ࡱ> 5@ ʥbjbj22 XX$yyyPPyytj~(~|hhhrX,$R0-vā"vvhhX.tttv08hhtvttNh~ p\+ryJS0D0tL4&4`48 Zt|pwD^wA Correlation Analysis of English Language Proficiency and Performance in Content-Area Cognitive Skills Kate ONeill - Zayed University Peter M. Theuri Northern Kentucky University Abstract: Literature is replete with studies indicating the need to develop students language skills. Little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses. This study investigates whether a students English language proficiency can be associated with her performance in specific cognitive skills (knowledge, comprehension, application, and analysis) in an introductory accounting course. While the results show no association between TOEFL and performance, the mean of the English composition courses do show a significant association with knowledge and comprehension cognitive skills scores on the first financial accounting course. No associations were attached to the application and analysis cognitive skills. The results are meaningful to faculty in balancing language proficiency with quality instruction in content-area courses. Introduction and Reference Context: English as a language of instruction has quickly taken precedence in most of the universities and colleges around the world. What has also become commonplace is the interchange of students from country to country. The term international students has traditionally been attributed to students who matriculate in colleges and universities in the western world. The international student status is also commonly attributed to students whose native language is other than the English language. Anecdotal evidence exists as to the association between students English language proficiency and overall performance in specific courses. Limited research has emphasized the importance of language proficiency in enhancing performance in content-based cognitive skills. The association between English language proficiency and performance in content-based courses is worth further investigation. Ashcraft (2006) articulates it well when she writes that Instructors in all disciplines face the challenge of teaching the courses in their discipline in English to students who have learned (and who are continuing to learn) English as a Foreign Language (EFL). Sonleitner & Khelifa (2004) argue that these content-area instructors are not only surprised by students low level of English proficiency but at times may feel frustrated from having to teach content-area concepts as well as the English language. Often times, these content-area courses have their own technical language that may compound the enormity of the demands placed on students to immediately comprehend and apply learned concepts. This study investigates whether there are any inherent associations between students English language proficiency and their performance in specific cognitive skills as tested within the context of their first accounting course. This study is conducted at Zayed University, a national university located in the United Arab Emirates, with an all-female Gulf Arab student body. With English language considered a foreign language for all its students, the university requires all students to matriculate with a specified level of English proficiency. Students who do not meet this proficiency are placed in a university-administered English language program that helps students develop the necessary English proficiency in order to be admitted to university level courses. Because of the varied proficiencies that students come with, each student has a different tenure at the English language program. It is within this context that Zayed University offers a unique opportunity in which to investigate how language proficiency impacts students performance in content-area courses. This context is even enriched by the fact that Zayed University not only is heavily staffed by Western/Western-educated faculty but also prescribes its educational programs in line with the American education style all done in the English language. An understanding of any association between students language proficiency and their performance on content-area based cognitive skills would be very beneficial to both the content-area faculty and the English language faculty not only in the Gulf region (where this study was conducted) but anywhere non-English language speakers have a classroom interaction in the English language. Content-area faculty would be conscious of the need to moderate specific content-area vocabulary with student language proficiencies in order to maximize learning, while the English language faculty would be cognizant of the need to prepare students not only to increase their language proficiency but also bring them to an awareness that content-area courses do introduce new language/vocabulary that require continued learning of the English language. As other researchers also emphasize the idea is not to simplify the concepts in content-areas but rather simplify the language level used to convey the concepts taught (Echevarria et al., 2004). With this consciousness, content-area faculty will not teach content-based concepts in isolation of language skills. Such concerted efforts will enhance the quality of instruction but most importantly the quality of student learning. Literature Review: The Learning Process The most commonly accepted theory of learning, Blooms taxonomy (Bloom, 1956) views learning as a progressive process. Since this study is conducted within an accounting backdrop, this theory is discussed within such a context. Simple facts are first memorized and then sufficient detail to be able to explain those facts is added on. The first two levels (knowledge and comprehension) rely almost entirely on memory and are sometimes referred to as declarative knowledge (Anderson, 1983, Jonassen, Beissner, & Yacci, 1993). Declarative knowledge involves knowing what something is, but excludes the ability to use that knowledge. Knowledge requires only the bringing to mind of appropriate information. Knowledge is considered at the lowest level of learning outcome in the cognitive domain. Comprehension, on the other hand, can be demonstrated by the ability to grasp the meaning of concepts beyond the simple remembering of concepts. Comprehension represents the lowest level of understanding. Within the financial accounting framework, being able to identify a transaction as either a deferral or an accrual is a good demonstration of mastery at this level. The third level, application, refers to the ability to use learned material in concrete situations. In accounting, this may include the application of accounting rules (principles). Computing depreciation expense would be an example of this third level. The fourth level, analysis, involves the ability to break down material into its component parts so that its organizational structure may be understood. Analyzing transactions and preparing journal entries falls in this level of learning outcome. The other two higher learning outcomes of synthesis and evaluation are so scarcely tested in introductory accounting courses that they are not included in this study. Communication Needs There importance of strong communication skills to todays and tomorrows business professionals is undoubtedly clear. The Association to Advance Collegiate Schools of Business (AACSB), the premiere accrediting body of undergraduate and graduate business programs, in its list of Learning Standards at the Undergraduate level lists communication skills first (2003). Similarly, International Education Guideline (IEG) 9, published by the International Federation of Accountants (IFAC), stipulates communication skills as one of three essential skill areas that students need to develop. This is further defined as the ability to present, discuss, and defend views effectively through formal and informal, written and spoken, language (IFAC, 1996). It is clear from the emphasis given by these bodies, that there are quality benefits accruing to programs that strengthen their students language/communication skill. Advanced language skills are requisite for success in accounting courses and the profession. TOEFL Frequently, studies use the Test of English as a Foreign Language (TOEFL) as the primary assessment instrument to determine non-Native users English language proficiency. The TOEFL, a product of the Educational Testing Service of Princeton, New Jersey, USA, measures the ability of nonnative speakers of English to use and understand English as it is spoken, written, and heard in college and university settings ( HYPERLINK "http://www.ets.org/portal" http://www.ets.org/portal). Currently, more than 6,000 licensing agencies, colleges and universities use the TOEFL. The TOEFL measures listening comprehension, defined as the ability to understand spoken North American English. In the Structure section of the examination the ability to recognize language that is appropriate for standard written English is assessed. The Reading Comprehension section measures the students ability to understand short university-level texts. The last section, writing, measures students ability to productively respond to an assigned prompt. TOEFL is a multiple choice test and primarily receptive in nature, as the writing section (productive) is frequently omitted. The heavy use of TOEFL scores to measure English language proficiency presupposes that it can be associated with language requirements at the university level for which the test is given. While Powers and Stansfield (1983) pointed out that over much of the past 100 years multiple-choice tests have been the principle vehicle for judging the English language proficiency of non-Native English speakers, many business educators question the reliability of the TOEFL to predict non-Native English speaking students success in undergraduate and graduate business specialization courses. The literature is extremely limited with regard to current studies investigating the relationship between the language proficiency of non-Native users of English and academic success in English-medium tertiary-level undergraduate content-area courses outside of North America. A few studies have looked at the relationship between the language proficiency of non-Native users of English and academic success in graduate programs in North America (Bayliss and Raymond 2004) most particularly the United States (Krausz et al. 2005, Alderman 1982, Hicks and Richardson 2001). Exemplary of the concerns relating to the language proficiency of non-Native users of English and academic success in English-medium tertiary-level undergraduate content-area courses outside of North America are