ࡱ>  nbjbj 7*ee.w? vvvvv8$4j"4VVV1 h4j4j4j4j4j4j4,7:4v?!11?!?!4%vvVV4%%%?!`vVvVh4%?!h4%%H0h`1`—~h"0T44040;%; `1%`1vt1?!?!?!44%?!?!?!4;?!?!?!?!?!?!?!?!?! <:    Note: The first column below matches the list of requested information as indicated on TracDat. The second column is where you can input your data at this time. The third column represents the information you would see if you pressed the help button (a question mark). You will be able to copy and paste or type in your information from the center column directly into the CPR boxes on TracDat under Department Tab -> General Subtab. Save this word doc in the following format: s14cpr_deptname. Last steps, remember, you will be uploading this copy in to the Trac Dat, Documents file. ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Please refer to your workshop handout or contact:  HYPERLINK "mailto:pappemary@fhda.edu" pappemary@fhda.edu if you have questions. Information RequestedInput your answers in columns provided. Use word wrap. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations.  ? Trac Dat Help button will reveal (sorry no hyperlinks) I.A Department Name: AnthropologyI.A Program Mission Statement:The Anthropology program at ý College offers courses in all the four subfields of Anthropology Biological, Cultural, Archaeology and Linguistics. The courses satisfy a General Education requirement and are transferable to both UC and CSU. In addition to the above four courses we also offer a lab course in Biological anthropology (Anth 1L), a World Prehistory course (Anth 4) and a cross listed course with the Child Development Department titled Early Childhood Education (Anth 69). We have two new curricula awaiting approval; Introduction to Forensic Anthropology (Anth 7) and Anthropology and Museums (Anth 8). The goal of our program is not only to provide GE credits but also to equip our students with both anthropological and basic skills. Anthropology is a unique humanistic science and of great value to students' understanding of the globally interconnected world in which we live. It gives them a better understanding of the other and of the contemporary issues facing us making them more engaged citizens both locally and globally. It is one of the most relevant and meaningful disciplines today. You may create a new one or copy from your 2008-09 comprehensive program review.I.A What is the primary mission of your program?Transfer, Basic SkillsBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Personal EnrichmentBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded:If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded:If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.2a Academic Services and LR: # Faculty ServedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Student ServedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Staff Served Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programII.A.1-Growth and Decline of targeted student populationsThere has been a 37% increase, in the enrollment of targeted groups in anthropology courses over the past three years. There is an even larger increase, of 58% in the enrollment of targeted groups compared to 2008-2009. Not only are they enrolling in our classes but there has been a 6% increase in their successful completion of the courses (from 59% in 2011-12 to 64% in 2012-13). The increase in success rate is accompanied by a 4% decrease in non success and 2% decrease in the withdraw rate among the target populations. Also, there has been a 6% increase in the success rate amongst non targeted groups and a 3% decreases in both the non success and withdraws in non targeted groups. These trends are very encouraging implying, as a program we are making strides in increasing the enrollment of targeted groups in anthropology plus a significant increase in the rate of their successful completion of the courses. There is also a considerable decrease in withdraws and non-successes in our classes. Briefly, address student success data relative to your program growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008-09 through 2012-13 available at:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html )II.A.2 Trends in equity gap: There is a 6% increase in the success rate of Latino/a students in anthropology and 5% increase in success rate among the Filipino students. But when comparing their performance to White students in our classes, the performance gap between the Whites and students of Filipino ethnicity is 7% whereas between White and Latino/a is 9%. This is a big reduction in performance gap between Filipino and Latino/a students compared to White