF"bFSmRr숓q-vްɧ #DhB3Bx궟`g)kA}~w@EIy> K9qdTAu&~\+ Z j4˥wOrkq`L[5OFXKCG[{ Nh1tMچINI<8)aέ~~z$2ӱ!H)edsF&s*-X,R]ulg}nA@Y;ѵ I&#@"7[p-tbx&p^ <֩*Y9b{;iq+}oX&#r!.6}9{S5kP`5h %8:xzgʮ<2mHlTwDJtJ 'M(*3d~$Qn"͏=?w05mBLWi 3.# JI Tցhd fUaU *=,sOWdP'F/:?tE *QAPHL~9dX}kފڪu,* nKv OYA2I*xȝ# ZDQK;}s&mĮ2/XC: K=Np-wJbYrcZo:mbg'za"ΨФRYe;X[\dqV\RbqyThup~!yXJ/i Ƴ8Cٚ4n-~)1RވFl˹b6ћ j Β@ yfHonud#[ ~{ IDAT z!_=OkشN^4$*_C?]$\IһtLsTb xyƬ%5e`θ:gQtP~Ӳ(=N0ý][,pêR(>rIrP]#yW.Ta/ذFX=Wtxv#bh +2?2.fqFyᶥ*!39\]U ]Y~Y5QV[tQQd3a׍j?=e6$k&JVr7ev#oZix&3mo6QNa4UE*&`5s?u?rf8-rmdE/\0+q?oV#Wh*&eTHH6j so!%~Fqݯ5}ӢN%<1 4(꧰͸T4ޅcPq*%Y2݆lkkaڹ(#NJ[|#:G\:aJxڰ;tX F%`viL7{ $a(\*7 lf}pk*csX>Q~ C`yN;￱rC"һޑfoѽ{{E^^R޹kzu%^2}j3[/dĪhyۄO DИag4k0ȉC]骬oWC#6լmXLφb9{T_ ؽNHqp^mjnS^$*᣿mHxIaߎ04Cl|}XϞ\ָ]ӆ_|m)e, ltq@&>m nh'l;qkY@tAngY ,61`ʾ7uj$L-ylJ5+*9( 1C>c^ҍ1P]A- n/^yn)Y_AD$61vzc{)-7?yeD-A(C53?RXBIJXM\>XpDlKE_n D@دHG011 &1) A3EkzeA֒U .pIcNo?d-IDuo ,=VvqrC`=,W(#`^ja0dGZ3Ƚ9_Pѫy`L'4HkKͱQ>–Xj)=9&NQ:H!Cn}Ma} @C2kȹʴ%PJw29fbe/=eErQ sRG "DGJ$Q&%vY~աrҋJDw.;̳znCB"PAJP WKY"G5 kw-q9'dPX`|JdI#>j/iŶ5ϧQ(ŞR(Դ%-rh6æ++h\rIB_<o6}IAAKܱ;QQ/*zQ}{>Oz$S C5\d,9N|a=RULF@'Y؎|ۓ_R行=btORQTzD^>ӊ#d^)9yXzGϯ41b**$ "Ar9 IaLb3#&0&Q 0a'zsO[okڵS}TkZT-fa)cIqy\ܜ:/]H>FS4 B̿eVJy/QLY X L*X* _;j߱*n X0O0jr J/c TQt\Iig<C`yþjҶD_ޚk)GLcr oIr$Y/jDQh|>fa\,fR47A&R˪}XO7Jӟ-O3ܷЛp,J1dQ:q%e2i󑧗D'm7PP;NSy]vs2qQ!w6]U\ۓj)g쪮S+#F#J;ǁHڀ)'`wM^lWKWPH8s.aIi$̆Э*5;SV_qCd+KfI58L6a&{J70lChrӟZrڤU*~Z\fe{R-FkzdFh!Um}B~yr5JJ,|!E"sx[N{?]3r׷r4/p]jJF#5")([lݰLVӔ HT-6yerr* ~~XϹ ^b/mf%-ϣLmPiA@FPȂy&!$Q N4Q,l87 JuP0?PsE,3h7C(H+ѷEA%0~JHYE6Še<#=UcL4m,eV:N3oҦ Yi'd:*;),#u}6._>rhkf6B4E2r$)d.|[zzQnmhҾǒǻx{Jjۻ-8cѶ~`5KF:d`oo^L*L(XVweg J 7|L.W%d !IyXNK4ͷ`SSTu&u>A-`iT+M |ڒqC,h9N5Pa%ifj2]ݒTN<;: ;u%Qt8Î\0#u^(pO!A" xEPYÅuzn*A/,=S7?