ࡱ> 24/01y bjbj 1{{ 8\@\($&$&$&$RjÂ$&%$&$&$&Â ؂:+:+:+$&":+$&:+:+.{H&riP/N'~}@0~T(ii $&$&:+$&$&$&$&$&ÂÂ:+$&$&$&$&$&$&$&$&$&$&$&$&$&$&$&$& :  St. Dallans P.S.  Pastoral Care Revised June 2007 Introduction This document outlines our schools approach to a range of Pastoral Care issues. Its main function is to provide ethical direction and practical guidance for all those employed within our school and those external agencies working with young people within the school environment. The various sections outlined in this area are as follows: Pastoral Care (including Staff Well-being) Personal Development Misuse of Substances / Drugs Information Relationships and Sexuality Education (RSE) Child Protection Acceptable Use of Internet and Digital Technologies (including mobile phones) Anti Bullying Promoting Positive Behaviour Children with English as an additional Language Playtime Healthy Eating and Nutritional Standards Attendance P1 Induction and Settling In Use of Reasonable Force Suspension / Expulsion Handling Complaints from Parents Energy and Conservation Rationale Pastoral Care is not a frill or option; it is the oxygen essential for the learning process to occur. McGuinness (1989) Parents are the primary educators of young people. The responsibility and impact of the home environment in the formative years is acknowledged as the most important influence on the development of the adult person. However, there are numerous other influences which come from a wide range of other sources. Central to these influences is the role of schools, and more specifically teachers, who will have contact on a daily basis with children and young people from 4 to 18 years of age. It is paramount that those charged with the responsibility of educating young people must be aware of the crucial importance of their role. This document will provide the support that our teachers need to give direction to their work with young people. To develop as a person is to develop in all five dimensions of life physically, intellectually, emotionally, socially and spiritually. However, it is widely recognised that our educational system to date has tended to neglect both the emotional and spiritual dimensions of our lives. In recognition of this we must adopt a proactive stance in taking a holistic approach to the development of our young people. This Personal Development approach is in keeping with the CCEA proposals for the revised curriculum. Personal Development This provides the means for our young people to clarify their values and attitudes. It assists young people in the development of personal skills which in turn leads them to an acceptance of responsibility for themselves and for their actions. Personal Development must be firmly rooted in the belief that all people have value in their own right, and that their feelings, opinions and actions are important, regardless if these correlate with those of others or not. In practice this means that we as teachers endeavour to communicate openly and honestly with our pupils and enter into genuine sharing relationships. Most significantly, it means that we must place confidence and trust in the ability of others to take responsibility for themselves, their behaviour, their feelings, their attitudes and their learning. We must provide and allow for the development and awareness of self and all that this entails. Many propose the view that when individuals come in contact with, own, and accept their inner strength, a new way of living emerges for them. Pastoral Care provides the conditions in which the constructive power within can be released and used to its fullest advantage. The mutually beneficial outcomes of developing an honest approach to Personal Development through Pastoral Care are: Increased self awareness Development of high internal self-esteem Confidence and independence of thought Sensitivity to the needs of others. In addition, young people especially develop the necessary skills to cope with possible risks to their personal safety from a range of threats. They become empowered to meet the demands and challenges of adult and working life with confidence. Having accepted this approach in its entirety the objective of this document is to: Highlight current legislation on the care and health of young people Support the implementation of the revised NI Curriculum Encourage continuous monitoring and evaluation of the effectiveness of provision in the area of Pastoral Care Provide guidance on the handling of specific Pastoral issues including; Substance Misuse/Drugs Education and Relationships and Sexuality Education Promote the value of a proactive, rather than a reactive, approach to Pastoral issues. Pastoral Care Policy Rationale We define Pastoral Care as the created ethos through which our pupils develop and learn to their optimum potential. We provide the opportunity for every pupil to develop into responsible, self-aware, confident, and capable young people equipped to cope with the challenges of the 21st century. Our school accepts that Pastoral Care must form the basis of, and permeate, all aspects of the curriculum. Vision and Values Our school subscribes to the view that every pupil has a right to feel safe and secure on all levels. We will actively promote a Pastoral Care ethos which allows for the development of the whole