those expressed by Krausz et al. (2004) with regard to the TOEFL and accounting. First, the TOEFL tests general English not business-specific language or the jargon of the specialization. Second, accounting requires both quantitative and qualitative skills. At the lower levels, quantitative skills predominate in the curriculum; however, the TOEFL does not test quantitative skills. This second concern is supported by a previous study conducted by Ayers and Quattlebaum (1992) with engineering students. This is not to say the TOEFL is without merit with regard to all business, and specifically accounting, courses, It is possible that TOEFL scores would be a positive factor, however, in upper level accounting or auditing courses, particularly if those courses use a case method of instruction and/or require written research assignments. Another possibility is that the higher communication skills associated with higher TOEFL scores might improve performance in introductory graduate accounting study, but that such improvement was not captured by the metric used to measure student performance in this case (Krausz et al., 2005, p.109). Results from work on the relationship between TOEFL and academic performance have been contradictory. Wilson (1985), in ETS Research Report No. 8517, reported a relationship between TOEFL score and academic performance in graduate-level business courses. In later research also sponsored by ETS, Wilson (1986) found a students TOEFL score to be a reliable predictor of academic success only in the biosciences and social sciences. An independent study by Krausz et al. (2005) showed no relationship between TOEFL score and acdemic performance for international students in 11 MBA programs located in the Northeast region of the United States. These findings bolster those of Hoeffer and Gould (2000) which found no correlation between TOEFL scores and grade point average at the graduate level. According to Graham (1987), these mixed results are symptomatic of several shortcomings intrinsic to the studies. These include the use of instruments that report holistically (like the TOEFL). Moreover, although TOEFL is a valid measure of English language proficiency by non-Native users, researchers have identified the receptive nature of the test as a limitation (Duran, Canale, Penfield, Stanfield, & Liskin-Gasparro, 1985). While studies conducted by Dulay et al. (1982) and Graham (1987) questioned the reliability of TOEFL in predicting students productive proficiency in English, investigation by Mpofu et al., (1998) into problem-based learning conducted by with Emirati medical students at the United Arab Emirates University showed the TOEFL to be the best predictor of students oral contributions. Taking into account Cummins Cognitive Academic Language Proficiency (CALP) construct, questions have arisen regarding TOEFL as a reliable measure of proficiency in tertiary academic context. As with the relationship between TOEFL and academic success, the relationship between second language proficiency and academic performance is not conclusive. Some studies reported no link between second language proficiency and academic performance (Hwang & Dizney, 1970; Mulligan, 1966; Shay, 1975; Sugimoto, 1966 reported in Bayless & Raymond, 2004). Others meanwhile reported low but significant correlations (Gue & Holdaway, 1973; Light, Xu, & Mossop, 1987 reported in Bayless & Raymond, 2004). Alderman (1982) concluded Proficiency in the language of a test seems to be a prerequisite to meaningful assessment of a trait among students for whom the language may represent a second language (p.586). Even with these mixed findings, continued research that investigates meaningful associations of English language proficiency with subsequent student success is important if such relationship are to be fully understood. Research Questions: The primary question investigated in this study is whether there is any association between students English language proficiency and their performance in cognitive skill scores in an introductory content-area course. Cognitive skills scores are based on the first examination in an introductory financial accounting course. Methodology: Sample and Data Collection Associations between student language proficiency and student performance on content-area based cognitive skills were investigated at an all-female Arab university (Zayed University) located in the Gulf region of the Middle East. Data is based on student performance on specific cognitive skills-based questions on an introductory accounting course examination. Two sections of the same course taught by the same instructor are used to supply the needed data. It is important that the sample consist of the sections taught by the same instructor in order to minimize the introduction of other factors stemming from varied instructional methods. Fifty-six students comprised the sample size. Data points for each student (TOEFL scores and entry proficiency level, grade obtained in the Zayed University three English-composition course sequence, and overall tenure at the university) was obtained directly from students academic history records as maintained by the university. Students English language proficiency is determined in two ways. First, we use a students score from TOEFL - an externally-validated standardized assessment instrument that defines proficiency in terms of reading, writing, listening, and speaking (grammar is embedded in these four elements). Then, we use the students mean grade point (hereafter referred to as AvEng) from the three-course Zayed University English composition sequence. We use correlation analysis to evaluate for any initial prima facie relationships between language proficiency and student performance on various cognitive skills. Correlation analysis is a statistical tool widely used for assessing the strength and nature (direction) of observed relationships/associations between two or more variables of interest. The degree to which a systematic covariation between two variables may exist is a descriptive statistic reported as the correlation coefficient (r). The correlation coefficient is stated in numeric form between positive one and negative one. A perfect positive relationship (as one variable increases, so does the other) is therefore presented as +1 whereas a perfect negative relationship (as one variable increases, the other decreases) is presented as -1. A correlation coefficient is a measure of linear association. An important observation to keep in mind is that two variables can be perfectly related, but if the relationship is not linear, the correlation coefficient is not an appropriate statistic for measuring their association. We therefore subsequently use the linear regression technique to model the value of the dependent variable based on its linear relationship to each of our covariates. The model assumes that there is a linear, or straight line, relationship between the dependent variable and each predictor variable. This relationship is described in the following model: Cognitive Skill = Intercept + (Language Proficiency) + (Tenure) In addition to the five separate univariate comparisons, we then run a multivariate regression analysis with the model that includes: Knowledge (know), Comprehension (compr); Application (appli); Analysis (analy) as the multiple dependent variables and Language Proficiency and Tenure as the covariates, as well as an interaction term between Language Proficiency and Tenure. Tenure is included in the model as a control variable because it seems plausible that how long a student has been at the university that fosters English language as the medium for instruction, the more proficient the language skills. We therefore control for students tenure as measured by how many terms the student has spent at Zayed University (including those spent in the English Language program). Results: Pearson correlations for the variables along with the data sample size in each cell are presented in Table 1. AvEng and GPA are significantly, positively correlated with each of the cognitive skills as tested on the first accounting examination. TOEFL scores show a significantly positive correlation with analytical skills in the first examination. However, the TOEFL scores are not significantly correlated with the other cognitive skills tested on the first accounting examination. It is interesting to note that TOEFL scores are significantly correlated with AvEng, and Tenure but are not significantly correlated with the results of the other three cognitive skills (comprehension, application, and analysis) tested on the first accounting examination. While AvEng shows significant correlations with all the dependent variables, these correlations do not clearly point to the direction of the relationship that may exist between TOEFL and the dependent variables. Since AvEng scores are significantly associated with the dependent variables, and TOEFL scores are significantly associated with AvEng, it is not clear what the relationship, if any, is between TOEFL and the dependent variables. In order to understand any relationships that may exist within these variables, five additional univariate regressions are conducted that include both the AvEng and total TOEFL score as the independent variables while still controlling for students tenure. In none of the regressions did the TOEFL score contribute significantly to the covariance in the cognitive skill. AvEng, on the other hand, was statistically significant in each of the regressions. Given that univariate tests do not simultaneously consider interdependencies that may exist among various dependent variables, we conduct a multivariate regression (GLM) with TOEFL scores, AvEng, and Tenure as independent variables and the four cognitive skills (knowledge, comprehension, application, and analysis) as the multiple dependent variables was conducted. Wilks Lambda (explaining the contribution of each variable to the overall model) showed that TOEFL scores did not contribute significantly to the model and that only AvEng contributed significantly (F=2.582, p=.024) to the model. Recognizing that multicolinearity could exist in a model where both AvEng and TOEFL scores are included, another model was specified excluding AvEng in the model. Our findings are not in isolation of other researchers who have found no relationship between TOEFL scores and students performance at various learning levels (Krausz, et. al 2005; Wilson, 1986). Again, the F-statistic showed that TOEFL scores did not significantly contribute to the model. These results collectively suggest that AvEng is consistently a dominant variable in