ࡱ> }9 0]ibjbj.. 8\LhLhp`<ppRRRfff8fNn 8!(`!`!`!X#J&'|MMMMMMM$PQT NR(6#"X#(( N`!`!"N4...(8`!R`!M.(M..G:/K`!b(,I"MVN<NIfT*TD/K/KTRCK((.((((( N Nl..(((N((((T(((((((((pX :  EMBED Word.Picture.8  1. Programme Title2. Programme Code3. JACS CodeElectrical Engineering with a Year in IndustryEEEU50H623Electronic Engineering with a Year in IndustryEEEU51H615Microelectronics with a Year in IndustryEEEU52H616Electronic and Computer Engineering with a Year In IndustryEEEU53H612Electronic and Communications Engineering with a Year in IndustryEEEU54H649Electrical and Electronic Engineering with a Year in IndustryEEEU65H6344Level of StudyUndergraduate5aFinal QualificationMaster of Engineering (MEng)5bQAA FHEQ LevelMasters6Intermediate Qualification(s)Bachelor of Engineering with Honours (BEng Hons) (for students transferring their registration in Years 1 or 2 - see separate programme specification)7Teaching Institution (if not 91ֱ)Students will spend one year (their 4th year of study) in Industry8FacultyEngineering9DepartmentElectronic and Electrical Engineering10Other Department(s) involved in teaching the programmeCore and option teaching: Applied Mathematics, Automatic Control and Systems Engineering, Management School Option teaching: Modern Languages Teaching Centre, Chemical and Biological Engineering, Mechanical Engineering11Mode(s) of AttendanceFull-time12Duration of the Programme5 years13Accrediting Professional or Statutory BodyInstitution of Engineering and Technology14Date of production/revisionMarch 201815. Background to the programme and subject area Electronic and electrical engineers are responsible for the design and development of electronic and electrical aids to modern living. The area of Electronic and Electrical Engineering (EEE) is very wide and, after two years of common study, these programmes give students the opportunity to focus on one of the following five areas:- Electrical Engineering concerned mainly with the generation, distribution, application and control of electrical energy. Activities range from very large systems such as the national power generation infrastructure to much smaller self-contained systems in automotive, aerospace or marine applications. Electronic Engineering concerned primarily with the design of components circuits and systems that can acquire, condition and process signals representing physical variables and code and transmit information in both electronic and optical forms. Electrical and Electronic Engineering - Electronic and electrical engineers are responsible for the design and development of electronic and electrical aids to modern living. The area of Electronic and Electrical Engineering (EEE) is very wide and, after two years of common study (with all of the other degree programmes), this programmes give students the opportunity to keep a relatively broad perspective of the subject and covers the generation, distribution, application and control of electrical energy and the design of components circuits and systems that can acquire, condition and process signals representing physical variables and code and transmit information in both electronic and optical forms. Electronic and Communications Engineering concerned with the design of the circuits and systems used to create, transmit, receive and process signals used for information transfer in communication and radar systems. Electronic and Computer Engineering concerned with the application of computer architectures within electronic systems and with the design of very large scale integrated (VLSI) circuits for digital computing applications. Microelectronics concerned with the physical principles that underlie the operation and design of semiconductor devices and the circuit applications that exploit their desirable properties, for all areas within EEE. The boundaries between these specialisation areas are not clear cut and for the first two years all five programmes are the same. In addition to providing a firm foundation in all areas of EEE, this commonality enables students to make an informed choice of specialisation at the end of year 2 and widens considerably the range of employment possibilities open to them upon graduation. This preparation for employment is enhanced because students look for an industrial placement for their fourth year of study when they spend at least 38 weeks working in a relevant industrial environment. During this year the students will gain a wide range of skills (technical, non-technical, interpersonal) that will prepare them to work in industry. On their return, students complete their studies in the fifth year. Although most of the students graduating from the course gain employment in the electrical/electronic engineering industrial sector, some gain employment in other apparently unrelated areas such as banking, chartered accountancy, technical journalism and teaching. A significant number embark on further studies towards MSc, MPhil or PhD degrees. Accreditation by the Institution of Engineering and Technology as satisfying the academic requirements for membership of the Institution and for Chartered Engineer status will be sought for these programmes. Further information about the programmes may be found on the internet at  HYPERLINK "http://www.sheffield.ac.uk/eee/admissions/our_courses" http://www.sheffield.ac.uk/eee/admissions/our_courses16. Programme aims The aims of the programmes are to: provide teaching that is informed and invigorated by the research and scholarship of its staff. enable students to develop a thorough knowledge and understanding of electrical and electronic science and its engineering applications. provide students with the educational base needed to become a Chartered Engineer. give students the opportunity to study particular aspects of electronic and electrical engineering in depth, according to their interests. encourage in students independence of thought and a critical approach to the interpretation of experimental evidence and to the evaluation of existing information. foster in students a commitment to self-improvement and continuing professional development. help students develop a range of generic presentational and interpersonal skills appropriate to employment in the engineering sector and elsewhere.17. Programme learning outcomes Knowledge and understanding: By graduation, students will have knowledge and understanding of:K1the fundamental principles of engineering science relevant to electronic and electrical engineering.K2the mathematics necessary to predict the behaviour of electrical and electronic systems.K3analytical and design methods and tools appropriate for electronic and electrical systems.K4the principles underlying engineering management, interpersonal interactions in a group working context and the legal and ethical responsibilities of a professional engineer.K5the state of the art in five topics of their choice that lie outside their field of specialisation.In