person, and which leads to every pupil making good choices which will form the basis for a healthy and positive lifestyle. Pastoral Care will be the setting where our young people will acquire values and standards on the basis of observing these at work at every level. Our school is a center of education and we therefore accept the validity of a personal development approach rather than a delivery which is service driven. Ethos Ethos is an intangible concept with a tangible effect. It is our intention to establish an ethos which may be detected in the feelings of security at every level within our school.This may be achieved through: Creating a sense of belonging amongst all strands of our school community Developing an atmosphere of mutual respect and caring Creating an explicit Pastoral Care programme which allows for a fair and equitable exchange of views/ideas/attitudes, etc. in an atmosphere of trust Creating a sense of justice and fair play amongst our school community Providing opportunities for every person to succeed and to be affirmed in their self-worth Promoting positive relationships at every level Working with parents for the mutual benefit of all Establishing and maintaining links with the wider community Affirming and actively promoting staff to develop positive attitudes towards themselves and to the pupils in our care Creating a sense of self-worth at every level. Relationships Excellent relationships foster and develop in an atmosphere of Respect. Our school will work towards creating opportunities where mutual respect can grow and develop. We aim to create a caring, empathetic and secure environment where our young people can develop good relationships based on those they experience. Staff Well-being The well-being and welfare of our staff is viewed as fundamental to our success as a school. We value and strive towards quality relationships where each individual feels valued and prized. Our relationships are based on mutual respect and an empathetic understanding of each others needs. We are a listening school where open communication is practiced. All management decisions are transparent with staff consultation ongoing as part of all major decisions. Professional Counselling The value of professional counselling should never be underestimated. A counsellor can offer immense support to a young person who needs help and guidance. Our school will endeavor to enlist the support of Professional Counsellors to assist our young people to develop towards a more concise and definitive awareness of self. All counsellors who assist in this extremely important area will be familiar with BAC or equivalent guidelines. Counselling/Relationships Teachers will endeavor to build effective, empathetic relationships with our pupils in order to provide advice and support whenever necessary. However we retain awareness of the need for other avenues of support. Care of Young Children regarding Toileting Arrangements If a child has a minor toileting accident, the childs parents will be contacted and asked to come to school with a change of clothing and help to change the child. If a parent is non-contactable then a change of clothes will be provided from the Care Room. The child will change him/her self in the Care Room while an adult will be available to assist with packing up wet clothing. If a child is too young to cope with changing by him/her self a second adult will be called to assist. If a toileting accident has involvrd a bowel movement then parents again will be contacted and asked to come to school with a change of clothing and help to change the child. If a parent is non-contactable then the principal will decide on the most appropriate course of action. If a child has had a toileting accident and parents were not able to be contacted then the class teacher will send home a short note to the parent explaining what happened. (See Appendix 1) Managing External Agencies (Ref: Appendix 2 and 3) We acknowledge the importance of ensuring that any external agencies used to support our work with young people must adhere to the values and ethos particular to our school. Our school agrees on the importance of a contract being agreed upon by all contributory parties. Training and Support In order to support staff our school recognizes the importance of training as a priority area in the establishment of a caring and pastoral environment. Related School Policies This policy is set within the broader school context of Pastoral Care and as such should be read in conjunction with the following school policies: Pastoral Care (including Staff Wellbeing) Personal Development Misuse of Substances / Drugs Information RSE Child Protection Acceptable Use of Internet and Digital Technologies (including mobile phones) Anti Bullying Promoting Positive Behaviour Children with English as an additional Language Playtime Healthy Eating and Nutritional Standards Attendance P1 Induction and Settling Use of Reasonable Force Suspension / Expulsion Handling Complaints from Parents Energy and Conservation Evaluation and Monitoring This school recognizes and accepts the importance of monitoring and evaluating all aspects of Pastoral Care at every level. To this end we follow the procedures for self evaluation as outlined in the DE document Together Towards improvement personal development