explaining the relationship between student language skills and their performance on specific cognitive skill as tested on their first accounting examination. No further analysis is warranted where TOEFL scores are considered. The question of interest is whether specific cognitive skills tested in the first accounting examination are significantly associated with AvEng (language skills) while considering a non-English speaking students tenure in an English learning environment. Both univariate linear regressions and multivariate regression tests were conducted. An advantage of the univariate regressions is that measurement errors in predictor (independent) variables do not affect the relationship inherent between the dependent variable and other independent variables. In addition regression results offer an advantage of showing the covariance explained by the relationships through the R-squared statistic. Results of each of the univariate regressions are presented in Table 2(a) through 2(e). Below is a discussion of the results for each cognitive skill (dependent variable). The correlation between the students language skills and the knowledge cognitive skill results is statistically significant (t = 2.416, p <.05). The variance explained (R-Squared) by the association is 14% (the remaining 86% variance is from sources unexplained by this model). The correlation of students language skills and comprehension scores is statistically significant (t = 3.673; p <0.01). The models R-Squared is 21%. Language skills scores are significantly associated with Application cognitive skills (t = 3.129; p <0.05) with 16% of the covariance explained by the relationship. The univariate model for the analysis cognitive skill shows that no significant association exists between students language skills and their performance on analytical portions of their first accounting examination (t = 1.208; p = 0.232). Ignoring the individual cognitive skills categorization, the students language skills show a significant association with the total score on the first examination (t = 2.868; p <0.01) with 17% of the covariance explained. Multivariate GLM Regression The GLM multivariate test offers the advantage that the relationship between multiple dependent and independent variables can be simultaneously modeled while controlling for other independent variables. In addition to the five univariate regressions discussed above, we run a multivariate model in order to relate students language skills with performance on cognitive skills based on the first accounting examination. The results as presented in Table 3(a) show significant values for the Wilks Lambda statistic that seeks to show whether the related variable contributes significantly to the overall model. This statistic allows the researcher to proceed with further analysis of between-subjects effects for each independent variable. Table 3(b) shows the more detailed results of the association of the independent variables and each of the dependent variables. The statistics for the corrected model shows that only two of the four models (knowledge and comprehension) are significant enough for interpretation. Overall models for application and analysis are not statistically significant. While controlling for students tenure at the university, language skills is significantly associated with knowledge cognitive skills (F=2.994; p < 0.05) and comprehension cognitive skills (F=9.222; p <0.01). There is no apparent association between language skills and neither application nor analytical cognitive skills as measured in this study. Discussion: While this study was not intended to test and explain all the variables that would predict success in a content-area course, the study only establishes whether students language proficiency has any association with their performance in content-area cognitive skills. Cognitive skills in this study are determined from students first financial accounting examination. The results suggest that TOEFL scores as a measure of English language proficiency are not associated with students performance in content-area cognitive skills. Several factors can possibly explain this finding. First, TOEFL scores do not reflect the use of any specific content-area vocabulary as would be expected in a financial accounting course. Thus the score may not represent proficiency worth associating with performance in accounting-based cognitive skills. Secondly, TOEFL scores may be intended to measure other proficiencies that may not include quantitative based skills as found in quantitative courses like financial accounting. Similar findings were reported by Krausz et al. (2005) and Ayers and Quattlebaum (1992). A similar study may be worth conducting with other qualitative courses like Auditing or courses that use case studies more regularly than the introductory financial accounting course. On the other hand, the average grades of the English composition three-course sequence showed very strong association with students performance in content-area cognitive skills. The English composition courses are usually taken by students two terms prior to their enrollment in the first financial accounting course. This closeness to the accounting course may suggest that the preparation they would have just completed can be more readily associated with their performance in subsequent courses. Undoubtedly, the English composition course does enhance their language proficiency and may even improve their comprehension and knowledge skills. The results suggest that both the application and analytical cognitive skills cannot be associated with performance in cognitive skills as measured in the first accounting examination. Comprehension cognitive skills involve grasping the meaning of concepts and terms while knowledge skills involve the ability to recognize items. These two cognitive skills are on the lowest end of Blooms taxonomy of learning outcomes. What is clear is that acquisition of appropriate levels of English language proficiency may be more useful in meeting the comprehension and knowledge levels of cognitive skills in content-area courses. This finding suggests that instructors in content-area courses, like introductory financial accounting course, may spend less effort in comprehension and knowledge level cognitive skills in a content-area course since students enrolling in such content-area courses may bring with them the relevant English proficiency. As in Figure 1, it is interesting to note that the significant correlations for comprehension and knowledge are consistently much stronger in the first accounting examination than on the second accounting examination. This further suggests that the three-course English composition courses may be most meaningful at the onset of a content-area course and that as the content-area course progresses; the students English language proficiency is expected to be of a higher level. This would not be unusual if the vocabulary in a content-area course increases and becomes discipline-specific as students delve further into the course. Another important implication drawn from the associations found in this study is that the English composition faculty should consciously have the added goal of training students to succeed in subsequent content-area introductory courses, at least from a language proficiency aspect of comprehension and knowledge cognitive skills. Even with the limitations that may be associated with this study such as in the specific use of an accounting examination to capture cognitive skills levels, or inadequacies that may exist in capturing English language proficiency, the benefits of the results clearly outweigh such limitations. If these results yield a concerted effort between English language faculty and content-area faculty in minimizing language-based learning barriers for students whose English is considered a foreign language, then the university goals of producing quality graduates will be enhanced. References: AACSB International (2003) Eligibility procedures and standards for business accreditation, [Online]. Available:  HYPERLINK "http://www.aacsb.edu/accreditation/brc/standards-4-25.pdf" http://www.aacsb.edu/accreditation/brc/standards-4-25.pdf Alderman, D. L. (1982). Language proficiency as a moderator variable in testing academic proficiency. Journal of Educational Psychology , 74 (4), pp.580-587. Anderson, J. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press. Ashcraft, N. (2006). Overcoming language barriers in content-area instruction. Learning and Teaching in Higher Education: Gulf Perspectives, 3(1), Ayers, J. and Quattlebaum, R. (1992). TOEFL performance and success in masters program in engineering, Education and Psychological Measurement, 52(6), pp. 973-975. Bayliss, D. & Raymond, P.(2004). The link between academic success and L2 proficiency in the context of two professional programs. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 61, 1 (September/septembre), 29-51. Bloom, B. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York, Toronto: Longmans, Green. Clark, J. (1979). Direct vs. semi-direct tests of speaking ability. In E J Briere & F B Hinofotis (eds.) Concepts in language testing: some recent studies. Teachers of English to Speakers of Other Languages, Washington, DC. Clark, J. & Swinton, S. (1980). The test of spoken English: a measure of communicative ability in English Medium instructional settings (TOEFL Research Report 7). Educational Testing Service, Princeton, New Jersey. Cummins, J. (2003). BICS and CALP. In J. Cummins Bilingual Education Web, htttp://www.iteachilearn.com/cummins/bicscalp.html: University of Toronto. Dulay, H., Burt, M, & Krahsen, S. (1982). Language two. Oxford University Press, New York Duran, Canale, Penfield, Stanfield, & Liskin-Gasparro, J.E. (1985). TOEFL from a communicative viewpoint on language proficiency (Research Report No. 17). Princeton, NJ: Educational Testing Service. Echevarria, J., Vogt, M., & Short, D.J. (2004). Making content comprehensible for English learners: The SIOP model (2nd ed.). New York: Pearson Education. Graham, J.C. (1987) English language proficiency and the predication of academic success. TESOL Quarterly, 21, 505-21. Hoeffer, P. and Gould, J. (2000) Assessment of admission criteria for predicting students academic performance in graduate business programs, Journal of Education for Business, 75(4), pp. 225229. International Federation of Accountants (IFA) (1996) International education guideline 9: prequalification education, assessment of professional competence and experience requirements of professional accountants. Available at: http://www.ifac.org/Members/HTML_Files/Education/IEG09/IEG9.tmpl Jonassen, D., Beissner, K., & Yacci, M. (1993). Structural knowledge techniques for representing, conveying, and acquiring structural knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers Hove & London. Krausz, J., A. Schiff, J. Schiff, and J. Van Hise. (2005). The impact of TOEFL scores on placement and performance of international students in the initial graduate accounting class. Accounting Education: an international journal, 14(1), pp. 103-111. Mpofu, D., Lanphear, .J, Stewart, T., Das, M., Ridding, P. & Dunn, E .