addition to K1 to K5, for students on the Electrical Engineering programme and on the Electrical & Electronic Engineering programme:K6the requirements, specifications and dynamic operation of electrical and electromechanical systems together with the state of the art in the fields of motion control, machine modelling and energy utilisation.In addition to K1 to K5, for students on the Electronic Engineering programme and on the Electrical & Electronic Engineering programme:K7the physical principles applicable to electronic instrumentation, measurement, signal conditioning, system control and component level design together with the state of the art in high speed device and circuit design and electromagnetic compatibility.In addition to K1 to K5, for students on the Electronic and Communications Engineering programme:K8the principles of the information and transmission aspects of a communication system and relevant manual and computer based analysis tools together with the state of the art in optical communications, antennas and propagation and electromagnetic compatibility.In addition to K1 to K5, for students on the Digital Electronics programme:K9the methodologies, technologies, trends and principles associated with state of the art digital and programmable system design.In addition to K1 to K5, for students on the Microelectronics programme:K10the principles of semiconductor physics that underlie device operation and the methods used for the modelling, fabrication and characterisation of state of the art semiconductor devices.Skills and other attributes Intellectual skills: By graduation, students will be able to:I1gather, organise and critically evaluate information needed to formulate and solve problems.I2apply acquired knowledge effectively and efficiently in the relevant areas of Engineering.I3create imaginative and innovative solutions to unfamiliar problems.I4use mathematical tools to model and analyse the behaviour of electrical and electronic devices, circuits and systems.I5propose lines of investigation to resolve technical questions.I6interpret the results of experimental investigations. Practical skills: By graduation, students will be able to:P1design and execute experiments to investigate component, circuit or system behaviour.P2use appropriately computer aids for design and analysis.P3prepare technical reports and poster presentations.P4write computer programmes to solve engineering problems. Transferable skills: By graduation, students will be able to:T1write reports and deliver oral presentations in a style appropriate for the audience.T2use IT resources effectively.T3work independently on a research problem with an unknown solution.T4collaborate with others in a major group project.T5plan simple projects and manage time effectively.18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: Lectures - used to transmit information, explain theories and concepts, and illustrate methods of analysis or design. For most lecture courses tutorial sheets are provided to enable students to develop their understanding during private study. Practical classes - working in groups of two or three, students undertake laboratory experiments and small design projects to gain practical skills. The design projects require students to seek additional information. A second year industrial project, the SHIPS project, in which students work on a feasibility study in groups of four to six, is used to give students the chance to practice the team-working methods they have been taught in lectures. Personal tutorials - run for small groups of six or less to discuss both technical and transferable skill based material. Students are encouraged to take an active part in discussions. Problem classes - run for the whole class to help students to resolve difficulties as they work through the problem sheets. Individual research project - a major study, carried out over two semesters, involving a significant research component. It is supervised by a member of the academic staff and allows the student to display initiative, originality and creativity. Group project - teams of four students tackle a realistic engineering design project usually supplied by industry. The projects develop a wide range of skills, including team-working and presentation skills. Placement in industry students will be expected to fulfil engineering roles within these companies, applying their understanding, planning their time, using and enhancing their practical skills, communicating (verbal and written) with colleagues, and undertaking projects. Opportunities to demonstrate achievement of the programme learning outcomes are provided through the following assessment methods: Written examinations - examinations of two or three hour duration. Coursework submissions - these include formal laboratory reports, programming assignments and tutorial assignments. Oral presentations - oral presentation is used as one of the methods of assessment in all four years of the course. In group projects, each member of the group is expected to take part in the presentation. Individual and group project reports - written reports prepared individually (for individual projects) or as a team (for group projects). The main teaching, learning and assessment methods adopted for each learning outcome are shown below. In most cases a combination of methods is used. Learning Outcome (in abbreviated form see section 17 for the full text) Teaching / Learning Assessment Lectures Practical classes Coursework assignments Tutorials / example classes Individual research project Group project Written examinations Coursework submissions Oral presentations Individual project reports Group project reports K1 Fundamental principles ( ( ( ( ( ( ( ( K2 Mathematical tools ( ( ( ( ( ( ( ( ( K3 Analysis and design ( ( ( ( ( ( ( ( ( ( K4 Professional issues ( ( ( ( ( K5 Breadth and depth ( ( K6 Electrical engineering ( ( ( ( ( ( K7 Electronic engineering ( ( ( ( ( ( K8 Electronic and communications engineering ( ( ( ( ( ( K9 Digital Electronics ( ( ( ( ( ( ( ( K10 Microelectronics ( ( ( ( ( ( I1 Critical evaluation ( ( ( ( ( ( ( I2 Application of knowledge ( ( ( ( ( ( ( ( ( I3 Creativity and innovation ( ( ( ( I4 Analysis ( ( ( ( ( ( ( ( I5 Design of investigations ( ( ( ( ( ( I6 Interpretation of experimental evidence ( ( ( ( ( ( P1 Experimental skills ( ( ( ( ( ( P2 Computer aided design / analysis ( ( ( ( ( ( P3 Technical communication skills ( ( ( ( ( ( ( ( ( ( P4 Computer programming ( ( ( ( ( T1 Presentation skills ( ( ( ( ( ( ( ( ( ( T2 Use of IT ( ( ( ( ( ( ( T3 Independent working ( ( ( T4 Teamwork ( ( ( ( ( ( ( T5 Project / time management ( ( ( ( ( ( ( Proportions of types of assessment by level can be found on the UniStats website:  HYPERLINK "http://unistats.direct.gov.uk/" http://unistats.direct.gov.uk/ 19. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements HYPERLINK "http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx"http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx Framework for Higher Education Qualifications (2008) HYPERLINK "http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx"http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx University Strategic Plan HYPERLINK "http://www.sheffield.ac.uk/strategicplan"http://www.sheffield.ac.uk/strategicplan Learning and Teaching Strategy (2016-21)  HYPERLINK "/staff/learning-teaching/our-approach/strategy2016-21" /staff/learning-teaching/our-approach/strategy2016-21 Draft Annex to Academic Standards - Engineering: Annex B4 MEng Degrees, Quality Assurance Agency for Higher Education, 2010. UK-SPEC, Engineering Council, 2013 20. Programme structure and regulations The structure of these programmes is modular and each year students study modules worth a total of 120 credits. The first two years of all five programmes is common with the three EEE BEng programmes. With the benefit of more detailed knowledge of the degree options available, at the end of year 2 students must choose between one of the five MEng programmes specified here (with our without a year in industry) or one of the three BEng programmes. A students initial application in no way constrains the choice made at the end of Year 2. Students may change between the MEng programmes run by the Department until the beginning of the spring semester of Year 3 but changes between MEng and BEng are not permitted after the beginning of Year 3. Students must satisfy the appropriate progression criteria in order to proceed to Year 3 of an MEng programme; those who do not will be required to register for a BEng programme. In Year 3 students study modules biased towards their area of interest and practical work comprises a 30 credit Individual Project spread across two semesters. The fourth year is the placement year in industry. Students are responsible for seeking out their own placement (although help will be available from the Department and the Careers Service) and students who fail to find an appropriate placement will be required to re-register for one of the degree programmes without a year in industry). Whilst in industry students will be visited on a number of occasions, will need to produce two reports, keep a log book and provide a presentation on their return to University. The fifth year of study (corresponding to the fourth year of the main MEng programmes) contains a number of core modules, which are different for each degree specialisation, together with additional modules which can be chosen freely from a large list. The group project forms one quarter of this years activity and consequently represents an important part of a students studies.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at  HYPERLINK "http://www.sheffield.ac.uk/calendar/regs" http://www.sheffield.ac.uk/calendar/regs.21. Student development over the course of study Year 1 - Students are introduced to the physical concepts, mathematical tools and elementary experimental methods of Electronic and Electrical Engineering. Professional approaches to the presentation of technical information are introduced. By the end of the year students will be able to apply basic analytical and experimental methods to modest problems and will be able to communicate the results of short experiments and investigations in oral and written form. Year 2 - New concepts are explained in practically useful contexts to help students develop the art of applying fundamental principles to real and complicated situations. Non-technical second year modules help students to begin to appreciate the professional and ethical responsibilities of an Engineer. The design project in the second year requires students to find things out for themselves and manage their time effectively. Both oral and written presentation skills are further developed and students have their first taste of presenting orally to an audience including external industrial engineers. Year 3 - Students begin to study, in depth, in their chosen area of specialisation. The investigative project is done in the supervisors laboratories and interacting with research workers develops further the students approach to personal organisation, time management and problem solving. By the end of the year students will be able to plan and organise projects independently and will have the confidence to apply standard techniques to unfamiliar problems. Students will begin to realise that by creative and imaginative application of their knowledge they can make original contributions to unsolved problems. Year 4 Students undertake a placement in Industry of at least 38 weeks. Students will work on real problems, in groups and individually, throughout the year. They will acquire and develop further real skills in an industrial context and learn to use these skills in an industrial/commercial context. They should be able to demonstrate the application of knowledge, understanding and creativity and have developed improved approaches to solving problems. Students will learn to interact with colleagues, communicating the products of their work, improving and enhancing their skills in this area. They should also have developed their interpersonal, time-management, and project-planning skills. Year 5 - Students will develop a thorough understanding of the state of the art in their specialised area. They will appreciate present day technological limitations and be aware of likely short to medium term developments in their sector. Students will have the confidence and interpersonal skills to fulfil a range of different roles in an interdisciplinary teamwork environment; they will be able to motivate and encourage, criticise constructively and take criticism in their interactions with other team members. Students will be effective communicators of sophisticated ideas using a variety of media. On successful completion of the programme - Students will have obtained the necessary academic qualifications for becoming a Chartered Engineer (CEng) although they need more, appropriate experience working as a graduate engineer before fully satisfying CEng requirements. They will be well prepared for a career not only in the Engineering sector but also in a wide variety of other areas and may choose to embark on a programme of postgraduate academic or vocational study. Throughout their careers they will be able to assess their continuing professional development needs and take action to satisfy those needs.22. Criteria for admission to the programme Detailed information regarding admission to the programme is available at  HYPERLINK "http://www.shef.ac.uk/prospective/" http://www.shef.ac.uk/prospective/ Most students enter with A level qualifications in Mathematics, Physics and either a third A level or two AS levels. Students have also entered with BTEC, International Baccalaureate, Scottish Highers and other qualifications.23. Additional information