curriculum Policy Rationale We recognise that young people live in a period of rapid and often dramatic social, economic and technological change. In this climate our young people should ideally develop intra-personally and inter-personally through the role models of significant adults in their lives. As a result, they will automatically become more emotionally intelligent and witness the importance of having the right values and practices in the employment of life skills. However, in the absence of this, a taught curriculum is required in which teachers will act as facilitators providing young people with the knowledge and opportunity to practice vital life skills. Aims In line with our ethos and values it is our view that the personal development of our young people is as important as their academic development. We believe that the holistic approach to development on all levels produces well-rounded whole people equipped with the skills to deal with life. In recognition of this, when delivering the personal development programmes, we focus on the development of skills and values centred firmly on the person. In addition we recognise that schools are centres of education and therefore they must accept the validity of a personal development approach to the delivery of the curriculum rather than a service driven direction. Objectives Through the delivery of the Personal Development programme our young people should be able to : Develop skills, attitudes, values and abilities which will enable them to be effective in a variety of adult situations and occupations Develop knowledge and understanding of themselves and others as individuals their strengths and limitations, abilities, skills, personal qualities, potential, needs, attitudes and values Develop independence of mind and take responsibility for their own decisions and actions Develop self-reliance, self-discipline, self-respect and self-esteem Adopt an enterprising and persistent approach to tasks and challenges Develop a respect for ways of life, opinions and ideas different from their own, provided these are based on consideration and respect for others Develop a concern for, and a readiness to act on behalf of, the legitimate interests of others who cannot effectively so act themselves Develop knowledge and understanding of the world in which they live and of employment and other opportunities that are available Gain a concern for conservation of the natural world and for the physical, including the built environment Become effective independent learners. Curriculum Contents (See Attached Appendix 4: Curriculum Content ) Methodology In recognition of the fact that we all learn in different ways a range of learning styles and teaching strategies will be employed related to active/experiential learning These approaches will emphasise group and collaborative strategies, maximising opportunities for pupil input, decision-making and problem-solving. Lessons will be conducted in a non-judgemental atmosphere with the teacher in the role of the facilitator, creating and maintaining a safe and secure environment. Empathetic relationships based on mutual respect will be developed to create a place where fears and concerns can be expressed openly without risk of ridicule or reproach. The delivery of lessons will be concerned with the systematic and purposeful development of the whole person with emphasis on the active involvement of pupils in the learning process. In line with our commitment to giving Personal Development equal status with other subjects, each pupil will have access to a minimum of one hour per week of specific timetabled Personal Development. Circle Time is viewed as an excellent methodology by which to engage pupils. It is used to: Develop self-esteem Promote cooperation Develop respect for others Develop listening skills Prevent bullying and other negative behaviours (see Appendix 5) Managing External Agencies We acknowledge the importance of ensuring that any external agencies used to support our delivery of Personal Development must adhere to the values and ethos particular to our school. Schools need to be aware of the importance of a contract being agreed upon by all contributory parties. Monitoring and Evaluation This school recognises and accepts the importance of monitoring and evaluating all aspects of the delivery of the Personal Development curriculum. To this end we follow the procedures for self evaluation as outlined in the DE document Together Towards improvement Related school policies This policy is set within the broader school context of Pastoral Care and as such should be read in conjunction with the following school policies: Pastoral Care (including Staff Well-being) Personal Development Misuse of Substances / Drugs Information RSE Child Protection Acceptable Use of Internet and Digital Technologies (including mobile phones) Anti Bullying Promoting Positive Behaviour Children with English as an additional Language Playtime Healthy Eating and Nutritional Standards Attendance P1 Induction and Settling Use of Reasonable Force Suspension / Expulsion Handling Complaints from Parents Energy and Conservation Misuse of Substances / Drugs Education Policy Rationale In todays society many young people are exposed to glamorous and unrealistic messages in relation to drugs and their