ࡱ>  mbjbj 7eed> nnnnn8l9*4((( ^9`9`9`9`9`9`9,<?J9n!!!9$nn((9$$$!`n(n(^9$!^9$$.h/hq"2/J9909B/?$? /$/n6`!!!99$!!!9?!!!!!!!!! 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: Political ScienceI.A Program Mission Statement:Through courses and civic engagement work on campus, the Political Science Department prepares ý students with the tools (including Institutional Core Competencies - communication/expression, information literacy, physical/mental wellness and personal responsibility, global/cultural/social/environmental awareness, and critical thinking) to become more fully engaged, empowered, and educated participants in the American political system. 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?TransferBasic 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 populationsThe program has seen growth in the number of targeted students. In 2010-11, we had 990 targeted students; in 2011-2012, 1,169; and in 2012-2013, 1,299 targeted students (an increase for the period of 31%). Moreover, each targeted population group grew in size from 2010-2011 to 2012-2013. Latinos increased from 623 to 849; Filipinos from 220 to 276; African Americans from 147 to 174; and Pacific Islanders from 26 to 37. [As a percentage of all students served by the program in 2012-2013, Latinos constituted 24%, Filipinos 8%, African Americans 5%, and Pacific Islanders 1%.] 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:The program has seen a decline in the success equity gap (the difference in success rates between targeted and not targeted students). In 2010-2011, the success equity gap was 14%; in 2011-2012, 13%; and in 2012-2013, 12%. The exact reason for the narrowing of the equity gap is difficult to ascertain. When we look at the success rates of targeted students as a whole, we see a 1% increase in success; a 1% decrease in nonsuccess; and a 1% decrease in withdrawals. Looking at success rates for each group: Latino success rates increased by 1%; Filipino success rates declined 6%; African American success rates improved by 12%; and Pacific Islander success rates increased by 1%. Looking at nonsuccess rates for each group: Latino nonsuccess rates declined 2%; Filipino nonsuccess rates increased 4%; African American nonsuccess rates declined 4%; and Pacific Islander nonsuccess rates declined 4%. Looking at withdrawal rates for each group: Latino withdrawal rates remained the same; Filipino withdrawal rates increased 1%; African American withdrawal rates declined 6%; and Pacific Islander withdrawal rates went up 3%. Looking at success, nonsuccess, and withdrawal rates for all targeted groups, we see that only Filipinos had negative trends in each category. Filipino success rates declined; Filipino nonsuccess rates increased; and Filipino (along with Pacific Islanders) withdrawal rates increased. 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:We continue to address factors (identified in the 2008-2009 Comprehensive Program Review) that we believe impede student success, including class/socioeconomic constraints, insufficient academic preparation, work and family obligations, underdeveloped notions of student-hood, a range of learning styles and intelligences not recognized or valued within the norms of traditional academic methods, and alienation from politics and civic engagement. Attending to these factors in how we design our courses and support our students has contributed to a decline in the success equity gap, increased success rates