The programmes offered by the EEE department cover an unusually wide range of topics in their first two years. This differentiates our graduates from those of some other institutions because, whatever their specialisation, they will have a solid foundation across all areas of the subject. This makes our graduates effective in an interdisciplinary environment and makes it possible for them to work in areas different from their degree specialisation. This effectiveness is enhanced further by the Faculty skills weeks that are compulsory interdisciplinary activities for all first and second year students across the Faculty. The aim of these activities is to develop the transferable skills that are valued by employers. The department has extensive semiconductor clean room facilities, a result of its research excellence in this area, and in both the first and second years of the course, students benefit from these facilities by fabricating simple semiconductor devices as part of the laboratory class schedule. The clean rooms are also used by students undertaking semiconductor device fabrication projects in the later stages of the degree. The Electrical Machines and Drives research group has extensive industrial contacts with automotive, aerospace and power control industries and the first and second year laboratory machine test beds, which use the latest machine and control technology, were donated by one of these contacts. State of the art facilities such as lamination cutting, magnetising rigs for creating unique permanent magnet geometries, computer controlled dynamometers and extensive magnetic circuit and power electronic computer modelling facilities are available to students who take on projects in this area. The Communications research group has wide contact with the aerospace and mobile communications industries and is equipped with state of the art network analysis and antenna test facilities, the latter including anechoic chambers and an outdoor test range at Buxton. These facilities are used by second year design project and third, fourth and fifth year project students undertaking projects in the communications area. Further information about all programmes and the department can be found on-line at  HYPERLINK "http://www.shef.ac.uk/eee" http://www.shef.ac.uk/eeeThis specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at 91ֱ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" http://www.shef.ac.uk/ssid.      PAGE 1  FILENAME eeeu53-1 ver18-19 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from 91ֱ 0BOPfs~®{jY{HH{7 hB ht2CJOJQJmH sH  hB h')CJOJQJmH sH  hB h^CJOJQJmH sH  hB h6CJOJQJmH sH  hB h1CJOJQJmH sH $hB hG~CJOJQJaJnH tH hB hG~CJOJQJaJ&hB hG~5CJOJQJ\mH sH hB h,5CJOJQJaJ j.@ h,UVmHnHu h,5jh,5Ujh,UmHnHu0BOP<kdV$$Ifed5HF'@ D 0d'6    44 Hag*it5d(($IfgdB d(($IfgdB $d<a$gdB YkdKW$$Ifed5HF'@ D 0d'6    44 Hag*it5d(($IfgdB  " 9 : > ? @ A C E F G p ޺޺ޘ޺޺ޘˇ޺އ޺޺ޘ hB hHCJOJQJmH sH  hB ht2CJOJQJmH sH  hB h')CJOJQJmH sH  hB h^CJOJQJmH sH $hB h1CJOJQJaJnH tH  hB h1CJOJQJmH sH  hB h] CJOJQJmH sH 0iYYYd(($IfgdB kdX$$Ifed5HF'@ D 0d'6    44 Hag*it5: A F iYYYd(($IfgdB kdX$$Ifed5HF'@ D 0d'6    44 Hag*it5F G iYYYd(($IfgdB kdY$$Ifed5HF'@ D 0d'6    44 Hag*it5 ^NNNd(($IfgdB kd?Z$$Ifed5HF'@ D 0d'6    44 Hait5p    5 6 9 H P Q S p q  2 3 W ﺦn] hB h^CJOJQJmH sH &hB h5CJOJQJ\mH sH $hB hG~CJOJQJaJnH tH  hB hG~CJOJQJmH sH &hB hG~5CJOJQJ\mH sH $hB hECCJOJQJaJnH tH  hB h] CJOJQJmH sH  hB h:w,CJOJQJmH sH  hB hECCJOJQJmH sH ! ^NNNd(($IfgdB kd[$$Ifed5HF'@ D 0d'6    44 Hait5p    5 ^NNNd(($IfgdB kd[$$Ifed5HF'@0d'6    44 Hait5p5 6 9 H P n^^^d(($IfgdB kd\$$Ifed5HF'@0d'6    44 Hait5P Q S q  n^^^d(($IfgdB kdn]$$Ifed5HF'@0d'6    44 Hait5 3 v n^^^d(($IfgdB kd!^$$Ifed5HF'@0d'6    44 Hait5W X Z u v w y + g h  ̻ra hB hCJOJQJmH sH  hB hPCJOJQJmH sH  hB hisCJOJQJmH sH &hB hG~5CJOJQJ\mH sH $hB hG~CJOJQJaJnH tH  hB hG~CJOJQJmH sH  hB h^CJOJQJmH sH #hB h TyCJH*OJQJmH sH  hB h TyCJOJQJmH sH !v w y n^^^d(($IfgdB kd^$$Ifed5HF'@0d'6    44 Hait5 n^^^d(($IfgdB kd_$$Ifed5HF'@0d'6    44 Hait5 n^^^d(($IfgdB kd:`$$Ifed5HF'@0d'6    44 Hait5 n^^^d(($IfgdB kd`$$Ifed5HF'@0d'6    44 Hait5  ! n^^^d(($IfgdB kda$$Ifed5HF'@0d'6    44 Hait5   ! " % B O P z { ~ &<WmͼpaOO#hB hG~5CJOJQJmH sH hB hoCJOJQJaJ hB hp@CJOJQJmH sH &hB ht25CJOJQJ\mH sH &hB hG~5CJOJQJ\mH sH $hB hG~CJOJQJaJnH tH  hB hG~CJOJQJmH sH  hB hCJOJQJmH sH  hB h TyCJOJQJmH sH  hB h5*GCJOJQJmH sH ! " % P z n^^^d(($IfgdB kdSb$$Ifed5HF'@0d'6    44 Hait5z { ~ n^^J  d(($IfgdB d(($IfgdB kdc$$Ifed5HF'@0d'6    44 Hait5 &WOnfVFFFFFdx$IfgdB dx$IfgdB dgdB kdc$$Ifed5HF'@0d'6    44 Hait5NOuvwgLQ@-./6;G̻ފޜyyyyyy hB h TyCJOJQJmH sH #hB hH5CJOJQJmH sH #hB hG~5CJOJQJmH sH hB hjSECJOJQJ hB hjSECJOJQJmH sH #hB hjSE5CJOJQJmH sH  hB hG~CJOJQJmH sH  hB hCJOJQJmH sH ..TLdgdB jkdld$$Ifed5H'`'0`'644 Hait5dPx$IfgdB dP$IfgdB dx$IfgdB dx$IfgdB GHTZ5e V W w 굢uucc#hB hG~5CJOJQJmH sH hB hG~CJOJQJ hB h5*GCJOJQJmH sH hB hoCJOJQJaJ$hB hG~CJOJQJaJnH tH  hB hG~CJOJQJmH sH $hB h30JCJOJQJmH sH  hB h3CJOJQJmH sH )jhB h3CJOJQJUmH sH Z5eV W w tl\dPP$IfgdB dgdB jkdd$$Ifed5H'`'0`'644 Hait5dxx$IfgdB dx$IfgdB ?!||d(($IfgdB rkde$$Ifed5H'`'0`'644 Hag*it5ytt2 !=!>!?!@!C!!!!!!!!!!!""""""###F#d#w#######$t$u$$$$$$۷۷۷۷۷o۷o#hB h:w,6CJOJQJmH sH #hB hjSE6CJOJQJmH sH #hB ht26CJOJQJmH sH #hB hG~6CJOJQJmH sH $hB hG~CJOJQJaJnH tH  hB ht2CJOJQJmH sH  hB hG~CJOJQJmH sH &hB hG~5CJOJQJ\mH sH +?!@!C!!~nnd(($IfgdB kd'f$$Ifed5H0'@ %0`'644 Hait5ytt2!!!!~nnd(($IfgdB kdf$$Ifed5H0'@ %0`'644 Hait5ytt2!!!"~nnd(($IfgdB kdUg$$Ifed5H0'@ %0`'644 Hait5ytt2"""#~nnd(($IfgdB kdg$$Ifed5H0'@ %0`'644 Hait5ytt2###~nd(($IfgdB kdh$$Ifed5H0'@ %0`'644 Hait5ytt2###t$||d(($IfgdB rkdi$$Ifed5H'`'0`'644 Hag*it5ytt2t$u$$~nd(($IfgdB kdi$$Ifed5H0'@ %0`'644 Hait5ytt2$$$$%%%%&C&_&`&a&d&'i'j''''(:(;(d((((()D)E)a)v)))))ȴȴȴȴȓm#hB hG~5CJOJQJmH sH &hB hG~56CJOJQJmH sH hB hG~5CJOJQJ\ hB hG~CJOJQJmH sH &hB hG~5CJOJQJ\mH sH $hB hG~CJOJQJaJnH tH #hB hG~6CJOJQJmH sH #hB ht26CJOJQJmH sH $$$%%||d(($IfgdB rkdDj$$Ifed5H'`'0`'644 Hag*it5ytt2%%`&~nd(($IfgdB kdj$$Ifed5H0'@ %0`'644 Hait5ytt2`&a&d&i'||d(($IfgdB rkdnk$$Ifed5H'`'0`'644 Hag*it5ytt2i'j''~nd(($IfgdB kdl$$Ifed5H0'@ %0`'644 Hait5ytt2''':(||d(($IfgdB rkdl$$Ifed5H'`'0`'644 Hag*it5ytt2:(;((~nd(($IfgdB kd+m$$Ifed5H0'@ %0`'644 Hait5ytt2(((D)||d(($IfgdB rkdm$$Ifed5H'`'0`'644 Hag*it5ytt2D)E)a))~scdPP$IfgdB ded5gdB kdUn$$Ifed5H0'@ %0`'644 Hait5ytt2)))*||d(($IfgdB rkdn$$Ifed5H'`'0`'644 Hag*it5ytt2))***]*^*_*`*c******++ +!+"+%+b+c+d+e+h+}++++++++++,3,4,5,6,9,p,q,r,s,v,,,,,,,,˹˹˹˹˹ި˛˹˹˹˹&hB hG~56CJOJQJmH sH hB hG~CJOJQJ hB hCJOJQJmH sH #hB hG~5CJOJQJmH sH $hB hG~CJOJQJaJnH tH  hB hG~CJOJQJmH sH  hB ht2CJOJQJmH sH 5***_*~nnd(($IfgdB kdo$$Ifed5H0'@ %0`'644 Hait5ytt2_*`*c**~nnd(($IfgdB kdp$$Ifed5H0'@ %0`'644 Hait5ytt2***!+~nnd(($IfgdB kdp$$Ifed5H0'@ %0`'644 Hait5ytt2!+"+%+d+~nnd(($IfgdB kdJq$$Ifed5H0'@ %0`'644 Hait5ytt2d+e+h++~nnd(($IfgdB kdq$$Ifed5H0'@ %0`'644 Hait5ytt2++++~o_dPP$IfgdB ded5gdB kdxr$$Ifed5H0'@ %0`'644 Hait5ytt2+++5,||d(($IfgdB rkds$$Ifed5H'`'0`'644 Hag*it5ytt25,6,9,r,~nnd(($IfgdB kds$$Ifed5H0'@ %0`'644 Hait5ytt2r,s,v,,~nnd(($IfgdB kd?t$$Ifed5H0'@ %0`'644 Hait5ytt2,,,,~nnd(($IfgdB kdt$$Ifed5H0'@ %0`'644 Hait5ytt2,,,,,-'-(-+----------------... .!.