effects. Combined with ineffective Government policies, this often leads to misuse and abuse by impressionable and vulnerable young people. Whilst we recognise that parents are the primary educators of their children, we realise that our school is well placed to provide strong support and care in the area of substance misuse. As such we encourage all pupils to develop personal and social skills that will enable them to make informed decisions regarding substance misuse. We recognise that an asserted approach for supporting young people in substance education is to create an ethos within the school which promotes individual empowerment, and values, such as tolerance, openness, honesty, respect and caring for ones self and others. Aims To establish abstinence/prevention as the main approach to substance misuse. To establish an environment free from the misuse of all substances. To provide guidance on the protocols to be used in suspected or real substance misuse. Objectives To provide factual information and knowledge about drugs/substances. To establish and develop personal, social and moral skills that will enable a young person to make positive, informed decisions. The two are intertwined and mutually supportive. Legal Legislation It is the policy of this school to comply with the legal requirements laid down in The Misuse of Drugs Act (1971) and other relevant legislation. In keeping with requirements we will publish relevant sections of our Misuse of Substances/Drugs Education Policy in our school prospectus. A copy of the policy may also be obtained from the school. Whole School Approach It is the view of this school that education surrounding drugs/substance misuse should not be taught in isolation, but rather as an integral part of our Personal Development Programme. This involves developing a set of values and skills that will aid in producing rounded whole pupils - physically, intellectually, emotionally and spiritually. The aims stated above are fulfilled through pupils experiences in the taught curriculum, the informal curriculum and through opportunities in extra-curricular activities. Roles and Responsibilities A response to a substance-related issue is not just the responsibility of teaching staff within this school. We use a multidisciplinary approach to deal with all issues relating to drugs/substance misuse. Included are: Board of Governors Designated Drugs Officer Personal Development Curriculum Co-ordinator Child Protection Officer All Members of Staff External Agencies Responding to Misuse of Substances and Related Incidents ( see Ref: Appendix 6,7,8,9) In the unlikely event of an incident occurring we will follow the practices and procedures stated in the Misuse of Substance Flowchart (Appendix 6). In addition, parents/guardians will be immediately notified as will the Board of Governors and the CSIO PSNI Officer in order that investigations into the source of, and possible trafficking in, illegal substances can be expedited. Our policy in these matters is to proceed with the utmost discretion and sensitivity bearing in mind the need to protect the rights of the pupil concerned, their families and our school. However, it will be made clear to our pupils that no guarantee of confidentiality can be offered if he/she discloses to an employee that he/she is taking drugs. Due to the seriousness of substance misuse, any incidences/knowledge must be reported to the Designated Teacher- Mrs Noreen Fitzpatrick, who will ensure that proper action is taken to protect that pupil. Procedures to be followed: Pupils under Influence - ensure immediate safety of pupil and others, and administer first aid if and when necessary. The Designated Teacher/Principal should then be informed, followed by parents. At this stage both the CSIO and the EWO should be informed. Pupil Suspected/Known to be in Possession of a Substance - pupil will be asked to surrender the substance whereupon it will be placed under lock and key until collected by CSIO. Upon refusal to comply, the pupil will be escorted to the Designated Teacher/Principal who will make a further request. Upon refusal by the pupil to accompany a responsible adult to the Designated Teacher/Principal, the Principal will be sent for while the adult remains in close proximity to the pupil. Pupil Dealing - Designated Teacher/Principal should be informed immediately whereupon the CSIO will be contacted. Media The Head Teacher will take responsibility for liaison with the media. Recording and Referral Appendix 7, 8 and 9 will be used to record and refer information to both the SELB and the employing authority. Managing External Agencies (see Ref: Appendix 2and 3 ) We acknowledge the importance of ensuring that any external agencies used to support our work with young people must adhere to the values and ethos particular to our school. Schools need to be aware of the importance of a contract being agreed upon by all contributory parties. Safety in the School The school has several qualified First Aiders Mrs Teresa McCann and Mrs Veronica Gaddass, who are known to all staff and are easily accessible. All substances and associated paraphernalia will be collected, stored under lock and key and delivered to the CSIO from the PSNI. Policies and procedures are in place to communicate with parents regarding the safe storage and