students and we are very optimistic that in the next couple of years we will be able to achieve equity. Similarly, for African American students there has been a significant 6% increase in their success rate, but there still is an equity gap. Part of this has to do with an 8% increase in the success rate of our White students (from 65% - 73%). Overall with all targeted groups put together, we have reduced the equity gap by 4% in the last two years. This shows a positive trend in reducing the performance gap between the non targeted and targeted students and achieving equity in anthropology classes. Our department is 100% committed to achieving equity. We are among the few departments in SS/H which meets regularly to share and discuss strategies to improve success and achieve equity. We realize our students do not come in with similar resources, and opportunities. Hence we continue to up our efforts in providing a leveled learning field to all our students. We do this by using a student oriented approach to learning, diverse teaching pedagogies and diverse assessment tools, more hands on activities with an opportunity to do and apply anthropology in all our courses. This reaches out to all our students with diverse learning styles and has played a significant role in narrowing the achievement gap. Also students are encouraged to attend Study Skills workshops, and there are two anthropology tutors available to help students in the Tutorial center. Students have an opportunity to connect with each other through an active anthropology club on campus and an anthropology Facebook page. All of the above reach out to the students, engage them and support their success. Also, a significant number of our students are still acquiring their basic skills while enrolled in introductory anthropology courses. The language advisory is not strictly enforced. It has been seen that when a College skills class is made mandatory for incoming students there is a 325% increase in successful completion of courses. A college skills course not only strengthens the necessary basic skills but also addresses issues with self esteem, time management, taking responsibility etc and brings all students on to a leveled playing field. Hence we are suggesting that a quarter of a mandatory College Skills course will go a long way in increasing retention and success of our targeted students in not only anthropology but all SS/H courses that are among the first to be taken by our incoming class. Refer to  HYPERLINK "http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf" http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf , p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap:There has been a significant increase in the success rate of students in the targeted groups. There is a 6% increase in the success rate of Latino/a students, a 5% increase in the success rate of Filipino students and a 6% in the success rate of African American students. When compared to White students there is a 7% difference in performance of Filipino students and a 9% difference when compared to Latina/o students. Overall we have succeeded in narrowing the gap by 4 % (from 1713%) between the targeted and non targeted groups over the last two years. There is much that our department is doing in the classroom and outside to achieve equity. In the classroom we strive to use a pedagogy which is student centered, active, collaborative and engaging. Updating the anthropology website, developing a Facebook page, supporting the Anthropology club on campus, having anthropology tutors available in the Tutorial center, are efforts outside the classroom to reach out to the students, engage them and support their success. What progress or achievement has the program made relative to the plans stated in your programs 2008 -09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPR, then briefly explain now. II. A.4.a.Plan if success rate of program is below 60%The success rate of our program is at 72%. There has been a 4% increase in success rate of the program, from 68% in 2010-11 to 72% in 2012-13. We plan to continue our efforts in increasing the success rate of our classes. Our students come to us not having heard of Anthropology, they take it, succeed and realize that it is by far one of the most valuable GE class(es) they have taken. In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level?II. A.4.b. Plan if success rate of ethnic group(s) is below 60%There has been a 6% increase in success rate of African Americans students, with 4% fewer non successful students. But overall the total success lies at 57%. African American and Pacific Islanders