for targeted students, and improved nonsuccess and withdrawal rates for targeted students. Nevertheless, we need to do more to reduce the success equity gap, improve success rates for targeted students, and reduce nonsuccess and withdrawal rates for targeted students. And in particular, it is clear that we need to do a far better job promoting the success and retention of our Filipino students. During spring 2014 we are hosting a department retreat to share best practices in student success and retention and to develop a more systematic equity plan. We are working with the Office of Institutional Research and encouraging willing faculty to review their success and retention numbers in preparation for discussions. In addition, we continue to support the work of the Office of Equity, Social Justice, and Multicultural Education. Well actively participate in the divisions community building Blow Out at the end of spring quarter aimed at sharing successful strategies for improving student success, and well contribute to the creation of the divisions equity plan. Well continue to work to expand the number of faculty in the department who offer civic engagement in their classes, which we believe has a positive impact on student success rates. And, well continue to participate in professional development activities on campus and beyond aimed at promoting our capacity to create a more equitable program and campus community. 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%Success rates for all students are above 60%. They were 68% in 2010-2011; 67% in 2011-2012; and 67% in 2012-2013.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%Three targeted groups have success rates below 60% for 2012-2013: Latinos (58%); Filipinos (58%); and Pacific Islanders (51%). African Americans had success rates below 60% (54% and 56%, respectively) in 2010-2011 and 2011-2012. Please see the response to II.A.3 above for a brief description of the programs plan to promote greater success and reduce the success equity gap. 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 standardThe program needs additional full-time faculty; stipends for part-timers to engage in assessment and equity planning work; additional monetary support for professional development activities aimed at promoting greater equity; and additional classroom spaces (flat, smart, etc.) conducive to student success. Moreover, our students need additional resource support, including increased numbers of counselors (for academic counseling and more general counseling, along with built-in counseling as part of LinCed courses), academic support/tutoring (through the Student Success Center; e.g., adjunct skill classes and designated tutors), Student Success and Retention Services, and financial aid services through EOPS/CARE. 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:Student numbers increased steadily over the last three years from 3,331 in 2010-2011, to 3,454 in 2011-2012, to 3,503 in 2012-2013. 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 program established an AA-T degree in 2013. Limits on repeatability have negatively impacted our Campus Camp Wellstone program. The new policy of cancelling courses for low enrollment relatively early before the quarter starts has been disruptive to students and faculty, making planning more difficult. Moreover, printing budget reductions have negatively impacted our ability to reproduce materials for students, thus increasing the impact of the digital divide, a situation worsened by the elimination of materials fees. 