administration of prescribed and over-the-counter medication during school hours. Staff Development We regularly update and train our staff regarding issues surrounding drugs/substance misuse. Related school policies This policy is set within the broader school context of Pastoral Care and as such should be read in conjunction with the following school policies: Pastoral Care (including Staff Well-being) Personal Development Misuse of Substances / Drugs Information RSE Child Protection Acceptable Use of Internet and Digital Technologies (including mobile phones) Anti Bullying Promoting Positive Behaviour Children with English as an additional Language Playtime Healthy Eating and Nutritional Standards Attendance P1 Induction and Settling Use of Reasonable Force Suspension / Expulsion Handling Complaints from Parents Energy and Conservation Monitoring, Reviewing and Evaluating Periodic review of our Drugs/Substance Misuse Policy will take place to reflect changing circumstances and trends. Evaluation will cover two areas: The effectiveness of the policy to assist pupils in resisting the lure of substance misuse. The effectiveness of the procedures and practices in place to deal with substance related incidents. To this end we follow the procedures for self evaluation as outlined in the DE document Together Towards improvement Relationships and Sexuality Education (RSE) Policy Rationale St. Dallans P.S. firmly advocates the Personal Development approach where young people are given the skills to help them resist peer and media pressure, and make informed decisions based on their own internal self respect and self esteem. Schools are centres of education and therefore they must accept the validity of the personal development approach rather than a service driven delivery. Aim Relationships and sexuality is a major issue for our young people. There has been a disturbing rise in young peoples sexual activity and the numbers of underage pregnancies as well as STIs, partly as a result of glamorous and contradictory messages from the media. Men and women are promoted as sexual objects and engaging in sexual activity appears to carry no responsibility or consequence. No consideration is given to the complex set of emotions and interactions required to sustain a healthy loving relationship. This policy is intended to provide a framework through which young people can develop the skills, attitudes and values necessary to deal with the challenges which they will meet in this very sensitive area. Objectives Through the delivery of RSE our young people should be able to: Form values and establish behaviour within a moral, spiritual and social framework Examine and explore the various relationships in their personal lives Learn how to develop and enjoy personal relationships and friendships which are based on responsibility and mutual respect Lay foundations for developing more personal relationships in later life Make positive, responsible choices about themselves, others and the way they live their lives Outcomes Desired outcomes are: Enhanced self-awareness and self-esteem Healthy and respectful friendships and relationships An understanding of and a healthy attitude to human sexuality and relationships in a moral, social and spiritual framework Responsible behaviour and the ability to make informed decisions A sense of value for family life and marriage An appreciation of the responsibilities of parenthood Appreciation of the value of human life and the wonder of birth Responding to sensitive issues We recognise that, on occasion, certain sensitive issues may require consideration. When attempting to deal with these issues the following procedures will be adopted: Risky Children This term has been applied to children who display behaviours that may be harmful to other children. Whilst these children have a right to education, the school has an obligation to ensure the well being of the entire school population. In order to do so we will carry out a risk assessment. Sanitary Provision for Key Stages 2 girls Sanitary bins are available in P6 /7 toilets and the upstairs disabled toilet. A supply of sanitary towels is kept in the disabled toilet. All teachers are aware of this provision and can alert pupils to it as required. Male teachers should refer pupils to female teachers. Parents have been informed of this provision and have been asked to share it with their daughters as appropriate. Sexual Identity and Sexual Orientation We are aware that as young people are growing up they can experience sexual identity and orientation confusion. This may be temporary for some while for others it may become clear with time that their orientation is homosexual. It is vitally important that all curricular delivery advocates abstinence as the acceptable option for all young people. Bullying on the grounds of sexual orientation is as unacceptable as it is in any other situation where someone is mistreated or bullied because of their differences from those who are perceived to be the majority. All issues relating to bullying on the grounds of sexual orientation will be dealt with appropriately in line with the general school anti - bullying policy. Child Protection If, for any reason, a young person is deemed to be at risk, then he/she will be informed that confidentiality must be breached, and