are the only two groups in which the success rate is below 60%. However, on the positive side, there has been a 49 % increase in the enrollment of African American students in our classes relative to 2008-2009. We are making considerable effort in increasing their successful completion of the courses Our anthropology team meets regularly to assess our teaching, share strategies that have worked successfully and devise more hands on engaging activities. Two of our ex students provide tutoring for anthropology at the tutorial center and students are encouraged to attend Study skill workshops to sharpen their study skills. As the anthropology Lab and exhibit space is being equipped, we believe that we will be able to address the needs of all our students and increase their success and retention. Anthropology club, Facebook page and the anthropology website, all keep the students connected and supporting each other In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the departments plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standardWe have been fortunate to receive Measure C funds for our program and that has surely supported our efforts to increase enrollment and student success. We have acquired some materials and others are in the pipeline. There is a pressing need for a part time lab assistant. Setting up a new lab (which requires acquisition, labeling, record keeping, and much more) is a huge investment in time but an invaluable resource for hands on activities. The lab tech will also help in labs of 40 students who are not concurrently enrolled in the lecture course and therefore require more assistance. In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf What resources may you need to bring the success rates of the program or ethnic group(s) up to the institutional standard?II.A.5 Overall growth/decline in # students:The enrollment in anthropology in 2010-2011 was 3792 and it went up by 4.5% in 2011-2012 (3966). Relative to 2010-11 (3792) we are up by 3.6 % (3932) in 2012-13. Hence overall, over the past three years our enrollment has been up about 4%. But relative to 2011-12 there is a slight decrease (0.9%) which might be repercussion of a state and college wide trend. However there has been a significant increase in the success rate in our classes. Our success rate has increased from 68% to 72% over three years. Similarly there is a decrease by 2% in non success and a decrease by 2% in withdraws in anthropology courses. Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.II.B Changes imposed by internal/external regulations The Transfer Model Curriculum has limited our offerings to primarily introductory level courses. We are not encouraged to develop curriculum in Primate Behavior, Applied anthropology etc., even though there is a strong student interest. One factor that has impacted our enrollment, is early cancellation of under enrolled classes. Anthropology is not offered in high schools and students first hear about this fascinating discipline in college. Most of the time they stumble over it by chance and experience it during the first couple of days of the quarter. If classes are allowed to go through the first day of the quarter or close to it, the enrollment in anthropology reaches all the way up to the maximum class size. This has been seen in the past year. We are up 21% this quarter and part of it has to do with not losing any of our anthropology sections this quarter. Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)II. C Progress in Main Areas of ImprovementWe have made commendable strides in increasing enrollment (up 3.6% since 2010-2011). There has been a significant increase in the success rate in our classes. Our success rate has increased from 68% to 72% over three years. Similarly there is a decrease by 2% in non success and a decrease by 2% in withdraws in anthropology courses. There has been a 37% increase, in the enrollment of targeted groups in anthropology courses over the past three years. There is an even larger increase, of 58% in the enrollment of targeted groups compared to 2008-2009. Not only are they enrolling in our classes but there has been a 6% increase in their successful completion of the courses (from 59% in 2011-12 to 64% in 2012-13). The increase in success rate is accompanied by a 4% decrease in non success and 2% decrease in the withdraw rate among the target populations. We have broadened our offerings by writing new curricula in Forensics anthropology and Museum studies which are under review. Both will be well received by our students and are hands on courses, applying the methods and theories developed