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 ImprovementIn our last Comprehensive Program Review (2008-2009) we committed to increasing the number of targeted students in the program, closing the equity gap, and promoting greater collegiality among our faculty through more regular meetings and activities. We have made progress in each area. We serve increasing numbers of targeted students; we have reduced the equity gap (recognizing the gap is still far too great); and we have promoted a strong sense of collegiality through more regular meetings and activities. 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 SummaryThe program has four Program Level Outcomes (PLOs), and all of them have gone through the assessment cycle -- analysis, reflection, and enhancement. Each of the PLOs has been PLOACed. Thus, 100% of our PLOs have been assessed. In addition, the program has also done an Institutional Core Competency assessment on Critical Thinking. Thus, we have done an Institutional Learning Outcome (ILO) assessment or ILOAC. 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 assessmentOne of our Program Level Outcomes (PLOs) is that students will demonstrate the capacity to participate effectively in the political process. In Spring quarter 2012 we coordinated with the Office of Institutional Research to assess this and other PLOs by comparing the Community Engagement Survey responses of students who had taken Political Science courses with students who had not. While we were encouraged to find that the majority of students strongly agreed that our program improved their capacity to participate effectively and made them more inclined to participate, we decided that a more nuanced instrument might be even better at isolating the effects of our courses and at evaluating the actual civic capacity of students rather than their attitudes toward participation. Working again with the Office of Institutional Research, we decided in Spring 2014 to conduct a new survey, one that we hope will better isolate the impact of our program and better assess the ability of students to participate effectively. We just administered (pre-test) surveys in a number of our courses, and toward the end of the quarter well administer post-test surveys. Thus, the PLO assessment cycle (PLOAC) prompted us to develop a new, and what we hope is an improved and more nuanced, assessment of one of our more important PLOs. 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 SummaryThe program has assessed all Student Learning Outcomes (SLOs) for all seven of its courses. Thus, 100% of our SLOs have been assessed.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 assessmentWhen assessing the Student Learning Outcomes (SLOs) for our Poli 16 class, Grassroots Democracy: Social Movements Since the 1960s, we found that most students demonstrated their command of the SLOs through their performance on exams and quizzes, but that a significant number either withdrew or couldnt in the end meet the expectations/standards of the class. Upon reflection, we identified a number of changes we believe could enhance student success in the class. Focusing on just one, we decided to engage is more systematic early intervention with students who are not doing well and providing them in writing with a clearer sense of what it will take for them to succeed. The goal will be to clarify expectations and to provide support in helping students meet them. This is but one of many examples of enhancements spurred by our SLOAC work. 