(1998). Facility with the English language and problem-based learning group interaction: findings from an Arabic setting. Medical Education, 32, 479-485. Pike, L.(1979). An evaluation of alternative item formats for testing English as a second language (TOEFL Research Report No. 2) June. Educational Testing Service, Princeton, New Jersey. Powers, D. & Stansfield, C. (1983). The test of English as a measure of communicative ability in the health professions: validation and standard setting (TOEFL Research Report No. 13). January. Educational Testing Service, Princeton, New Jersey. Sonleitner, N. and Khelifa, M. (2004). Western-Educated Faculty Challenges in a Gulf Classroom. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 1-21. Wilson, K. (1985). Factors affecting GMA predictive validity for foreign MBA students: an exploratory study, ETS Research Report No. 17. Princeton, NJ: Educational Testing Service. Wilson, K.M. (1986). The relationship of GRE general test scores to first-year grades for foreign graduate students: Report of a cooperative study, ETS Research Report No. 44, Princeton, NJ: Educational Testing Service. Author(s): Kate ONeill, MBA is an instructor of Business Communications at Zayed University (UAE). Peter M. Theuri, DBA, CPA is an Associate Professor of Accounting at Northern Kentucky University (USA). Table 1 Pearson Correlations KnowCompApplAnalyTotalGPATenureAVEngGPA.445(**).471(**).591(**).480(**).638(**)0.0010.0000.0000.0000.0005454545454GPATenure-0.1940.047-0.063-0.261-0.192-0.2420.1600.7360.6500.0560.1640.078545454545454TenureAVEng.516(**).516(**).530(**).405(**).548(**).777(**)-.402(**)0.0000.0000.0000.0020.0000.0000.00356565656565454AVEngTOEFL0.135-0.0570.079.320(*)0.216.395(**).735(**).394(**)0.3260.6800.5650.0170.1140.0030.0000.0035555555555545455**. Correlation is significant at the 0.01 level (2-tailed).*. Correlation is significant at the 0.05 level (2-tailed). Table 2(a) Linear Regression Model Summary of Knowledge and English Proficiency (AvEng)ModelRR SquareAdjusted R SquareStd. Error of the Estimate1.369(a)0.1360.10314.5006a. Predictors: (Constant), Tenure, AVEngCoefficients(a)Model Unstandardized CoefficientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)63.7498.8687.1890.000AVEng6.2622.5910.3432.4160.019Tenure0.3280.8340.0560.3930.696a. Dependent Variable: Knowledge Table 2(b) Linear Regression Model Summary of Comprehension and English Proficiency (AvEng)ModelRR SquareAdjusted R SquareStd. Error of the Estimate1.459(a)0.2110.18016.776a. Predictors: (Constant), Tenure, AVEngCoefficients(a)Model Unstandardized CoefficientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)49.37610.2604.8130.000AVEng11.0112.9980.4993.6730.001Tenure1.7560.9640.2471.8210.075a. Dependent Variable: Comprehension Table 2(c) Linear Regression Model Summary of Application and English Proficiency (AvEng)ModelRR SquareAdjusted R SquareStd. Error of the Estimate1.354(a)0.1250.09128.853a. Predictors: (Constant), Tenure, AVEngCoefficients(a)Model Unstandardized CoefficientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)28.48217.6461.6140.113AVEng13.8925.1560.3852.6940.010Tenure1.5341.6590.1320.9250.359a. Dependent Variable: Application Table 2(d) Linear Regression Model Summary of Analysis and English Proficiency (AvEng)ModelRR SquareAdjusted R SquareStd. Error of the Estimate1.307(a)0.0940.05914.054553192240400a. Predictors: (Constant), Tenure, AVEngCoefficients(a)Model Unstandardized CoefficientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)77.9258.5959.0660.000AVEng3.0352.5120.1761.2080.232Tenure1.0600.8080.1911.3120.196a. Dependent Variable: Analysis Table 2(e) Linear Regression Model Summary of Total Exam Score and English Proficiency (AvEng)ModelRR SquareAdjusted R SquareStd. Error of the Estimate1.413(a)0.1710.13812.32296975321350a. Predictors: (Constant), Tenure, AVEngCoefficients(a)Model Unstandardized CoefficientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)64.0827.5368.5030.000AVEng6.3152.2020.3992.8680.006Tenure0.1620.7080.0320.2280.820a. Dependent Variable: Total Exam 1 Score Table3(a) Multivariate Tests(c)Effect ValueFHypothesis dfError dfSig.InterceptWilks' Lambda0.0021110.144(a)4.00010.0000.000AVEngWilks' Lambda0.0012.23292.00042.0790.002TenureWilks' Lambda0.0193.17024.00036.0960.001AVEng * TenureWilks' Lambda0.0231.52644.00040.2120.089 Table 3(b) Tests of Between-Subjects EffectsSourceDependent VariableType III Sum of SquaresdfMean SquareFSig.Corrected ModelKnow110876.029(a)40271.9012.2930.054Comp117497.171(b)40437.4298.2160.000Appl121353.704(c)40533.8431.7280.144Analy19259.657(d)40231.4911.6150.176InterceptKnow1127,210.4291127,210.4291,072.6930.000Comp1148,527.8931148,527.8932,789.7410.000Appl192,168.841192,168.841298.3060.000Analy1136,125.7911136,125.791949.7780.000AVEngKnow18,166.69723355.0742.9940.022Comp111,292.41223490.9749.2220.000Appl111,280.00623490.4351.5870.195Analy13,896.40023169.4091.1820.387TenureKnow11,158.8986193.1501.6290.216Comp13,398.4246566.40410.6390.000Appl16,392.65861,065.4433.4480.029Analy12,878.5616479.7603.3470.032AVEng * TenureKnow11,854.11811168.5561.4210.270Comp13,064.37811278.5805.2320.003Appl13,409.62211309.9661.0030.491Analy1951.3961186.4910.6030.796ErrorKnow11,541.66713118.590Comp1692.1301353.241Appl14,016.66713308.974Analy11,863.20913143.324a. R Squared = .876 (Adjusted R Squared = .494)b. R Squared = .962 (Adjusted R Squared = .845)c. R Squared = .842 (Adjusted R Squared = .355)d. R Squared = .832 (Adjusted R Squared = .317) Figure 1      2007 Oxford Business & Economics Conference ISBN : 978-0-9742114-7-3 PAGE 4 June 24-26, 2007 Oxford University, UK PAGE   STYLEREF "Author's name(s)" \* MERGEFORMAT Peter M. Theuri Northern Kentucky University -  STYLEREF "Paper title" \* MERGEFORMAT A Correlation Analysis of English Language Proficiency and Performance in Content-Area Cognitive Skills ( SAVEDATE \@ "d-MMM-yy" \* MERGEFORMAT 25-Mar-07) FILENAME \* MERGEFORMAT Correlation Analysis - Kate & PeterPAGE 19 "+6;JWghtw  % . 3 P q  : < n p  W X d i z | Ҧқh#hAx hK,hyhy hIhh-hsx| hIhh|,?h|,?h- hh|,? h_BhJhJh]] heFh]]h9hr%hY: heFhGh7hkShsD;hX | $Z$n$d(e(k(--1gd4v`gdFgd0vgd1/`gd?dgdAxgdsx|gdJgd]]gd]]gdHjǥɥ JKM# jZ$n$t$$$w%%%%%%&&U&`&m&&&&&&8'9']'^'j'̷̷~h{T h7Wh1/h0vB*mH phsH h1/B*mH phsH hh1/B*mH phsH hh1/h1/hTh1/5\ h vhAxh0v hAx5hJh|,?hcmhFshihh(hhAxh# hIhh#0j''''(((#(.(G(b(c(e(k(p) * **5*6*7*P*Q*S*U**L+,,,,,,---[1\14[446666666E7žŧžیییی~~~~~ hmh1/ hM8ih1/h4vmH sH h1/B*mH phsH h1/5\h"2h1/0Jjh"2h1/U h"2h1/jh"2h1/Uh"2h1/mH sH h1/mH sH hTh1/5\ h7Wh1/h1/h{ThF01166;;==AABBCFFHHNN2O4ORR$a$gdAxgdgdAxgdAxgdJgdJ 7$8$H$gd^{ 7$8$H$gd1/gd1/E7R7S7T7U778 8g888888888&9d9999999 :::,:S:]:`:s:t:|:l;;+<M<+===>>&?J?d?f??????S@T@@@@@2AYAAAh.zh0 hXZ h ]4h1/ h h1/ h->h1/h( h=I^h1/ h&-h1/hX&h1/B*mH phsH h1/B*mH phsH hh1/h1/ hX&h1/>AABBBCFF)G-G.G6GeGrGHH;H\HHIIII)I+IGIMMZObOOOO*P1P@PHPUP]PgPoPPPPPPQQRRRSSn[o[u[w[x[\\]ӽ⭥ h9[hAxhHhH6hHh hAx6hsx| hhAxh+-h) h hAxhh9[ hIhhAxhAxhLmhAxCJaJ hhJhyhJ$$IflrL HM0T%2$644 la`p2 $$Ifa$gdqpMD $Ifgdqpkd|?$$IflrL HM0T%2$644 la`p2 $$Ifa$gdqp $IfgdqpFkd@$$IflM2$644 la`p YP $Ifgdqpkd*A$$IflrL HM''0'T''%2$644 la`p2 %?AF $$Ifa$gdqp $IfgdqpFkdB$$Ifl$2$2$644 la`p FGHIK?66* $$Ifa$gdqp $IfgdqpkdB$$Ifl4ֈL HM $``0l %``2$644 la`p<KV[\] $Ifgdqp $$Ifa$gdqp]^`k1(( $Ifgdqpkd^D$$Ifl4֞L HM $0T%2$644 la`p2kry{ $Ifgdqp $$Ifa$gdqp' $Ifgdqpkd.F$$Ifl4֞L HM $`0T%2$644 la`pF $$Ifa$gdqp' $IfgdqpkdG$$Ifl4֞L HM $0T%2$644 la`pFÖɖϖՖ $$Ifa$gdqpՖ֖' $IfgdqpkdI$$Ifl4֞L HM $0T%2$644 la`pF XY_aj\PP $$Ifa$gdqpFkdK$$Ifl $644 la`p $Ifgdqp $@&a$gdR?gdR?Fkd]K$$Ifl$2$2$644 la`p j|MD88 $$Ifa$gdqp $IfgdqpkdEL$$Iflr r 0TH$644 la`p2 $$Ifa$gdqpߗMD $IfgdqpkdM$$Iflr r 0TH$644 la`p2 $$Ifa$gdqpߗ $IfgdqpFkdN$$Ifl $644 la`p ABXYИјPQEF\]ҚӚ۶򩤜ێۀh3GhR?5CJ^JaJhhR?5CJ^JaJhhR?5 hR?5hR?hR?5^JaJh5hR?5^JaJhR?5\^JaJh5hR?5CJ^JaJhR?CJ^JaJhR?5CJ\^JaJ hR?aJhR?^JaJ2YP $Ifgdqpkd4O$$Iflr r ''0'T''H$644 la`p2 :<A $$Ifa$gdqp $IfgdqpFkd'P$$Ifl*$$644 la`p ABCDF?66* $$Ifa$gdqp $IfgdqpkdP$$Ifl4ֈ  %*``0l H``$644 la`p<FQVWX $Ifgdqp $$Ifa$gdqpXY[f1(( $IfgdqpkdnR$$Ifl4֞ r %*0TH$644 la`p2fmtv| $Ifgdqp $$Ifa$gdqp' $IfgdqpkdDT$$Ifl4֞ r %*`0TH$644 la`pF $$Ifa$gdqp' $IfgdqpkdU$$Ifl4֞ r %*0TH$644 la`pFĘʘИ $$Ifa$gdqpИј' $IfgdqpkdW$$Ifl4֞ r %*0TH$644 la`pFPQWTFkdY$$Iflq"&644 la`p $Ifgdqp $@&a$gdR?$a$gdR?gdR?FkdY$$Ifl*$$644 la`p WYbtMD $IfgdqpkdmZ$$Iflr rq"0TH&644 la`p2 $$Ifa$gdqpMD $Ifgdqpkd[$$Iflr rq"0TH&644 la`p2 $$Ifa$gdqp $IfgdqpFkd\$$Iflq"&644 la`p YP $Ifgdqpkd\]$$Iflr rq"''0'T''H&644 la`p2$>@E $$Ifa$gdqp $IfgdqpFkdO^$$Ifl,&&644 la`p EFGHJ?66* $$Ifa$gdqp $Ifgdqpkd^$$Ifl4ֈ q"C',``0l H``R&644 la`p<JUZ[\ $Ifgdqp $$Ifa$gdqp\]_j1(( $Ifgdqpkd`$$Ifl4֞ rq"C',0THR&644 la`p2jqwy $Ifgdqp $$Ifa$gdqp' $Ifgdqpkd`b$$Ifl4֞ rq"C',`0THR&644 la`pF $$Ifa$gdqp' $Ifgdqpkd d$$Ifl4֞ rq"C',0THR&644 la`pFƚ̚Қ $$Ifa$gdqpҚӚ' $Ifgdqpkde$$Ifl4֞ rq"C',0THR&644 la`pFӚWXKLbc؜ٜ()VWÝɝʝ=>ʽ۵۽ҟhP6hR?5CJ\^JaJhP6hR?5hhR?5CJ^JaJhR?^JaJhR?5CJ\^JaJhhR?5 hR?5hR? hR?aJhR?5^JaJh3GhR?5^JaJhR?CJ^JaJ8WXQFkdg$$Ifl" !&644 la`p $$Ifa$gdqp $@&a$gdR?$a$gdR?gdR?Fkdg$$Ifl,&&644 la`p X^`i{Dkdwh$$Iflr 0H"TH&644 la`p2 $$Ifa$gdqp $IfgdqpMD $Ifgdqpkdi$$Iflr 0H"TH&644 la`p2 $$Ifa$gdqp $IfgdqpFkdj$$Ifl" !&644 la`p YP $Ifgdqpkdfk$$Iflr 0H"'''T''H&644 la`p2 *DFK $$Ifa$gdqp $IfgdqpFkdYl$$Iflo,&&644 la`p KLMNP?66* $$Ifa$gdqp $Ifgdqpkdl$$Ifl4ֈ H"'o,``l H``R&644 la`p<P[`ab $Ifgdqp $$Ifa$gdqpbcep1(( $Ifgdqpkdn$$Ifl4֞ 0H"'o,THR&644 la`p2pw} $Ifgdqp $$Ifa$gdqp' $Ifgdqpkdjp$$Ifl4֞ 0H"'o,`THR&644 la`pF $$Ifa$gdqp' $Ifgdqpkdr$$Ifl4֞ 0H"'o,THR&644 la`pFƜ̜Ҝ؜ $$Ifa$gdqp؜ٜ' $Ifgdqpkds$$Ifl4֞ 0H"'o,THR&644 la`pF()RDkdv$$Ifl###44 la`p $$Ifa$gdqp $@&a$gdR?$a$gdR?gdR?Fkdu$$Iflo,&&644 la`p )028:HQV $$Ifa$gdqp $IfgdqpVWao*!! $Ifgdqpkd~v$$Ifl֞ hx#(r#44 la`pFou $$Ifa$gdqp*!! $Ifgdqpkd4x$$Ifl֞ hx#(r#44 la`pFÝɝ $$Ifa$gdqpɝʝѝߝ*!! $Ifgdqpkdy$$Ifl֞ hx#(r#44 la`pFߝ $$Ifa$gdqp*!! $Ifgdqpkdn{$$Ifl֞ hx#(r#44 la`pF#)07= $$Ifa$gdqp=>?@*%$a$gdR?gdR?kd}$$Ifl֞ hx#(r#44 la`pF>?NOqr˞ўڞݞ !"25MN^ayzEFRmst{ǠȠɠ !'BHIJPlrҹҹҫhVN<hR?CJ^JaJhVN<hR?CJ\^JaJhR?5\^JaJhP6hR?5CJ^JaJhR?CJ^JaJ hR?aJhR?5CJ\^JaJhP6hR?5 hR?5hR?>@ABCDOqry $IfgdqpFkd~$$Ifl$##644 la`p $$Ifa$gdqp $@&a$gdR?$a$gdR?˞ў) $Ifgdqpkd+$$Ifl֞W bM $PdX#644 la`pFўޞ $$Ifa$gdqp' $Ifgdqpkd܀$$Ifl4֞W bM $`PdX#644 la`pF ! $$Ifa$gdqp!"