the reasons for the breach. The young person will also be reassured that he/she will be supported throughout the process. Role of Parents . The school will never attempt to assume the cloak of parental responsibility. Rather, we view parents as having prime decision making responsibilities. It is paramount that we work in partnership with parents, particularly in relation to these sensitive issues Recording and Referral Clear and concise records will be kept pertaining to all issues outlined above. Parental Partnership We recognise that parents have the prime responsibility for bringing up their children and we will therefore seek to ensure that our RSE programme complements and is supportive of the parents role. Related school policies This policy is set within the broader school context of Pastoral Care and as such should be read in conjunction with the following school policies: Pastoral Care (including Staff Wellbeing) Personal Development Misuse of Substances / Drugs Information RSE Child Protection Acceptable Use of Internet and Digital Technologies (including mobile phones) Anti Bullying Promoting Positive Behaviour Children with English as an additional Language Policy Playtime Healthy Eating and Nutritional Standards Attendance P1 Induction and Settling Use of Reasonable Force Suspension / Expulsion Handling Complaints from Parents Energy and Conservation Managing External Agencies (see Appendices 2 and 3) We acknowledge the importance of ensuring that any external agencies used to support our delivery of Personal Development must adhere to the values and ethos particular to our school. We ensure contracts are drawn up to inform all contributory parties Monitoring and Evaluation This school recognises and accepts the importance of on-going monitoring and evaluation of all aspects of the RSE programme. To this end we follow the procedures for self evaluation as outlined in the DE document Together Towards improvement Reference Materials Area Child Protection Committees Regional Policy and Procedures April 2005 Children (NI) Order 1995 The Sexual Offences (Amendment) Bill 20001 DE Circular Relationships and Sexuality Education (RSE) 2001/15 DE Circular Drugs: Guidance for schools 2004/9 DE Circular Pastoral Care in Schools 1999/10 Drugs: Guidance for Schools in Northern Ireland CCEA ISBN 1 85885 652 3 Evaluating Pastoral Care 1999 DENI 1999 Guidance for Primary Schools: Relationships and Sexuality Education CCEA 2001 ISBN 1 85885 209 9 Guidance for Post Primary Schools: Relationships and Sexuality Education CCEA 2001 ISBN 1 85885 209 9 Integrating Personal Safety Programmes into the Curriculum: Child Protection CCEA ISBN 1 85885 202 1 Pastoral Care in Schools: Child Protection DENI 1999 The Education and Libraries (NI) Order 2003 Together Towards Improvement: A Process for Self-Evaluation Department of Education ETI UN Convention on the Rights of the Child Article3; Article 12; Article 19 St. Dallans P.S.  Appendix 1 Toileting Accident Dear ______________________ Your child _______________________ had a minor toileting accident today. A change of underwear and outer clothing has been provided. Please wash and return the clothing provided by the school at your earliest convenience. Signed:_________________________ Class teacher Date: ______________________ Appendix 2 Service Level Agreement for Use with External Agencies Working in Schools I/We have read the school ethos and policies of ____________________ __ and agree to formally adhere to their ethos and policies: in working with young people and in the delivery of the programmes outlined below: ___________________________________________________________ _________________________________________________________________ I/We am/are, willing to provide full details of material content to: Senior Management, Teachers, Parents, Governors and other Appropriate Bodies and agree to fully implement any changes deemed necessary by the above representatives. I accept the right of the school to withdraw the invitation issued to support the school in the education of our Young people. I/We formally accept the above terms of reference and in so doing I/We will acknowledge the agreement made. Signed: ________________________________ (External Agency) Date: ______________ Countersigned: ____________________ (Principal/Board of Governors) Date: _______________ Appendix 3 Checklist for use of Schools Designated Child Protection Officer to vet External Agencies working in schools Accredited Body Copy of Mission Statement Personnel to be used: Police Check Official Qualification Key Person All statutory requirements fulfilled: i.e. Health and Safety Policy, etc. Sufficient Insurance Principal Informed and Approval Granted School Ethos read and understood Service Agreement completed and signed Evidence of current legislation Established format for feedback Evaluation process in place Appendix 6 Misuse of Substance Flowchart  SHAPE \* MERGEFORMAT   SHAPE \* MERGEFORMAT  Appendix 7 Drugs and Substance Misuse Incident Report Form (Form to be completed by Teacher involved in Incident) Nature of Incident: Date: Time: Venue: Pupil(s) involved: Teacher Response: Substance given to Principal/Designated Teacher: Yes ( NO ( Report to Designated Teacher: Yes ( NO ( Report to Principal: Yes ( NO ( Signed: Date: Appendix 8 School Record