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 TrendsThe reduction of the printing budget has made it more difficult for us to provide students with printed materials. We request that an adequate printing budget be maintained. 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 TrendsExternal or internal funding changes have not negatively impacted enrollment, as the total number of students has steadily increased from 3,331 in 2010-2011 to 3,503 in 2012-2013, for a 5% increase over this period. 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 NeededReplacement due to vacancy 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:Two full-time faculty members retired since the last Comprehensive Program Review (CPR), and only one has been replaced. The program hired a full-time faculty member in 2013, but we still need to hire an additional full-time faculty member to assist in carrying out our department, division, and campus-wide work. This work includes: scheduling, hiring, assessments, evaluations, curriculum revisions, website maintenance, program review, professional development, developing and carrying out an equity action plan, governance and committee service, advising students and student organizations, organizing student participation in the yearly FACCC advocacy conference, organizing Campus Camp Wellstone, supervising FA PAC interns, collaborating with the Institute of Community and Civic Engagement to organize and sponsor events, creating and supervising an internship program, and coordinating the Public Policy School. 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 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 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, QuantityDescription 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 JustificationWho 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 RequestA Social Sciences and Humanities computer lab.Name 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 JustificationThere is currently no computer lab on campus that can be reserved by faculty in the Social Sciences and Humanities for the purposes of teaching students in real-time data analysis techniques, online research, library and web-based research, and writing.Who 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 AugmentationWe request that part-time faculty receive compensation for their assessment work and for contributing to the creation of a department equity plan. We request monies to host a professional development retreat aimed at developing the equity plan. We request an adequate printing budget to cover the cost of providing students with hard copies of essential materials. 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 NeedsWe need to expand professional development activities associated with closing the success equity gap. The recognition of this need stems from the program review itself.