{Rs%8ֵUSUis'^ /K^P,$E.uʈr%QΔMYX ADKyGɾ!L]pZ +em^Fnd.{sK?*kG(IlU'{p4u=m'ꢼ-#V;E$MԔRYxܱ5%[c}66rS[nXlvI t[-&2}]w~oWfa^c x͙(wtG5{8Im*֯zlj? ~g͜A_}s)/z)%f~V0t /6N_۷ S#03\xc@n}tLiiEKvIa1J[vA23`a8BpKb{A"pg#:{/PK':d6j$jl40A];| =2(6hߦxmS8=P;TKg&}HlC{aHb0_|}߾F"ގ] 1̃Miá.n[O[=$+ZBC!̥e=rf պxn;*{52nwxC3ωa>?!y" jgM~!4vf,8L\<6+Əeh˙fu-,[z;O9eT/oc\!t6'||5Xbn9 ['9A+[ 'B?&%U|T [4dLz*0=}X]x`&~FW7q''!QUC"π+w/AFpai+ -'UFuk^ϥX `nV|oQɠ^_֞4R[mQpZyyw9>6*DEI}z3=|sz%0$XPgLL'?g|_E|4pkD"$9nW <+)9,.tsȆI&_:_M$1Ǿ嶑.@4}Kn󶲎{&aYh}";?|dwC}iP@Ոa/Vp6׷߃ƞ>VWi E.a2\Z3hTsfYa7\f<&@o*h5̊;M=>O,G  ”Q7b}^ ,$L| 8}7?ŌP*z>1uڌd_g449o#}Ǯ yVEիEB.kJ *<`%HӟC7.K+`̃l`LxlL|f7BpÙUWrhuI$D^w>P=m;앱?6Us` |@w"h=[RxU1rɸsT:gX0ƫs {)=u! DLɗ`-fua`X[ޜ~8?ڂQB/^mbJ<8ٕg_Vegjw5TF$Xj\n!5ϷnȾ~i{}LWrݠP݌,Ђ M_⿀>o)F9j5RRZIӌMv3=!e:P{w2A.3[% E/;, +OOƠ#ve6g/*g[[&U>qKs|J몾,|DatL͎,scEY8fk^쾡AqdE;#7}V Ptޯj|󸋋*rEzft\A:9C߸bBw7[ v@Ï?{:^}7}{ߡOih_ѦaKV7D`'=OM0᧼$m98FkubtbTWg6?#!d}(okpʭ<јݾ!zv=w$mRW lq~.^Xr;vebvo7k:`1QY˃[Ԋy"JkL'qmG0bǦSoYՇ`zZ!\fbR$s_d9ij쇋b%c_$!85ےul_Ό!2rLj o sI3o:nTq>Oˋ7$D ߣ94K:s eVϣXqI?WJyGKZwG=xleh|rjߏ)F3|n%_:7UɸmA[iik{A9C,d 8>DϠ0ʛc#},q[n;09Ș쌹yE@n  Ú݇~y&+=o\YŤޚݳrKI_$sO8!RmiSZd-ױ*0Jpj7Wω\ h1`GvNݨ.v2nqfqNdniu,}h)tH筷_.gr/ S9{*. z/nXҲ<ցxL{ES!h2"p9GP[! gĘhtb S #!%G;lILzO.'P;35ᘇ2q5zH}IǓJyuP4noR65O3 gT8m߼ZӬ&J IG{.ީF^y}:QՒGwfYL`b:+7"ɫ=.|Cm j&(3@NJU5C3éH-aZ.pEfeSEs4T y!Oofx^w|krQJMzqH8rL;Rs[:I;ur;3GD8t- jt&i[k }l ꢯ)D`)m[ϠvJMkјz!/߬;9g7. IDAT\\̕2@Aww5 _L٢CU6Ob!kR>竇)"ϔ&}2{8ݼ:\¡Bxդz(ULOո$j6(xȤd1^l,crڻGdQJv7z?`݈eYsaQXYbs9vʘYŸeNrR_oR qgV56NBhc@b4i=OִJ M/%X(+Q'-䶟Y ^sʧ4O<.ޗ*6͆6ywaH8` \I; FG, {kon q`?5Y)PˁI *l>(#^'`@kp CvY==fOBYV-?o{l|fOaD2Ywg2#ɵұHp?!w=nm~[Z理m,fZl|cM (v폰 ]};텪Txs2)}` y(M9}fJI\f6beQ(_Rw=8KL31qdp?N%`jC̗]azyF@|yBjz,}CZav~oJa%r%iPK|_^._yyƑȉ:jYr921'.