$.T.U.V.W.}..//00ϻܩܩܩܩܩ܉u&hB hG~5CJOJQJ\mH sH hB hoCJOJQJaJ hB ht2CJOJQJmH sH #hB hG~5CJOJQJmH sH &hB hG~56CJOJQJmH sH hB hG~CJOJQJ$hB hG~CJOJQJaJnH tH  hB hG~CJOJQJmH sH ',,,'-~o_dPP$IfgdB ded5gdB kdmu$$Ifed5H0'@ %0`'644 Hait5ytt2'-(-+--||d(($IfgdB rkdv$$Ifed5H'`'0`'644 Hag*it5ytt2----~nnd(($IfgdB kdv$$Ifed5H0'@ %0`'644 Hait5ytt2----~nnd(($IfgdB kd4w$$Ifed5H0'@ %0`'644 Hait5ytt2--- .~nnd(($IfgdB kdw$$Ifed5H0'@ %0`'644 Hait5ytt2 .!.$.V.~nnd(($IfgdB kdbx$$Ifed5H0'@ %0`'644 Hait5ytt2V.W.}../1V223~vfVVVVVdx$IfgdB dx$IfgdB dgdB kdx$$Ifed5H0'@ %0`'644 Hait5ytt201112V223344455555606D6s6666777778=8>8?8@8ͺwwd$hB h|NCJOJQJaJnH tH  hB h3CJOJQJmH sH  hB h|NCJOJQJmH sH #hB h|N5CJOJQJmH sH hB ht2CJOJQJaJ$hB hG~CJOJQJaJnH tH  hB h TyCJOJQJmH sH  hB hG~CJOJQJmH sH  hB hC9CJOJQJmH sH !3455506s667vfVVVdx$IfgdB dx$IfgdB ded5gdB mkdy$$Ifed5H'(o(0o(644 Hait5ytt2dxx$IfgdB 7?8@8A8k dx$IfgdB K$nkd'z$IfK$L$H''0'644 Hag*yt5*Gdxx$IfgdB K$@8A8B8888888888889+9?9@9K9L9M9N9W9i99999999::!:7:8:9:S:T:U:V:W:X:Y:Z:[:\:]:^:_:`:a:b:c:d:e:f:g:h:i::::::::::::::::" jhB h|NCJOJQJaJ hB h|NCJOJQJmH sH $hB h|NCJOJQJaJnH tH hB h|NCJOJQJaJJA8B888~ndx$IfgdB K$dx$IfgdB qkdz$IfK$L$H4''0'644 Haf4g*yt8888888888{iiiiiiidx$If^gdB $dx$Ifa$gdB K$qkd]{$IfK$L$H4''0'644 Haf4g*yt 8+9?9@9K9$dx$If^a$gdB K$dx$If^gdB K$K9L9M9B/$dx$Ifa$gdB K$kd{$IfK$L$H4r mt'C`& /B 0'6 44 Haf4g*ytM9N9W9i99999999:!:7:8:9:S:U:$d(($If^a$gdB K$d(($If^gdB K$$dx$Ifa$gdB K$FfM~dx$IfgdB K$dx$If^gdB K$U:W:Y:[:]:^:_:a:c:d:f:g:h:i:::::::::d(($If^gdB K$$dx$Ifa$gdB K$Ff<$d(($If^a$gdB K$:::::::::::::::::::::d(($If^gdB K$$dx$Ifa$gdB K$Ff'$d(($If^a$gdB K$:::::::::::::::::::::::::::::::::::::::::::::::::::::::;;;;;; ; ; ; ; ;;;;;;;;.;/;0;1;2;3;4;5;$hB h|NCJOJQJaJnH tH hB h|NCJOJQJaJ" jhB h|NCJOJQJaJP::::::::::::::::::;;;Ff$d(($If^a$gdB K$d(($If^gdB K$$dx$Ifa$gdB K$Ff;; ; ; ; ;;;;;;;;.;0;2;3;5;7;8;9;;;d(($If^gdB K$$dx$Ifa$gdB K$Ff$d(($If^a$gdB K$5;6;7;8;9;:;;;<;=;>;?;@;A;B;\;];^;_;`;a;b;c;d;e;f;g;h;i;j;k;l;m;n;o;p;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;$hB h|NCJOJQJaJnH tH hB h|NCJOJQJaJ" jhB h|NCJOJQJaJP;;<;=;?;@;A;B;\;^;`;a;c;e;f;g;i;j;k;m;n;o;Ffd(($If^gdB K$$dx$Ifa$gdB K$Ffӕ$d(($If^a$gdB K$o;p;;;;;;;;;;;;;;;;;;;;;Ff$d(($If^a$gdB K$d(($If^gdB K$$dx$Ifa$gdB K$;;;;;;;;;;;;;;;;;;;<<<d(($If^gdB K$$dx$Ifa$gdB K$Ff$d(($If^a$gdB K$;;;;;;;;;;;;<<<<<<<<< < < < < <<<<<<<<<<-<.</<0<1<2<3<4<5<6<7<8<9<:<;<<<=<><?<@<A<B<^<_<`<a<b<c<d<e<f<g<h<i<j<k<l<m<n<o<p<q<r<s<t<u<$hB h|NCJOJQJaJnH tH " jhB h|NCJOJQJaJhB h|NCJOJQJaJP<<<<<< < < < < <<<<<<<<<<-<Ffjd(($If^gdB K$$dx$Ifa$gdB K$Ff$d(($If^a$gdB K$-<.<0<2<4<6<8<9<:<;<<<><@<A<B<^<_<a<c<e<g<i<d(($If^gdB K$$dx$Ifa$gdB K$FfU$d(($If^a$gdB K$i<j<l<n<o<q<s<t<u<<<<<<<<<<<<<<d(($If^gdB K$$dx$Ifa$gdB K$Ff@$d(($If^a$gdB K$u<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<=!="=#=$=%=&='=(=)=*=+=,=-=.=/=0=$hB h|NCJOJQJaJnH tH " jhB h|NCJOJQJaJhB h|NCJOJQJaJP<<<<<<<<<<<<<<<<<<<<<Ff$d(($If^a$gdB K$d(($If^gdB K$$dx$Ifa$gdB K$Ff+<<<<<<<<<<<<<!="=$=%=&=(=*=+=,=d(($If^gdB K$$dx$Ifa$gdB K$Ff$d(($If^a$gdB K$,=.=/=1=3=4=5=6=7=8=9=:=;=<===>=?=@=A=B=C=Ffd(($If^gdB K$$dx$Ifa$gdB K$Ff$d(($If^a$gdB K$0=1=2=3=4=5=6=7=8=9=:=;=<===>=?=@=A=B=C=D=[=\=]=^=_=`=a=b=c=d=e=f=g=h=i=j=k=l=m=n=o========================================$hB h|NCJOJQJaJnH tH " jhB h|NCJOJQJaJhB h|NCJOJQJaJPC=D=[=\=^=_=`=b=d=e=f=h=i=k=m=n=o======Ff$d(($If^a$gdB K$d(($If^gdB K$$dx$Ifa$gdB K$======================d(($If^gdB K$$dx$Ifa$gdB K$Ff$d(($If^a$gdB K$===============>>>>>>>>> > > > > >>>>>>>>>>>>>>>2>3>4>5>6>7>8>9>:>;><>=>>>?>@>A>B>C>D>E>F>G>H>I>J>W>X>Y>Z>[>\>]>^>_>`>a>b>c>$hB h|NCJOJQJaJnH tH " jhB h|NCJOJQJaJhB h|NCJOJQJaJP==========>>>>>> > > > > >Ffd(($If^gdB K$$dx$Ifa$gdB K$Ff$d(($If^a$gdB K$ >>>>>>>>>>>>>>>2>4>6>8>:><>>>d(($If^gdB K$$dx$Ifa$gdB K$Ffn$d(($If^a$gdB K$>>?>@>B>D>F>H>I>J>W>X>Z>\>]>_>a>b>c>e>f>$d(($Ifa$gdB K$d(($IfgdB K$$dx$Ifa$gdB K$FfY$d(($If^a$gdB K$c>d>e>f>g>h>i>j>k>l>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>?8?̼hB hCJOJQJ\aJ$hB h|NCJOJQJaJnH tH hB h|NCJOJQJaJ" jhB h|NCJOJQJaJIf>h>j>k>l>>>>>>>>>>>>>>>>>>Ffkd(($IfgdB K$$dx$Ifa$gdB K$Ffb$d(($Ifa$gdB K$>>>>>>>>>>>>>>>>>>>>>>>d(($IfgdB K$$dx$Ifa$gdB K$Fft$d(($Ifa$gdB K$>>>>>>???_WdgdB mkdL$$Ifed5H'(o(0o(644 Hait5ytt2dxx$If^`gdB Ff}$d(($Ifa$gdB K$8?9?e?f????????@@@@@@@@A(A)A*AAABmBnBoBzBBۺuububMbuuuububMMbuuu(hB ht2>*B*CJOJQJaJph%jhB ht2CJOJQJUaJhB ht2CJOJQJaJ&hB hG~5CJOJQJ\mH sH hB h|NCJOJQJaJ$hB h|NCJOJQJaJnH tH hB hCJOJQJaJ#hB h0JCJOJQJ\aJhB hCJOJQJ\aJ(jhB hCJOJQJU\aJ??@@)AoBBBCCADdDdxx$IfgdB d$IfgdB dx$IfgdB dx$IfgdB BBBBBBBCCCCCCCoCqCrCCCCD=D>DAD_DaDcDdDeDfDgDݹݦ݆whhU$hB hG~CJOJQJaJnH tH hB h')CJOJQJaJhB hPCJOJQJaJhB hG~CJOJQJaJ hB h5*G0JCJOJQJaJ%jhB h5*GCJOJQJUaJhB h5*GCJOJQJaJ(hB ht2>*B*CJOJQJaJphhB ht2CJOJQJaJ%jhB ht2CJOJQJUaJdDeDfDD-HHJQL|||ldxx$IfgdB dx$IfgdB dgdB jkd$$Ifed5H'`'0`'644 Hait5gDDDEFF,FFFGH-HHHIJ2JJJJJJJK)K2K=K>KKKUGUXU}U~UUUUUUUVV&V+V}VVVVVVVVVVVVWW WWWWWXYiYYYYZZZ[[޻޻޻޻޻޻޻޻޻޻޻޻޻ޘ#hB hG~5CJOJQJmH sH  hB h-aCJOJQJmH sH  hB hbCJOJQJmH sH #hB hTp5CJOJQJmH sH  hB hTpCJOJQJmH sH  hB hG~CJOJQJmH sH 5[[[\I\J\z\{\\\\]b]]]]]^_b_`s`t`abcdeeeeeffffgf͸͸͔̓rr[,jhB hG~>*CJOJQJUmH sH  hB hB<CJOJQJmH sH  hB hC9CJOJQJmH sH  hB h5*GCJOJQJmH sH $hB hG~0JCJOJQJmH sH )jhB hG~CJOJQJUmH sH  hB hG~CJOJQJmH sH hB hoCJOJQJaJ$hB hG~CJOJQJaJnH tH #[[[\]|ldxx$IfgdB dx$IfgdB dgdB jkd$$Ifed5H'`'0`'644 Hait5]]]t`ff||ldxx$IfgdB dx$IfgdB dgdB jkdY$$Ifed5H'`'0`'644 Hait5gfffffffgh'h(hPhQhkhlhnhohphqhrhshthuhvhwhxhyhzh{h|h}h~hh֟~ze)jhB hTp0JCJOJQJUaJhTp hTpCJh"Vjh"VUhB hG~CJOJQJaJ hB hG~CJOJQJmH sH $hB hG~CJOJQJaJnH tH $hB hG~0JCJOJQJmH sH ,jhB hG~>*CJOJQJUmH sH #hB hG~>*CJOJQJmH sH  ffnhdxx$IfgdB jkd$$Ifed5H'`'0`'644 Hait5nhohphrhshuhvhxhyh{h|h}h~hh~t $a$gdB $a$ ded5gdB jkd$$Ifed5H'`'0`'644 Hait5 hhhhhhhhhhhhhhhhhhhiOiﯟ||la]YI;;hB hTp5CJOJQJhB hTp5CJOJQJaJh"VhTphB hTpOJQJhB h5*G0JCJOJQJhhB hz0JCJOJQJh$h~,0JCJOJQJhmHnHuhB hTp0JCJOJQJh(jhB hTp0JCJOJQJUh+hB hy0JCJOJQJaJmHnHu)jhB hTp0JCJOJQJUaJ hB hTp0JCJOJQJaJhhhhhZi[i\i]i ded5gdB $a$gd_'$a$gdogdB OiPiYiZi[i\i]ihB hG~CJOJQJaJh"VhTphB hTpOJQJhB hTp5CJOJQJhB hTp5OJQJ61h/R :pa. A!`"`#@$%  VDdJ +QB  S A? bUn){ɿg JUDDnUn){ɿg JPNG  IHDRJ gAMAPLTEٟ pHYs_ɵ IDATxώHb y<}}K=&=u^VoP+uYt>BV՞ "ɏ_QLgflA.c]a?jUo t_U|&R}C~C#E~(!/eB]=>G}|>߳UFǐ#- )?EvE Ho9nȬz$#2rg̶S3o9WOG*vo@)@OE2 '$RcC[7CK ,էz:r, e\#OC2&6Aǐ/k|Ym*!s=vZGkݰNGθLF5?L[@Jc_lB^'}vtVș5\6fHΉS[rU&=@2  ֬ xKfHC+A |)kWpVgp91~h'RU_dc "3!,~Z#>7r}EN ]n8AN't^xT[[cF+"'_!S8 U#ޱji|{H *k~$F wq䛾Ʋtc"/*9CJ@ 'N|ȑ0 X?2PtE^MA$3H-;Ru' 洄PgDfuٹR!Fd#T}~JQZVHVmHBj"TC,T}^1F 'ci84|~DkY8| B42ӤHX=ˇqyQE|i8|M#8&c?Wrb" Q5FQJ`e?c՗yȖlZ$GB#]ӓ/@JJ݇>7~?Ҽi.ar NH%邱]d~ܣDi[S$ή=:pedN5,oCP DJXZqȱRV\4 $72Bnk-ZH0z-"|Ȗ,!:콽 u9~Y VOM2T-@*N$܍]Dv<~AMh4R b#uOAO؍bl-1N+9+=gRKOH"PR# Y~lwP.At[Ey 9RRX 9h[F$ F@\ 7YO YÎLF o;=㐘*Vk{tUh되_)jIݞ Ծ?i;by) ƍm#[ zro\r`b?k!PXl$0:7X kӂ`ϧa:KX_whӬ.*r5-ӱd  -CQ۫YdsPGأ? ہ m<* `C`CcL/΋Bqo>Y9ujQ Ȕ/v:#R@?jț-k֋H~"}5D袚{ ^Hgt+c  ϏY4̑яXC!7chI詭cKJ`&n^UY`Տʄwω\@tZq= sB]݃=V"Z?hQQW@Q"U{]ޝR(X"pf:7Ikb֣h~LkP}c 9n@C8ؚ=ّІHj:\(FZ6x9UZD5D> (00i[#O94h.8ktw5.}atlĠQݭGm#^P$= #+0ߥ?g1h!X2WZg :$ oel} >p&Ҥ|v֦rA1#As MO}_pBw_ aAL :qq~$JmQ JzJ#麧< ?򠃑dH[BmV#jл,@!QԺR#qqRv}m%i hnz3H3.h]'`gq? ~xfmH< MhI~q=#DdǸ&,B5!5]Y*[>zϱԦVݜ>躛ڰ܋1>?씶$Ԯڳ>8Q<3h+9#4yw&p; )Yd:r XQE;}): [z> Yn:"}d~z dWj@qx[9翬O°xN \O\3MEI#`чrdE?O^' ۞4EDǑpRP I]#lwAHcj)'dzDP_({H1j°YTYL?~rd5dg~qdJI4@/= 0/DHUp~Av`D $He'"W'BbO"P@nERY?zJ 171w Zu<  kAD_Np<J䧤r)^I< )~{ wn~i1D{Yn%{<U~ rȅ#;G,jΑe{YKh%ҧA* 6 vN3䌮@ƾs;?<8[ :qH8G"&tΆ| Ր  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~|{Root Entry  FbData WordDocument 8\ObjectPoolɻbb_1076762034 Fɻbb1TableCompObjhObjInfo [$@$NormalmH <A@<Default Paragraph Font  l,b$=MKwBV՞ "ɏ_QLgflA.c]a?jUo t_U|&R}C~C#E~(!/eB]=>G}|>߳UFǐ#- )?EvE Ho9nȬz$#2rg̶S3o9WOG*vo@)@OE2 '$RcC[7CK ,էz:r, e\#OC2&6Aǐ/k|Ym*!s=vZGkݰNGθLF5?L[@Jc_lB^'}vtVș5\6fHΉS[rU&=@2  ֬ xKfHC+A |)kWpVgp91~h'RU_dc "3!,~Z#>7r}EN ]n8AN't^xT[[cF+"'_!S8 U#ޱji|{H *k~$F wq䛾Ʋtc"/*9CJ@ 'N|ȑ0 X?2PtE^MA$3H-;Ru' 洄PgDfuٹR!Fd#T}~JQZVHVmHBj"TC,T}^1F 'ci84|~DkY8| B42ӤHX=ˇqyQE|i8|M#8&c?Wrb" Q5FQJ`e?c՗yȖlZ$GB#]ӓ/@JJ݇>7~?Ҽi.ar NH%邱]d~ܣDi[S$ή=:pedN5,oCP DJXZqȱRV\4 $72Bnk-ZH0z-"|Ȗ,!:콽 u9~Y VOM2T-@*N$܍]Dv<~AMh4R b#uOAO؍bl-1N+9+=gRKOH"PR# Y~lwP.At[Ey 9RRX 9h[F$ F@\ 7YO YÎLF o;=㐘*Vk{tUh되_)jIݞ Ծ?i;by) ƍm#[ zro\r`b?k!PXl$0:7X kӂ`ϧa:KX_whӬ.*r5-ӱd  -CQ۫YdsPGأ? ہ m<* `C`CcL/΋Bqo>Y9ujQ Ȕ/v:#R@?jț-k֋H~"}5D袚{ ^Hgt+c  ϏY4̑яXC!7chI詭cKJ`&n^UY`Տʄwω\@tZq= sB]݃=V"Z?hQQW@Q"U{]ޝR(X"pf:7Ikb֣h~LkP}c 9n@C8ؚ=ّІHj:\(FZ6x9UZD5D> (00i[#O94h.8ktw5.}atlĠQݭGm#^P$= #+0ߥ?g1h!X2WZg :$ oel} >p&Ҥ|v֦rA1#As MO}_pBw_ aAL :qq~$JmQ JzJ#麧< ?򠃑dH[BmV#jл,@!QԺR#qqRv}m%i hnz3H3.h]'`gq? ~xfmH< MhI~q=#DdǸ&,B5!5]Y*[>zϱԦVݜ>躛ڰ܋1>?씶$Ԯڳ>8Q<3h+9#4yw&p; )Yd:r XQE;}): [z> Yn:"}d~z dWj@qx[9翬O°xN \O\3MEI#`чrdE?O^' ۞4EDǑpRP I]#lwAHcj)'dzDP_({H1j°YTYL?~rd5dg~qdJI4@/= 0/DHUp~Av`D $He'"W'BbO"P@nERY?zJ 171w Zu<  kAD_Np<J䧤r)^I< )~{ wn~i1D{Yn%{<U~ rȅ#;G,jΑe{YKh%ҧA* 6 vN3䌮@ƾs;?<8[ :qH8G"&tΆ| ՐߐB}too_ȿ}^'zΆ-#3!},Nij!<GJhH0Ư=4GH؝v|ENtHUM,q;n#6PiO>4[>$ǥrFbiu#N;|a~MJ1z9^@uX .Mati}Anh6B?l1_5yT_YX -F] Jr"_B{'t{r0'"ΨC9\J)r9iH='7?lsH ~x*q_@ )#}s> 1c"_}~Χ {r$ bht#TeG@otϖ9CזRxԎ!fb V!9t'!gm924=W/up=Gd#WY!t)"(mi{"])C#m )G gu@ medu;WJAwj,#%`R;9A!䰅TC` y$Eց"̓5/6P"";N'_ӣE2L!;d2vy"q~@| \є8QpѲt~sS !?y:5d#ude[<f7 LQ CwS:EGTY#Ri.eXQ2<5Fd}"$ 5 d GGBEȕ)B] RU;16Cr(/cn4 (|)[n$Lp?chaT.mRPjRck0}i\}J]H#L@RըoqsHGHoQ CP ޸F,J҇c&$,duHz,j< Ԃ$Гݢ], 1z-r4lHцפGb-FhR8g|X8JJ=hQ{rea(B+B)fK uK+#fc'jYK44&׻ >5Ч;zX!izUn`ƅT/"k\jif 91wHE01-$%PbdԵ|rOk",ũhh,O$PEQC"@+uE*d8աeS uB`—^!+, ~'V$DA$z=Pb_kۨaY= g G4 *eg&LRa 88 s PX7zѨU8"B^wnK"8ZcV3HncܒrHZO[%$#eLK\S<:ZzME+Y$6T`HidXimf$4y 8zsT8"*Lߛ(뛐LBሠ i~3 ,SO=׶sB T RR tV=S9!TT a*NJ,A(~NJʪ" Z%d+n@V5l"yR:&KX$FU>sm,); !%"HrkuG2 頔n}kے[$GVh>@ΈVG44ge8J(N*{H1򭵢ē Cɞ\![EAWsH8kUHlpуK%e;_!@28$tAjS) q x7hH"_7-f4Vh}!Z˨JӃI[H챭G9ބHxJ[^pDZG,6ikr{:@6-sQ!rFv`L\Е8ql lcut©Qz#JH`IAB(H:wHY6>B.jA+0&V[S fȉ!AHrD`;BHȽ/؅ը- r #A;:?KAgkíVHhjq= H`v(%$N]@К2qIz\`x$̳;㲑f1+ Vȗ43AV'h3!=%$ٲieP,HDa%$ K)R䠮rz7I~rg~EeB9fM\Fc:h/X!M|g- (@u)XxdCҬ7AɅ4krȉf;مHT'rHF2AR}DDg{lTabjU][j6㳰r X^9萭G `0d-CJBwpusXIZtm,; o MK;hYŊuw?8Z,w/#$1FvKXB@Z -Zk'|] =%HmVm 8ЛqUER/h&22$^skLQVԮE:@>ALqR[~He;MgAoS$ۆMa6D^3Ezn "-Ї]\#k9Ruw91)R|1[dP- 3"%"3_>Cl"mgq̸A9"Fj]A]kĺK 7ZF 0dktN5,W rB$˷!#Wؓ@$~1xfDg0HT`?" VE?K 4{ xȠe!GI:KVHY$(4$N۲kDؗ,rF+ZˆKc#Ҙ=\>(ZQRN $Pȵ:.YX6R&Y6X-$զ]r{)/`F7b dotEdk XOYˢƁ}0!UovJn"87 tlt[6ɚpK?5(%ػ$*An9叱H/ZEz'.'GrpF- {A&k%-d➰HHڋ' lbCc8nFI,r#9#UW}5T* $7RHٹS3RŤ*qS䰇pT1m!rqCCdшnJCIfT`#d呋FgΜ ( IDATDVPVDx[^Z>=<(T CR/gt ҹcHn)y=r@V TBG^cyNH/Li;"1 Aw4TEi- ?oVHH o-Uއ i_Q\c)G~Myfv%V ai#r36-THkq*]-9$7xX;_`mIjA;X5Vam;ٞ  cG ݢfYjb +$jםi(LTE><5(Zwa I\09ߔqkݫ3=m?H\AHnj`"&P@NԂ؅a@RyXSywӃ[.#}O {f0{`\.ú5*@V-FRa| ; _H#?j <!?iK@`%.$r-3X SBoeeLiVj.aYT+4HUfuCb]o+o';&䍏+vY\u&t'/!naܑaT@*ϕQR#a C-+n3;{b4 :DqZ,c.U[:Cr)!uoj )nY܌F:%%8y ~Br 䎮HtWdA׀u "A#1O7m+h)VVD'!(lL Cyr[Fbh;*.Dža&Ƌx&Ȇ'9rkCFGݡ4e١DI>@?T{ȱ;ԕ8!1fZ]!KHie51!ءV.e q0 Y7&m\PZX*D}h-o4f&U@5Ը"H58R*Ķt鑼J]S0Uީh"D -1={6 +!Dha!r"E %Ib7HNQ1[dD#3cI+zuglw3miҊ{ Z "yEDY9sn!;;Q@dv Ui2{m$)<Ҍ_0۹2$HXAOL¿d4LU3_۹Hb3`8mpb"{͖NgK3gsL[HMoΖYwX"'FzEVH1Vf[DI!gm."eeWS 2H!7P 449iYdl Ec .+i{65r )2 iCO' Ekƒ""5 $tS˲LEk4Do6; B:ǐո7H8EY<2HCb vG$HCLo1"s2֊F[Fvm&A$ !dCegEԅk5ك>Dڅ2GM;C.her)7"#E9sH\p97l4CVpdHׇrD重}1.AJKN aSk69L"\;D }M9E*EfaMRk:伒|KX:T{mtHQYmG/n Vw)xa92`:.-үΧ pr?~|_/+q Dd;\9d0=2Ȭr䵉O36w#H+!<5 ɮBr|Cm_7'DnVWKW!1,ʜF>3ǻ 'ߜ4N6,lt$T:߀푍HAmdMv07§CUVt lX<1z8 zxt0^- vG쭄0V`M;H[Lڮ!1YH]#AAmv9@7s'@tITXq.\ 0rX#8icyopJG~2R٭ kވ3ۣ%AAuRE}~r:d*tFi% DJnə$f7* ELfo#zzYPaIBQn!Uɷ&}:0<J $hu\^ R# +$_8Rn#֎K#vXHGU

$φI qX#AtFxY{ W4eicCOAnyKGD抦"7=&ث0 e/A; /YZO!R₱i+ t d{&&kNM#wZ)!og,'QܙJ([;1#QJ٤KDEbG]M-"/s iR>2Ƚ+\0|_iK#|V!햤~HwOR5rTfPX.-/ M nIBν-o51 |Bl Yo%C}ܲL%F| Rz)F&*hgM_c[d5>rk*1劑d %lBX5t$N=D8W 1zYNGN|I@iʳ58L byc`Yl0ߏ?tBj􍁙dhvY5D•Y=@$%m H:d-RbU+3քT"iVCءʫ4' R֥/;,2mPEkdt/;{䂝x*"3EH[M1 pQUn6LU) ,#v%Г/+FGE=o 1) H|}oT\yuѾ7l%oSXdf)PEscz,d d֒*;DHʍک0)A, Y@[yј.[?tYۥ1OPhdkflՕ3X@I)]jN53"/[Ȃ`ύ rhMVH4Ug/ s,A亪>ܙv9yꕕs;cW! BVVu _=Q_e 7߱7Uo d2ȜUPS y4DLU^h N^Pozc~O!~r؋oX7&dcFfEHF9! IM#|^~1ArP/"/gȬVGi&;/y{ 2btոjd \e>z#Jd Io}1Eu Z$\_L/32d:\@bz(n}zvĥȬe״a"SLy&AfEY YyLc;j'HᶓLk3|m:>+EfL>6jŵCTR@"s Ks:g be2;UKZ6,lEL\o(EeTr,}9dFḦ́L6Yn*P3Ȭ$aMSD}5N`#e-$ԅ:O 2|;DSs\9,zEr7%[;,BSDdvmzr;k'A3zmLs 2+쾽j5=-x>@̹{#̍5jt0wDW3luwH$I^P2,䍍,2?25poW+sbEOTS?.C \9&I-oi kdc;2 E;[w=k-2+b~8QLi "]>hNFHm8nY>FF)it!9!K*T s)JOYN uTS{nYi<7L,Ouc U{LNivH Ε2묩蠑Y|ZQCYGG#3.,7 cI h(8ʲf0rT0K.1/bȌl?k g߫W]ydi+hqnJ,v<' b._`;Q C|>6ѫ#ںJd-%dU)1֎Z:|Q93A# QS=ZD_22#7*{%D^܍tdYZq9խݼAp-"K19ydFnn;z̢ii/̴Bl|IP2m{_P/o3U0{Gi $s/Y9d)LDZli 4װ;3F2?`<]#x~ׁDCd,F=itB#yr`jw$&WLpxMFHYi/LEIPD&0ɹ"[yʯ}Sitb}E!ؘY z,!*:\!us|IVCs*SE 2)@QB&#JU쬮*3Ld'XhiI*ύ]%dR1\LDF*0GxKȍ} >4ǎՌbdzNLA$.OU_/ccMl!Wn?ԿÇUcbeBAcK8c^D46g$+ye-~' jX:#4ŋJ] H\PPWN#Id="Lbex$u r"q5Ȇa lOY>)?ᇶao VȨz&az&оg7ydnFӅ-dg㵢N򁿤7CM$ҭBW<,R61Hrm{g K*6GU^T\vs!;=bIihF^10,2WgFrr^8l9523"$28x_C^=!M6e#dV!B? !u36ݟrID.,%}6MTl̄D9{_9q[@ }Ÿ&(g;eԶA{W!1`W %r3~ JXD4HX"s^dEMo5TLNvpN(%d rBif,H<4BKEV o#_ĀB$Su"2dz3IDATsZ kzD<="{I1 o<51'[]'s9OrCBCB͔Gs0ݸjbB>[ҟ6UaF  i/՟ eôF>rrN@ ]u}ܕCDuXo*vX9| ;i!]D.+ZžG] 0mg!!!o("}^b1(pUZ^3!Y]iEqY#FTsh]!9It7:i9]xy);5`dl` kRvjWD()tYJj'Dt.o4g@H+)>!&貴ܴѧ=(7'<¹!n!q6 ET[Y$=_:}Kjq.P=$j@Z!,2@[nW05xYoE%Lr{< }EHf/;9׍HvN<(uNT>kxN"޽,d ?1r|.en4~4b9•WԲI^V19DrKrn/\z$ +BW<{~o!@_۲ /v ϾC'g!a$+0ZYqṋt3-%a1QJa߯>z@%a{ϜH-Xq 1:ռzɹ޷ԘD&AJcf*4Ks rdBZ*F1&YW҄k9SkE~d \zY7"s2LSd"*ߘR#E v@Y䔱pd4!0 *tEK1lXYKz=,!.6P1 Xo- ѝ)p|ms{]Ud1d $4eSY} 7*'U4o}[SbA -Do3KRB^k@2$g-)N2D7< n!!,j*U™6fi!z0)UJLDErȴ19LqU ='n:zO{$}O47@rA*A6l5}J 4fp?}VxQ-zɑCH^U˯m9ߴ3Pv(!l$rh ucMHeSN8D2-q#W $!< %0 XT9[ڌBFb2;W"ߞj k OH·AbQD"6fT-s0nT!RM@zLJ7fؔt{GTz1!e^#*|5 n`p#oI H] "y=DHH20 IT#a/LlKGb">q-^0CHQrKfH @VpdEg%.lȕ2@GB[J7FSV"@a 5#gQdF*Bv~2T"C!?5-o Fml57CtJz  c)A9"֭ BH8?DU$de55oJ+/&oC ,﨣 }8"R- F[`wR*tq/l\+Lw+g++֊ AS@ȎuCi֙[fІUUHf?a^:XH6V~5RbͦNWfBڛB$*%pK&;`7GH X=xn&ywS)l SuY{>W@Ev @F.zSAdQk0B 6$Hk>tĖHVCY},;7 b4 E5we fH&Yb 8@ [@NhJT9իF22l)Eo,H41R䔫W3Ā/s!J+)fCB@tP'%Wf9@ d Hj8 ELX eC$*VP R<49!{Ҧ7R u'x_X_| ҶjT &+$, 9d.9H^4w2 3|*۽-@vs ì b?4vK @28`qq3P yB} g \r.r- }ᗈZGL/gi"]y|LAvonak\^73WKFk"2uݭ./ta!3SlsVZ\ۅS4mon?S3 k gQ-9Ëof0K>v%@"3SbH]p*C|C8l*zHKUzUXN\A#YORCi;WliT2?;4 鳣l!Vƻ[I`+0$:Qth/28ˊdIO D"ㇻUd(}/r"U\2yFpz">?US*+f.O٪MтEd + +eʝ%2V [1_?ׄ$qZu V8J 9d&4_ U-Y[!