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 plansAs to current and ongoing work, well continue to pursue our mission of preparing students with the tools to become more fully engaged, empowered, and educated participants in the American political system through our teaching and civic engagement work. Along these lines, well continue to promote civic engagement/service learning in our classes and assist students in taking part in political campaigns and working with political organizations and movements. Well host the Campus Camp Wellstone organizer retreat. Well continue to work with student organizations, the DASB, and the ICCE to send a group of students and faculty to the FACCC Advocacy and Policy Conference and lobby state legislators. Last year we helped establish the Public Policy School, which culminated in a lobbying trip to D.C. Were in the process of writing curriculum for Campus Camp Wellstone and the Public Policy School and look forward to their continued success. Were also working with the IIS division to revise the Peace and Conflict Studies curriculum. Well continue to work closely with the ICCE and its Leadership and Social Change certificate program. Finally, were working on the establishment of an internship program, which should be in place by 2015. As to future goals, we plan to create an A.A. degree in Political Science; to establish a TA program; and to create a Political Science research methods class. How do you plan to reassess the outcomes of receiving each of the additional resources requested above? Submitted by: Bob Stockwell,  HYPERLINK "mailto:stockwellrobert@fhda.edu" stockwellrobert@fhda.edu, x8382APRU writers name, email address, phone ext.Last Updated:This Spring 2014 Comprehensive Program Review (CPR) updates the Spring 2013 Annual Program Review Update (APRU). Give 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 9  TIME \@ "MMMM d, yyyy" May 5, 2014 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  y     3 4 5 ) T ´~mYHYHYH!h 45CJKHOJQJ^JaJ'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^JaJ4 5 K  * U V Jkd$$IflFL$ ~6  t027    44 lapd$Ifgd 4 dgd 4T U V m ~   J _`UV\ :ϾϑoϑaP hVF0h 4CJOJPJQJaJhK]UCJOJQJ^JaJ hx?Dh 4CJOJQJ^JaJ hDuhICJOJQJ^JaJhICJOJQJ^JaJhiCJOJQJ^JaJ hIh 4CJ OJQJ^JaJ hIhICJOJQJ^JaJ hVF0h 4CJOJQJ^JaJhVF0h 4CJaJ'hVF0h 45CJKHOJQJ^JaJV [ l m  QCd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap$d$Ifa$gd 4 _`A3d$Ifgdikdf$$Ifl$FL$ ~6  t027    44 lap$d$Ifa$gd 4d$IfgdIUVRkd$$IflMFL$ ~6  t027    44 lapd$Ifgd 4:;(V`RDRRRd$IfgdL9}d$Ifgd 4kd$$IflMFL$ ~6  t027    44 lap$%&'()UVW]xjWF5 hVF0h 4CJOJPJQJaJ hVF0h 4CJOJQJ^JaJ$hVF0h 40JCJOJPJQJaJhiCJOJQJ^JaJhVF0h 4CJaJ hlh 4CJOJQJ^JaJ$hx?Dh 4CJOJPJQJ^JaJhL9}CJOJPJQJ^JaJhCJPJaJh%CJPJaJhCAhs0JCJPJaJhshsCJPJaJhsCJPJaJjhsCJPJUaJVWwbTTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap"DEtuvwKLXg羫}jYH羫 hVF0h 4CJOJPJQJaJ hVF0h 4CJOJQJ^JaJ$hVF0h 40JCJOJPJQJaJhiCJOJQJ^JaJhVF0h 4CJaJ)hjh 4B* CJOJQJ^JaJph$hx?Dh 4CJOJPJQJ^JaJhh 4CJPJaJh' Xh%0JCJPJaJh%h%CJPJaJh%CJPJaJjh%CJPJUaJ`RRRRd$Ifgd 4kd>$$IflFL$ ~6  t027    44 lap`RRDDDd$IfgdL9}d$Ifgd 4kd$$Ifl;FL$ ~6  t027    44 lap  ;<!"#*UVW<=>BDx|пЕ΅q]Oh~CJOJPJQJaJ'h` h 45CJOJPJQJ^JaJ h` h 4CJOJQJ^JaJ$h` h 4CJOJPJQJ^JaJhVF0h 4CJaJhL9}CJOJPJQJaJ hL9}hL9}CJOJPJQJaJ hVF0h 4CJOJPJQJaJ hVF0h 4CJOJQJ^JaJ hL9}h 4CJOJQJ^JaJhiCJOJQJ^JaJ;<bRRDDd$IfgdL9}d$Ifgd 4m$kd$$IflFL$ ~6  t027    44 lap"#UVP@@2d$IfgdL9}d$Ifgd 4m$kd_$$IflFL$ ~6  t027    44 lapd$IfgdL9}m$=>xB4d$Ifgd 4kd$$IflFL$ ~6  t027    44 lapd$IfgdL9}m$d$IfgdL9}| @BEG!'BXvw֞֞|n|`h 4CJOJQJ^JaJhVTCJOJQJ^JaJ hVF0h 4CJOJQJ^JaJ h~h[CJOJQJ^JaJh[CJOJPJQJaJh^CJOJPJQJaJhK]UCJOJPJQJaJhICJOJPJQJaJhqCJOJPJQJaJh~CJOJPJQJaJhEfCJOJPJQJaJ"xFG !w*d$Ifgd_d$Ifgd 4d$Ifgd[d$IfgdIwx&'()*+2GͽͪweZL; hVF0h 40JCJOJQJaJhi0JCJOJQJaJhVF0h 4CJaJ# *h` h 4CJOJQJ^JaJ h_h_0JCJOJQJaJh_h_CJOJQJaJ%jh_h_CJOJQJUaJ$hwhwCJOJPJQJ^JaJh_CJOJPJQJ^JaJ$hwhwCJOJPJQJ^JaJhu;CJOJPJQJ^JaJhwCJOJPJQJ^JaJ*+H'(xybTFF88d$Ifgd^d$IfgdEfd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapGH,2A]mw (:DF!wXa   J ` ŷөӛśӍqӷqqchNUCJOJPJQJaJh{BYCJOJPJQJaJhGFCJOJPJQJaJh_hjCJOJPJQJaJhCJOJPJQJaJhVCJOJPJQJaJhyQCJOJPJQJaJh^CJOJPJQJaJh[CJOJPJQJaJhEfCJOJPJQJaJ hVF0h 4CJOJQJ^JaJ&y !!d$Ifgd 4d$IfgdyQd$IfgdVd$Ifgd[ ` b j -!