ܮf5}b¡i=fA4Q]ěA[΁'3qqh)CzdM=Yfgx:K{K' A`A@?m!j.g|&dx? }sE%B]>xhk$Ópwc Nv^MbyzF%ek$ ^85}/&ڗg@d,6$G@%TnG1 W©]8 ,4<8tadG* !Frl$oA ϻ.zyKG\tsBH!XȀ$A8+xi&^Ӻ`hwO1VLٖ8Y"s6 if=7!xJ`;<30$}fyayac,l\eoكNj7!({V9;خS=>gq}8 9G<,.y/_zjg)] Mb{ exA="UȺ~% ӫ.~.AG Yr r#M E.FZ_#ډ$ "Ay6t7l6S@B@)uz0}g^!-J ? 7cGq$ 4;8ElA{j#Wi2k o+Ae}%Y)jM!!2 eh2Fz4ᱳ@fjs˽U,#%uO?PR 5=lF$ [6d*<N gHrpL\wS4Lh䆇t\47Ia5ǛuR2 Xh^s'Eu!2fwNZ9la 1W%',Gs IiBw)c%_G pTAz6ᑻCROc7 \ d<HKKD@ lxyϟhM8h㓿«ƥ>Ȗ3]y)( 0r9?"ŻgW]m\kwmpxى t*#m7xkR)O6Oːϣe+hP> ^ׇXPW6!O) 5+ z++4 W>>:?a3Й.h1ڕut ,P8'hND=3 ^ImN(hpe h'1N(p_R)IK0W=L@ >rUtx/| 9ys!\5\&Uɩ. "칐*?lC pY^\z3,A/΢?.W鷋KS Gv1(zOOןa ^ך NjsJdF$`0=|{T/"ab Йg;[551PB ~OKWE3^)%*ʒ6jF{UJP 4GM"RghDxJ:D>ۜD LX6,?i5%=?C1!bH% fffV /Cv2H#L%: B`p"I5p$R w<)cqfWZ>uiMyn7lo(/9C[)4$-**[ܶ.+w.$FQWzc sW?g`NdmƇ[/1q')9/#gmZ'?;g&lO|~aOLt`¡M~EY&ȼsLIYz+sDb.56V_܉F1Ƿ28˃XV\R4t)Hhi>|W爺&.LGb|nMMRY{&A΍Ax"7nאԾD4TPH;>TnW%؛g^B˧,o[ުkW7woax5,C5E 5C2%} manX74WaK=!H- Of]\`N8%[Q)`K|26lwŢ| cq#O9`J,u%,J>ڮ&͵7*{}[zc=tB.kXа?xYdfZ<<{;_:$:"4fq, h퐬.w`#>uGCDOS3?0?Qi} @H1T$p;xnwgqW3\䳽61Is rHw^׳7s*:JZX8AƱ t51~gL/5^~my2)lZt'O"h7B+II[*(m-Me=tfK%Kt_n ŀoNqu)'@ZDB;I(bAlX;q2DDڢs6AFԾ|ǽ`fmfד|Mљ%k$`ͳՐKKk=kγzX!.WR OaI=UYb?Ke}i)ҙ\#eVHlRdl⫊Z@q! l|ra~6a($p c&@)Ykcl8?VZ5'<0*T$F6ASe ^$#D*5ϺgQDݻ+夎4Z#7v_Ƀk'`o đ>~fSm]ZO?yu@h0(d}'PHJn8VfuйE|R=ۧL6 mf=sHzB**%.9V+zxQY@P|=Mi^1xI\4U/!K_7S0V$gN`K;8CE~mȷޖV<,s&r''H' yҸu{#K[f8n\%I jэb ql-Gaf_?c?觼jwYfc<ڲMZ_( 1]7gTgu17t fL>mKlyhwIQH_=xᢶG>vKQIfL7ܞyMrVpESޝ:.H9}4ْbKN.Z̖ 2 >ρPmY㐟yjɺhJFϘ`SKO耘.A]f;(WZA11oݴÌ}FB$=;fٯ [bg4mGS%.(ĒNli>ĥG8t΋~6igMtH?wo fůwjG[-n0tW%&NjÝƩ}HP3ȕdJr|Az>(r> t,\|@8.E%WSˍR˥,'2_|WsKiȯI}&0wy7lX4$_3[⮶QY.<ƶ23`xl%\`cg5?]DϜ_dT}SOn( 8fe}񮭩B?h*x>oSM؄ACD'tP!(̔Igӆ*r)#,a n||R F5G\vbʰлoSBԥVX&_=0=%\Ώk2V)'XQmC˿yo\uҴ#!Kf]R*@Uz?