Ţ0sffGTw$x-f)q _JFdx`F̿Oi`[zBu=~)hN};123cxP=EY ⡌#fl# cbKhRKf~rT':-ݎk/>||VJNg/zp{AG#dNthrxB(!/#{8| 2/bdځ}1S"%wW[  ']?&w p$7 &NpnmúG @¬kM ~5m6)P@SEj8d;Mi>>8T*8*$Я;$/MɃ#!%aŦs[#k2ά24qb< M/ RZ/FM"R AƝ!\h!_ 9 3[xQI?#R\Jhx$!:fANɷ CFNaDzS xcd9tj K6=`iR`W j2thH([ Fh]## tcF "[n q ZbSf 6HO!tu) Egh:\VӉi[a0!ë;Ee):3@'׸9DX\! YgL嬀t"dOBay[{H'aAYgA,v79E#?1=k.$#zs/< _Cl;q[X슐D΅{i#N" y[@Fj+v$K%Ȝ" t >Im"a s߂ S#Yl"; L31He]X ãX̖-xrz]"az$N?igF &> I%3L+>/ԕ`TԀ|Y0H\"GCBa=kC$i죐~GR FKZ !-d#N ] s;*HcPX!Ax#bP=qUTŒVK9A6E.67TOxC9D.y>i3x@0? E5zd`9RvOEۍ%H |wZrM~!]HEТ I1Q˱[Ί=S`Puωip@ [9ulFG gм)75b;2PKA18.^Qr:R!ap9N5d9΋ vԼ\D6S L&>ǐS¸׭ڳ).!&1Ųй?_𳾲&8,۰93!.Җ0<2{Eunlk#ӳ# W ɑGRuB:קD8ry xr}6@S S'ĞT:AG!k{uBĆ83ւ: )ri'iH >sw ,m<o8Uc9m6$Fps> -DԿ"]\cN&P[ 7 * .6Jhd,㺫"dyxPK:9ǑaL*H'Z  cooooooooooooȿ38B[IENDB` Oh+'0|  8 D P\dltssJeannette DowningdeaneanNormaltJeannette Downingd2anMicrosoft Word 8.0@@8 @8       !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz~ ՜.+,D՜.+,D hp  91ֱ1  Title 6> _PID_GUIDAN{950148A5-2F65-11D6-8553-000102B17007}ߐB}too_ȿ}^'zΆ-#3!},Nij!<GJhH0Ư=4GH؝v|ENtHUM,q;n#6PiO>4[>$ǥrFbiu#N;|a~MJ1z9^@uX .Mati}Anh6B?l1_5yT_YX -F] Jr"_B{'t{r0'"ΨC9\J)r9iH='7?lsH ~x*q_@ )#}s> 1c"_}~Χ {r$ bht#TeG@otϖ9CזRxԎ!fb V!9t'!gm924=W/up=Gd#WY!t)"(mi{"])C#m )G gu@ medu;WJAwj,#%`R;9A!䰅TC` y$Eց"̓5/6P"";N'_ӣE2L!;d2vy"q~@| \є8QpѲt~sS !?y:5d#ude[<f7 LQ CwS:EGTY#Ri.eXQ2<5Fd}"$ 5 d GGBEȕ)B] RU;16Cr(/cn4 (|)[n$Lp?chaT.mRPjRck0}i\}J]H#L@RըoqsHGHoQ CP ޸F,J҇c&$,duHz,j< Ԃ$Гݢ], 1z-r4lHцפGb-FhR8g|X8JJ=hQ{rea(B+B)fK uK+#fc'jYK44&׻ >5Ч;zX!izUn`ƅT/"k\jif 91wHE01-$%PbdԵ|rOk",ũhh,O$PEQC"@+uE*d8աeS uB`—^!+, ~'V$DA$z=Pb_kۨaY= g G4 *eg&LRa 88 s PX7zѨU8"B^wnK"8ZcV3HncܒrHZO[%$#eLK\S<:ZzME+Y$6T`HidXimf$4y 8zsT8"*Lߛ(뛐LBሠ i~3 ,SO=׶sB T RR tV=S9!TT a*NJ,A(~NJʪ" Z%d+n@V5l"yR:&KX$FU>sm,); !%"HrkuG2 頔n}kے[$GVh>@ΈVG44ge8J(N*{H1򭵢ē Cɞ\![EAWsH8kUHlpуK%e;_!@28$tAjS) q x7hH"_7-f4Vh}!Z˨JӃI[H챭G9ބHxJ[^pDZG,6ikr{:@6-sQ!rFv`L\Е8ql lcut©Qz#JH`IAB(H:wHY6>B.jA+0&V[S fȉ!AHrD`;BHȽ/؅ը- r #A;:?KAgkíVHhjq= H`v(%$N]@К2qIz\`x$̳;㲑f1+ Vȗ43AV'h3!=%$ٲieP,HDa%$ K)R䠮rz7I~rg~EeB9fM\Fc:h/X!M|g- (@u)XxdCҬ7AɅ4krȉf;مHT'rHF2AR}DDg{lTabjU][j6㳰r X^9萭G `0d-CJBwpusXIZtm,; o MK;hYŊuw?8Z,w/#$1FvKXB@Z -Zk'|] =%HmVm 8ЛqUER/h&22$^skLQVԮE:@>ALqR[~He;MgAoS$ۆMa6D^3Ezn "-Ї]\#k9Ruw91)R|1[dP- 3"%"3_>Cl"mgq̸A9"Fj]A]kĺK 7ZF 0dktN5,W rB$˷!#Wؓ@$~1xfDg0HT`?" VE?K 4{ xȠe!GI:KVHY$(4$N۲kDؗ,rF+ZˆKc#Ҙ=\>(ZQRN $Pȵ:.YX6R&Y6X-$զ]r{)/`F7b dotEdk XOYˢƁ}0!UovJn"87 tlt[6ɚpK?5(%ػ$*An9叱H/ZEz'.'GrpF- {A&k%-d➰HHڋ' lbCc8nFI,r#9#UW}5T* $7RHٹS3RŤ*qS䰇pT1m!rqCCdшnJCIfT`#d呋FgΜ ( IDATDVPVDx[^Z>=<(T CR/gt ҹcHn)y=r@V TBG^cyNH/Li;"1 Aw4TEi- ?oVHH o-Uއ i_Q\c)G~Myfv%V ai#r36-THkq*]-9$7xX;_`mIjA;X5Vam;ٞ  cG ݢfYjb +$jםi(LTE><5(Zwa I\09ߔqkݫ3=m?H\AHnj`"&P@NԂ؅a@RyXSywӃ[.#}O {f0{`\.ú5*@V-FRa| ; _H#?j <!?iK@`%.$r-3X SBoeeLiVj.aYT+4HUfuCb]o+o';&䍏+vY\u&t'/!naܑaT@*ϕQR#a C-+n3;{b4 :DqZ,c.U[:Cr)!uoj )nY܌F:%%8y ~Br 䎮HtWdA׀u "A#1O7m+h)VVD'!(lL Cyr[Fbh;*.Dža&Ƌx&Ȇ'9rkCFGݡ4e١DI>@?T{ȱ;ԕ8!1fZ]!KHie51!ءV.e q0 Y7&m\PZX*D}h-o4f&U@5Ը"H58R*Ķt鑼J]S0Uީh"D -1={6 +!Dha!r"E %Ib7HNQ1[dD#3cI+zuglw3miҊ{ Z "yEDY9sn!;;Q@dv Ui2{m$)<Ҍ_0۹2$HXAOL¿d4LU3_۹Hb3`8mpb"{͖NgK3gsL[HMoΖYwX"'FzEVH1Vf[DI!gm."eeWS 2H!7P 449iYdl Ec .+i{65r )2 iCO' Ekƒ""5 $tS˲LEk4Do6; B:ǐո7H8EY<2HCb vG$HCLo1"s2֊F[Fvm&A$ !dCegEԅk5ك>Dڅ2GM;C.her)7"#E9sH\p97l4CVpdHׇrD重}1.AJKN aSk69L"\;D }M9E*EfaMRk:伒|KX:T{mtHQYmG/n Vw)xa92`:.-үΧ pr?~|_/+q Dd;\9d0=2Ȭr䵉O36w#H+!<5 ɮBr|Cm_7'DnVWKW!1,ʜF>3ǻ 'ߜ4N6,lt$T:߀푍HAmdMv07§CUVt lX<1z8 zxt0^- vG쭄0V`M;H[Lڮ!1YH]#AAmv9@7s'@tITXq.\ 0rX#8icyopJG~2R٭ kވ3ۣ%AAuRE}~r:d*tFi% DJnə$f7* ELfo#zzYPaIBQn!Uɷ&}:0<J $hu\^ R# +$_8Rn#֎K#vXHGU

$φI qX#AtFxY{ W4eicCOAnyKGD抦"7=&ث0 e/A; /YZO!R₱i+ t d{&&kNM#wZ)!og,'QܙJ([;1#QJ٤KDEbG]M-"/s iR>2Ƚ+\0|_iK#|V!햤~HwOR5rTfPX.-/ M nIBν-o51 |Bl Yo%C}ܲL%F| Rz)F&*hgM_c[d5>rk*1劑d %lBX5t$N=D8W 1zYNGN|I@iʳ58L byc`Yl0ߏ?tBj􍁙dhvY5D•Y=@$%m H:d-RbU+3քT"iVCءʫ4' R֥/;,2mPEkdt/;{䂝x*"3EH[M1 pQUn6LU) ,#v%Г/+FGE=o 1) H|}oT\yuѾ7l%oSXdf)PEscz,d d֒*;DHʍک0)A, Y@[yј.[?tYۥ1OPhdkflՕ3X@I)]jN53"/[Ȃ`ύ rhMVH4Ug/ s,A亪>ܙv9yꕕs;cW! BVVu _=Q_e 7߱7Uo d2ȜUPS y4DLU^h N^Pozc~O!~r؋oX7&dcFfEHF9! IM#|^~1ArP/"/gȬVGi&;/y{ 2btոjd \e>z#Jd Io}1Eu Z$\_L/32d:\@bz(n}zvĥȬe״a"SLy&AfEY YyLc;j'HᶓLk3|m:>+EfL>6jŵCTR@"s Ks:g be2;UKZ6,lEL\o(EeTr,}9dFḦ́L6Yn*P3Ȭ$aMSD}5N`#e-$ԅ:O 2|;DSs\9,zEr7%[;,BSDdvmzr;k'A3zmLs 2+쾽j5=-x>@̹{#̍5jt0wDW3luwH$I^P2,䍍,2?25poW+sbEOTS?.C \9&I-oi kdc;2 E;[w=k-2+b~8QLi "]>hNFHm8nY>FF)it!9!K*T s)JOYN uTS{nYi<7L,Ouc U{LNivH Ε2묩蠑Y|ZQCYGG#3.,7 cI h(8ʲf0rT0K.1/bȌl?k g߫W]ydi+hqnJ,v<' b._`;Q C|>6ѫ#ںJd-%dU)1֎Z:|Q93A# QS=ZD_22#7*{%D^܍tdYZq9խݼAp-"K19ydFnn;z̢ii/̴Bl|IP2m{_P/o3U0{Gi $s/Y9d)LDZli 4װ;3F2?`<]#x~ׁDCd,F=itB#yr`jw$&WLpxMFHYi/LEIPD&0ɹ"[yʯ}Sitb}E!ؘY z,!*:\!us|IVCs*SE 2)@QB&#JU쬮*3Ld'XhiI*ύ]%dR1\LDF*0GxKȍ} >4ǎՌbdzNLA$.OU_/ccMl!Wn?ԿÇUcbeBAcK8c^D46g$+ye-~' jX:#4ŋJ] H\PPWN#Id="Lbex$u r"q5Ȇa lOY>)?ᇶao VȨz&az&оg7ydnFӅ-dg㵢N򁿤7CM$ҭBW<,R61Hrm{g K*6GU^T\vs!;=bIihF^10,2WgFrr^8l9523"$28x_C^=!M6e#dV!B? !u36ݟrID.,%}6MTl̄D9{_9q[@ }Ÿ&(g;eԶA{W!1`W %r3~ JXD4HX"s^dEMo5TLNvpN(%d rBif,H<4BKEV o#_ĀB$Su"2dz3IDATsZ kzD<="{I1 o<51'[]'s9OrCBCB͔Gs0ݸjbB>[ҟ6UaF  i/՟ eôF>rrN@ ]u}ܕCDuXo*vX9| ;i!]D.+ZžG] 0mg!!!o("}^b1(pUZ^3!Y]iEqY#FTsh]!9It7:i9]xy);5`dl` kRvjWD()tYJj'Dt.o4g@H+)>!&貴ܴѧ=(7'<¹!n!q6 ET[Y$=_:}Kjq.P=$j@Z!,2@[nW05xYoE%Lr{< }EHf/;9׍HvN<(uNT>kxN"޽,d ?1r|.en4~4b9•WԲI^V19DrKrn/\z$ +BW<{~o!@_۲ /v ϾC'g!a$+0ZYqṋt3-%a1QJa߯>z@%a{ϜH-Xq 1:ռzɹ޷ԘD&AJcf*4Ks rdBZ*F1&YW҄k9SkE~d \zY7"s2LSd"*ߘR#E v@Y䔱pd4!0 *tEK1lXYKz=,!.6P1 Xo- ѝ)p|ms{]Ud1d $4eSY} 7*'U4o}[SbA -Do3KRB^k@2$g-)N2D7< n!!,j*U™6fi!z0)UJLDErȴ19LqU ='n:zO{$}O47@rA*A6l5}J 4fp?}VxQ-zɑCH^U˯m9ߴ3Pv(!l$rh ucMHeSN8D2-q#W $!< %0 XT9[ڌBFb2;W"ߞj k OH·AbQD"6fT-s0nT!RM@zLJ7fؔt{GTz1!e^#*|5 n`p#oI H] "y=DHH20 IT#a/LlKGb">q-^0CHQrKfH @VpdEg%.lȕ2@GB[J7FSV"@a 5#gQdF*Bv~2T"C!?5-o Fml57CtJz  c)A9"֭ BH8?DU$de55oJ+/&oC ,﨣 }8"R- F[`wR*tq/l\+Lw+g++֊ AS@ȎuCi֙[fІUUHf?a^:XH6V~5RbͦNWfBڛB$*%pK&;`7GH X=xn&ywS)l SuY{>W@Ev @F.zSAdQk0B 6$Hk>tĖHVCY},;7 b4 E5we fH&Yb 8@ [@NhJT9իF22l)Eo,H41R䔫W3Ā/s!J+)fCB@tP'%Wf9@ d Hj8 ELX eC$*VP R<49!{Ҧ7R u'x_X_| ҶjT &+$, 9d.9H^4w2 3|*۽-@vs ì b?4vK @28`qq3P yB} g \r.r- }ᗈZGL/gi"]y|LAvonak\^73WKFk"2uݭ./ta!3SlsVZ\ۅS4mon?S3 k gQ-9Ëof0K>v%@"3SbH]p*C|C8l*zHKUzUXN\A#YORCi;WliT2?;4 鳣l!Vƻ[I`+0$:Qth/28ˊdIO D"ㇻUd(}/r"U\2yFpz">?US*+f.O٪MтEd + +eʝ%2V [1_?ׄ$qZu V8J 9d&4_ U-Y[!Ţ0sffGTw$x-f)q _JFdx`F̿Oi`[zBu=~)hN};123cxP=EY ⡌#fl# cbKhRKf~rT':-ݎk/>||VJNg/zp{AG#dNthrxB(!/#{8| 2/bdځ}1S"%wW[  ']?&w p$7 &NpnmúG @¬kM ~5m6)P@SEj8d;Mi>>8T*8*$Я;$/MɃ#!%aŦs[#k2ά24qb< M/ RZ/FM"R AƝ!\h!_ 9 3[xQI?#R\Jhx$!:fANɷ CFNaDzS xcd9tj K6=`iR`W j2thH([ Fh]## tcF "[n q ZbSf 6HO!tu) Egh:\VӉi[a0!ë;Ee):3@'׸9DX\! YgL嬀t"dOBay[{H'aAYgA,v79E#?1=k.$#zs/< _Cl;q[X슐D΅{i#N" y[@Fj+v$K%Ȝ" t >Im"a s߂ S#Yl"; L31He]X ãX̖-xrz]"az$N?igF &> I%3L+>/ԕ`TԀ|Y0H\"GCBa=kC$i죐~GR FKZ !-d#N ] s;*HcPX!Ax#bP=qUTŒVK9A6E.67TOxC9D.y>i3x@0? E5zd`9RvOEۍ%H |wZrM~!]HEТ I1Q˱[Ί=S`Puωip@ [9ulFG gм)75b;2PKA18.^Qr:R!ap9N5d9΋ vԼ\D6S L&>ǐS¸׭ڳ).!&1Ųй?_𳾲&8,۰93!.