in our introductory courses. The lab and exhibit space in MLC which was under design then (2008-2009) is now complete and we are in the process of ordering and acquiring materials. Based on the 2008-09 Comprehensive Program Review, Section I.C. "Main Areas for Improvement", briefly address your program's progress in moving towards assessment or planning or current implementation of effective solutions.II. D CTE Programs: Impact of External Trends:Career Technical Education (CTE) programs, provide regional, state, and labor market data, employment statistics, please see "CTE Program Review Addenda" at: www.deanza.edu/gov/IPBT/resources.html Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.II. E CTE Programs: Advisory Board Input:Career Technical Education (CTE), provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.) Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.III.A. 1 PLOAC Summary133% of PLOs have been assessed to date Give the percentage of Program Level Outcome statements assessed to date. Run report entitled XXX PLOAC work and scroll to the bottom of the report for counts. Then calculate #Reflections & Analysis/#PLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.A.2 Enhancement based on PLOAC assessmentPLO - Students will apply cultural relativism to understand behavioral variation and recognize the validity of each culture as an adaptation to its physical, biotic and social environment. Enhancement - Cultural relativism is more easily said than internalized. It is not an easy tool to learn and apply since enculturation is such a powerful force. One of the enhancements was to incorporate more media and readings of diverse customs with an opportunity to discuss the function of the practice and its validity. Hence more in class discussion, readings, and group exercises with hypothetical situations to apply the concept was practiced. This experience with diversity and an opportunity for critical thinking is bound to lead to development of cultural relativism. State an enhancement that was enacted this year as a direct result of an assessment of a program level outcome. State PLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.III.B.1 SLOAC Summary147.6% of the SLO statements were assessed to date. A complete cycle of SLOAC for all the SLOs in all of the five courses (Anth 1, 1L, 2, 3, 4, 6) were completed in 2011-2012. Forensic anthropology (Anth 7) appears in the list but has never been offered (it is inactive). Hence the total number of SLOs in anthropology is 21 and not 26. Another cycle of SLOAC for all the SLOs in Anth (1, 1L, 2) and two SLOs for Anth 6 was completed in Fall and Winter 2013-2014. Hence a count of 13 in tracdat +16 in ECMS +2 (anth 6 that were lost during system change but are preserved as partial document) /21 (total SLOs excluding Anth 7 which is inactive or never offered) = 147.6% Give the percentage of Student Level Outcome statements assessed to date. Run report entitled CIS SLOAC work and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessmentAnth 1 SLO: Evaluate human biology and culture as a response to 7 million years of evolutionary process. Based on the assessment of Anth 1L more hands on activities were included for every lab assignments. More hands on activities with fossil finds and an opportunity to assess and make conclusions in small groups. The lab and exhibit space in MLC provides an opportunity for a more engaged learning, more hands on activities, and collaborative work in anthropology. Based on the assessment of Anth 1, it was noticed that 1/3 of students did not have the required text. Hence regular in class textbook exercises for credit were incorporated in the class. State an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome. State course, SLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.IV. A Budget TrendsElimination of material fees has significantly impacted our attempts to achieve equity. In addition to an economic and an educational divide between our students there is now also a digital divide. Inspite of putting materials online, there are always students who cannot access it, or print it. In class group exercises are also being impacted Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with Budget, please ask your Division Dean to give you the information. IV.B Enrollment TrendsThe enrollment in anthropology has increased by 3.6% relative to 2010-2011 (from 3792 in 10-11 to 3932 in 12-13). The success rate in anthropology courses has increased from 68% to 72% over three years. Similarly there is a decrease by 2% in non success and a decrease by 2% in withdraws in anthropology courses. There