#)' $Ifgdqpkdy$$Ifl4֞W bM $PdX#644 la`pF)69AGM $$Ifa$gdqpMNOV' $Ifgdqpkd$$Ifl4֞W bM $PdX#644 la`pFVbemsy $$Ifa$gdqpyz' $Ifgdqpkd$$Ifl4֞W bM $PdX#644 la`pF $$Ifa$gdqp' $Ifgdqpkdb$$Ifl4֞W bM $`PdX#644 la`pFȟʟ֟ $$Ifa$gdqp' $Ifgdqpkd$$Ifl4֞W bM $PdX#644 la`pF $$Ifa$gdqp' $Ifgdqpkd$$Ifl4֞W bM $PdX#644 la`pF)+7?E $$Ifa$gdqpEFLR' $IfgdqpkdE$$Ifl4֞W bM $PdX#644 la`pFR\_gms $$Ifa$gdqpstu{' $Ifgdqpkd$$Ifl4֞W bM $`PdX#644 la`pF{ $$Ifa$gdqp' $Ifgdqpkd$$Ifl4֞W bM $PdX#644 la`pFǠ $$Ifa$gdqpǠȠɠР' $Ifgdqpkd($$Ifl4֞W bM $PdX#644 la`pFРڠݠ $$Ifa$gdqp' $Ifgdqpkd˒$$Ifl4֞W bM $PdX#644 la`pF  $$Ifa$gdqp !'' $Ifgdqpkdn$$Ifl4֞W bM $`PdX#644 la`pF'13;BH $$Ifa$gdqpHIJP' $Ifgdqpkd $$Ifl4֞W bM $PdX#644 la`pFPZ\flr $$Ifa$gdqprst{' $Ifgdqpkd$$Ifl4֞W bM $PdX#644 la`pFrst{ҡӡԡڡ$%KLqrҢӢԢ456efg£ģhy jhy U h`haqa hIhR?jhIhR?U hR?5hIhR?5hR?hP6hR?5CJ^JaJhR?5CJ\^JaJhVN<hR?CJ^JaJhVN<hR?CJ\^JaJhR?CJ^JaJ hR?aJ4{ $$Ifa$gdqp' $IfgdqpkdQ$$Ifl4֞W bM $PdX#644 la`pFơ̡ҡ $$Ifa$gdqpҡӡԡڡ' $Ifgdqpkd$$Ifl4֞W bM $`PdX#644 la`pFڡ $$Ifa$gdqp' $Ifgdqpkd$$Ifl4֞W bM $PdX#644 la`pF $ $$Ifa$gdqp$%&-' $Ifgdqpkd4$$Ifl4֞W bM $PdX#644 la`pF-58?EK $$Ifa$gdqpKLRX' $Ifgdqpkdן$$Ifl4֞W bM $PdX#644 la`pFXbemoq $Ifgdqp $$Ifa$gdqpqrsy' $Ifgdqpkdz$$Ifl4֞W bM $`PdX#644 la`pFy $Ifgdqp $$Ifa$gdqp' $Ifgdqpkd$$Ifl4֞W bM $PdX#644 la`pF $Ifgdqp $$Ifa$gdqp' $Ifgdqpkd$$Ifl4֞W bM $PdX#644 la`pFâƢ΢ТҢ $Ifgdqp $$Ifa$gdqpҢӢ' $Ifgdqpkd]$$Ifl4֞W bM $PdX#644 la`pF45ejFkdm$$Ifl$##644 la`p $IfgdqpFkd$$Ifl$##644 la`p efjeeeeeeeegdR?FkdG$$Ifl$##644 la`p $IfgdqpFkdڨ$$Ifl$##644 la`p ãģ`gdaqa$a$gdR? $@&a$gdR?gdR?ģţ >?@FGHJKyzŶťŶ؛tbO=t#jhqFB*CJUaJph*%hgB*CJaJmHnHphu*"hgB*CJaJmHnHphuhqFB*CJaJph jhqFB*CJUaJphhqF hqF0JjhqF0JU!hg0JOJQJ^JmHnHuhghg0JOJQJ^J%jhghg0JOJQJU^Jhy hghgOJQJ^J,jhghgOJQJU^JmHnHuģ >?HIJv $$Ifa$ H$If]H`gd]]h]hgd]] & #$gd]]$ !$d`a$gdg$ !$d&`#$`a$gdg  !#`gdg ֤פؤ>?ABijstvwrr`rTCTC1"hqFB*CJaJmHnHphu jhqFB*CJUaJphhqFB*CJaJph"hgB*CJaJmHnHphu&jhK,hqFB*CJUaJphhK,hqFB*CJaJph)jhqF6B*CJU]aJph*+hg6B*CJ]aJmHnHphu*7hghg56B*CJ\]aJmHnHphu*&jhqF6B*CJU]aJphhqF6B*CJ]aJph¥åĥƥǥȥɥʥļ h`haqah? shy hqFhg0JmHnHu hqF0JjhqF0JUhqFB*CJaJph jhqFB*CJUaJph ĥťƥǥȥɥʥ~||||s`gdaqa .* &#$gd]]skd)$$Ifl0# J 064 la*&P1h:pqp/ =!"#$%1&P1h:p]]/ =!"#$%q7(2FCd{LǞJFIF,,C     C   A " }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ?S(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((a9+v*N1) ñR4V;NA =@ GuXDƫ 7LS$op5=Ԯۋޣ[k7VgDoRA=xn27G_ʰh&]ë6N?p*&#j3ЏeYRhɬuv~ JcjQ՛ZMt,69`D1ҝJSUr!؜lS~?5|K紟٣si?QQG4,{'h\OTQ.Ŀk{I}Q{8h]Ö=#Qտ_+2*E>ywb' jU. y>ER5ԇFlnqSnÌ^1?Ej[<4NԎ<Err NA1M:bVtV$Z̨u ŬBnʞk]L%BzS#%\Ɵ['}ESQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQQqYR]^ܱ*q/XkN~Yu [+o} Xds^MNyCbXAObA֩QUJ;2%F v7]?:7CjX.?#=J%$IS,騬]^7e7A]fg(;I* ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ) @VR?ɩrQݔ)lTVD?wjwmyb o} 縎1pqUdNrı&剓1n)5?q_&3!ߍWIvtF#$J(B((((((((((((((((((((((7Ҡn.M)+3cU֝Wx3Ϋ6(09ԵpQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@ q@f3Uwg*4=Q2k mJySu,ŏ9ibWGLp3j]b$.X9\`By˩{gsvQEaIlQE ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (- j6Z?OOoG"ʁSЊ͕Z?s?uQcz;YP:NOs(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((->gBmkUa ٬iN{#TI&C7#bK}45^eTu ՛Z#O9u <轪*Gdry4QEdlQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE\ӯ>( ~C}+yX8W+ZMlB>һplÈ}QEzQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQES$"J}b(Ac.0FC5P Y9ݴ{UVb$}MrK;#iJ2#ROQPcmUYUg\h ''&((((((((((((((((((((((((((((((((((((9:;+s y9ܘg 7jޯ^sƭg+Q[Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@T^E})6i7'$6$Z準rw>,DVڝPN[mOC@;gͫΨQ\r9yyCbZmVNEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPTWGe0XzbѧôgqɮT!>vXI9˹onqvC ssOv/rNOe'-[;# ((((((((((((((((((((((((((((((((((((((((((1\!桢vwWV:CGCEEi'nNusjQE1Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@T3]E MM艩,p5qrDKΖI=+xSiK׸>sYSL~Riϩ 0@'''EV&EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP&m⊃Dv&EEz]FkQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQMgTfT.51JqSQN*0dgs±羚{-W9.ϫK(!p6b,KSIEqR#QRXQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE&}W4StOWmErQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@^{`3}ejI`Xά!6dkKup+>Y$k-ݤbKWF:RIgv%؜QErRIh(aEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPob4OWmErQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@SY ::Tn5xOV\a\ӯ <׹⃀w˝NYؾSZs;Brry4QE`tQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@'}?)SL?b͊(N`((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Y)6I)J ۍd >eIؗbsrNa-eqq}{VdR]ҡVSݝХl((((((((((((((((((((((((((((((((((((((((((((((((((((((( ]]QShѕ-EzUFhQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEC=v.IcI5G,¹vVUưCh54b޹'KHI- +d!\k6IZSbM6IOvwœa𠢊+3@(((((((((((((((((((((((((((((((((((((((((((((((((((((((tiH:cN@z*xj z^UG'y6>($(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((;u˰ԛKV4T3Gnvڲu|Ch=k=ݝ1,Os\ĥNaZ7:þV!xv3>Epr8AETQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@XͺPFW*ifF|8tʴieV\lآ+<@(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((kԛKV4T3Gnvڳ.u|Ch=k9ݤbK$)ifΰmgf%i(NSݝa𠢊* (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((|Py4]d5D8@oJFr8qRTGEhQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEG$ v ZMq}*)#rf$a#YHҶb޹'KHvSJZCBXg6SY,I>W )(4 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (.iPy9=ѡ~}5^1柠QEsQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@R3b"ĥg]k XcڲI]Y##O)k- c?U$+eؓM'RSaN0QYQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@*. 'U&6q5P4"r勑yp+Jw(b ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( BBT8AYSW<-YNZEon=ԗcP^|{)FEVFEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP[TU=ۓXְ]*vvpbQEzQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQET7Q.]ZIr/zuc ͡JU64u''VM֥- *$Ey)iЌ5݅QX!EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPE꣩8654k|)ZJK^8E#ĩ>y6QEhdQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQESY {uְJ7^`! M(, (\VT&mōG^}LDt= xxYj;Yb{mW)QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEoz/K0x-UqtЇ4˩=Q^Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Uk'- %vR,tWzpeTn՛uIrp>ERb:@2{np?:TQ\MUQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQJb'(jfy*ڂ[[w~=z5iI\((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Ψ2@ B w%a^Օ,3nv,k!GHvSZD^՚PV1zy%I4W)ф#hQPXQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEU*8sWRU.@'WGgn-U{y_͈-=Q^Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@!8n.\d]jO~ʦ7ZpAY77p* +ΝYOэ?P+p((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((tQdT^bl$Å[U"%E*Z)C6fU _p)wi5S;ieJ[ؾR+Rrwg *J ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (mfTb쉔U٣ya5z+ٌTNNrraEUQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE⢞;u˷ޱI'ʦQ?ZƥXޝTcBS_cu%eӵEEy*ʦNiQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE(k*ϭP:Vz8zv\159"QEvAEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEVPu2*1rvEp,@wjs{-LCzD)cbKzmWݰQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQETvuN =N4<[R/# =|*(E0QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE!8K2Bw,;縒O+xE:=^w4,_(z$r}M%r=8B0VQEQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@T֖`8GaM&ݐQWe"{y8vi"@0O^8jMԕŠ(L(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((BBYO='8]BKGlvǷzƻԤ$)(VIVXkΩ^ShJW ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((@,@$>[B35KI,fֶ+ӷ7VQ]QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE5"Pv9>Qճ-ݝ1,Os\u1 iYn$gjz E9;ьTUQE ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( LuUKP2MtVVkXN+z4z}tܙFT`(XŠ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((l,JYXR)Ԍ*BvX7]{(I,I''WRz:1P+(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((fP3}'dLzM\Ҵ`tbPnraEUQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@S$bR@lzv7|<Vq%I*ifMsy%eGJ+褢(0((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((P =5ġs]-acf-bےjzir+&^weQErQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@בcR@XR9ԍ5)ʣлwGlbrse*"KI=%y*ʧS~EV&EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPZMu>Pjdnd jyPhRE[{Z( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (jYUKB;a~U+XR4$LEK ޳&WmIEYQHaEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPR[̡r;Tj(&E|5*~5K +aT` +J#n)(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((f 2Nej!ݍg9 Q.+KbI=%y+JSz (:(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((+KKLW9"'5ݖ4%DAZ4)kׄTnn(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((() ɠnnLwŔo^²F1$%J:GsYlX{#aUh''vzQ (AEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPE-\GSId&Wdjg#Px%E`TҦ3ǫU~AEVEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEFSK|S)(7hgKtXz%wL94jWshN ^(:(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((ɠ"*]DSP?gM>zT)rg׭cQEqQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@5XԖ z;U99oĹǎ¹VPntҡ*WI_Z'&+͔BB(,(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((+[K4Ϙ [@``tVh8(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Kdi+۲$$X.RO*GOOZ\qKmf+HŘOsIEwQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Z7RQ5ԡG hw{r.UX*N((((((((((((((((((((((((((((((((((*ż,SVN?݌K-҇< ן~ByG*{Y=oeO{^Q ?4Qg=>yG(ן~BGpT^Q E}S^ן~ByG*{YeO{^Q ?4Qg=>yG(ן~BGpT^Q E}S^ן~ByG*{YeO{^Q ?4Qg=>yG(ן~BGpT=>A85U.mJғ0F<QEzGQEQEQEQEQEQEQEQEQEQEQEQEQEQEXnè9IT[U'!՟sT/k?!GF=S^ן~ByG*{YeO{^Q ?4Qg=>yG(ן~BGpT^Q E}S^ן~ByG*{YeO{^Q ?4Qg=>yG(ן~B* { ֲBZGd̦SWh}W$3|9%v,5kKSu Xb){}w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs7/!´?mSt1%TgD[4TAEEm"t5 N;J*=MnTAƱxi-qQ{ӗDqnTf*rHOfEEVfEPEPEPEPEPEPEPEPEPEPEP ⺚2O8 r;5ذyF4~ڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5ذyF=>w3aQhڧs;5EգHz=;aZJ젢(QEQEQEQE%bYCZذy2>J+/J,ŇG,?jѢ>'ŇG,?jѢcO{jXb(4ŇG,?jѢcO{jXb(4ŇG,?jѢcO{jXb(4ŇG,?jѢcO{jXb(4ŇG,?jѢcO{jXb(4ŇG,?jѢcO{jXb(4ŇG,?jѢcO{jXb(4ŇG,?jѢcO{jXb(4ŋIZTQimS?4kR??zԢcONWiiZRbbML}zC[T^,MCm2?~Mi2 lFZK9]ӡ"5LcD-&ݣ°eo< D:W=JJWgM:klQsՃ: {)C]QN Z-F z>g;Z((((((((((((((((((((((((((((((((('ɼnlWE`ǁ\yjz8XhQEqEPEPEPEPEPEPEPEPEPEPNn:mQXFv>Z3NGҴkڄԏ$B(3 ( ( ( ( ( ( ( ( ( ( ( ( ( IQOOc[ZJW {`(QEQEQEQEQETֲ]>SU--!cMlBQB]T9k-J #vժ(EEEYdŠ($(((((((((((((() 0FG-JJl67˝6k|o_Q]: Q[z\sn-}1JNjmQXQ@Q@Q@Q@Q@Q@Q@Q@Q@kk <^(8((((((((((((((((((((((((((4Y}i)_֒'﭂(aEPEPEPEP?WI\ݏ}GWYb$QEvAEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPHNizV&緖OeRiu%dG_0F:{:(&Rrwg+ *J +a QQBml&њv/G(nejUA D,ЖUixYFkZu w¬gΔIEVAEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEdFN0; }b̘F ֳHe9W9sI܄y"QEAQEQEQEQEQEQEQEQEQEQEQEkNȺB~|+4b袊8(((((((((((((DRTs=_֒}i+{(QEQEQEQStQƚM!6ȣ` VŖaӰ6qڮeҠ<ʸ-#)h0((((((((((((((((((K L]C }N7k[eU*C=QLY!=+ϭCގǣF7=(ࢊ((((((((]Mr]MwvgQ]QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQER4?o%+W=QE ((((>J+ҺJp W\Si(\((((((((((((+SD 0o"tCZS$2x4tR:ZO(((((((((((((*9IU%G???ʓٍne}i)_֒7-(aEPEPE9` 1+bKX´9TzTkRaSӹX*)(R8ZMJ (2 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( B20ih MNo1zJϮ:FA~( yrVeV(C(((((((t|WS\|WS]]bAEWqQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE= rIJ}=}lQE ( ( ( ('ҺJ?/3 + ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (:ٗbҦRPWe.nn䩉zJ'''+1f$ԚJ*TuS +3P(((((Q@:]Z3yJJqbxv40((((((((((((*9IU%G???