/!0!w!x!y!!!䷦ubM)hxh 4B*CJOJQJ^JaJph$hhhUX[0JCJOJQJ^JaJ hVF0hUX[CJOJQJ^JaJhUX[CJOJQJ^JaJ#jhUX[CJOJQJU^JaJ hVF0h 4CJOJQJ^JaJ hVF0h[CJOJPJQJaJh{BYCJOJPJQJaJhqCJOJPJQJaJhyQCJOJPJQJaJhNUCJOJPJQJaJ!!!!!!!!!!!!!!(")"*"/":"""""####tftfXfJhGFCJOJPJQJaJhi6CJOJPJQJaJhDKCJOJPJQJaJh{BYCJOJPJQJaJhqCJOJPJQJaJ hqChqCJOJPJQJaJhl!CJOJPJQJaJ hVF0h 4CJOJQJ^JaJ hVF0h 40JCJOJQJaJhi0JCJOJQJaJhVF0h 4CJaJ)hwh 4B*CJOJQJ^JaJph!!!$$%%bTFF88d$Ifgdqd$Ifgdl!d$Ifgd 4kd$$IflFL$ ~6  t027    44 lap# $&$)$X$$E%L%%%%'}'-(1(3(7(I(s(w((((()/)3)O)f)))))))**ȺȺȞȞ֐n`h 4CJOJQJ^JaJ hVF0h 4CJOJQJ^JaJ hVF0h(('CJOJPJQJaJhGFCJOJPJQJaJh{BYCJOJPJQJaJhMCJOJPJQJaJhWrCJOJPJQJaJh~CJOJPJQJaJhC&CJOJPJQJaJhl!CJOJPJQJaJh(('CJOJPJQJaJ$%))V++++8kd3 $$IflFL$ ~6  t027    44 lapd$Ifgd 4d$Ifgd{BYd$Ifgdq*****+++S+T+U+}+++++++++++ϝp_p_Qp@ h8Hh}<CJOJPJQJaJhICJOJPJQJaJ h8Hh9hCJOJPJQJaJ h8HhfCJOJPJQJaJhVF0h 4CJaJ hVF0h 4CJOJQJ^JaJ$hhhUX[0JCJOJQJ^JaJ h8hUX[CJOJQJ^JaJhUX[CJOJQJ^JaJ#jhUX[CJOJQJU^JaJhxCJOJQJ^JaJ hxh 4CJOJQJ^JaJ++c,-..8kd $$IflFL$ ~6  t027    44 lapd$Ifgdfd$IfgdGFd$Ifgd 4+,),-,0,?,B,U,X,b,c,,,B-C------......4.«peTCTC h8Hh9hCJOJPJQJaJ h8HhfCJOJPJQJaJhVF0h}<CJaJ h8Hh}<CJOJQJ^JaJhICJOJQJ^JaJhUX[hs0J$hUX[hs0JCJOJQJ^JaJ-jhUX[hs0JCJOJQJU^JaJ h8HhfCJOJQJ^JaJ h8Hh}<CJOJPJQJaJhGFCJOJPJQJaJh~CJOJPJQJaJ4.I.T.U....../!/:/;//////Z0[00000´´yhQ>Q>Q$h8<hVT0JCJOJQJ^JaJ-jh8<hVT0JCJOJQJU^JaJ h8Hh9hCJOJQJ^JaJ h8HhGFCJOJPJQJaJh}<CJOJPJQJaJhpCJOJPJQJaJhGFCJOJPJQJaJh )lCJOJPJQJaJh~CJOJPJQJaJ h8Hh}<CJOJPJQJaJ h8Hh9hCJOJPJQJaJhICJOJPJQJaJ.U.:/;///001d$Ifgd 4d$IfgdGFd$Ifgdpd$Ifgd~d$Ifgd9h0011111111132G2223363>3T3_3f3±~pbpTbFb8b8bh`-CJOJPJQJaJhWrCJOJPJQJaJhr3CJOJPJQJaJhOCJOJPJQJaJh )lCJOJPJQJaJ h )lh )lCJOJPJQJaJ h8Hh}<CJOJPJQJaJ h8Hh9hCJOJPJQJaJ h8HhfCJOJPJQJaJhVF0h}<CJaJ h8Hh}<CJOJQJ^JaJ h8Hh9hCJOJQJ^JaJ h8Hh-?CJOJQJ^JaJ1113344bTFF88d$Ifgd`-d$Ifgd )ld$Ifgd 4kd $$IflFL$ ~6  t027    44 lapf33333L4N4v44444/5055555555J6K6ijyhQFhVF0h}<CJaJ-h8Hh9hB*CJOJPJQJ^JaJph h8Hh}<CJOJQJ^JaJh8<0JCJOJQJ^JaJ$h8<hVT0JCJOJQJ^JaJ-jh8<hVT0JCJOJQJU^JaJ h8Hh9hCJOJQJ^JaJ# *hfh}<CJOJPJQJaJhOCJOJPJQJaJhr3CJOJPJQJaJh`-CJOJPJQJaJ455J6K6x66K=d$IfgdOkdL $$IflFL$ ~6  t027    44 lap $Ifgd9hd$Ifgd 4K6Q6R6x6666666666z7{77778588889ͿvhZLZhgCJOJPJQJaJh_CJOJPJQJaJhWCJOJPJQJaJhiCJOJQJ^JaJhVF0h 4CJaJ hVF0h 4CJOJQJ^JaJ hVF0h 4CJOJPJQJaJhOCJOJPJQJaJh^CJOJPJQJaJ h8Hh 4CJOJPJQJaJ h8HhiCJOJPJQJaJ h8HhfCJOJPJQJaJ66z7{7799F88d$Ifgd_kd $$IflFL$ ~6  t027    44 lapd$Ifgd 4d$IfgdO99:::::;V; <0<<========´ިxgVFhi0JCJOJQJ^JaJ h` h 4CJOJQJ^JaJ hVF0hMCJOJPJQJaJh 4CJOJPJQJhMCJOJPJQJh:CJOJPJQJhp!CJOJPJQJhWCJOJPJQJhiCJOJQJ^JaJhVF0h 4CJaJ hth 4CJOJQJ^JaJ hVF0h 4CJOJQJ^JaJ hVF0hWCJOJPJQJaJ9::;===TFFd$IfgdMkd $$IflFL$ ~6  t027    44 lapd$Ifgd 4==#>$>?bTTTd$Ifgd 4kde $$IflFL$ ~6  t027    44 lap=">#>$>>>???????AAA AA+A1AuAAABRBBBܽܬܬrdVdVdVdVHh:CJOJQJ^JaJhFGCJOJQJ^JaJh0CJOJQJ^JaJ h8hxCJOJQJ^JaJhiCJOJQJ^JaJhi0JCJOJQJ^JaJhVF0h 4CJaJ h` h 4CJOJQJ^JaJhO9CJOJQJ^JaJ hVF0h 4CJOJPJQJaJ hVF0h 4CJOJQJ^JaJ$hVF0h 40JCJOJQJ^JaJ????AbTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapAAAABBB)DbQCCCCQd$IfgdFG$d$Ifa$gdMKkd$$IflFL$ ~6  t027    44 lapBB(D)D*D2DXDDDDDdEEEGG8GTGjGmGGGHHHHHHHH´ͤqqaqQqQaQaQaQhgKCJOJPJQJ^JaJhq*CJOJPJQJ^JaJhRCJOJPJQJ^JaJhQCJOJPJQJ^JaJ$hvhvCJOJPJQJ^JaJhvCJOJPJQJ^JaJhiCJOJQJ^JaJhVF0hxCJaJ h8hxCJOJQJ^JaJ hkAhkACJOJQJ^JaJ h:hFGCJOJQJ^JaJ)D*DXDlGmGIIbTFF88d$IfgdgKd$IfgdRd$IfgdMKkd~$$IflFL$ ~6  t027    44 lapHHIII`JaJbJjJxJJJKKKKLLLLLIMNMM"NN PͺqccSCSCChq*CJOJPJQJ^JaJhCJOJPJQJ^JaJh%VCJOJQJ^JaJhFGCJOJQJ^JaJhiCJOJQJ^JaJhVF0hxCJaJ h8hxCJOJQJ^JaJ hkAhkACJOJQJ^JaJ$hRhRCJOJPJQJ^JaJ$hRhgKCJOJPJQJ^JaJhgKCJOJPJQJ^JaJhCJOJPJQJ^JaJIaJbJxJJLQCCCd$IfgdMKkd1$$IflFL$ ~6  t027    44 lap$d$Ifa$gdMKLLL#N$N P PPbTFFFTTd$Ifgdd$IfgdMKkd$$IflFL$ ~6  t027    44 lap P P PPPPPPPPQQQQ#R|R}R~RRziXG9XhxCJOJQJ^JaJ hxhxCJOJQJ^JaJ hVF0hxCJOJQJ^JaJ hVF0hxCJOJPJQJaJh'CJOJPJQJaJhgCJOJPJQJaJhVF0hx0JCJaJhi0JCJaJ$hVF0hx0JCJOJQJ^JaJhVF0hxCJaJ hkAhkACJOJQJ^JaJ h8hxCJOJQJ^JaJ$hhCJOJPJQJ^JaJPPPQQ#R~RbTFFTTd$Ifgdgd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap~RRRnSoSSVTbTFTTTd$Ifgd'd$Ifgd 4kdJ$$IflFL$ ~6  t027    44 lapRRRRRRS2S4SHScSfSlSnSoSSUTVTWT[T]TwTxTT±£veTeIЇhVF0hxCJaJ hxhxCJOJQJ^JaJ hVF0hxCJOJQJ^JaJ hVF0hxCJOJPJQJaJhMCJOJPJQJaJhVhCJOJPJQJaJh'CJOJPJQJaJ hVF0hVhCJOJQJ^JaJhVhCJOJQJ^JaJhVF0hx0JCJaJ$hVF0hx0JCJOJQJ^JaJhi0JCJOJQJ^JaJVTWTxTTTbTFTd$IfgdMd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapTTTTTTTTU,U-UUUUUUUeV{ViXX±pcUD6DU6DUDUhyCJOJPJQJaJ h4rh4rCJOJPJQJaJhMCJOJPJQJaJhVF0hx0JCJaJ$hVF0hx0JCJOJQJ^JaJhi0JCJOJQJ^JaJ$hVF0hi0JCJOJQJ^JaJhVF0hxCJaJ hVF0hzCJOJQJ^JaJhzCJOJQJ^JaJ hVF0hxCJOJQJ^JaJ hVF0h_CJOJPJQJaJh0CJOJPJQJaJTT-UXXPYbTTTFd$Ifgdg=d$Ifgd 4kd$$IflFL$ ~6  t027    44 lapXXXXXX%YDYOYPYQYUYXYmYnYoYӷzjWJ9 hVF0hxCJOJPJQJaJhVF0hx0JCJaJ$hVF0hx0JCJOJQJ^JaJhi0JCJOJQJ^JaJ$hVF0hi0JCJOJQJ^JaJhVF0hxCJaJ hg=hxCJOJQJ^JaJh<)CJOJQJ^JaJhxCJOJQJ^JaJhxCJOJPJQJaJ h4rh4rCJOJPJQJaJhMCJOJPJQJaJhphCJOJPJQJaJPYQYnYoYYOZQZbTTTTTd$IfgdMKkdc$$IflFL$ ~6  t027    44 lapoYYYYNZOZQZRZVZYZlZmZnZZZZZZZ[[[[[\\\z\|\ﻰzm\޻zm\E-hxhxB*CJOJPJQJ^JaJph hVF0hxCJOJPJQJaJhVF0hx0JCJaJ$hVF0hx0JCJOJQJ^JaJhi0JCJOJQJ^JaJ$hVF0hi0JCJOJQJ^JaJhVF0hxCJaJ)hVF0hxB*CJOJQJ^JaJphhzCJOJQJ^JaJ hxhxCJOJQJ^JaJ hVF0hxCJOJQJ^JaJQZRZmZnZZbTTFd$Ifgdzd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapZZ[[{\|\bTTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap|\}\\\]]bTTTTd$Ifgd 4kd|$$IflFL$ ~6  t027    44 lap|\}\\\\\\]]]]]]]]]^^^^^^^__`````ҿҿq`ҿOҿ h4rh4rCJOJPJQJaJ hxhxCJOJQJ^JaJhMCJOJPJQJaJ hVhhVhCJOJPJQJaJ hVF0hxCJOJQJ^JaJ hVF0hxCJOJPJQJaJhVF0hx0JCJaJ$hVF0hx0JCJOJQJ^JaJhi0JCJOJQJ^JaJ$hVF0hi0JCJOJQJ^JaJhVF0hxCJaJ]]]]^^bTFTTd$IfgdMd$Ifgd 4kd/$$IflFL$ ~6  t027    44 lap^^^_``bTTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap```WbXb2c3ccbTFFTTTd$Ifgdyd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap``:a}aaaaaaVbWbXbcccccccidjd±wdWF hVF0hxCJOJPJQJaJhVF0hx0JCJaJ$hVF0hx0JCJOJQJ^JaJh[q0JCJOJQJ^JaJhVF0hxCJaJ hVThxCJOJQJ^JaJhVTCJOJQJ^JaJ hxhxCJOJQJ^JaJ hxhyCJOJPJQJaJhxCJOJPJQJaJ h4rh4rCJOJPJQJaJhyCJOJPJQJaJcccjdee]OOOOd$Ifgd 4kdH$$Ifl1FL$ ~6  t027    44 lapytijdee"e.e/ePeUehelee-fAfRfffgg g"gHggggg&hVhZhth~hiiiijjvjyykyyyyyyyyyyhH=QCJOJPJQJaJhc,wCJOJPJQJaJ h4rh4rCJOJPJQJaJhqCJOJPJQJaJha}CJOJPJQJaJhVF0hx0JCJaJ$hVF0hx0JCJOJQJ^JaJh[q0JCJOJQJ^JaJhVF0hxCJaJ hVF0hxCJOJQJ^JaJ$ee/ejjkkbTFFTTd$Ifgd4rd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapvjzjjjjkk)k*k9k:kgkhkkkkkk·pp]pL; hxhxCJOJQJ^JaJ hVF0hxCJOJPJQJaJ$h7h00JCJOJPJQJaJ#jh0CJOJPJQJUaJh0CJOJPJQJaJ' *hVF0hx0JCJOJQJ^JaJ$hxhx0JCJOJQJ^JaJhVF0hxCJaJ hVF0hxCJOJQJ^JaJ hVF0h4rCJOJPJQJaJhc,wCJOJPJQJaJhyCJOJPJQJaJkk)k*kkkbTTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lapkkkkk6l7l8llllllllllllllѾrg\TPTPTPTP@h{yhv5CJOJQJ^JhSjhSUhVF0h 4CJaJhVF0h[qCJaJ hxh[qCJOJQJ^JaJh[qCJOJQJ^JaJ hVF0h4rCJOJPJQJaJh[qCJOJPJQJaJh0CJOJPJQJaJ$hxh[q0JCJOJQJ^JaJ h[qh[qCJOJQJ^JaJhVF0hxCJaJ# *hVF0hxCJOJQJ^JaJkkk7l8llbTTTTd$Ifgd 4kdk$$IflFL$ ~6  t027    44 lapllllllllllb`V`V`V`V dgd 4kd$$IflFL$ ~6  t027    44 lap llmmmmmm*mQmRmmmmmmgd 4gd 4 $h]ha$gd } +&#$gd 4h]hgd 4 &`#$gd 4$a$gd 4llllllmmmmmmmmmm m&m'm(m)m*m+mCmDmOmPmRmemnmmmmmmmmmmȰ|uqfhVF0h 4CJaJhS hqhvhCRmHnHuh }jh }UhCR0JmHnHu hv0Jjhv0JUhvh ;hvmH sH h8?X5CJOJQJ^Jh{yhv5CJOJQJ^JhI5CJOJQJ^Jh85CJOJQJ^Jhv5CJOJQJ^J&51h0:p 4= /!"