~~XbxNgi~壶Fvb a*mhrK8՜ocYÃ7^c] q19R~ (>= I#x}ꗇ?LI={/F ;z6z0^zڀ+_3.Z@f-GZPb!)P$[*XE.zw1+긄cGܔīnuWq%okwjIĸ+c ^6Q8vR(c\Tƴ&O/pH)n˃pgDD(ky \&%os/~od[ڸ")WЂ ut[mVX;|a{[| >9MNYOHǜh?}PE:Y9B׹3T95T^M%FoC#*݌:DP@fn޴|+IMC] ajJdKޥm^'({ù?C Ï+B)k8.f TOK}md hD[nHǮzڷkG0pEdo-^D5IEAxNJOMv@joG"7 9YzjhHV`BhWu!)o `v6\|[[N2RT&U7]z]YXa(Kgik7UH9zJrMᓞ0'~_4S<6Z`UwR>4>l Νyo` bmq\uُٲnt])(…W4K&fڱqj@2)#uRi':Ó\R8C˗l)A$HS1#QqC-99=@'?oƚnNvS6y%O {WrM+ ^~ZnY*%]-e0x&}\~e  [ ŋbkD+#Rs#K9{Qg쓉 $h i6pxb><#j9<}3Uv[#.Ii{.N}9B-RO>*ovдnγ ؤ4:`՝]tإx1gadߟK) IDATa*$ܼ_~*ا4It A6?;~,HdVJV73=%i9r:gm<Ӌէ" ᶽK>v6keH-62#Od'|e$il}\H$-~??݅_P_-X`j-9(tH)\pzq}h=aC׽MoZ^9jfuDgaIaw*0>@[5XtfؿU`+[?#!gj4bzC/=KZQˍ!ʲ6_|aO[f{ڦؑR^Rʺj@pyJREHr;65RkK(hsIWwÇ@4O-¾Ki30]Zza&j6$iSGEjsό6ԙ^buH{q4ètg2X0|# iRf6`t /MEC\dLfnvʕ2J#;fw22>^-6ko]k(K}5vȱ էV## }.6w~հ_K ^#EUl^"o-IiLQ?7 iv^~I;ò}p+)aC7@Ndʵш>nURLn7ٸʴ},D[ٖg{.2V+T,G;f-C* D0@W ]+ЏIs;[go-nk7QU'<=vlOCwc /<:S7\/}-=|.+L;Uњ{¹x+gNw =,l>z8_-~LuӴV[Be.֪{U5{vil9~ZŪt6Е}c*%-˸$KJF ([oE˳{A Qh>v (+¬P_Bb6T==x(u {IQ^{{VˮV%}ӑ{pgBhzFbF2rKZXp;fEL`@SKFnв;|ydS8݅~Y>ԗ,]\M s'Z=gD:XV7!׶eU.:ˌ \-*ևc#Df2Re G)USSGe&z>89_2BhEгJEKꝷG5 =HV[o=Ps7u) a/>t߆=.BvK@Wׯ2 Xkia),}/7ۙhc嬺*!CM\}R :%g_N|>!FNxō ڲQ0H11RX~6lgF؝k8&ߦX\a`+mbJZGK^s7G8vNFw{\s rDazr8M;3O#DҘ5TYgU~.?'J딆N%{ۚ2ƞ 065H*,lG*J-#H%%56Aqw$8E q%S4[S?*k$!"2Z'c6z'z̉nfX"[#kes[FH-נi)z6j{&Djי(|fi)X7=BO3?k(KTc@29BH^ı+dVgsn_C37nvnb\DcW~p)睊$Q]CT>NmK;rllA[mZR݅-RpH#M;l ]kgMؚxn24~梣+Z/"/H[\甍I1rP"苸 Tf5Dnc1Re~a W"=,2Dqӳ-nFwW)U\)_ᣚ[3^UA[NY9RkIjYRK(0胵eC[?=RWw6jtn8e smvp{ecs>W -aT>+&R~U;*57tpCSɓ QPz(sIY4','WV~6W?!(B78pX'$LpD1rzvVZrVfNa:[6Ŗ?ƞ޴gζ]`!l-nyBbvfا7+dIxVkq e^*C 2}3irj)JWS(2:9cm-.eAyn2Wc'k 7CRi3 $uhfsCc I֕kmN;dtQ^=՞kjr+"kx^]|xoL&]U]X<6G9Vba -ILh (k㾎4h\oWCBu6$!w;p/fY|OufzheuMޕ'"v~ `+ԷEX#Z6 iO`S_LF= d/ݩ{"pu5+A,Eusȍ>iGtzYHOFqU+Tۢ5_ ^e 0%d/`D}UV*3㮽yݍ*R%ﳡis(Y%v-]=h9jS07M$]#N_E-geȳ+g\ЋqO?PrgUl\r{祫-2pn . nݛ#LKjҽ X6y:*,r>W]FKz2eiLS"RͫV)+;x0Vby&pwۋfS*r\%V$\5D. aSLe^u1ʌZ-'>b{ݙѱU9fqφ( .$0YS#?i_@b,kyw>)rsWX<%\0ot%Of!KUE#F, ^u_9z :L!mrؽ_>F+#b!dcCw= J&ȉ08'lYdA~Iy^^A!9ph2k})8Trwl+P4лM#godL3"ff=l!SC;wxp~REI/=e,v}'d=yDC"[뢁n,S- pwb߃[q҇+-5e5}:$HY%bekjO!$vH{ "J݊ 8p,8qS:jݶT+.JR @BȺsnV|?I qss}A2Ń{s@b"CG}Z e Yӓ!󪛟tn6 ;+6ΩxYW(GkIZմ@;)4/j ƺP1dqi#6focl3)?*J\P^ _Mc.-ԛU)XpKLpOk29B1VϲT9nuUWݱO2ƕ^ܕ{DCh A30htƗF.&,m hΫCiDZ47pJ\S]D\{C/2d}޴צʒGWY޸ӫdž AlvjPscP KEc^p'GyT UA]f% @y[m2Nv!ᛰ֢E>n{"/y/TlsBJeeHTgW?]f f1 la}H5OvS3tJ͐0P75d_+x|ib0F?_ޫ+7rr4w*OPY?Mbĝs2G x;hкJd]wdݠWыL˳o7RLF{OŠe ېT5^I]ԭMƆ; VC : #nY#Okt7\/ӡD:GOQ.+W{-ZbxE-ueۡרB1o}~;C @# jߞ_ f{uPTehjjXMujs<\yF>(W3ʽ˵2Uyj&|^RpQ9 @f@=5Hf %lK}h_tʚK{B w6ى#ENE KlZ R3׬ q6|nwDpuReiވ"|Lek&긵aѮ;Q6(^S~RǚqH0hp,U!EB|+!~QEw(,K7S4?T/ƿ*;$AkhPPjojI6<׋=S~mʙyKn h A]CIN4'jP^S_ѥԢK6B ^Ms{JMqa hMZT.m, &ś2dt`LEgT,4FfwNUj5i@_sڡĥ _Wʝ a4_u=!#&P[HI#҆+_Pd -NvtZ׌wQx3ܷз1tH?I5}Fu35"Kjʞϴ|" i;—X@e}DdNI{H&~"28V, CbMj5">5KoxV B %R2T(z`]w+PKZ.惗 '#z})U)o0,&h쟮玲lwbPTDKy@a6> 9D8_\2>#>Zar9su4Bsz5DZP];J_2(ndDJ(&&(~ 1Ҥh~ւ΅kNh_Z`׉*PkGUA֬n*%FU~dzv"y5hʸS1vZ?ʚee6Cu2uJB-jA =T&`^Î4m*DJgXw+6y=Qf2FB3tNNo[}iQ溣E@A@^gN#蔛LP:Z,;Z\4fSOΈz%Ή*{94$25?9)0&NjdGuTzݨ 5-ޡ}*=Ty 9*5[o]}ӁWx4Aʮhz<yQF0{aD9zU?/_iGYf򏔊!4ΎA 5͏fW|xx[jM)A Ul)*xpp؂*R=Swx[R pKf|>::%zجXQI9E'^{ՑnjꎌhFQ(?.O p?[朩|\_P]]Wϳ*'Ӭ2waCٕ2,P[kۮVlA_IaQP5*ڕPBWPeDe4vTv dAWkpku5@iAΏ$QD,2=tT*"LG(;4:tx莿mܮv/<uu C{5,nv:o~Gu 5PVQ(.1ÿ׬z/HX;>_87$ #$ `Pǘ ?^Z}0#K]f#A."Y.[.ڕ[8BEOe*.v[] -MMy}蛔iBV?Ң)jykC]BY:\\P.#! }Ths(a ;aThH$ 3εw[?}VUk, BFj8\=x3nLz5 W(fF~H~#WרOо#@_@P[)W(UG4Ȗ2PTwu)LI]qK%խD @0@Z;P밦`BБ`fѱ†^[r֥d9GKť9E>kKVz~~4< Supd}ff臶K:#a BmAUVװ/6,@?ψqс!PdSAC Oni#ˬE8KҘr+(rmUÐ&~Bt*u2i ~,ڗdQ.cdxHPDB3:rHߎlj)3zB)^km__NҵOAK$ א0Q X^^ެ,0Bk:f04,e.