ʓٍne}i)_֒7-*[{i._j Ji6쁴r'(Ge/XKE~jzr#ͫr;JZ(È(((((((((((((((((((((((((l$FSЌW5q fCOY+(LD/nf|eE枠QEQEQEQEQEQEh3((((((((((((((((((((((((((()CKHz֒}i+{(QEQEQEQEOcQt_]%z8_f+AEWaQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQP]ݥ{zmE]''d%GǠ~iy 4s!w9>yUjTֻQXEPEPEPEPEPEPEPEPEPTWCcqwkCG1c=tP,CmEHQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEV&qL&E18\̲dg=k+.S ˛( ( ( ( ( ( ( ( ( ( ( ( ( ( ( O]!N/RM3϶FO^wWG+ ((((((((((((DRTs=_֒ rsZVVq$Îknj%7d{Sq+YitC>!-j zP-zt*kUGEVEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPU\z HFF &8WsO.yugcNEP0(((((]Mr]MwvgQ]QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQER4?o%+W=QE ((((>J+ҺJp v uo#I݅QT@QEQEQEQEQEQEQEQEV~w-Qmϰ }?ưڃhނRLs=?jOtSi>s=?jOtSi>s=?jOtSi>s=?jOtSi>s=?VTO{(v4YuE?4c՗ERQu%Цq0jwp>YkAV&Ks)a`~RwK8aW\+Fzu8Q=^Ŋ(0 ( ( ( ( ( ( ( ( ( (0udvU*c=YV=.QEQEQEQEQEQEh3((((((((((( Iȼ~j9by[V;crIh[{zѽj~Gh[{zѽhT}Φ巷֏.Gh[{zѽhT}Φ巷֏.Gh[{zѽhT}Φ巷֏.Gh[{zѽhT}Φ巷֏.Gh[{zѽhT}Φ巷֏.Gh[{zѽhT}Φ巷֏.Gh[{zѽhT}Φ巷֏.Gh[{zѽhT}Φ5oZ<T}ZJ( ( ( ( ( ('ҺJ?/3 + ( ( ( ( ( ( ( ( (1utRLԿOV&u$=Sm???*???*EGr;???*???*E}CsZZtQ'=;???*???*E}CtjT ^Xl O&¨4IbtZ4f9r}*͕ڧLjwƛmQt(ɦF2c'W*W"H#a7ֳ}mSH({a8?5$M u*}t TMQEQEQEQEQEQEQEQEQEQEQEɉ9[5R9znҺ*bUp+ ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( a7zusYU$5yeXy&+=((((((((((((((((*:D]xqƷ.YCv(XŠ((((((((() @J}>H_) z: Zf},=yF,$_>ָCdu_ScVANqlx/p)((((((((+#[׬o'kч"2袊`(((((()8e8"EX^8uniͼ]"8)#5QάG^uQ]'0QEQEQEQEQEQEQEQEQE#ܓY^M3 QXEPEPEPEPEP⺚⺚; ((((((((((Zx>6{QEAQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE=}GW7cQt~yQ]QEQEQEQEQEQEQEQEQE_'֫UK?djg3ܧ * (()XЕBnڱa$$핊/֝gfrǫUPyu9 (@(vivabM)+1bxB0GQh. ,Μ&?g+t=5=o((((((((((|yX,ks]< P@5݅{ŭ(<(((((((((((((((((((((((F`X5gvy67+UG + ( ( ( ( ( ( ( ks??8hePucԭc'¥NIEw0((((((()Q8a4PQ hFn>#yJүfԏ$B( Š(((((((*ZP_rQWeF.NȚkK;üCqr.YzTUլ)PPQEsAJx}i)W{D)կS[ (b ( ( ( ( ( ( ( ( }?Ƶ#[6ta( ( ( ( ( ( ( ( ѦnSĭ;/;Mޛ6(((((((((k2PV((((((]Mr]MwvgQ]QEQEQEQEQEQEQEQEQEjVjVZ= (((((((((((((((((((((((>J+ҺJp *ҟƌ ݢ+<@((((((((Bp( W}dg R'E^,4=k)QPXQEQEQEQEQEh3((((((((((?zV?z^-O?QPhQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEOcQt_]%z8_f+AEWaQEQEQEQEQEQEQEQEQEs~gR>ZYL)(@@2 _D&WbC NTdڧ4vkjsVkӣGW֬(9((((kFk6DbQEQEQEQEQEQEQEQEQEQEWOn1 Tn`=k T]]+<ࢊ((((((((((((((((((((((fbִkԦxj养8xsNQEygQEQEQEQEQEQEQE i1i)rųvQ?1RQE{I[Cn~Ʊ+O2SEs,X+ҹaex(C(((((((+SEV]Io)tq֔$̪G =ЌZO((((()̰8vK{ ºsլ:)Qu5M}LΩQEy=hAYQRPQEQERZJU@Q u6?kǂ (((((((((5Oz}?ƹ #.(((((((((4H?eAڮz&pJзrQ^Q@Q@Q@Q@Q@Q@Q@Q@A{(F'Z>.X6kJ6{QEAQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE=}GW7cQt~yQ]QEQEQEQEQEQEQEQEQE_'֫UK?djg3ܧ }*RmJmVZsӭmR09}jjQPyU:-((((((+/\=I5\?vJзsԿbQ^YQ@Q@Q@Q@Q@Q@Q@Q@Q@rg8Fb= ݦ@]zeg~AEWiQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEAy7n޹I$I]j~V!?eW4pQ\XQEQEQEQEQEQEQEV#CVEtP|dkLL w'+<{Rɺ`b֡%@:ulDy~V\s"(,(((((((( *6)9d?sƷk֣.h#ǯI+s(((* sҠҲ1$V؝hs{t<]IQEyVzI[DQE ( ( ( UIJx}h#VAN~^^ESQEQEQEQEQEQEQEQEVF5YO=᳣DeEQEQEQEQEQEQEQEOkhO^ҚNNMM:3[`b[h(ԵRx{I_QEQEQEQEQEQEQEQEQEFǠncq39ZZ q]O Os>EW!QEQEQEQEQEQE:?+Z?+.{+ ( ( ( ( ( ( ( ( (9O?խO?׋SgOAETQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@_]%sv?WI^gQEqQ@Q@Q@Q@Q@Q@Q@Q@Q@}jYԿO%ݾ :xNSidM7mܾw5klm_n*ZiRTV(9(((((*9Kx˹i7!.W=֦kKNzT5֩%zi8QEQEQEQEQEQEQEQEQEQEhц q*ڪ:D^]rzj1=!ՆT*{|^Hޠ;_2L(EQ@Q@Q@Q@Q@Q@Q@ QkQ4HbtYDʜuir80yTQEzGQEQLU 9݆C 2NcjG,*AXTϫ^OFޘQEwQ@Q@Q@Q@Q@*_> u_ScVANqlx/p)((((((((+#[תl*wǶkrHڌ&9+[ z?;ׯ?Tz_Xɢ;ף z=N}̚+[ z?;ףTXɢ;ף z=N}̚+[wJ45^aSOEm."i6s}Xy00jh%Oo1,kRp̥TeoVq,JQON0IOaEVaEPEPEPEPEPEPEPEPP\-%R;ԳX^8AVj{8ѤKȂYieWm(((((((Gu5Gu5߅ٞv/tQEwEPEPEPEPEPEPEPEPEPmoZ$cTo 1v+!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?QH?viw!$?VNEpPmc?뤠tu5fuQ^aQ@Q@Q@Q@Q@Q@_]%sv?WI^gQEqQ@Q@Q@Q@Q@Q@Q@Q@U;\CzTJ*kALkZ(U}6FܻM `j AK^W*HaEUQEdkqaO^+.-B:=/N[ .h[QEuQ@Q@Q@Q@Q@Q@Q@Y.ž V8WtL2i]^>9 `j{i+iمU[S)IE]1rvDWIkf#=a]=etZiw&^eZz-VOWQEtQ@Q@Q@Q@Q@Q@*_> u_ScVANqlx/p)((((((((((((((((((((((((()Ld79KAGXԪ3jtQKPCwQ^T^PVAETQEQEQEQEQEQEQE:?+Z?+.{+ ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ?[s|NuQ^YQ@Q@Q@Q@Q@Q@_]%sv?WI^gQEqQ@Q@Q@Q@Q@Q@Q@Vu"8_zTNj A5l6'2ұ̌YIC1bI9'*GQݞ:J-AoD*틏U*R8=Z.l\zGǪUJ~}ػq꿕U*(Qq꿕Ri>ػq꿕#j @}Si>؝lV횈ΛEC{RQH((((((((((((UK0d^iҶB˙n&" (N((((((((((((((((((((((;YdJ-ZfqUkȭ.i{4a(MŠ(((((((4Xw3?SYC=\(GkK/QE@QEQEЌW5swR0A+]f-+&&7iZVgQE枠QEQEQEQEQEQEQEQEϵ"x<خbS 㱭;SnR#+U{:*R[MmDWv1= ,I'$W-JJ4ցEVFEPEPEPEPEPEPEPJx}i)W{D)կS[ (b ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ) UԡLʌ\-+N;|Y:}S*;̖K˟õEEnI%dQE!Q@Q@Q@Q@Q@Q@Q@Q@kk <^(8(((((((((((((((((((((((((uO??Ӈ!EWzEPEPEPEPEPEP?WI\ݏ}GWYb$QEvAEPEPEPEPEPEPE!8GS.Lq*jҝ7Qj:bзdu7Qݞ:j (4 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( q*Tj2OjN $ԩ­EN>ebF +J;w(b ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( _&۽OYe?eV\lڔ9摖NNOZ(s ( ( ( ( ( ( ( (duQԜWOTtQan=npѴ\7+D(8B((j*6D/Q8E.Y&rSM2McZQ@Q@Q@Q@Q@Q@Q@(dXi\*+nM;U:nƥUMkē eZEr+b2eJISz47RbQEQEQEQEQEQEQEQEQERZJU@Q u6?kǂ (((((((((((((((((((((((M,KV(Րӳ9$ܣqU+dWUY%N|1Z5cПF2P2>(J5#?* (((((((((Gu5Gu5߅ٞv/tQEwEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPX|bS\؏΢+=p(((((({+n>J+,1_ ( (((((fH!f8%W+jTT֦:M1pϭgEyR=xAAYQRXQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEPNZ$rkcOJ9TՖ,R}\5j+ӌTUJNN)/>+!{+GXdAѫ:YǖM9s0* (((((((~RZ:կS_W<QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE"IW>7s+dvCҳ'ݰGj驲FVz2:Tw BsɬRCkϜ%fz0(4 ( ( ( ( ( ( (-~fyؽQEpQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@bS[UMsb>C:(,Š(((((( ?+G |H(8((((tBp)7Ijzɹsլ:iQuėv:-U''vz (AEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPNHFڣ& [vqڮd&)єsUz-:`ÿ'Q^b.SswQEdQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@TsB)7eqwcWq4vckŜBu5ZHpJ{icZ\lբ+J+ҺJp C:(,Š(((((( ?+G |H(8() -g_j,GsI1xZ Zf}=XNI=(((((((((((((((((KW"|n!Q TZT _CZѢ^]Uȭa o/Ү{WMSQc((((((((((((((((((((((((((a sdMjlF;rYu%;v=\49a~EW1QEQEQEQEQEQEQEQEiGEY|ƭׯFL򌿧hסFuj`QEvEPEPEPEPEP?ܜtnjmyoV+ȭY١>x +p((((((_>ց=?kl)-QE1Q@Q@Q@Q@Q@Q@Q@Q@UeARUcVN0mQcy7G&";5y7G&"=Nz}Mɿ:ȢoS}^c_q?~tn'oβ(WOߝۉ<(;6?y7M?_jɢoS}^ciuU#VsԯV "d4/!ȿJ##\KԱ~522YQXkL%\QZp\pFںV3ٜ8nh(((((((((+WUl&M#t"x֔9\FCS+zw(QEQEQEQE:?+Z?+.{+ ( ( ( ( ( ( ( ( (0[W2|ڟ~=Um=OjW"Г2|j:+>gӖ=>/i棢g9cؓ2|j:(}Ö=>/i棢g9cؓ2|j:(}Ö=>/i棢g9cؓ2|j:(}Ö=>/i棢g9cؓ2|j:(}Ö=>/i棢g9cؓ2|j:(}Ö=>/i棢g9cؓ2|j:(}Ö=>/i棢g9cؓ2|j:(}Ö=>/5iX}Qvƒ[ ) ((((((>J+ҺJp FG#W/?7Gּꏹdz2=Ercy:<~t}k>FG#W/?7Gּꏹdz2=Ercy:<~t}k>bkWW=N5ZT5kSp2McvF=oOӅ6 h u_ScVANqlx/p)((((((((+#[׬o'kч"2袊`((((((()иd;HFaIr2y?:Jnov[]z}9ח,慻Q\PQEQEQEQEh3((((((((((?zV?z^-O?QPhQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEOcQt_]%z8_f+AER- !)(1rvD7ijsaX7Wou!fv{ ɨ̫YlzzŠ(s(((((((}KIA׳OGWaEVAMxAPޝE]֎- 鬩"hWSU<k=cO㤶9*I{y 8uy4M4QE (((((((((|R.ջOGEsfh$VԪoIT^gQEWQ:ՊRWGӋ (((((((((((((((((((((((yˍٚALǠ;orǹ,LN,.܆E瞐QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEIpPdГz!6 { ?oY%`rS-=>cRVu4[Q]'(QEQEQEQEQEQEQEU]F>ٽWV = L2hV9Z*{|^A^+VvgQEQEQEQEQEQE֒~'G~MZ:űŠ( ((((((((o'k^5OzgFˢ+=((((((((7Xt<E4]ФҖiֈI^_2L[AEUQEQEQEQEQEQEQEQE!C\f)O85n\xxvei4Q+=0((((]Mr]MwvgQ]QEQEQEQEQEQEQEQEQEjVjVZ= (((((((((((((((((((((((>J+?$ j5N 9THSXH_ұf9''Z+GQݝTƚ (5 ( ( ( ( ( ( ( (7_*R}UQEQEQEZ]Gkt1V#+^r9x^2[zdQEQEQEQEQEQEQEQEQEQEQE5ZɹIq] 3,SEsoO,nP5y%z\ntR)  -zQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQIҀ3ıXgPκr:*xe6jy QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEOihrm^sM''d&Uؖ֯u&w>kjQsNKh }jZ)QT{MjΦ`+ ( ( ( ( ( ( ( ( (2>U} dMuC\)V W~竆4y{ EW)QEQEQEQEQE֒~'G~MZ:űŠ( ((((((((o'k^5OzgFˢ+=(((((((((kEl۲֍fhr}G: 5o0+c((((((((q۹uYʃl Ʋ6oAڢ1(d((((t|WS\|WS]]bAEWqQEQEQEQEQEQEQEQEQEsڟ~=UZ~=Ur(4 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( r#HTd {ڃ?ҷm,#QƶI~Fjk̢wl5]RvTHiQEhfQEQEQEQEQEQEQEQEKW>ƮMPf:4񣟢+=((((]Mr]MwvgQ]QEQEQEQEQEQEQEQEQEjVjVZ= (((((((((((((((((((((*͝ݿ*wjLkT[IơTa]t9k-:}GmlɵGQ^I+#mvVԿ_uEǔA띯;#,(;B((((((((( '= T_*{4x~6QEhdQEQEQEQ??oTݓQjÞ67?g;9)YJQEQEQEQEQEQEQEQEQEQETַeqӸhNM&΢)SidXV{9$QEhfQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE#6$f_:wn[ZUۊ?+(;((((((((((((((*Ս]Ob쉔UXصF:ފ% ŠXX" (NV%MyEZ (0 ( ( ( ( ( ( ( ( ( ( ( l$FSwQ@Rzeh0ldũI4{ * ((((~RZ:կS_W<QEQEQEQEQEQEQEQEQEkF5_ltQEyGQEQEQEQEQEQEQEQEoMEU FIZS]icNHn4QEzQEQEQEQEQEQEQEQEQEOU8o\zu!YU ֖FQ^9Q@Q@Q@Q@kk <^(8((((((((({SǪkSǪSQEEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEi* F 5a!EtP3'RozG[vREv!EPmK<\tZyKιq?=E˯l11G +((((~RZ:կS_W<QEQEQEQEQEQEQEQEQEkF5_ltQEyGQEQEQEQEQEQEQRG &M>(g $4g|hvP=yK婈~Y^N[agUv+ьTUJNn(B(((((((((5q5XӃ:="SgF^3`((((t|WS\|WS]]bAEWqQEQEQEQEQEQEQEQEQEsڟ~=U;>i]retW8I{AE+(wetV~}=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wetQ=;(wPRqqlŠ*喜, ecZ#'d!{Gϥn٥y'5$0+ӥESyUk:-(((ǔA띮R)~;^n'GXQEvQ@Q@Q@Q@Q@Q@Q@Q@Q@Ozvi?>Ui*l(((((+'Y(V2XhF+:獍iHVF񚶌 (Q@Q@Q@Q@Q@Q@Q@Q@Q@>L2+PsL:x%D*J[SZDW;7t⹱养XxsNQEygQEQEQEQEQEQEQEQEQEQEQEQEQEQVlZu4'dLŰk1qHF5STיU? +c((((((((((((((j : jTWQy:9Vu#i˒iXqI^1Q@Q@Q@Q@*_> u_ScVANqlx/p)((((((((*bׅJT*J̨ؒ}?3bIV7N7$Oؒ}?3EW>S'?G$OlGTcbIQ'?[4Qz};ؒ}?3bIV}^`N0$ pyV{ };kjUѡ,OT]u>x dwBJZ+EFnMŠ($(((((((((((+$n#8$`w0+c=O5É'~: EWQ@Q@Q@Q@kk <^(8(((((((((((((((((((((((((((R2NkT ;Yi$'ss\4Fek+w7Z08VЂ'RUQEQEQEQE[R)~;]RvOďO 𰢊+ ( ( ( ( ( ( ( ( (7_*R}UQEQEQEQEQEQEA2WV=uLԩ`殠6Ӳ>b!g̏O R"+ ( ( ( ( ( ( ( ( ( (0+\B+䤾Q+egS2mQEPQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE^۳w\Zg<MfW4Q\PQEQEQEQEQEQEQEQEQE8Dd#Od~Ty2q*vbE?ɓQ S?ߕLoʋ0E?ɓTֶth:8۰WbX=gcXP" Q-Hd(7 wa} B4UYʣBZ*/=S}ЭsWؖ0Tiz(]Õ%L??Ga} 9p}hOQBe9_bZ*/=S}УwWؖ0Tiz(]Õ%L??OILelzӺbCb ( ( ( ( ( ( ( ( (05H<@nES^2p5^Eh͞ QXEPEPEPJx}i)W{D)կS[ (b ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ('3Dr~V/7,sUz˞mrA +#`((((]Mr]MwvgQ]QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEU{ĴBX-A}b#J]GHvR笶${Һ('ҹz!TJ ۓlcEyEPEPEPEPmK<\tZyKιq?=O&dq'5p,3htR:Z (((((((((kt*{34f)Y uöUljNfEQEQEQERZJU@Q u6?kǂ (((((((((((((((((((((((((((((w_g~fU`X\g-#\-B<袊\(((((t|WS\|WS]]bAEWqQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQQ\\%e֓i+۲$f 'wTRݪ1u;-U>w-"zT: ɢ+ !TJ먇R}+ 81{!QEzQEQEQEQEVԿ_uEǔA띯7#,(;B((((((((( '= T_*{4x~6QEhdQEQEQEQEQEQES~nH:r++_\܊T EW Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@ QWGgp. V޹\Sl?u%g9qu7hO$(((((((((((((((+ Vn6lJ!w2;1Nk+% !QEyQEQEQEQEQEQEQEQEQElm?p+Jɶ;֦fybԗ4 (3 (.2y=i6Ɠyz݅`M3O!w9&iy 棯*WQ*J (:((((((((MγBzժ&kWJ\LkGmQZQ@Q@Q@Q@Q@Q@Q@Q@V!9f2\ɢZhh0ܸ9xYSW (Š((~RZ:կS_W<QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQUo?W=Lʌ\WV< u_ScVANqlx/p)((((((((((((((((((((((((((bzʼ;R0ZB;"栖@;a;9g9?ʘXNII^eJҥk((((((((t|WS\|WS]]bAEWqQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQLU 9 Vu#C7vO5B*:@iaw.Ř撊+ ( ( ( ( !TJ먇R}+ 81{!QEzQEQEQEQEVԿ_uEǔA띯7#,(;B((((((((( '= T_*{4x~6QEhdQEQEQEQEQEQEQE6EIE&ƝIFF ZͯI{7Ux!+9HQYQ@Q@Q@Q@Q@Q@Q@Q@Q@QEt:}mԟ85j4˟r2+֣>x=hrOZ(9Š((((((((((((lBނL;n\s{GޖEWQEQEQEQEQEQEQEQEQEQEQEr9@nu15aцiKI̴ *{P4S<)ǖN!EUQEQEQEQEQEQEQEQEPTQ@fd#5ik0mdf׋R(@(((( ڗyKι/?s~$zx_Q\hQEQEQEQEQEQEQEQEQEǠAWj]fŠ( ((((((((6F0sSmhۨ5nkF&Q/\sGt:9ef5Q^aQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@o?h~eXkO0\/8 ps[џ$zI֖c ( ( ( ( ( ( ( ( ( ( ( (<n<덠TuvbNIɦcCkΝg Ƈ3Ƈ1(h}M>03Ƈ1(h}M>03Ƈ1(h}M>03Ƈ1(h}M>032q[tzL1Ȭ2H9b:m^<T‡Ҳ+ZmD΅ (N(((((((((((((GEl\R2+ q Z0,%9sDޢ??!G+o +^kx~B>Pޢ??!G( +^kx~B>Pޢ??!G( +^kx~B>Pޢ??!G( +^kx~B>Pޢ??!G( +^kx~B>Pտ϶qG"ںu{1 q'ֹ+N3i SMHJ(ΐ(_>@L)Ղ5k`{Qq Cz׸0T7{Qq >Cz׸0T7{Qq >Cz׸0T7{Qq >Cz׸0T7{Qq >Cz׸0T7{Qq >Cz׸0T7{Qq >Cz׸0T7{Qq >Cz׸0T7{Qq >Cz׸0T7{Rk\G`VEsͩ71L75x)ae)4k}MsM+bO֚XXNʿ5ы+DZǫ6Z}fP0?ެ*z] t*_QsZԛݚ*P[!+bO֛E新QE (((((((((((t|WS\q V4ӹ^5oQX?^VoQX?^}fjq ???!G`VoQX?^}fjq ???!G`VoQX?^}fjq ???!G`VoQX?^}fjq ???!G`VoQX?^}fjq ???!G`VoQX?^}fjq ???!G`VoQX?