and Checklist (To be completed and held as record by Principal / Designated Teacher) Date: Nature of Incident: Substance in secure storage: (please tick) Staff involved: Report from staff attached: (please tick) Name of Pupil(s) involved: Year: Informed (Circle as appropriate): Parent(s)/Guardian(s) : Local CSIO : Board of Governors : SELB : Employing Authority if not SELB : Other relevant bodies : Action plan for pupil support in place: Signed: Principal/Designated Teacher Appendix 9 Pro Forma to inform SELB/Employing Authority Name of School: Address: Telephone No: Date: Principal: Contact Teacher: Details of Incident: Substance (if identified): I have completed the checklist outlined in Appendix 8: Signed: Date:     PAGE   Principal/ Designated teacher investigates and informs: Parent Police SELB Employing authority if not the SELB Teacher/Admin staff assess situation Make situation safe for all pupils (call first aider if necessary) Send for additional staff support immediately. If problem not urgent, discuss with Designated teacher after the incident. Inform Designated teacher and Principal Complete incident report form Invoke disciplinary procedures (If necessary) Review procedures and alter, if necessary ':IV K >S34IKUqsϸ򡖡rgZh"6]aJmH sH h"5aJmH sH h"5CJaJmH sH h"CJaJmH sH h"H*aJmH sH h"5aJmH sH h"aJmH sH h";\aJ mH sH h"OJQJaJ h"6aJ h"aJ$ h"aJh"CJOJQJaJh"5CJHaJHjh"Uh"h"5CJPaJP"'9:;<=>?@ABCDEFGHIVW$a$$a$Wo p  C T 4 ? \ t $ & Fa$` & F$a$ 9 K L M & ' 89=>STrs $ & F0`0a$$a$$a$PQ>?+,-./01234IJK 9r $0`0a$ $ & F0`0a$$a$KUVABtu{|Of g ! ! $ & F 0`0a$$a$u{| R"S"a"""####~%%%%R'S'l'm'E(F(~(**1,2,C,D,c,{,---=.>.V.W..000001ȰșȰȰՕ h"aJ h"5aJh"5CJaJh"h"\aJmH sH h"CJaJmH sH h"5aJmH sH h"56aJmH sH h"5CJaJmH sH h"5aJmH sH h"aJmH sH h"aJmH sH h"6aJmH sH 0 !;!.W.X...h^h$a$./-/X/\/m/////0#0M0X0s0000000000112$a$$a$$ & Fa$` & F1122#2$2444466R7T7_7 <4<d<e<q<r<??pArAAAAAABBvCCCD DDFFFÿ̸ò̲̐̈̈xnx̿g h"5aJ$h"aJmH sH  h"5aJh"5\aJh"CJaJh"5OJQJaJh"CJOJQJaJh">*OJQJaJ h"aJ h"6aJh"h"5>*aJ h"aJh"CJaJh"5CJaJh"5>*CJaJh"5;CJaJ$ h"5;(22$24444z6{6S7T7_777H8I899a9b99999:: ; ; $ & F0`0a$$a$ ;;;;; <4<5<d<e<q<r<==???? 9r 0^`0$ & F 0`0a$$ & F 0`0a$ $0^`0a$$ & F 0`0a$$a$ $ & F0`0a$?@@@@ A$A=AlAAAAABBBBBCCD DDDD E & F$ & Fa$$a$$ & F 0`0a$ E EETEnE|EEEEEF#F;FSFtFFFFFFFFFFFFFF$a$$a$` & FFFFFFFFFFFFFFFFFFFFFFFFFFFFFF$a$$a$FFFFMJRJSJ*aJh"5>*aJ h"aJh"CJaJ$h"5;CJaJ$h"aJmH sH h" h"5aJh"CJaJ h"aJh"OJQJaJh"5CJaJ*^F^\^^^^^^^_H_Q_{______ ` `1`2```%aaa$ & Fa$$a$` & Fab*b7b8b9bCbDbcccceeffffffPgQggghh]h $ & F0`0a$$a$$a$]h^hhhhhhhi i>i?iiiii+j,jbjcjjjjjmk $ & F0`0a$ $ & F0`0a$ $ & F0`0a$$a$mk{k|kklllenfngnhnnbqcquqwrxrss$0`0a$$^a$ $ & F0`0a$$a$ $7$8$H$^a$ $ & F7$8$H$a$ $7$8$H$^a$$ & F07$8$H$`0a$ $7$8$H$a$nnaqbqcquqvrxrrssssssttttttuwwwwwxxSyyyyxzyz}}},~-~?~ϷϪ~nh6Tth"5CJaJmH sH h6Tth"mH sH 'h6Tth"5CJ$OJQJaJ$mH sH h6Tth"aJmH sH h6Tth"aJmH sH  h"H*aJ h"\aJ$h"aJmH sH  h"aJh" h"5aJh"5CJaJh"5CJaJ h"aJ h"5aJ(sssssttttttuuuuuu vBv\vjvvvvvvw` & F$a$ $ & F0`0a$w2wJwkwwwwwwxxxxxSyyyyyyyyyy'z4z5z$da$$a$ & F5zzz{zzzzz{ {P{V{j{k{{{{{{{{{G|M|h|i||||| & F & F||} } }9}:}v}}}}}},~?~~~~~~~~~~~~~P$a$$a$$da$?~@~~~)CNO!׃ņƆ¶xmb^XKbKh"5CJ$OJQJaJ$ h"aJh"h"5OJQJaJh"5;OJQJ h"5;h"CJaJ h"5aJh"56aJ h">*aJ h"aJh"5CJaJh"5CJ$aJ$h"CJOJQJaJ h"CJh"5aJmH sH h"5CJaJmH sH h6Tth"5CJaJ&jh"CJUmHnHsH tH uPQ)*+,-./0123456789:;<=>?@$a$@ABCNO"#GyAB$d &d N P ^^ & F$a$$h^ha$$a$Bijփ׃()lm $a$$a$dh 4Xv҅1YyņƆ$$a$ 9r  ^  & F$a$ !"#%&aklӇڶxogogogogogx\x\h"5>*CJaJh"CJaJh">*CJaJh"5CJaJh"5CJ aJ h"5CJ$aJ$h"5CJOJQJaJh"5OJQJaJh"5OJQJaJ$h"CJOJQJaJjbh"CJUaJjbh"CJUaJh"CJaJjh"CJUaJ"jh"CJUaJmHnHu$$%&'lӇԇ3GIKM_ace$  p@ xP !%dha$ $ %dha$$dha$$a$$a$$a$12GHIJKLM_`abcdefgۈ܈ !#*,-78ST‰ô릟h" h">* h"5>* h"5h"5CJ$aJ$h"5>*CJOJQJaJh"5OJQJaJ jrh"5CJaJh"CJaJh">*CJaJh"5>*CJaJh"5CJaJ;eg8Tsss$ pP%@@@@@dh&dPa$$ pP%@@@@@dh&dPa$$ pP%@@@@@dh&dPa$ $ @ %@dha$$ P%da$ $ `%da$ $ %dha$ ‰6Z^bfjЊڊ$ & F `%0dh`0a$ $ `%da$$ P%@@dha$$dha$$ 8H X %da$ $ %dha$%'Z[\_`cdghjΊЊ؊ڊCDNOop|ȋʋًۋ !"#$@Bh"5;CJ$OJQJaJ$h"5CJaJh"5:CJ$aJ$h"5CJOJQJaJh"5OJQJ h"5>* h"5h" h">*AEQo{|ʋۋ$dha$ $ %@da$ $ @ %@da$$a$$a$$a$$ P%@@@@@dha$ $ `%dha$$ & F `%0dh`0a$ "$DEF~$ P%@@@@@dha$$ %@da$$ P%@@@@@da$ $ @ %@da$$ 8X %da$ $ %dha$,-RS$a$ & F&`#$,-RSǍȍ<=[\h"CJOJQJaJj>ch"U h"0Jjh"0JUh"jh"Uh"CJOJQJaJ#Ǎȍ<=[\$a$/ 01h. A!8"8#8$8% bDd?  .  0  # AbaJm7rA++vaDn&nnaJm7rA++PNG  IHDR~ gAMA|Q pHYs\J\GzM{`IDATx}rrF $h*$ѷ@OjP(頀a 2'}7q&0RRIάv6\ XhObBU!(ɨGӀ&NjnkTq/ JB'AF%R0; M?HtD! 5~~^; JF;{R=DiFUFIRjGC8(5Ѿ,$TcP'"T35zL(3r^; )c[t|s0Qj1ʫ{@{Q`(vCSO5!RÀΪQȋ3l`Zg^xPjw: _#? w< YF )j#ơy͚r|`TA8`fz`%%ߘ\~_Pz}A`Ŏx">  r|E|0݆ 3Rý">Y̔V[~">8&P+3j SOw0kTz}Ex~: hp0OƎqO}dvRKjSjx8t`P,ҷF`v/TqXo qJƄ+Pi9 ];OVgK5$K9 n㿒JVy`pu:Y&jM 1 Mt/;Eun UгQ`tӶADqXޘq8z7lE|"güR\ry8Dt|uٍUl53-A` ;r1+de+0t9,G:(ܼvΞr;5@N:T8R} `Q.wUKy `XJ_VチI& Ǡv"7P"0/} rQ*K`^KIP$7/Xret.h92u9NtεYv@s-ǡz(0>V-f|[)XO5uK٦eDWlf~;7tnj1[@o ̶̳j9+z̟.fN8ӳ,` w&q8vY=TqX3IG1M`_N2u+``t; ܖ6FWALbt&Jx3]>g':)d]g wh:vRp+Q%0:9\x _͛op%0D<[l_oF.o1iL`oXfÍ: -`xc`2oڙx;`%*a7<7ڙx;`i6{X:2ÖeR~,L0>\3Vnqqg'0 b6SZKFW30#h÷-qYTx7Nmf\x2|wtRU@sæKoxYkWϞ+-Av;Z Ww$$ ɏ;koxW Fp_pؿ ckeAc('t&(`: >`]2Hw;e.ǹŷ6l ҷ4a~;뱯$0Vkпlc0D ÓOpcm!TLfs8jFw.a?bvX|Fr6h30N`QrP';ډL'8ć>xLfٴsvivy'aΨUmeLGa'/Ёw9kٟkY3T8CX9kII#gBgs >ם~S47\UCg;;C4sX,jroB Oם&K_m>::Ǝ`UӁ _2`bYejgY{{#`7+q=Q5&:w:ndGHg& d+[>8F|--K#v7Y)n>!'8]Em)XD`!%y8cƣ`-_mGx[\n3p~Igȋ$0y2dފ^RBgfj؄Dmܐ>0 ,w3cP8UQΎAIɁ{n;=|L+ޠE UdUrԊvOΦV=mƆ/5?:l xYC7ݯ4=|3L>: iZ/7RH_x%S2aGgN{VX8AT=x8|lؼ8xY|pv;pwp~ycЭqۓa=; xe?6 \ٍn vlߑPFF`q$gߏ[\`~X8;s=x?xwV|;X/Daǁqw/`}Cc;Z``pw35Áp܃ɞc׿-pU`B%⾇͔yWOq?