Җ0<2{Eunlk#ӳ# W ɑGRuB:קD8ry xr}6@S S'ĞT:AG!k{uBĆ83ւ: )ri'iH >sw ,m<o8Uc9m6$Fps> -DԿ"]\cN&P[ 7 * .6Jhd,㺫"dyxPK:9ǑaL*H'Z  cooooooooooooȿ38B[IENDB`$$Ifed5!vh#v#v@ #vD :V H0d'6,55@ 5D / 4 Hg*it5$$Ifed5!vh#v#v@ #vD :V H0d'6,55@ 5D / 4 Hg*it5$$Ifed5!vh#v#v@ #vD :V H0d'6,55@ 5D / 4 Hg*it5$$Ifed5!vh#v#v@ #vD :V H0d'6,55@ 5D / 4 Hg*it5$$Ifed5!vh#v#v@ #vD :V H0d'6,55@ 5D / 4 Hg*it5$$Ifed5!vh#v#v@ #vD :V H0d'6,55@ 5D / 4 Hit5p$$Ifed5!vh#v#v@ #vD :V H0d'6,55@ 5D / 4 Hit5p$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5p$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v@#v#v:V H0d'6,5@55/ 4 Hit5$$Ifed5!vh#v`':V H0`'65`'/ 4 Hit5$$Ifed5!vh#v`':V H0`'65`'/ 4 Hit5$$Ifed5!vh#v`':V H0`'6,5`'4 Hg*it5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v`':V H0`'65`'4 Hg*it5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v`':V H0`'65`'4 Hg*it5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v`':V H0`'65`'4 Hg*it5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v`':V H0`'65`'4 Hg*it5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v`':V H0`'65`'4 Hg*it5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v`':V H0`'6,5`'4 Hg*it5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v`':V H0`'6,5`'4 Hg*it5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v`':V H0`'6,5`'4 Hg*it5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#v@#v %:V H0`'65@5 %4 Hit5ytt2$$Ifed5!vh#vo(:V H0o(65o(/ 4 Hit5ytt2$IfK$L$H!vh#v':V H0'65'/ 4 Hg*yt5*G$IfK$L$H!vh#v':V H40'65'/ 4 Hf4g*yt$IfK$L$H!vh#v':V H40'65'/ 4 Hf4g*yt$IfK$L$H!vh#v#v #v#v#v :V H40'6 +5C5&5 5/5B / / / / 4 Hf4g*ytK$IfK$L$H!vh#v#v #v#v#v#v #v :V H4u 0'6 )v+,5C5&55 /5 J5 5 / /  / / /  / 4 Hf4g*ytkd}$IfK$L$H4u 8 -cm>"$t'C&       / J    0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd $IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd $IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd̐$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkdx$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkdc$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkdN$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd9$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkdп$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd|$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkdg$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkdR$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt$IfK$L$H!vh#v#v #v#v#v#v #v :V H40'6 5C5&55 /5 J5 5 / / /  / 4 Hf4g*ytkd=$IfK$L$H48 -cm>"$t'C&/J0'6 888844 Haf4g*yt8$IfK$L$H!vh#v#v #v#v#vZ#v#v #v :V H40'6 5C5&55G555 /5 J5 5 / / /  / 4 Hf4g*ytkd($IfK$L$H48 -m>"$t'C&G/J0'6 888844 Haf4g*yt8$IfK$L$H!vh#v#v #v#v#vZ#v#v #v :V H40'6 5C5&55G555 /5 J5 5 / / /  / 4 Hf4g*ytkd1$IfK$L$H48 -m>"$t'C&G/J0'6 888844 Haf4g*yt8$IfK$L$H!vh#v#v #v#v#vZ#v#v #v :V H40'6 5C5&55G555 /5 J5 5 / / /  / 4 Hf4g*ytkd:$IfK$L$H48 -m>"$t'C&G/J0'6 888844 Haf4g*yt8$IfK$L$H!vh#v#v #v#v#vZ#v#v #v :V H40'6 5C5&55G555 /5 J5 5 / / /  / 4 Hf4g*ytkdC$IfK$L$H48 -m>"$t'C&G/J0'6 888844 Haf4g*yt$$Ifed5!vh#vo(:V H0o(65o(/ 4 Hit5ytt2$$Ifed5!vh#v`':V H0`'65`'/ 4 Hit5$$Ifed5!vh#v`':V H0`'6,5`'/  / 4 Hg*it5$$Ifed5!vh#v`':V H0`'6,5`'/  / 4 Hit5$$Ifed5!vh#v`':V H0`'65`'/ 4 Hit5$$Ifed5!vh#v`':V H0`'6,5`'/ 4 Hit5$$Ifed5!vh#v`':V H0`'65`'/ 4 Hit5$$Ifed5!vh#v`':V H0`'6,5`'/ 4 Hit51TableUSummaryInformation(DocumentSummaryInformation8 PMsoDataStorep)bbre Allison2Microsoft Office Word@@ b@ b@ bd R ՜.+,D՜.+,D hp  91ֱ1?`  Title  8@ _PID_HLINKSA<`=http://www.shef.ac.uk/ssidOhttp://www.shef.ac.uk/eeezc#http://www.shef.ac.uk/prospective/KG)http://www.sheffield.ac.uk/calendar/regs[Qhttps://www.sheffield.ac.uk/staff/learning-teaching/our-approach/strategy2016-21D )http://www.sheffield.ac.uk/strategicplan%' http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx  jhttp://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspxw*http://unistats.direct.gov.uk/{6http://www.sheffield.ac.uk/eee/admissions/our_courses $x02 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666_HmH nHsH tH^`^ B Normal d,CJOJPJQJ^J_HaJmH nHsH tH88 KJ Heading 1$@&CJ 88 KJ Heading 2$@&CJ<< KJ Heading 3$@&>*CJ<< KJ Heading 4$@&5CJ88 KJ Heading 5$@&5<< KJ Heading 6$@&6CJ<< KJ Heading 7$@&>*CJ<< KJ Heading 8$@&6CJDA`D B Default Paragraph FontRi@R  Table Normal4 l4a (k ( B 0No List 6U`6 KJ Hyperlink >*B*phFV F KJFollowedHyperlink >*B* ph4@4 KJHeader  9r 4 @"4 KJFooter  9r 6"6 KJCaption xx54/@B4 KJList^`DBRD Body Text$a$OJQJ\^J^Cb^ Body Text Indent$h^ha$CJOJQJ^JaJ6Pr6 KJ Body Text 2CJ:Q: KJ Body Text 36CJHH  Balloon TextCJOJQJ^JaJ.)@. KJ Page NumberNON _'ps2$$ @ dxx 5\^J44 KJStyle1 <<aJ<O< KJps1d<< aJmHsH<O< KJ ps1 numbered  & F<O< KJ ps1 bullet  & F 4/4 KJps1 Char OJQJtH BB KJps1numbered (a) ! & FJ"J KJps1 numbered I " & F 5\^JX 2XB 0Revision#,CJOJPJQJ^J_HaJmH nHsH tHPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vj\{cp/IDg6wZ0s=Dĵw %;r,qlEآyDQ"Q,=c8B,!gxMD&铁M./SAe^QשF½|SˌDإbj|E7C<bʼNpr8fnߧFrI.{1fVԅ$21(t}kJV1/ ÚQL×07#]fVIhcMZ6/Hߏ bW`Gv Ts'BCt!LQ#JxݴyJ] C:= ċ(tRQ;^e1/-/A_Y)^6(p[_&N}njzb\->;nVb*.7p]M|MMM# ud9c47=iV7̪~㦓ødfÕ 5j z'^9J{rJЃ3Ax| FU9…i3Q/B)LʾRPx)04N O'> agYeHj*kblC=hPW!alfpX OAXl:XVZbr Zy4Sw3?WӊhPxzSq]y ]a]aa\ ;;;> W  G $),0@8:5;;u<0==c>8?BgD!MR[gfhOi]i58=CIMORZdowzF 5 P  v ! z  ?!!!"##t$$%`&i'':((D))*_**!+d+++5,r,,,'---- .V.37A888K9M9U:::;;;o;;<-<i<<<,=C=== >>>>>>?ϳM[]fԳhվ679:;<>?@ABDEFGHJKLNPQSTUVWXY[\]^_`abcefghijklmnpqrstuvxy{|}~G87e77888)99m::::;q;;!EXEEITzTTf^^^'`P`k`]a:XXXXXXXXXX$->!T # @  (    <?"? B S  ?H0(  ]a;&t _1076762034 _Hlt353270745 _Hlt353270845 _Hlt353270846 _Hlt352065754 _Hlt352065755 _Hlt352066308 _Hlt352065769 _Hlt352065779 _Hlt352066316 _Hlt352066334 _Hlt352066392 _Hlt329587959 _Hlt329587960 _Hlt353270865 _Hlt353270866 _Hlt353270882 _Hlt353270883 _Hlt329587985 _Hlt329587986 _Hlt352066425 _Hlt329588011 _Hlt329588012 _Hlt353270889 _Hlt353270892 _Hlt329588015 _Hlt329588016 _Hlt352066438 _Hlt353270895 _Hlt353270896u7u7w7w78899:tE{E{EEETTTT^^^^^[`[`]`a`a`^a@@@@@@@@@ @ @ @ @ @@@@@@@@@@@@@@@@@v7v7x7x78899:uE|E|EEETTTT^^^^^\`\`^`b`b`^a L M Q `!a!&7.7p`r`s`u`v`x`y`{`|```[a^a.0%s~5> \nU!,!E!`!!! ##$$((* *++1-6-W.h.00 >>??BB2C=CEFkItIsN|NPP`UgUWWZZ[[\\]]p`r`s`u`v`x`y`{`|`````Ya[a^a333333333333333333333333333333333333P:Gq  w%{Ww@Cad E!a!!!""`"c""""#%#e#h###6$9$s$v$$$(%+%%%%%!&$&W&}&00+1S2i222222233.3B3\333334.4B4_4u444444D5\55555626J6X6l66666666677;;A<e<g<<!EEUUo`p`r`s`u`v`x`y`{`|``````[a^ao`p`````^an>E  K 4$K _8 N t:\h 4).4mx2 *@@E!CEP|""a D|s*y}vlt ^`OJQJo( 8^8`OJQJo(^`OJQJ^Jo(o  p^ `OJ QJ o(  @ ^ `OJ QJ o( x^x`OJQJo(H^H`OJQJ^Jo(o ^`OJ QJ o( ^`OJ QJ o( hh^h`hH) ^`hH) 88^8`hH) ^`hH() ^`hH() pp^p`hH()   ^ `hH. @ @ ^@ `hH.   ^ `hH.hh^h`CJOJQJo(hH hh^h`hH) ^`hH) 88^8`hH) ^`hH() ^`hH() pp^p`hH()   ^ `hH. @ @ ^@ `hH.   ^ `hH. hh^h`hH) ^`hH) 88^8`hH) ^`hH() ^`hH() pp^p`hH()   ^ `hH. @ @ ^@ `hH.   ^ `hH.\^`\o(.hh^h`CJOJQJo(hHhh^h`CJOJQJo(hH hh^h`o(hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH. h^h`o(hH()^`OJQJ^Jo(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJ QJ o(hH ^`o(hH ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.hh^h`OJQJo(hH hh^h`hH. ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.hhh^h`OJQJo(hHh^`OJQJo(hHh L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.N N "a"aD|sD|s K K ).).\h \h *y}@$K_8>E CEmx2Ҹa1U0D 0>         |r                &ud khHjk[n,noRpvp7stV>u TyfQz { 1$ !C9ZqEC