|GCcI8' *^'@M i .%۰GgBFfჷ/-L۾uBSK)|ɒ18ϛl? W fX\eV~ qsaq%vPǣ1%WF ȩnmVre4Z/IDATրZIO9!@ȿjQ֗\Cå!to/h\;c)uS7l͛6ev rsEWW (bGx>ifE7 dcD|e÷E84\Ԙ\A1C+LZxAe{i WIg4R9 ӆT B0%Z^zЕ s^H[ŕw8PFh=~N]f0M1>~`(yT  ?m$d-Eb `I.ˊAlV@?ռX]Ke[gf@Y;vHAb7-A(5mfBq0% U5D%x\k>oc9!GQdV˄N,x۷ =O}Vtu-a3( #qD ^|ȢllP2NelG~[GM|jD@idܣ,|@'u[p,PKmmQϊЌW`zŴgL bjVj^!#sd[wǍ2cA]! XcEi9 hN?GYf6 eyIksZ]Y\:Ħ_S\vOwgkAfROzey:r用CgSE5B Emʒm8HaJ&o/p<>&o Q߃6GVU4_[?CY\8Y '?,}aƊVtU?)E0o\ԁf>[hh-3JX1Iu3g_HĿQY Cq 5BNDZ'* P)vւ[X3u{3=3qEmB2]sH.Z4 \,z2Pd1Y Fυ .j~^^z3>x֏ 6Xgvn*6fWB?i:9Yz T@]YIL+olB<)ꖅ۫Q'Ŧaw'i+8$dtVjy@3"nmv$d2K ,ԇSgm<~cӍ5+l(+dOw,>M]zU~z~5>'ȴ{oicN+tM}T%ӗ# p+'R /ɑ0́OSÒhRc/+@tŝn<4G84UFU ā\QE ̆6ȊnSzYm맕_|}ްkI$uinڭ; EmwO^U b N4-Pkyl;-t"-*<p0|WػlI]]3.tn.RPEDp0Y1YY~pҜjųyUĥ{߰>?ʵ/qplٔZ#y:'L,'=56qۄl'LJN{}iIB߽7 \\"CSyk9_7j[ν*y)slBG0̟İE*_2A_q7Evp*Cְ#|zj >5Yg(E"t.K F}.>s-M^8MIAi|x~ҌԱ.;FugDO &}?˘119!*bNl hZ<}kF,Gq֩?R$L {#m7_ʉߛƊ5~X3^D:d ,pBAZcB P24z vñ*a`u^Q~<:eJH?ϖ'05)z,ȸ@tMHg:i´k:Y^ BHvh~N-4{TCDP;eRU6u떀^Ag<ee c5PN3^d3 ϙ@s:lN)L_*2}LHؘqsR̚1m$?ă#NONONHprvYm(]V`;p| eqgDLL]<9`\X jյAqcc êƦ{tDQ|7 ga $ *Ӛ3h8YB44lP$FI0-rLIDA"P$^269-oaș LO4!6E85a`@>-8)%)ڕٍzs5{AqKZ=^ +Wm5d(=k3B ]}QfJY0ыL.[lY6u&Iaf.Ȝ,iܰ=i[=}ݓ'@:Nw0?hpNY䈦Ȭa0|/U;5"8:{ !$<"2*&.>~DKB೩vv.^!_e6Hy }/P?6\G:fﳱW>(\D m RPn}+AT`1i5p}_ LJ.HLmf[sm#"#c $M J$q1a"_}2kW]ۙi޲Q)5%ϞKKw5< 9Xf~<:Z`F%֦BgHƇۣ*9**1LwwҔH( C! 1yqٹVn,p<ؙ9v@YD^hgn6~׻ 4Ӡ$ ]֤pf1]0HN&bxdݣ G.SNc%Tiߧ!ciem\4myv>"H$ @Ifkm.vK7/ǎltTVj-wwOcgƙ 3[g0@K0/BYŢLYuOtL(94Q0>"Z_I#Lg@!0!ٙK! ţ߹1mRpώ\~Yb8 s8 g6A O:܊K2C,"P8#t,:=N/#KZ^=h̷!2_ dW <<|^n8tomM]5;^f%q%QX+/%t !I'@,x9lx\6L&al䴥?4%ح# }gg\e@)r<JmW%ϖpݭH:wRE PfN7aifaahLk:i&֊u9v6 GOtLh >aL\dX,  c"%|>Ά;G+:TR|Rt ĿY'SCgtxYP, / 4ˊrLmim0,& 6D3'P(J|܅!bb"A!ర@a`p$4,,,|LLX2||/_? 1МE/@A~啕w[.tŻyk̙uj0e4PӊmeaQנUc)nkIldc!Sc:^,CO?