^}fjq ???!G`VoQX?^}fjq ???!G`VoQX?^}fjq ???!G`VoS% Bisyt >'29>ݫE75x#'MBV3ou7ʦQ?STkoSG4>FԠƇ3Ƈ1(h}M>03Ƈ1(h}M>03Ƈ1(h}M>03'ҩcCjtBr׫rEWYQEQEQEQEVԿ_uO4BxJU$;hU8#Ƈ3Ƈ1(h}M>03Ƈ1(h}M>03Ƈ1(h}M>03Ƈ1(h}M>03ƇǠAWj+x=ҥF )3̛Rh(((((((((:# E-]ۛiNT5YGwQޫcCk͖W|11\ۘV4>h}MO_iV4>h}MW}fEmcChƇyiV4>h}MW}fEmcChƇyiV4>h}MW}fEmcChƇyiV4>h}MW}fEmcChƇyiV4>h}MW}fEmcChƇyii_hx5rX%ByUAIE)ny9\EVaEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPYZ.x-c?9+ݤrrǒk^_unvУKa $y&+=0((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((+Z0 8&,yvYn23)a>"@j E vQEvEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPP^]-E2v8ۛt=+_f:haL]IQEyMVz[DQE ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( )QF =kYiAprZB2HWeK=:K{nP`SBӥ~RzQ[Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@5cRpzRp2zV&~nNuTTͩSu ԧ UhIݞb(PQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEdrhloa{v:Q/ DX]t9k-:#vx՚(A%dyNN(B((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((*~ MjIA]"RaDVMry4W9٧N6AETQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@U=5HfS֪1rvDJ pQr}}+jMKoV pt5{]Zz-QErQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Ts̰FRnڱwdE{vǠ~IW,$nBIE^UZ^kQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEi[jMX {H^}kOWRaՕl/ޝhR^`.sQEYEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEtf 5 u.:{ՍVy1F/2yzxz\(3((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((ZIt(cM''d&U#HTOaZz@<ܞ*孌vo^<:ZjF8(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((;!v!B-XsHҹf9&+\sK=+=@(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((55MM>;anZڝ)O¥h)Y%p?ZȂ5 SNMhys*(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((()!N'^M/ZʥEN76Mԕw&RǁT4Q^CmIEYQHaEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPE5-wcҚM!6Ȁ,@$g]M[x{k3ΫoH H5 ; uWiøQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEVKj*[-|8c Ƨ;9&^EI=t8(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((()@$ AS[ZItQv=+fOg5:RaRil|4(kGġT=W q<ԕGQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE'Jlgnfۻs1s*֫xeħS>y*0W3(;((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((*{k9._SM&ݐQWd 8'Ҵixݫֺ|v8ަW}<=TķkP:+((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((+?T#؇oҭ]\ hKe\rUׇeQ^aQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@*vA$bK򯩭k>FSסRi( 0:N0ZdJ (3 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( F`^l_%z B7fQKQ73`}cT''v{Q (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((gs\2*JQKjִav˄_ǽM^<:<ژ-#T(Q]gQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE!!FO![XKsG,$ՍBLp~E*yUsdz)FvQEs!EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEI4TIKˆ_N) E =-e9*b##)i)OAW`qKEz`͔7y0* ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( կv/Ԋw8Z$囩9LENUʎ=>gChOP(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((("4jԴ4+HSކskR'_ͮ77* 0=ӣjgRQ]0QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEPn)÷򨜔pQ]bҩEx򓓻=AYQRPQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEK \Гz!6"d3|օazһ੉{895=WrI+#'vQE1Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@ E 1Nn%g=U^sy*xVeyϕt=L=>UQ\`QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQER`OaVmt.Hz[1/MoNCxE(ZiikP+҅8hy*P+C (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((nNNOu;N@XV$|*3b䓒i( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( )U*itU3H^E-l"ߵkZ)2|WcbPҟ^:Vy1D Z((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((&*jw_g~vVO{pngfT ѧQEbnQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQS[Ir~Eǥ4vBm%vCVtn9#b֕f1]fpTV^}MXIEY ;)(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((+?V8 ҹkϖ6[OW{"*( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (NɠO+mE,}d/zֆ;u(N1ՙ84'5FQ^)tJo (3 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (4,z \qnJũn7=>xg+({8X((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((d8Ek]*8/j=jV=m>[WŮw7rj K^(<ڕ=6AEWAQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE\F-I=s9^\w:B ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( )UK$´-tq`&Q'>էktV6nQ@%wè-O:&R: H5F:+((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((ʃ7j«ZǟrqWUkȭ>yr@( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (6|$65'dLj,, /ZӵӢպ+EnUb+%dp6Š( ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Ӌ{vcV6>0r$Ʊ.H6mJH'''Q^AQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@TI+Z:KSҴttL49Z*F{Wd0#%- QcevW 0-F &QEYEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPdpX1\ҙg$ί?o:2Q=,,,(3(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((($Pi6Kеa8E RZu11εLsȭ$"U ]l>u%=QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE2WXw`2\l ¨ӥ2Fn96I˚M#(,(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((TA@ JT'Kˆ_AZZnE޺aBRrF-Yk;GGZӂ;u¨W|)F#ϝYvQEjbQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEGV˵ dn8?^]f]Ӫñ>irЏ4ѝEW{!EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPE8'PRX AW%ZԷ|ϩ])j9g4Z.I\?vR (ʹ>Q]lpNQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE <\ۙ.d'8[Oۻpp:u Tac( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( PRX AWeEZQ[y5 CxE2%EkR+a>Q]ly9QElbQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEP$m,x?:Eʮ6zujh(:B((((((((((((((((((((((((((((((((((((((((((((((((((((((()QF =%*rI+BGwii¨L0CxEm. ZQA>b(cu=Š(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((( UݜvzU:ė.ҡnl`(,(((((((((((((((((((((((((((((((((((((((((((((((((((((( 'l"&Bm-Y:8V)cZv7C+~!P]P_$1ʷљe;GH-\"R]ХlՔaEV!EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP/6<007L'$ZJ羴AEP0(((((((((((((((((((((((((((((((((((((((((((((((((((R%Y^[!#k}"(_Ү* (aGIi:FUV}hGġT` }qIOaEVaEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP)EW}QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQNHCRگ& hj Odg)3$ m9|zּQ[F{Z]uQS$ʌ]ʐTFURȗzkv5J..%8 *K ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (bb6!9ڄM"љdmU4`5<徇4ژ1PMhC2?>jJZ+}NIbg-!(ʀTQ])%9[oVQE1Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@\B'r=k#wjV_iMq\Ϊy$;Q^aQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@T.6!9=I[Z å n?tFsqIv GszVFT ut I:wSV…1KEu(IJR݅QTHQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQERu35-42u_ZǮvy!+\5މB٘PFZ+B((((((((((((((((((((((((((((P$ <M5-.J;F=:Z0U9#CX-0_tgb z 4VR2q5iT/@-Ң9\aEUQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEPRu܃lֱrXv5TWܦ\V륈pZ[=GQJ..%%tQEIAEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPE-n GO'U y=jz )3V9leZwfMIj!耟Sڬ*ϥtG 9_eh9A߾*Z4kn:{֍]ib*Kv0uhI-op)((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((*֕,oP:*e%f\g(;ŜŔ\/"n5NJ`J<3't1Ki4U?(=*TC\팣/ETQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQES6Tc@ ȗ$dVhұ;_C՘XoQPc*Ƨ8ʣ+#S** zV bF iwn=*z 7=;v5Eo<V=61XTUc4+u)nŠ($((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((*9ma0%Oql,ls*L3+ P'3"ꊂsc5I?5ϣ:#]QQ[OAH=x$؎Qt7XoE\J02Y'>YInH= #[ʽcqSQh(QEQEQEQESNSceMf+:*#椏JNJ{"H-NЏFjhA=T5ɢѡSߊ=66nx ֋ 7lsdR yIc k[xv}42xM.BҧMF\m>kfa2xc%&6gTV՛݌"B3iQZeQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEF?OؿAq޳Ɗ+HmQXEPJhOcB۵Y ?(?CϗƽH-: ֏(he_qQEtEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPDyK http://www.ets.org/portalyK 4http://www.ets.org/portal]DyK :http://www.aacsb.edu/accreditation/brc/standards-4-25.pdfyK thttp://www.aacsb.edu/accreditation/brc/standards-4-25.pdf}$$Ifl!vh5$#v$:V lw6,5w/  / alp TY$$Ifl!v h555555555 #v#v#v :V lw6, 55 ;/  / /  /  /  /  alpZTkd$$IfTl 1N k $;;;;;;;;w6$$$$44 lalpZTS$$Ifl!v h555555555 #v#v#v :V l4w6+, 55 ;/  / /  /  /  alpZTkd'$$IfTl4 1N k $`;;;;;;;;w6$$$$44 lalpZTS$$Ifl!v h555555555 #v#v#v :V l4w6+, 55 ;/  / /  /  /  alpZTkd $$IfTl4 1N k $;;;;;;;;w6$$$$44 lalpZT{$$Ifl!v h555555555 #v#v#v :V l4w6+,,, 55 ;/  / / / /  /  /  alpZTkd $$IfTl4 1N k $;;;;;;;;w6$$$$44 lalpZTS$$Ifl!v h555555555 #v#v#v :V l4w6+, 55 ;/  / /  /  /  alpZTkd$$IfTl4 1N k $`;;;;;;;;w6$$$$44 lalpZTS$$Ifl!v h555555555 #v#v#v :V l4w6+, 55 ;/  / /  /  /  alpZTkd$$IfTl4 1N k $;;;;;;;;w6$$$$44 lalpZT{$$Ifl!v h555555555 #v#v#v :V l4w6+,,, 55 ;/  / / / /  /  /  alpZTkdf$$IfTl4 1N k $;;;;;;;;w6$$$$44 lalpZTS$$Ifl!v h555555555 #v#v#v :V l4w6+, 55 ;/  / /  /  /  alpZTkd$$IfTl4 1N k $`;;;;;;;;w6$$$$44 lalpZTS$$Ifl!v h555555555 #v#v#v :V l4w6+, 55 ;/  / /  /  /  alpZTkdd$$IfTl4 1N k $;;;;;;;;w6$$$$44 lalpZTg$$Ifl!v h555555555 #v#v#v :V l4w6+,, 55 ;/  / / /  /  /  alpZTkd!$$IfTl4 1N k $;;;;;;;;w6$$$$44 lalpZTa$$Ifl!v h555555555 #v#v#v :V l4w6+, 55 ;/  / / /  /  /  alpZTkdN%$$IfTl4 1N k $`;;;;;;;;w6$$$$44 lalpZTa$$Ifl!v h555555555 #v#v#v :V l4w6+, 55 ;/  / / /  /  /  alpZTkd($$IfTl4 1N k $;;;;;;;;w6$$$$44 lalpZT}$$Ifl!v h555555555 #v#v#v :V l4w6+, 55 ;/  / / / /  /  /  /  alpZTkd@,$$IfTl4 1N k $;;;;;;;;w6$$$$44 lalpZTo$$Ifl!vh5$#v$:V lw6,5w/ alp To$$Ifl!vh5$#v$:V lw6,5w/ alp Ty$$If`!vh5#v:V l"6d,5/  / a`p ?$$If`!vh55<55v5t#v#v<#v#vv#vt:V l"6d,5^5t555K /  / / / / / / a`p2?$$If`!vh55<55v5t#v#v<#v#vv#vt:V l"6d,5^5t555K / / / / / / / a`p2k$$If`!vh5#v:V l"6d,5/ a`p k$$If`!vh5#v:V l"6d,5/ a`p $$If`!vh555l 555#v#v#vl #v#v:V l4"6++++,555 5 55/ /  / / / / / / / / / /  / a`p<$$If`!vh5555555#v#v#v#v#v#v:V l4"6++++,,,55555 55/ /  / / / / / / / / /  / a`p2$$If`!vh5555555#v#v#v#v#v#v:V l4"6+,55555 55/  / / / / / / / / / a`pF$$If`!vh5555555#v#v#v#v#v#v:V l4"6+,,55555 55/  / / / / / / / / / a`pF$$If`!vh5555555#v#v#v#v#v#v:V l4"6+,,55555 55/  / / / / / / / / / / / a`pFk$$If`!vh5$#v$:V l"6,5"/ a`p y$$If`!vh5Y#vY:V l2$6,5/  / a`p ?$$If`!vh5X575|5I5#vX#v7#v|#vI#v:V l2$6,5505T55%/  / / / / / / a`p2?$$If`!vh5X575|5I5#vX#v7#v|#vI#v:V l2$6,5505T55%/ / / / / / / a`p2k$$If`!vh5Y#vY:V l2$6,5/ a`p $$If`!vh5X575|5I5#vX#v7#v|#vI#v:V l2$6,5505T55%9/ a`p2y$$If`!vh5$#v$:V l2$6,52$/  / a`p $$If`!vh5X575 55555#vX#v7#v #v#v5:V l42$6++++,5505l 5%55/ /  / / / / / / / / / /  / a`p<$$If`!vh5X575|5I55555#vX#v7#v|#vI#v#v5:V l42$6++++,,,5505T55%55/ /  / / / / / / / / /  / a`p2$$If`!vh5X575|5I55555#vX#v7#v|#vI#v#v5:V l42$6+,5505T55%55/  / / / / / / / / / a`pF$$If`!vh5X575|5I55555#vX#v7#v|#vI#v#v5:V l42$6+,,5505T55%55/  / / / / / / / / / a`pF$$If`!vh5X575|5I55555#vX#v7#v|#vI#v#v5:V l42$6+,,5505T55%55/  / / / / / / / / / / / a`pFk$$If`!vh5$#v$:V l2$6,52$/ a`p y$$If`!vh5 #v :V l$6,5/  / a`p ?$$If`!vh5505T55H#v#v0#vT#v#vH:V l$6,5505T55H/  / / / / / / a`p2?$$If`!vh5505T55H#v#v0#vT#v#vH:V l$6,5505T55H/ / / / / / / a`p2k$$If`!vh5 #v :V l$6,5/ a`p $$If`!vh5505T55H#v#v0#vT#v#vH:V l$6,5505T55H9/ a`p2y$$If`!vh5*#v*:V l$6,5$/  / a`p $$If`!vh5505l 5H55#v#v0#vl #vH#v#v:V l4$6++++,5505l 5H55/ /  / / / / / / / / / /  / a`p<$$If`!vh5505T55H55#v#v0#vT#v#vH#v#v:V l4$6++++,,,5505T55H55/ /  / / / / / / / / /  / a`p2$$If`!vh5505T55H55#v#v0#vT#v#vH#v#v:V l4$6+,5505T55H55/  / / / / / / / / / a`pF$$If`!vh5505T55H55#v#v0#vT#v#vH#v#v:V l4$6+,,5505T55H55/  / / / / / / / / / a`pF$$If`!vh5505T55H55#v#v0#vT#v#vH#v#v:V l4$6+,,5505T55H55/  / / / / / / / / / / / a`pFk$$If`!vh5*#v*:V l$6,5$/ a`p y$$If`!vh5}"#v}":V l&6,5/  / a`p ?$$If`!vh5505T55 #v#v0#vT#v#v :V l&6,5505T55H/  / / / / / / a`p2?