has also been a 37% increase, in the enrollment of targeted groups in anthropology courses over the past three years. Not only are they enrolling in our classes but there has been a 6% increase in their successful completion of the courses (from 59% in 2011-12 to 64% in 2012-13). The increase in success rate is accompanied by a 4% decrease in non success and 2% decrease in the withdraw rate among the target populations. Assess the impact of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. If you dont work with Enrollment Trends, please ask your Division Dean to give you the information.V. A.1 -Faculty Position NeededGrowth A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:1) Anthropology is a very broad field with five sub disciples. Currently both the FT faculty in anthropology are Physical anthropologists. There is a pressing need for a Cultural anthropologist and or an Applied anthropologist. They could infuse more enthusiasm in courses such as applied anthropology, archeology field school, medical, forensic, corporate or educational anthropology. Such courses will not only draw students to our program and increase enrollment but also prepare students for the job market. The SLO and PLO data both support this need. 2) Anth 1 lab is an extremely popular, GE transferable course in biological sciences. It has a seat count of 40 and less than 1% of the students are concurrently enrolled. This puts more demands on the instructor; first because there are many more students in the lab and secondly, the students have taken the class with different instructors in the past and there is a need to revisit the material to bring them on the same page. A lab tech for Anth 1L and for forthcoming Forensic anthropology is a pressing need to meet the demands of students. The SLO and PLO data both support this need. If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that support this need.V. A.3 Staff Position NeededA part time Lab tech/ assistant. A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff request should be in the Deans summary. V. A.4 Equipment Request Over $1000. A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, QuantityReplacement Mounted projector , DVD /VHS player in L-24 New Instructional equipment and materials Maps in MLC 102 and L-24 New DVD's and media to use in our classes Materials (such a sheep brain, raw material for tools) which are under a $100 and not covered by Measure C The request have been generated from the PLOAC and SLOAC Description should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment JustificationThe materials will be used by the students. Currently the projection of DVD in L-24 is of a very poor quality. The DVD player and the projector need to be replaced with a better quality one which will project a sharper image. Maps of the World, US, and Asia in MlC 102 and L-24 They will provide a spatial understanding of the cultural groups and populations under study. Both of the above requirements will directly impact student learning and success. Who will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Etc. V. A.7 Facility RequestnoneName type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility V. A.8 Facility JustificationNot applicableWho will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Etc. V.B.1 Budget Augmentation$5000 to invite speakers that will increase awareness, and enrichment of our students in the SS/H Division. This request also supports the college mission of achieving equity and of achieving the core competencies. We would also request an augmentation in our B budget for copying, with the elimination of student fees.It is imposing a great deal of hardship on students without access to printers, computers and the internet. This is impeding the task of achieving equity and student success How much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.V.B.2 Staff Development NeedsThere is strong need for staff development and an opportunity to share best practices among faculty. Hence more workshops on teaching and learning, more conference funds available for faculty and more support for fine tuning the skill of teaching. This will directly support the college mission and help achieve equity. What assessment led to this request? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? V.B.3 Future plansWe as a team will continue to work to increase student enrollment in our program, student success, and achieve equity between targeted and non targeted populations. We are in the process of acquiring materials for our lab and exhibit space, offer more engaged classes with more hands on activities and an opportunity to apply anthropological thinking and skills. The anthropology team has developed a Facebook page, support an active anthropology club on campus and are working together to get visiting speakers on campus. From 2010-11 to 2012-2013 our enrollment is up (3.6%) the success rate of the program is also up by 4%, there is 37% increase in enrollment of targeted groups in our courses and a 5% increase in their successful completion of it. We have succeeded in narrowing the performance gap in two of our targeted groups, the Filipino and the Latino, to 7% and 9% respectively. We hope our request for a faculty growth position and a part time lab assistant will be considered favorably this time. How do you plan to reassess the outcomes of receiving each of the additional resources requested above? Submitted by:  Ameeta Singh Tiwana ( X 8964) tiwanaameeta@fhda.eduAPRU writers name, email address, phone ext.Last Updated: April 24, 2014Give date of latest update (Set next box to YES when done and ready for Dean review).     ý College Comprehensive Program Review Spring 2014 PAGE  PAGE 12  TIME \@ "MMMM d, yyyy" May 5, 2014 ý College Annual Program Review Update-revised 4-14-12 Spring 2012   z    4 5 6 ´´´ᔦp_K'hVF0h 45CJKHOJQJ^JaJ hjh 4CJOJQJ^JaJ$h h8?X0JCJOJQJ^JaJ h8?Xh8?XCJOJQJ^JaJ#jh8?XCJOJQJU^JaJh8?XCJOJQJ^JaJhsCJOJQJ^JaJ h5cjh 4CJOJQJ^JaJh 4CJOJQJ^JaJ hVF0h 4CJOJQJ^JaJh yCJOJQJ^JaJ5 6 L  + V W Jkd$$IflFL$ ~6  t027    44 lapd$Ifgd 4 dgd 4 * U V W n z { | } fϾϖxtpcYh 4OJQJ^Jh2YhJ4OJQJ^Jh-fhSh2YCJaJh h2YCJaJh2Y h2YhJ4hiCJOJQJ^JaJh2Yh 45OJQJ^Jh2YhJ4OJQJ\ hVF0h 4CJOJQJ^JaJhVF0h 4CJaJ'hVF0h 45CJKHOJQJ^JaJ!h 45CJKHOJQJ^JaJW \ m n { | } QCd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap$d$Ifa$gd 4 STAkdf$$Ifl$FL$ ~6  t027    44 lap$d$Ifa$gd 4d$Ifgd2YRSTX 8KLfgsƸѫƸѫƸёrh[hrLrhhCAhs0JCJPJaJhshsCJPJaJhsCJPJaJjhsCJPJUaJ hVF0h 4CJOJPJQJaJh2Yh 4OJPJQJh2Yh 4OJQJ^Jh2YhJ4OJQJ^JhiCJOJQJ^JaJhVF0h 4CJaJ hVF0h 4CJOJQJ^JaJ hx?Dh 4CJOJQJ^JaJh2YhSOJQJ^JT8LDkd$$IflMFL$ ~6  t027    44 lapd$Ifgd 4d$Ifgdif`RDRRRd$IfgdL9}d$Ifgd 4kd$$IflMFL$ ~6  t027    44 lap ;<=$%&ɸ{n]OBO3Oh' Xh%0JCJPJaJh%h%CJPJaJjh%CJPJUaJ hVF0h 4CJOJPJQJaJh2Yh 4OJPJQJ hVF0h 4CJOJQJ^JaJ$hVF0h 40JCJOJPJQJaJhiCJOJQJ^JaJhVF0h 4CJaJ hlh 4CJOJQJ^JaJ$hx?Dh 4CJOJPJQJ^JaJhL9}CJOJPJQJ^JaJhCJPJaJh%CJPJaJ<='UbTTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap&'TUV\9:ijklpbXKXb$$IflFL$ ~6  t027    44 lap_`RRDDDd$IfgdL9}d$Ifgd 4kd$$Ifl;FL$ ~6  t027    44 lapYZvw(9ާuaޙTh2Yh#UgOJPJQJ'h` h 45CJOJPJQJ^JaJ h` h 4CJOJQJ^JaJ$h` h 4CJOJPJQJ^JaJhiCJOJQJ^JaJhVF0h 4CJaJhL9}CJOJPJQJaJ hL9}hL9}CJOJPJQJaJh2Yh 4OJPJQJ hVF0h 4CJOJQJ^JaJ hL9}h 4CJOJQJ^JaJ|bRRDDd$IfgdL9}d$Ifgd 4m$kd$$IflFL$ ~6  t027    44 lapP@@2d$IfgdL9}d$Ifgd 4m$kd_$$IflFL$ ~6  t027    44 lapd$IfgdL9}m$(B4d$Ifgd 4kd$$IflFL$ ~6  t027    44 lapd$IfgdL9}m$d$IfgdL9}9EGel!0EQ~79Djp  1 ܾ龱ܧұܱܱh 4OJPJQJhpOJPJQJhSOJPJQJh$OJPJQJh2Yh0eOJPJQJh,oOJPJQJht4OJPJQJh}18OJPJQJh2Yh#UgOJPJQJh2Yh0OJPJQJh2YOJPJQJ2(89d$Ifgd_d$Ifgd 4d$Ifgd$d$Ifgd#Ugd$Ifgd}18d$Ifgdt4 <\   NOƶp]N]=] h_h_0JCJOJQJaJh_h_CJOJQJaJ%jh_h_CJOJQJUaJ$hwhwCJOJPJQJ^JaJh_CJOJPJQJ^JaJ$hwhwCJOJPJQJ^JaJhu;CJOJPJQJ^JaJhwCJOJPJQJ^JaJh 4CJOJQJ^JaJhVTCJOJQJ^JaJ hVF0h 4CJOJQJ^JaJh2YhSOJPJQJ { ~ !a!e!!!! ""."5":"="@"òwwjj`Sjjh2YhSOJPJQJhQ^OJPJQJh2YhQ^OJPJQJh2YhOJPJQJh$OJPJQJh2Yh<,OJPJQJh2Yh0WOJPJQJhSOJPJQJ hVF0h 4CJOJQJ^JaJ hVF0h 40JCJOJQJaJhi0JCJOJQJaJhVF0h 4CJaJ# *h` h 4CJOJQJ^JaJ !!#bTFFF8d$IfgdSd$Ifgd$d$Ifgd 4kd$$IflFL$ ~6  t027    44 lap@"F"J"L"M"S"T"Y"i"j"y"}""####$$$u$v$w$x${$$$<%_%%%%%%%%%%%%&H&e&&&&&&&&&&&&&&'''µ¨¨¨¨¨¨¨¨hOJPJQJh$OJPJQJh2YhhqOJPJQJh2Yh7OJPJQJh2YhOJPJQJh}18OJPJQJh2Yh0WOJPJQJh2YhQ^OJPJQJh2Yh<,OJPJQJ:##w$x$''$+%+++d$Ifgd 4d$Ifgdd$Ifgdhqd$Ifgdd$Ifgd7d$Ifgd}18d$IfgdQ^ ''(F)t)#+$+%+.+/+;+++++++++++Ŵp[F;hVF0h 4CJaJ)hwh 4B*CJOJQJ^JaJph)hxh 4B*CJOJQJ^JaJph$hhhUX[0JCJOJQJ^JaJ hVF0hUX[CJOJQJ^JaJhUX[CJOJQJ^JaJ#jhUX[CJOJQJU^JaJ hVF0h 4CJOJQJ^JaJh2YhSOJPJQJh 4OJPJQJhOJPJQJh2YhQ^OJPJQJh2YhOJPJQJ++%,V.W..00012bTTTFFTTd$IfgdSd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap+,$,%,,,----...