σg[Q;`pCD~ Q0&9&*8,)1D$  C[.@P(  ps s(!T˃ yisRVO\sv[bzŮcfټAAЙJdɆb 31St/  ʆ[ٻsX𸸸dLI IGNL 6Y"  _ 0$9K^\ka鹍k6ޓU DɩKW|뗚G֬wZ5v@4oօifϤq= )pNJk.W@߀038{~ξdyvāgmͶ:8p Rg/?~JKJ|dᒒ{9[CՃ-{ n-,V})ܼ A),]`Ui@:P ЧLnlw?91JwOw}aQ SM^{Pu-o_kRzT'Sc@K loP>1թ ckr+W*}ߡ6@#tEFe"F!t8STc65*haT̀,p>ΜrU*̝؊GmaE 2#nGJʟ6p^a(\廘-#1'$7 p{Y 5@ 7 [̩q=Pψ].;`5 (GQhN7.PrQAw*pg_翘M<Rd0{naQF*RBa^1ɠ*էTۋވs eo0lQT8X,| .Sw5ڞ "!04K_i4ϱ`Dp)H=Z96jIENDB`DyK http://www.cabq.gov/aesyK 0http://www.cabq.gov/aes i4@4 NormalCJ_HmH sH tH 4@4 Heading 1 $$a$CJ02@2 Heading 2$5CJ2@2 Heading 3$5CJ$4@4 Heading 4 $$a$CJ0.@. Heading 5$54@4 Heading 6 $$a$CJ$<A@< Default Paragraph Font0B@0 Body Text$a$CJ0.P@. Body Text 2CJ$:P@: Body Text 2  ^ 6CJ$, @", Footer  !&)@1& Page NumberDR@BD Body Text Indent 2 ^6LS@RL Body Text Indent 3^`CJ$,@b, Header  !(U@q( Hyperlink>*B*0Y@0 Document Map-D >V@> FollowedHyperlink >*B* phQv.v&'8opr'(]^~ S T XY!!##$$$$R%S%c%d%u%v%''(((((1)2)))-*j**++d+e+f+u+v++++,,,,,,K-L-%.&.n.o.......e/f///0082923333344 4!4D4E44444555555W6X6666777888888"9#9?9@9X9Y9::::;;L;M;;;<<<<====>>d>e>??A?B???5@6@@@7A8AXAYAAABBBBBB-C.CCCCCEE_E`EXFYFGGGyHzHsItI/J0JILJLLL+M,MMM&N'NVNWNNN'O(O?OVOOOOOOPPPP Q\QQQQQQQQQQ8'''Xr0@HrHrrrr($$$ $$ $ $ $ $ $ $ $ $$ $$ $$ $$$$$ $$$ $$ $$ $ $ $$$$$" $ $" $ $" $ $" $$$$ $$' $ $' $ $' $$$$$$$$$ $$ $$) $$, $$, $$) $$- $ $- $ $- $ $- $ $- $$$$) $$1 $$1 $ $1 $$) $$$$) $$4 $ $4 $$$$ $$$$$$ $$ $ $ $ $ $$ $$6 $ $6 $ $6 $ $6 $$ $$ $$$$ $$< $ $< $ $< $ $< $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$0$@0@0@0@0@0 RU,9 (-.K17W:>BCG'RUU-/012345678:U.)))QX !QQQ))/*:*l*r***.. 