$$If`!vh5505T55 #v#v0#vT#v#v :V l&6,5505T55H/ / / / / / / a`p2k$$If`!vh5}"#v}":V l&6,5/ a`p $$If`!vh5505T55 #v#v0#vT#v#v :V l&6,5505T55H9/ a`p2y$$If`!vh5!,#v!,:V l&6,5&/  / a`p $$If`!vh5505l 5 55#v#v0#vl #v #v:V l4&6++++,5505l 5H55R/ /  / / / / / / / / / /  / a`p<$$If`!vh5505T55 55#v#v0#vT#v#v #v:V l4&6++++,,,5505T55H55R/ /  / / / / / / / / /  / a`p2$$If`!vh5505T55 55#v#v0#vT#v#v #v:V l4&6+,5505T55H55R/  / / / / / / / / / a`pF$$If`!vh5505T55 55#v#v0#vT#v#v #v:V l4&6+,,5505T55H55R/  / / / / / / / / / a`pF$$If`!vh5505T55 55#v#v0#vT#v#v #v:V l4&6+,,5505T55H55R/  / / / / / / / / / / / a`pFk$$If`!vh5!,#v!,:V l&6,5&/ a`p y$$If`!vh5"#v":V l&6,5 !/  / a`p ?$$If`!vh55X5T55 #v#vX#vT#v#v :V l&6,555T55H/  / / / / / / a`p2?$$If`!vh55X5T55 #v#vX#vT#v#v :V l&6,555T55H/ / / / / / / a`p2k$$If`!vh5"#v":V l&6,5 !/ a`p $$If`!vh55X5T55 #v#vX#vT#v#v :V l&6,555T55H9/ a`p2y$$If`!vh5{,#v{,:V l&6,5&/  / a`p $$If`!vh55X5l 5 55#v#vX#vl #v #v:V l4&6++++,555l 5H55R/ /  / / / / / / / / / /  / a`p<$$If`!vh55X5T55 55#v#vX#vT#v#v #v:V l4&6++++,,,555T55H55R/ /  / / / / / / / / /  / a`p2$$If`!vh55X5T55 55#v#vX#vT#v#v #v:V l4&6+,555T55H55R/  / / / / / / / / / a`pF$$If`!vh55X5T55 55#v#vX#vT#v#v #v:V l4&6+,,555T55H55R/  / / / / / / / / / a`pF$$If`!vh55X5T55 55#v#vX#vT#v#v #v:V l4&6+,,555T55H55R/  / / / / / / / / / / / a`pFk$$If`!vh5{,#v{,:V l&6,5&/ a`p v$$If`!vh5##v#:V l#,5#/  / a`p $$If`!vh55(555r55#v#v(#v#v#vr#v#v:V l#,55(555r55/ /  / / / / / / / / / a`pF$$If`!vh55(555r55#v#v(#v#v#vr#v#v:V l#,,55(555r55/  / / / / / / / / a`pF$$If`!vh55(555r55#v#v(#v#v#vr#v#v:V l#,55(555r55/  / / / / / / / / a`pF$$If`!vh55(555r55#v#v(#v#v#vr#v#v:V l#,55(555r55/  / / / / / / / / a`pF$$If`!vh55(555r55#v#v(#v#v#vr#v#v:V l#,55(555r55/  / / / / / / / / / a`pFy$$If`!vh5$#v$:V l#6,5#/  / a`p $$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l#6,5P5d55X55/ /  / / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pF$$If`!vh5c55[5j55k5j#vc#v#v[#vj#v#vk#vj:V l4#6+,,5P5d55X55/  / / / / / / / / a`pFk$$If`!vh5$#v$:V l#6,5#/ a`p k$$If`!vh5$#v$:V l#6,5#/ a`p k$$If`!vh5$#v$:V l#6,5#/ a`p k$$If`!vh5$#v$:V l#6,5#/ a`p u Dd )zz0  # A">.=ϢRL @=>.=ϢRL1lyeO8x[klTE>smkqA( )F@/Xj4&,@`@AhJm$ 1 (!_jLCCTF !j 4Qg{A[x8s9s F 0" ~=1`hsf(pȈU~^go5^a>HH7N %>Q|Dm #^cax~bȼ6l,]Ly03_h4 9 q0)iDgۨSslgqLI.R :`4<y1<+2H:vIm}-0'~`S,BEIS`WwwM4@U`M?ko,4}f`Kքy*bTOufGgZ5!'XMsqa=t?οTtJ@ض *.Ui@nG*Af?CZuRXrloIc|MP1|pqWj,eO2]}{dX4/T?,{WeOe>}@}dOcrW+N7WFިLz;G-G[7~z^_c_r;X%^)\O7j0c槎K9!(q )Q}nXqR vkRi7v@T3-l=q̦"HY XCTh S42^\ыw}k*Il_e'ٸLKE,3P/#5HC S߭wk H6$ʧ/0 4v/ z2\UkZӺ3ދqóe,o.QF3^upi[>{T&dBzmS>Ѣa>Cu]w.{kN#mA:sXsGukN^=f3C4O9~(:xTl6Lw ]9JL5,#]bZsdr-ȯ8G3 &$7O m_|Mo uShrtK!c\8̶yfn\>>!guxꅛJޓK{>EOa=a9AA131 9UVcyxnЀuvT'k؞0b'Xy֦ -Ao}̗++>湌CmH__]oq,{;d>H4#>%O$yk i2gey`ۘD914'%o?8u?&~ike禉_g/>LgǐŊ~[={zduRSDb_yG pWZe}I^ʱ:>#͛6*8uRGH/b$RyMWDlCfx#3`6tud|W⭠J,E$g7{lξ ў;?ȳ_roaOh35tz*8:4y_1w荊]5+O;'.oF,7^+|pUrm0 15G.6N/V]>–׌;,*S}]aZM,NTIYv'v(n7(h׌D΄_uo~Ku"j9$ύ7X+Q;<6~r~V8>U3_yv hk۪ͪ'@gFx9Z.3{U=mXrl,ERXmi~s(SxbH ..)~oIXYu鋞Xn:!=6<JL;g fF\_31^CƘ;޴%j43FϨf :s >DI2[l9"oedffv:^=WI@*2Keߕw^79@+O@)'0"SxYBPuŏ!v?A$$If!vh5 5J #v #vJ :V l065 5J 4\@\ ]]Normal$7dh`7a$ OJQJ^J_HaJmH sH tH^@^ K, Heading 1 $h<@&]h`5CJKH \aJh@h _B Heading 2($hh<@&]h^h`56CJ\]aJ^^ i Heading 3($h<@&]h^` 5\aJbb i Heading 4($h<@&]h^`6\^JaJNN i Heading 5$2@&^`2 6CJ]DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List 4@4 Header  !4 @4 Footer  !RYR  Document Map-D M OJQJ^J>U@!> ` Hyperlink>*B* OJQJphTOT ZaQuote*$8d<]^8`a$CJJOJ  Paper title$a$5CJ\]aJPOP ]]Author's name(s)$a$5CJ\aJ.)@a. ]] Page Number6X@q6 `Emphasis6OJQJ]NON Z aQuote Char OJQJ^J_HaJmH sH tHR>@R ~Title$d`a$CJ,OJQJ^JaJ,tH 2O2 issue$a$6]HH C Balloon TextCJOJQJ^JaJʜʜ,hX| $Znd e k %%))..335599::;>>@@VFWFFFIILLUUXX ]!]=]aabb hprTt`tVuWuuuVvWvvvwwxx6y7yzzzz={{{{{||L}M}}}~~n)*!"ЄфdepɆ2;PQSX]bhnryҡчׇهۇ݇އ߇  ')+,-39?EKQSUVWZ]`cfiprsyÈɈψՈۈ  (.7@IJKQW]ciou{|}Ӊԉ"opvxŊ͊Ί -GINOPQS^cdefhszËɋϋՋۋ܋ ]^dfo %?AFGHIKV[\]^`kry{ÍɍύՍ֍ XY_aj|ߎ :<ABCDFQVWXY[fmtv|ďʏЏяPQWYbt$>@EFGHJUZ[\]_jqwyƑ̑ґӑWX^`i{ *DFKLMNP[`abcepw}Ɠ̓ғؓٓ()028:HQVWaouÔɔʔєߔ#)07=>?@ABCDOqry˕ѕޕ !"#)69AGMNOVbemsyzȖʖ֖)+7?EFLR\_gmstu{ǗȗɗЗڗݗ  !'13;BHIJPZ\flrst{Ƙ̘ҘӘԘژ $%&-58?EKLRXbemoqrsyÙƙΙЙҙә45efÚ >HIJvĜŜƜǜȜ˜0000000000000000p0p0p0p0p0p00 0p0p0p0p0p0p0p0p0p0p00p0p0p0p0p0p0p00p0p00H0p0p0p0P0p0p0p0p0p000`0p0p0p0p0p0p0p00p0p00p0p0p0p000000p0x0p0p0p0p00p0p00p000p0p0p0p0p0p0p0p0p00p0p0p0p0p00p0p000p0p00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00p00p0200p0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00p00p0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00p0p0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000p0p0p0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000p0p00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00p0p0p0p0p00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00p0p0p0000000p00p00p0p0p00p0p0p0p0p0@0@0@0@0@0My0 0@0@0@0@0@0@0 @0 @0 @0@0@004" 0!0 ˜O90(*O90O90O90O90O90(Oy00x3 qOy001 0 TTj'E7A]x|]Ӛ>rģʥSVWYZ\]_`bdj{1R~ЍSѐ+o͓NSes۔dFK]kՖjߗAFXfИWEJ\jҚXKPbp؜)Voɝߝ=@ў!)MVyERs{ǠР'HPr{ҡڡ$-KXqyҢeģʥTX[^acefghiklmnopqrstuvwxyz|}~ɥU "6"P"tuTuʜXXT[] !!  tt!t  ,R$Cd{LǞ#_@ 0(  B S  ?8 (    s A,. LOGO-ABERWordPictureWatermark3,T`T,T`TC"ʜ 0u@ OLE_LINK1 OLE_LINK2 OLE_LINK3 OLE_LINK4 _Hlk152911445 ˜\\QQQ˜oVltCJ|Z\ ] !"D#LJ$J%&T' (L)N*N+,$-y.y/DO0O1t23R4R5L67<#8|#9,:l;|_<_=B>B?=?@ACBDEFHGIKJLNMOPQSRTUVWXYZ[\]^_`abcdefghijkmln|   u:EE^()G)G)K/K/00b1b1444;;;;eIpIpI5v9v9vCvNvNvyy#y#yzzzzzz{{{{{{{{{|||7}7}PTT^^''cggAEEnnii{{aasshhzzКК'9==˜   !#"$&%')(*+,-.0/132465798:;<>=?@ACBDEFHGIKJLNMOPQSRTUVWXYZ[\]^_`abcdefghijkmln :*urn:schemas-microsoft-com:office:smarttagsStreet;*urn:schemas-microsoft-com:office:smarttagsaddressZn*urn:schemas-microsoft-com:office:smarttags PlaceNamehttp://www.5iantlavalamp.com/Zm*urn:schemas-microsoft-com:office:smarttags PlaceTypehttp://www.5iantlavalamp.com/_e*urn:schemas-microsoft-com:office:smarttagscountry-regionhttp://www.5iantlavalamp.com/iH*urn:schemas-microsoft-com:office:smarttagsState0http://www.5iamas-microsoft-com:office:smarttagshY*urn:schemas-microsoft-com:office:smarttagsCity0http://www.5iamas-microsoft-com:office:smarttagsVo*urn:schemas-microsoft-com:office:smarttagsplacehttp://www.5iantlavalamp.com/8*urn:schemas-microsoft-com:office:smarttagsdate 2007246DayMonthYearonmonmonmoeonmonmoooeoYoYoeonmonmoonmoYHonmoHoYoYHoYHomnonmoHoYHoHoYHoYoYHoYHoYHoYoYHoYoYep! ""$$$$%%% ))I)O)q*w*..0000011t3z33333]4b4446637:77777777777"J'JwwFxPxUx\x]xexxxxyyyy&z-z{{{{{{ ||||}}7A]abgy~sxhmV[ތ QVَގINݐPUEGNPafє֔FKÚĚƜǜ˜"%01 99uFwF`ttWunuouuuu v*vmvvvwwwwxxxxxyzzz{{{{{'|)||||(}*}M}}}}Eʀ̀ρӁuw(*M"HJYÚĚƜǜ˜33333333333333333333333333333333333333e k 99touuuu vww7yJyz:zz{||/}L}n~*Nф2"pΊ ^ Y|QtX{ٓOrәÚĚ=vƜǜ˜ÚĚƜǜ˜VAYUDK,{T <~f9MF Vw5.܄UXG"[*pvOK2d+f iI &|"/_4 H6 F83ƳBn&^KPxXr#&?` 42eoXfSH8qvJw ԭc}ymh ]^`B*OJQJo(phh ]^`OJQJo(oh ppp]p^p`OJQJo(h @ @ @ ]@ ^@ `OJQJo(h ]^`OJQJo(oh ]^`OJQJo(h ]^`OJQJo(h ]^`OJQJo(oh PPP]P^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(hHh ^`hH.h ^`hH.h  L ^ `LhH.h w w ^w `hH.h GG^G`hH.h L^`LhH.h ^`hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h ]^`B*OJQJo(phh ]^`OJQJo(oh ppp]p^p`OJQJo(h @ @ @ ]@ ^@ `OJQJo(h ]^`OJQJo(oh ]^`OJQJo(h ]^`OJQJo(h ]^`OJQJo(oh PPP]P^P`OJQJo( hhh]h^h`. P8]^`P.. ]^`... x ]^`x....  ]^` .....   Xx] ^ `X ......   H] ^ `.......  8]^`8........  `]^``......... hhh]h^h`. P8]^`P.. ]^`... x ]^`x....  ]^` .....   Xx] ^ `X ......   H] ^ `.......  8]^`8........  `]^``.........h ^`hH.h ^`hH.h  L ^ `LhH.h w w ^w `hH.h GG^G`hH.h L^`LhH.h ^`hH.h ^`hH.h L^`LhH. hhh]h^h`. P8]^`P.. ]^`... x ]^`x....  ]^` .....   Xx] ^ `X ......   H] ^ `.......  8]^`8........  `]^``.........h ^`hH.h pp^p`hH.h @ L@ ^@ `LhH.h ^`hH.h ^`hH.h L^`LhH.h ^`hH.h PP^P`hH.h  L ^ `LhH. hh^h`hH) ^`hH) 88^8`hH) ^`hH() ^`hH() pp^p`hH()   ^ `hH. @ @ ^@ `hH.   ^ `hH.h ]^`B*OJQJo(phh ]^`OJQJo(oh ppp]p^p`OJQJo(h @ @ @ ]@ ^@ `OJQJo(h ]^`OJQJo(oh ]^`OJQJo(h ]^`OJQJo(h ]^`OJQJo(oh PPP]P^P`OJQJo(Ph^`POJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh ]^`B*OJQJo(phh ]^`OJQJo(oh ppp]p^p`OJQJo(h @ @ @ ]@ ^@ `OJQJo(h ]^`OJQJo(oh ]^`OJQJo(h ]^`OJQJo(h ]^`OJQJo(oh PPP]P^P`OJQJo( 88^8`o(hH. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH hh^h`hH) ^`hH) 88^8`hH) ^`hH() ^`hH() pp^p`hH()   ^ `hH. @ @ ^@ `hH.   ^ `hH.h 88^8`hH.h ^`hH.h  L ^ `LhH.h   ^ `hH.h xx^x`hH.h HLH^H`LhH.h ^`hH.h ^`hH.h L^`LhH. hhh]h^h`. P8]^`P.. ]^`... x ]^`x....  ]^` .....   Xx] ^ `X ......   H] ^ `.......  8]^`8........  `]^``.........h^`OJQJo(hHhpp^p`OJQJ^Jo(hHoh@ @ ^@ `OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHhPP^P`OJQJ^Jo(hHoh  ^ `OJQJo(hHh ^`hH.h ^`hH.h  L ^ `LhH.h w w ^w `hH.h GG^G`hH.h L^`LhH.h ^`hH.h ^`hH.h L^`LhH.H8qU+f "5.BH6,{_4&?`F8 &|"&^KF xXJw42eovOc} <[                           [                  [>        [*N                                              @ @A16x"n acv~6$8SRhiN'`gwP-Uij + y . 0 _ , ~ 7-.<CceS [ % h)i#O^q #)Fg<P0n,nHecqH^0P63rR<$f67(`.(-)8"l &a6U;id u R'!v"J"a"C#r#N&$SW${$m?%E%JZ%m%r% &2g&'&G'L't'(h(k(34(;()F^)o)A*WU*/++6+Rc+,1,7,O,cS, -+-A-3.C.{|.#/1/N/`/'1Ey12<3y\34&4$>4I4n4Pz4k55L5Y5 6"6bv6x6[7I828u<8c8n8n8 &9u9:2: ;6;3<2<r;=p=~=EX>?|,?R? @i5@?@pO@:AcJBrBGD1fDeFF[GGwGH 1HDH]HI#IrI@J*(J K.KL!LJL"dLudL MnMCM NUN`NNjOaOQ8cQcQRQ-R$SkS T{T Uc:UxZUE{UVV*V28VaVgWX9X5XDX]XtXu.YKYYXZ9[:[z[Ak\] +]Y]{ ^X^f4_G_w_~_m7`6|`{/a5aaqaLb2bWb~b(cgcDdkd md0eCek fRfgf2g^6hi`"j0j k@kc;l+ m+mcmm9n@o XpFqpqpM2qrFrY)r? sSs&1sAsFstt@t#ptu4vw wjKweiw}wxJCxyly {'{Y{d{|||5| 7|Cc|sx|mD}'~* 7G&?*0JTv]Ax $(xG15#f#,_=Yyzn">dnwD_N3`ghz9;Gr~#JG0C5?d]z!Hf\kUD]3}HA wpCEKEm}:"m)7Nc}e0vy~SLm+AT*lH9 VX/~Gefl = dxISv>V, 0??Y:7 tDcS7 2tDN9`z,<oCIPR.YAqFsDJLJ$z |_B\n8DX[`9t@pFlt^{^1FSWi{K 6~n& -OE8\;r(D`fxp}.p>Uh"vEaKC(cwG/a+A%O0a1ih9 m ;Zy'.7~s&T#X/BD 5JNcHjj>T_(Qp &wb!z),|E*TZR96UD]K`&EWM v,T>G ]]I K,\.#~G!Al3}EL^W_6_eIfDSW\g(?zWd WZdCm.z+F4EGb w0AQ#o;PQSX]bhnryҡчׇهۇ݇އ߇  ')+,-39?EKQSUVWZ]`cfiprsyÈɈψՈۈ  (.7@IJKQW]ciou{|}Ӊԉ"opvxŊ͊Ί -GINOPQS^cdefhszËɋϋՋۋ܋ ]^dfo %?AFGHIKV[\]^`kry{ÍɍύՍ֍ XY_aj|ߎ :<ABCDFQVWXY[fmtv|ďʏЏяPQWYbt$>@EFGHJUZ[\]_jqwyƑ̑ґӑWX^`i{ *DFKLMNP[`abcepw}Ɠ̓ғؓٓ()028:HQVWaouÔɔʔєߔ#)07=>Oqry˕ѕޕ !"#)69AGMNOVbemsyzȖʖ֖)+7?EFLR\_gmstu{ǗȗɗЗڗݗ  !'13;BHIJPZ\flrst{Ƙ̘ҘӘԘژ $%&-58?EKLRXbemoqrsyÙƙΙЙҙә45efÚ Jv˜@(FGʜ@N@Unknown Gz Times New Roman5Symbol3& z Arial[ AdvPS6F00Times New Roman[ AdvPS6F0BTimes New RomanI& ??Arial Unicode MS5& z!Tahoma?5 z Courier New;Wingdings"1h-ȳf,FOO!4dii 2qHP 0gA Correlation Analysis Of English Language Proficiency And Performance In Content-area Cognitive SkillsVAYUDK`                Oh+'0,8DX dp    hA Correlation Analysis Of English Language Proficiency And Performance In Content-area Cognitive Skills CoVAYUrelAYUAYU Normal.dotoDKm3mMicrosoft Word 10.0@G@`&\i@RHn@Yr՜.+,D՜.+,P hp|  0/OiA hA Correlation Analysis Of English Language Proficiency And Performance In Content-area Cognitive Skills Title\ 8@ _PID_HLINKSA  :http://www.aacsb.edu/accreditation/brc/standards-4-25.pdfLVhttp://www.ets.org/portal  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F@o+rData 1Table+WordDocumentSummaryInformation(DocumentSummaryInformation8CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q