<.A.E.J.U.V.W.j..../-0.0/00000ööéßwj\h 4CJOJQJ^JaJh2YhSOJPJQJh}18OJPJQJhzzOJPJQJhSOJPJQJhkOJPJQJhOJPJQJh2YhbOJPJQJh2YhS@OJPJQJh2YhoOJPJQJ hVF0h 4CJOJQJ^JaJ hVF0h 40JCJOJQJaJhi0JCJOJQJaJ0 1*1+171k1m1n1111112 222(23252?2@2ϝp_p_Qp@ h8Hh}<CJOJPJQJaJhICJOJPJQJaJ h8Hh9hCJOJPJQJaJ h8HhfCJOJPJQJaJhVF0h 4CJaJ hVF0h 4CJOJQJ^JaJ$hhhUX[0JCJOJQJ^JaJ h8hUX[CJOJQJ^JaJhUX[CJOJQJ^JaJ#jhUX[CJOJQJU^JaJhxCJOJQJ^JaJ hxh 4CJOJQJ^JaJ22 2@2k233TFFFd$Ifgdykd3 $$IflFL$ ~6  t027    44 lapd$Ifgd 4@2k22222222333333333N4O444444<5=5t5u5Ÿ}}tfU h8Hh}<CJOJQJ^JaJhICJOJQJ^JaJhUX[hs0J$hUX[hs0JCJOJQJ^JaJ-jhUX[hs0JCJOJQJU^JaJ h8HhfCJOJQJ^JaJh2YhSOJPJQJh}<OJPJQJh2YhbOJPJQJh2Yh+OJPJQJh2YhyOJPJQJhzzOJPJQJ34u5v5577F8d$Ifgd9hkd $$IflFL$ ~6  t027    44 lapd$Ifgd 4d$Ifgdfu5v5}5555555566U6666677M7O7777788D88888889Ӵvi\v\\\v\\\hzzhOJPJQJhzzhh_@OJPJQJhOJPJQJhzzh+FOJPJQJhzzh+OJPJQJhzzhQ:OJPJQJhzzhyOJPJQJ h8Hh}<CJOJPJQJaJhICJOJPJQJaJ h8Hh9hCJOJPJQJaJ h8HhfCJOJPJQJaJhVF0h}<CJaJ!999:::::::A;B;C;;;;;;;<Ŵyh]L;L; h8Hh9hCJOJPJQJaJ h8HhfCJOJPJQJaJhVF0h}<CJaJ h8Hh}<CJOJQJ^JaJ h8Hh-?CJOJQJ^JaJ$h8<hVT0JCJOJQJ^JaJ-jh8<hVT0JCJOJQJU^JaJ h8Hh9hCJOJQJ^JaJhzzhSOJPJQJh}<OJPJQJhOJPJQJhzzhOJPJQJhzzhzzOJPJQJ7::D;E;;;<<TFd$IfgdAkd $$IflFL$ ~6  t027    44 lapd$Ifgd 4<<l<s<<<<<<<<<=-=/=<={====E>>>>>>>ջծաաՔՔՇy-8<hVT0JCJOJQJU^JaJ h8Hh9hCJOJQJ^JaJ *hzzhSOJPJQJhph}<OJPJQJhph~pOJPJQJhphzzOJPJQJhphh_@OJPJQJhph yOJPJQJhph*ZOJPJQJhphAOJPJQJhphyOJPJQJ h8Hh}<CJOJPJQJaJ<<n>o>??@ $Ifgd9hd$Ifgd 4d$Ifgd*Z>N?O??????@@@@B@@@@@Ƶq`OB8B+h2Yh~pOJPJQJhzzOJPJQJh2Yhy@OJPJQJ h8Hh 4CJOJPJQJaJ h8HhiCJOJPJQJaJ h8HhfCJOJPJQJaJhVF0h}<CJaJ-h8Hh9hB*CJOJPJQJ^JaJph h8Hh9hCJOJQJ^JaJ h8Hh}<CJOJQJ^JaJh8<0JCJOJQJ^JaJ-jh8<hVT0JCJOJQJU^JaJ$h8<hVT0JCJOJQJ^JaJ@@B@@AABbTFF88d$Ifgdyd$Ifgdkd$Ifgd 4kdL $$IflFL$ ~6  t027    44 lap@@@@@@@@@@sAAAAAjBkBBBBBBBBBB-C.C3CeCCCCȻȻȮ黤{m`Sh2Yh[gOJPJQJh2Yhz^OJPJQJhiCJOJQJ^JaJhVF0h 4CJaJ hVF0h 4CJOJQJ^JaJh2YhSOJPJQJh 4OJPJQJh2YhG OJPJQJh2YhyOJPJQJh2YhXOJPJQJh>CIOJPJQJhkOJPJQJh2Yh~pOJPJQJhzzOJPJQJ BB-C.CeCRDF8d$Ifgdt4kd $$IflFL$ ~6  t027    44 lapd$Ifgd 4d$IfgdyCCDD D!DSD~DDDDDDD#EIESEWEeElEEEEEEEEEEFF"F&F.F3FiFyFFFFFFGGGG滮ϻhVF0h 4CJaJ hth 4CJOJQJ^JaJ hVF0h 4CJOJQJ^JaJh2YhSOJPJQJhz^OJPJQJh*OJPJQJh2Yh-OJPJQJht4OJPJQJh2Yhz^OJPJQJh2Yh[gOJPJQJ-RDSDEEFFGd$Ifgd 4d$Ifgd*d$Ifgdt4d$Ifgd[gGG"HrIKKLbTFF88d$Ifgd'`d$Ifgdt4d$Ifgd 4kd $$IflFL$ ~6  t027    44 lapGG"H[HuHxHpIqIrIIIIOJJJJJJ#KKKKKKKhLrLLLL)M*M N NǽԽԦǒLj~q` h` h 4CJOJQJ^JaJh2YhSOJPJQJhSOJPJQJh 4OJPJQJhlOJPJQJh'`OJPJQJh*OJPJQJh2Yht4OJPJQJht4OJPJQJh2YhH**OJPJQJh2Yh-OJPJQJ hVF0h 4CJOJQJ^JaJhiCJOJQJ^JaJ!LL)M*M N N;NI $Ifgd $IfgdDMkd$$IflFL$ ~6  t027    44 lapd$IfgdMK[\\ \\}\\\\]]]]]^^^^^^^Z_^_g_y_µuku^TJT@hTGOJPJQJht4OJPJQJhOJPJQJhVF0hx0JCJaJhi0JCJaJ$hVF0hx0JCJOJQJ^JaJhVF0hxCJaJ h8hxCJOJQJ^JaJ hkAhkACJOJQJ^JaJh2YhxOJQJ^JhtOJQJhSOJQJhDMOJQJhDMhDMOJQJhOJQJhOJQJh2YhtOJQJ]^^^` ``TF8FFd$IfgdTGd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapd$IfgdMKy__`` ```````aa&aHaRaXa]amanaqavawaza~aaa@bAbijĚwj]S]S]SI]ISISSIh 5NOJPJQJhBT|OJPJQJh2Yh 5NOJPJQJhVF0hx0JCJaJ$hVF0hx0JCJOJQJ^JaJhi0JCJOJQJ^JaJhVF0hxCJaJhxCJOJQJ^JaJ hxhxCJOJQJ^JaJ hVF0hxCJOJQJ^JaJh2Yh >OJPJQJhxOJPJQJhTGOJPJQJhOJPJQJ```azaAbBbTF88d$Ifgd >d$IfgdBT|kdJ$$IflFL$ ~6  t027    44 lapd$Ifgd 4AbBbLbQbXbdbccIcqcrccddddddddeeeefe~eeeuhZI hVF0hzCJOJQJ^JaJhzCJOJQJ^JaJh2YhUOJPJQJhVF0hx0JCJaJhi0JCJOJQJ^JaJ$hVF0hx0JCJOJQJ^JaJhVF0hxCJaJ hxhxCJOJQJ^JaJ hVF0hxCJOJQJ^JaJh2YhxOJPJQJhBT|OJPJQJh2Yh >OJPJQJh >OJPJQJBbddddddd$Ifgd 4d$Ifgd 5Nd$Ifgd >ddeeeeebTFFFTd$IfgdUd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapeeegg3j4jbTF888d$IfgdUd$Ifgds/d$Ifgd 4kd$$IflFL$ ~6  t027    44 lapeeeee\f]f_ff2j3j4jjjjjjjjʽ}o}^S@0h$0JCJOJQJ^JaJ$hVF0h$0JCJOJQJ^JaJhVF0hxCJaJ hg=hxCJOJQJ^JaJh<)CJOJQJ^JaJhxCJOJQJ^JaJ!h2YhBT|B*OJPJQJphhxOJPJQJhOJPJQJh2YhUOJPJQJhVF0hx0JCJaJ$hVF0hx0JCJOJQJ^JaJhi0JCJOJQJ^JaJ$hVF0hi0JCJOJQJ^JaJ4jjjjjckkTF8FFd$Ifgd$d$IfgdMKkdc$$IflFL$ ~6  t027    44 lapd$Ifgdg=jjjj>kHkbkkkkkkkkklll liljlklllplslll±Žsii\±sh2YhOJPJQJhOJPJQJh$0JCJOJQJ^JaJhVF0h$CJaJ)hVF0h$B*CJOJQJ^JaJphh$CJOJQJ^JaJ hxh$CJOJQJ^JaJ hVF0h$CJOJQJ^JaJh2Yh$OJPJQJhVF0h$0JCJaJ$hVF0h$0JCJOJQJ^JaJkkkklTF8d$Ifgdd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapd$IfgdMKl lkllllF8d$Ifgd 4kd$$IflFL$ ~6  t027    44 lapd$Ifgdzd$IfgdllllmmCmmmmmaobod$Ifgd 4d$Ifgd$ lllllmCmmmmmmnAoBo`obocoձՁp_H_p=hVF0h$CJaJ-hxh$B*CJOJPJQJ^JaJph hxh$CJOJQJ^JaJ hVF0h$CJOJQJ^JaJh2Yh$OJPJQJ$h2YhBT|OJPJQJ^JnHtHh$OJPJQJ^JnHtHhBT|OJPJQJ^JnHtH'hBT|5>*OJPJQJ\^JnHtH$h2Yh$OJPJQJ^JnHtH-h2Yh$5>*OJPJQJ\^JnHtHbocooofpgpppLqMqbTTTTTTTTd$Ifgd 4kd|$$IflFL$ ~6  t027    44 lap cogojooooo=pApfpgpppppppJqKqLqMq6r7r;r>rNrOrTrrRsSsWsZspsqsssöììììììyhy^hOsUOJPJQJ hxh$CJOJQJ^JaJhVF0h$CJaJ hVF0h$CJOJQJ^JaJh2YhOJPJQJh$OJPJQJhOJPJQJh2Yh-nJOJPJQJh2Yh$OJPJQJhVF0h$0JCJaJh$0JCJOJQJ^JaJ$hVF0h$0JCJOJQJ^JaJ$Mq5r6r7rOrTrQsRsTkd/$$IflFL$ ~6  t027    44 lapd$Ifgd 4RsSsqssdtetbTTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapsetftltttttttuYuZu[utuuuuuurvsvtvyj^j^jRjF9h2YhSOJPJQJhjOJPJQJ^Jh;%OJPJQJ^JhSGOJPJQJ^Jh2YhjOJPJQJ^Jh2YhjOJPJQJh2Yh$OJPJQJh;%OJPJQJh2YhwOJPJQJhg\OJPJQJhVF0h$0JCJaJ$hVF0h$0JCJOJQJ^JaJh$0JCJOJQJ^JaJhVF0h$CJaJ hVF0h$CJOJQJ^JaJetfttZu[usvtvNwOwwbTTTTTTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap tvwwwwwwwyyyyyyyyzzz){L{N{d{ŵ~q`ŵSFSF9F9h2Yh$OJPJQJh2YhUOJPJQJh2Yh-OJPJQJ hVF0h$CJOJQJ^JaJh2Yh;%OJPJQJh$OJPJQJh2YhwOJPJQJhVF0h$0JCJaJ$hVF0h$0JCJOJQJ^JaJh$0JCJOJQJ^JaJhVF0h$CJaJ hVTh$CJOJQJ^JaJh$CJOJQJ^JaJ hxh$CJOJQJ^JaJwwwyyyy`RRRRRd$Ifgd 4kdH$$Ifl1FL$ ~6  t027    44 lapyyy{{a}}bTFTT8d$Ifgd}fd$IfgdTGd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapd{t{{{{{ ||&|I|N|_}`}d}{}}}}}}}D~E~S~T~ܸܸܮrgT@' *hVF0h$0JCJOJQJ^JaJ$hxh$0JCJOJQJ^JaJhVF0h$CJaJ hVF0h$CJOJQJ^JaJh2Yh'fOJPJQJh$OJPJQJh'fOJPJQJh}fOJPJQJh&OJPJQJh2YhwOJPJQJh2YhSOJPJQJhSOJPJQJh2YhUOJPJQJh2YhTGOJPJQJhTGOJPJQJ}}C~D~E~S~T~U~s~~Tkd$$IflFL$ ~6  t027    44 lapd$Ifgd 4 T~U~j~m~r~s~~~~~~~~~~+,-./124578:龬}pbWOKOKOKOKhCjhCUhVF0h 4CJaJh$CJOJQJ^JaJh2Yh-OJPJQJ$hxh$0JCJOJQJ^JaJ h[qh$CJOJQJ^JaJhVF0h$CJaJ# *hVF0h$CJOJQJ^JaJ hxh$CJOJQJ^JaJh2Yh$OJPJQJh2YhwOJPJQJh2YheVAOJPJQJh'fOJPJQJ~~~~~~,Tkde$$IflFL$ ~6  t027    44 lapd$Ifgd 4,-.0134679b`V`V`V`V dgd 4kd$$IflFL$ ~6  t027    44 lap 9:jklmngd 4gd 4 $h]ha$gd } +&#$gd 4h]hgd 4 &`#$gd 4$a$gd 4:M *<C^jklmnɸðӰӜhVF0h 4CJaJhC hqhDMh?mHnHujhDMUh?0JmHnHu hDM0JjhDM0JUhDMh ;hDMmH sH hDM5CJOJQJ^Jh{yhDM5CJOJQJ^J#51h0:p 4= /!"#$`% $$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l$ t0275 55ap$$If!vh#v #v#v:V lM t0275 55ap$$If!vh#v #v#v:V lM t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l; t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l1 t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap$$If!vh#v #v#v:V l t0275 55ap666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH N`N L9}Normal dCJPJ_HaJmH sH tH DA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List \^@\ |0 Normal (Web)ddd[$\$CJOJPJQJaJ4o4 |af_outputlabelfOf | Medium Grid 1 - Accent 21 ^m$ OJPJQJJ@"J |Header !d mHsHtHFo1F | Header CharCJOJPJQJ^JaJJ @BJ |Footer !d mHsHtHFoQF | Footer CharCJOJPJQJ^JaJ.)`a. | Page NumberZ@rZ |0 Balloon Text dCJOJQJaJmHsHtHRoR |0Balloon Text CharCJOJPJQJ^JaJ6U`6 |0 Hyperlink >*B*phFV`F j0FollowedHyperlink >*B*phfof 9hDefault 7$8$H$1B*CJOJPJQJ^J_HaJmH phsH tH PK!pO[Content_Types].xmlj0Eжr(΢]yl#!MB;.n̨̽\A1&ҫ QWKvUbOX#&1`RT9<l#$>r `С-;c=1g'}ʅ$I1Ê9cY<;*v7'aE\h>=,*8;*4?±ԉoAߤ>82*<")QHxK |]Zz)ӁMSm@\&>!7;ɱʋ3װ1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!pO[Content_Types].xmlPK-!֧6 -_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'( theme/theme/_rels/themeManager.xml.relsPK]# nx * >>A &9@"'+0@2u59<>@CG N]Q,X[y_Abejlcostvd{T~:nACFIKNRTUWY[\^`acegilnqtvxz~W TU(#+237<@BRDGLOQRVY]`Bbde4jkllboMqRsetwy}~,9nBDEGHJLMOPQSVXZ]_bdfhjkmoprsuwy{|} f $ 9i N.###*)m))N,,,22A36N77nxXXXXXXXXXXA!! t8@0(   B S  ? _Hlt377568564 _Hlt377568625 _Hlt377839924 _Hlt377839925 _Hlt377568552 _Hlt377568530 _Hlt377568531 _Hlt377569715 _Hlt377569716 _Hlt377840063 _Hlt377838871 _Hlt377839805 _Hlt377839806 _Hlt377839098 _Hlt377839198 _Hlt377839199 _Hlt377839889 _Hlt377839237 _Hlt377568769 _Hlt377568770 _Hlt377569263 _Hlt377569264 _Hlt377569276 _Hlt377569277 _Hlt377569029 _Hlt377569030 _Hlt377839302 _Hlt377839303 _Hlt377569247 _Hlt377569248 _Hlt377839390 _Hlt377839391  RRffkmpp#)),,,,33 3 3 3 3 3 3W7W777ox@@@@@@@@@ @ @ @ @ @@@@@@@@@@@@@@@@@@@  SSgglnqq#)),,,,33 3 3 3 3 3 3X7X777oxZa8<=@ f   % j.##*))++PPPPgghhbvhv-w.w0w1w3w4w6w7w9w:wwwwwwwlxoxAF R Y ' , lq $03xfr?O!!""##(&4&&&++..k9r9h:s:t<<??)A4AzB}B2C=CDDEEGGOO,Vĵ/7)8<Q^\#;%B&H**<,r6/Y3 4J4 5}18O9Q:}<)= >h_@y@eVAC5Dx?D5FI>CI-nJMK 5NPOsU%V8?X2Y@Y ZUX[g\z^4"_:_(a0e'f-f#Ug9hgzi=j5cjk,oQo~p[qhqbs2v yzzzzBT| }L9}~4$++Fu;S? -?[A'SG*jDkAa%$t49I <&k?6cTN8H X;fDM[gPdATGx*ZlyUhvUS%-8_s//u$vy}fij<)RS@>gg=Ukw0N=wwbzkc]'`.w0w@L|nx`@Unknown GTimes New Roman5Symbol3 ArialQBaskerville Old FaceG5 jMS Mincho-3 fg7Cambria3Times7CalibriC  PLucida Grande? Courier New;WingdingsACambria Math 1hZ*%'Z*%'t$'ee <ee <24vvE K#qHP)$P'|2! xx ,_Note: The first column below matches the list of requested information as indicated on TracDatColeen Olga Evert       Oh+'0 (< P\    '`Note: The first column below matches the list of requested information as indicated on TracDatColeen Normal.dotm Olga Evert2Microsoft Macintosh Word@G@88,c@\G~h@\G~h ee ՜.+,D՜.+,L hp  ,'FUJITSU<v `Note: The first column below matches the list of requested information as indicated on TracDat Title 8@ _PID_HLINKS'Ax< Ghttp://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Ghttp://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Ghttp://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdfjq5http://deanza.edu/gov/IPBT/program_review_files.htmlIkHhttp://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdfjq 5http://deanza.edu/gov/IPBT/program_review_files.htmlH( 0http://deanza.fhda.edu/ir/AwardsbyDivision.htmlH(0http://deanza.fhda.edu/ir/AwardsbyDivision.htmlH(0http://deanza.fhda.edu/ir/AwardsbyDivision.htmlWmailto:pappemary@fhda.edu  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F~hData 1Table;WordDocument7*SummaryInformation(DocumentSummaryInformation8CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8