00 11 AAcFhFaGGGH~II JJMM>PJPPPQQQ33333333333333333))QQQQ Dan JonesC:\AES\PM2.doc Dan Jones,C:\WINDOWS\TEMP\AutoRecovery save of PM2.asd Dan Jones,C:\WINDOWS\TEMP\AutoRecovery save of PM2.asd Dan Jones,C:\WINDOWS\TEMP\AutoRecovery save of PM2.asd Dan Jones,C:\WINDOWS\TEMP\AutoRecovery save of PM2.asd Dan JonesC:\AES\procman.doc C:\aesnew\process\procman.doc<CT.rئ\b8n,`+ v gs Լr n,Kb8Mh0vևsb Bdb8(zR0`v gM eTqft;GZLyևs n,)$ 0x`d$LvPcQ&i0t3b8*3\4n,147u4 59Q8b8(I8v gHi@ DW>b8IA(E~K/FFn,|&rG, v%Hb8-K!0\$DOR0`kPW3Pn,\VSv g+ /Vv gulX@ DGYb8[b8-[n,qagPbևsdjsNg$'%hv gJjt4Gp7Arj x 0x`~xb8j]yb8qu}U^`o(.88^8`o(.@8^`.@ `^ ``.^`o(.88^8`o(.@ `^ ``.@8^`.^`o(.@@ `^@ ``.^`o(.@8^`.@h8^8`.^`o(.@ `^ ``.88^8`o(.88^8`o(.@@ `^@ ``.@ `^ ``.@0^`0.@8 ^ `.@h^`.^`o(.@8^`.88^8`o(.@ `^ ``.@ ^ `.0^`0o(.@8^`.^`o(.@8 ^ `.^`o(.@8^`.^`o(@0^`0.@ `^ ``.@h^`.@8^`.@h8^8`@h8^8`.^`o(.@ `^ ``.^`o(.^`o(.^`o(.@8^`.@8^`.@ `^ ``.@h^`.@@ `^@ ``.@8p^p`.^`o(.^`o(.^`o(.@ ^ `.@8p^p`.@0^`0.@8^`.@8^`.^`o(.<E[d59Q84Ar3)$v%H x(z 14-KHi<4GpM |&rGLy\$DOqaW>dQ&~x/FFu4;Gb IAsNgKs qfGYj]yr*3MhkPd$+ /V$'%h(I8\VS`+ vgPb2g>ulXi0qu}JjW3P-[r C<<QQQQ@PDF995Ne00:PDF995 Printer DriverPDF995 Printer DriverPDF995S odXXLetterPRIV0''''\KhC}_PDF995S odXXLetterPRIV0''''\KhC}_'7hC''Q`@UnknownGz Times New Roman5Symbol3& z Arial3z Times"h -  ~C"20dRQ2.Toward a Sustainable Future for Your CommunityDushane Oh+'0  (4 P \ h t/Toward a Sustainable Future for Your Community0owaDushaneushushNormal rm3rmMicrosoft Word 9.0e@ԭ@ZC@ZC@DD ~C՜.+,D՜.+,h$ hp  3P+1 Consulting"R /Toward a Sustainable Future for Your Community Title 8@ _PID_HLINKSAh0!http://www.cabq.gov/aes  !"#$%&'()*+,-./0123456789:;=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F0XqEData < 1TableCWordDocumentVvSummaryInformation(DocumentSummaryInformation8CompObjjObjectPool0XqE0XqE  FMicrosoft Word Document MSWordDocWord.Document.89q