#$`% $$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 55apyti$$If!vh#v #v#v:V l t0275 55ap$$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 55ap666666666vvvvvvvvv6666>666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666866666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p(8HX`~8XV~ 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[$\$CJOJPJQJaJ4o4 |af_outputlabel^@^ | Light Grid - Accent 3 ^m$ 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]# e  ==@T |wG` !#*+4.0f3K69=BH PRTXoY|\`jdvjklm79>@CGIKMNPRTUWY[]`cehkmoquy{}V Vx*y!%+.1469=?A)DILP~RVTTPYQZZ|\]^`cekkllm8:;<=?ABDEFHJLOQSVXZ\^_abdfgijlnprstvwxz|~$  D t K &/w"#S#$B%%Z(((/---9cgcceXXXXXXXXXXX@!! t8@0( SC[C B S  ? _Hlt377568564 _Hlt377568625 _Hlt377839924 _Hlt377839925 _Hlt377568552 _Hlt377568530 _Hlt377568531 _Hlt377569715 _Hlt377569716 _Hlt377840063 _Hlt377838871 _Hlt377839805 _Hlt377839806 _Hlt377839098 _Hlt377839198 _Hlt377839199 _Hlt377839889 _Hlt377839237 _Hlt377568769 _Hlt377568770 _Hlt377569263 _Hlt377569264 _Hlt377569276 _Hlt377569277 _Hlt377569029 _Hlt377569030 _Hlt377839302 _Hlt377839303 _Hlt377569247 _Hlt377569248 _Hlt377839390 _Hlt377839391    ^  DC#C#Q%T%W%W%((((((((----e@@@@@@@@@ @ @ @ @ @@@@@@@@@@@@@@@@@@@    _  ED#D#R%U%X%X%((((((((----eY`7;<?  % d j  u K x"T#++99DD.T0T.c7c9ccddddddddddeee)e*ePeee@Ew | ( < E Y `t!')xzK$L$&&22x5577yEEfHvHcRlRwTzTXXcYoYdddddddddee::::::::::::::::::::::::::::4CJ5,W\Q8E"ppK,{.PW ^`OJQJo( 8^8`OJQJo(^`OJ QJ ^J o(o  p^ `OJ QJ o(  @ ^ `OJ QJ o( x^x`OJQJo(H^H`OJ QJ ^J o(o ^`OJ QJ o( ^`OJ QJ o( H^H`OJQJo( ^`OJ QJ o(o ^`OJ QJ o(  ^ `OJQJo( ^`OJ QJ o(o X^X`OJ QJ o( (^(`OJQJo( ^`OJ QJ o(o ^`OJ QJ o(80^8`0^Jo(.^`^J.pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J. ^`OJQJo( ^`OJ QJ o(o p^p`OJ QJ o( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o P^P`OJ QJ o(80^8`0o(.^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L.\Q8CJ5{.PpK         NZ                 V        }#yV=D%Mbs Abs y$dFh1UVbs %-$ x D%J  f] U$@ bs ]ck Jh[bs Hgbs 2=D%0D%k Ju$bs qD% _%-$ 00k J*%-$ k JXTk Jiu fv$dVfZD% $dfR fbybs p%-$ c=s:# U$3O!k Jv##LuU$D%"&% fe$)bs tfE*D%Ckq*U$%<*#Lu )+bs Q.+D%-D%O1k Jm`3k Jt3=s:Z3bs a3%-$ 6U$i7D%i/:D%+m:k J=s:x=bs " V?%-$ HLAk Jg CCbs CCbs FCD%9SED%YvFD%j Jk Jk J.Jk JxBJ%-$ lKk JWpK f L f*cLbs N4L=s:;Mbs cH^gĵ/)8<l!p!\# r%B&C&(('q*r6/0 4O9:}<5Dx?D*FIDKMKgKMdqMPH=QyQNUK]U%VW8?X@Y{BYPYUX[X]:_ cEf9hVhphgzi5cj_hj )l[qbq4rWrbs2vb)wc,w&xy }L9}a}[pu;D-?^v[vljDkA9I\r3 ~<'6cT8H_9GFZi;fPdAxUhvCR~%i6IV8_x/u'vyi<)QRg=w0N\S>qzkcdd@>|e`@Unknown G*Ax Times New Roman5Symbol3 *Cx ArialQBaskerville Old FaceG5 jMS Mincho-3 fg7@Cambria3Times7@ CalibriC  PLucida Grande? *Cx Courier New;WingdingsA$BCambria Math h`*%'`*%'$'U 3U 324]d]dEK#qHP $P'|2! xx ,Coleen Olga Evert       Oh+'0t  $ 0 < HT\dl'Coleen Normal.dotm Olga Evert2Microsoft Macintosh Word@F#@`c@ۉh@ۉh U ՜.+,D՜.+,0 hp  'FUJITSU3]d  Title4 8@ _PID_HLINKS'AB}* mailto:stockwellrobert@fhda.edu 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 F9hData 1Table?WordDocument7SummaryInformation(DocumentSummaryInformation8CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8