_y#mBeύS^n@1w- e%>OYЪf^0LTU 7~(XvqÊt܉;kXS!px&?#yEbTef nGFI~`̸3 :t?~B6/?jȈ|/B|[}?8J܄'Z*ے5+w΁}{ 0Y$|'vg6ޒx%|J, GX/n@yϓE `.7E5Nل56{<30c5F3'{7}|WD9Fw݊_NĜ.u xp2H' aeg=-0wɄy^ߒGB?ہ _DO;?< ,JZxW a,IZO* awz=~ݱv`?E ڧw&bjGbU;=4[noO>/F_ DXpmۅX TӍ%0n^ xv"'m#~u$pCn">\gƛ'_u? Fy"Vڙ}~m56~b |.VGF%p3Ofe_g^~uv*3p;OfojK nVw^ZC֭m\vg-m_H|D$}D '!@! SgY'i|s>D30x&x{8O~[`CL,8NC➷/0s8(Nso= x<} 6~qgoò'~c7zO>=X<x8)4!e94ɱ/UOE$޷r? _%PƏUP4Gu.Jsc̃ ^BUg&[3"8-ÁM;jYR<jcnTU9S {D(݋Wɒn]`)#̪LT┟/AGF(Go3m Uݫ2.p''] X8Dwxhz} xg84ƽh^ XSo{`٨jL,,.-G5t'޺>8G5Q$Ue<< 8HSHxH3&iRo#c\ E>ǀYZ;,秎7QƮ<8Xʣ*nfdD<7Ù- \{ cJ>ב/m^PWټ~ p;0rUG(mEmP֏|0 @v춿 [Lvdբt[E£orcѵV,p/CضG]DW||a7T8۝Xߔym6$} 0qi~_Z^_<ߛj Qo,3tDsNihӉ'osP5{V#2zw2LfE_?dkFO}Mly`G"jy<03#C}}JMQhn!LmDjӪ"5oHXxqX_Tj$+];{[S# s}wF"XD/3/a{&@fV,5O607 $vB]y`[=PP$`m/jP~//d⦶ׇJ&oI*uwl^ t4^ӰFv=խS[xܯ$oƏQ놗4,eHꛁnWV>*FO#Ky/\?M$c 2Cea-Z9Q {r^ >0Z#}ͭy\`}| >wonٳD_yYwFf d`Op+l-,zL` \ QW=6Z4HL0_HDO@\,>ĞIIl}׊nW)턶j*/<Dãy7zkw RlyH]nъiS:dUԗ~4`vɿ.{0-G*פOnt+k*&y"p4nq|}˽f%jO>xOV""Lx/7J;R6d4`2Yؓ )V%wbHNU>XաdJ(bTMQ|R% ll^Sdp XUVY~H5 v+߻HUl*J}XݠH7A}hxalfۈ{n(|fN‹^$kpu(5D,*{:c[}Rvb`zAJDz $E H׾^W l\WX+M9'Y׾^!Ae]<ʓXR%z])0ՁҒ>7L ^W Lp J!!pp7'Ҿt9596wkgHQϘ s⾢|KF`{gZ_%.Bhʀ7^uԤg^Is*nĤoueO5 76՞^W 3+=N9X9Z7.1v*4V}nL+ʹ+^UL!-Yw %0 se-0+i(V%VLe:J1VX1MƘ:3'3=+6[5h`ebH)VQvDGf`[jǂ#k2dܗF+%A -DrS5Umu%J[V6 y3p3n:qq.F%!@SkN( YMhIlf5Ql^X1x ١& U(KɧLB-v+&`%޲> ,:I^t&]&`T(6So{ցYM(eCu=`nyϴXr#65E}^[uCeFYi ͫ;Xhԕ;1@:Vs$2`b'c XZM3$w:` ZMtS%iu;{l:'mS 17mʬU^!08R@܊`9EQڶ7XY ;{ Ơ 0mzm2rQ s ͹u~{NƊ7鵵S՗ 6\q}*K,ˤ&Ł|]dR$ 0-!slkkĩ1|j[ѦT2AiRߗ^5-`J&ÕZoGgc ׀޹g#C4vcnq0WGWK`g4B˄>vV80tZrZ Z8纸6iEݠV>'c-,ny4^0fjMeHo`> bK'  0_jJo7dR56BآW֩-1 ;獄vCuՐ0a˶b_=R1NTM5]z" raX.rn0;:8m LTܕ W GV;\% hs2WEZM80} >]~G/K`ģ`䍀{< c^n,;a+` G+iP2n<$j Vƀ(dݠ&$ s]݌FjX/7|'OD-z|ǁ%q݄fs40Wz `Cf]5wK`Z9;Dvc{%ME% > YcY0V;]U%ouRjg7b2|w;, =* XhrcJ+!&i%q^8,b[1t6 H|`7CE|0wy`%ā}yp* VUý#!0utJJq40qh7Rm8L1ri[H}>v$H qj8 кvfDXN&-77L%%<7ܹ"P|]q7NC ׎/:;*`/qh}Y P7 `WnXe BxM+-x>݄)!-j#J ;X5;/p zGYp%0y]!{Lգj#XI\i5`&_ %4\QMЙp 3Vv=ērP;xM} n Ӎ>{zVU 9Q«1(@| Xc0t0NT oz!08p|渧NC_YwQNԜ7ɡGܘ``A 8E`T xA`tcL3aDM㪓xL(A`n. Cb s=fcp04;O!2BhMK5yX0*VF/?̍׽8f3 +,30N'IK L "1@'V*֪+;[XA屪_=z7OO I `Nq QYSJq S|+Dx7`j8f3]9ޘIԼ3\1fwUVn`diWJ(Kit DPQVȯ~pnݮM$E- ]za&e&m - p=3|FcHt&;ҙDe + B{Ɍ|`7C]`lvXʗ@WY,pxb+QS<5Qjsmߙ?dvviFUFX=,ݰ,ݵx{Q.9ZlV3DR-.MW7νnkZ T!Rl@vK Vhw<՚;`.. <.6`B} U<4 Cv{qxC_ƀ%0Y G4w1:yŀ< _q>#ĴvCQ=`+?Yx,a"_p3Π I0qAd:do~J] pjkp>\Gο`C]ZSCuth[aplEʼ1X~2x/wm | }`G/1l'}+F`5kRZO:=w+GF+`XH:cI\эS j>RXp6GFk[ f6la'v鯤W/>g*sO}` pĽPo;!-ZNVwi}RG$T`1a!ortp˫-倭qރf,3 D\NpPln/C`Vo;QcT꫍?ٱ~&ț`+ 2#ؙS(6 /CqW =+eޥ{d N{ZF߬rS9 LoFnQ3Xz5vmxr2 m502s 33é~5z[!\lm0,#e{xmVc튰;TF)83 ,݁wӤӠ)Uց)~ȌeM3b1H!Q  p] a;}@`"^[_֓il 60L{?1+ 9Lt܍8'pueNh[<+ni)",03Ák'[uߎNk I@r,bc6ljᕉiP}!(]X`ո8DBd-5LOxſ ~Awf Im+cKv3T~hLf`튻KAWtiړNfgG1Ryh1Xh,;|%مÄkKC/ ̬|g#!W-Nzu t:`QNL{ kׇJ&ƻ 1i'IQ q)kпl1]79Q?靕J5|0~V?6Ov SgDwl| 5]mbzELwz?K_-ݴ}`na LR. ?Lvhb.A`yߎqa tdV!V`wFߥ![nŀB`_n=3!ƍ];d 18_?ŀWva[*7MO{x  4!pAk$+7!_Lc:t[#7mCd`*L6; ̵`;,f O `_N+ 1V'3cyf]!Y`LJqEXͩ鿤  cF{U@NJcΌ`J& h/&FA`Cr 1g}T0~ぅ*|ӎz Ě֭ _pXYgf]\7]/,U Q0L-8J;yIgSr7+,gp}i*LHd}͋?it6=,6sB2i4lo<԰n|`h\diE[: Y(t{H϶-lL[%=`˰n%U0< t9{nˀ}' Zk8 0OK )u}avBJM=y%&J%? t \5V|!˜=w<)VO1 : I1Յ-gꗕ%3NS q 3i%pH} VSOI(j7&'Zcl{t)XM,\!" 3?Ec)":$": mҞH T7|N?cV79(^sjT{S?!!&/ O <:ʬ_/ 4s GBM p|PO1`Up3٫n&} 9!0MfwO\gCs 쨼"`&k(.waZR7lDFBLZXN!;ʭ2CC}>pnooQ,&0vъ-"ʕp{i,0s :h A=acޗzYCq*k޼} 83"*yBC'=D0/51ґXJ-^JhwqlB;_ǯ#B\`a+`Tm2!Ijo0v o ˕T`Q`^E rUWY=z5R1pQQEcF ` W .7"f0K/@M-2,j5oV)^1Ө>Z1G]I"1KW&.ԁ X9 `-q̕#гZT _L'%7gkL\Wm>Th`b]ܥȰ86J"[`0Uކ&t`RŷaQVSq-,9eX`]9 L7SjX-p_"n#pl Fظ  k\ LONL#T2M٢%`R`eM9F1n&2˟l$ÓEw@ }.ggsL=GWu~2㭔77QE_OtamO$mn"ǣfAp#`  !Db,`IG/Sp9% LV&-k?8ۼs~DI䔴H*c`;* ~S  ŽP'<GyeT] n4rKGC~җXvm]ûoQI=[u`6A ӝI5Dc7 <,W XFNw"-K<0nrD✿k;`i cU%b#0E})H1e9Gfh9"Oߦ'#9 W-bD+>W OK,(64Z< vxr(豪/:b;}; <@iƠILsr<|t*}:0-jā)0+Pj;Vj_+8V`^)h[`7!)MOy`ciE,lyoD;kAߪP؛ 5T{XY^ieر i|y:e7BA 'z cQ5,X%հF< W@l Mp$~ŗ0.|'0yVg-]6+S)6bKOLUEʅO PTV2.جŲ(L[vs8"&ڀIہX]Z7KoB"E((bX+Z 7wSpɸxC)~ "G})0$?x5Cu!8J9`PZaqJ F-J`xQ'ڐC3#w%֏{ ܽ#[< ڈbK([EVؗ"vY`.ziu)hiE"80WfU=V,#zM'D2ΧHD_/"f=$vyv.`TX I%䀙omEiE֊8zmLk ܣ;;I1 jU/Zm6AgR bk݃=USv&Z:VFI0oY`r8cqCAkЄ&U?duhM 0ۈu,nR /dCH~g WZ+xkY}pL]rknc4~ HIhӁypDMVD7U,0XGM@))d"{= ܥ^sjWFssh۠ˀК/`V<(fȐw?O=%6G6t)]b@x;`fTi2! )3ad Jܾ;<$NmRe4?)])9 [ 0a^~ʀәq5o?䁛րe<&Z5~'6[6+- NJ3NdnzC` f#[OHg2Pe]8IP<,KeV#d8udrY~CqהL 0|} ,\tsMJbTSz`nYm1vY߬#)SvR UD376jVM.7Q緼]+)b`鹯(I4omJ^ar}rxk"Рu X7Sxسˇa׸cj-L\dCAfGy9574<ǀQB#`],=WSZG6wⷿ̿?M<]ɵ܌+"&ml cT<čt-q`5nfǣr"؜-!f6sZ>A$qT`xP_$[z_ N[{`XK/DxF~I?vM2,&݇-0_b&"?Tcv}>x(nSA, $mq Y+Z. . k*paVF oϭ `m&%"qU&Ӎ:X &=Z4W+I(.>L{ ീnAa,e8Q`kց{ZD2(YxJiOp-o(ʨB PϬQ9P-PW] 8S 4A5˲0-l!G0/KPOA6 B+G~*1X&hQ_ BUB(͇ @16`8B<Ļ# 0NK1T{ QUM35==}<|! DXnV~FxY*CדFao ߝ[7tec5eC*]R~wbr aUww j=n_f]Pr{U wxcUp{eڣE<=ڗ$5L($[k=縣L5eV?Kp{dB>L+~[ym"vwf_Jg;0cw ˣ8P_W j%G$`V z+5Xy+Llۭܥ+UevM|wRE2-ƲUv$g6VX}x8KDSHΛ!kOW?8獫Unva]VcnǕwEܓ7/9-zfi`_MڟbU6w()+>ozD㜺2N Ěw8#nEqw.CgS=G_W'}7q&0RRIάv6\ XhObBU!(ɨGӀ&NjnkTq/ JB'AF%R0; M?HtD! 5~~^; JF;{R=DiFUFIRjGC8(5Ѿ,$TcP'"T35zL(3r^; )c[t|s0Qj1ʫ{@{Q`(vCSO5!RÀΪQȋ3l`Zg^xPjw: _#? w< YF )j#ơy͚r|`TA8`fz`%%ߘ\~_Pz}A`Ŏx">  r|E|0݆ 3Rý">Y̔V[~">8&P+3j SOw0kTz}Ex~: hp0OƎqO}dvRKjSjx8t`P,ҷF`v/TqXo qJƄ+Pi9 ];OVgK5$K9 n㿒JVy`pu:Y&jM 1 Mt/;Eun UгQ`tӶADqXޘq8z7lE|"güR\ry8Dt|uٍUl53-A` ;r1+de+0t9,G:(ܼvΞr;5@N:T8R} `Q.wUKy `XJ_VチI& Ǡv"7P"0/} rQ*K`^KIP$7/Xret.h92u9NtεYv@s-ǡz(0>V-f|[)XO5uK٦eDWlf~;7tnj1[@o ̶̳j9+z̟.fN8ӳ,` w&q8vY=TqX3IG1M`_N2u+``t; ܖ6FWALbt&Jx3]>g':)d]g wh:vRp+Q%0:9\x _͛op%0D<[l_oF.o1iL`oXfÍ: -`xc`2oڙx;`%*a7<7ڙx;`i6{X:2ÖeR~,L0>\3Vnqqg'0 b6SZKFW30#h÷-qYTx7Nmf\x2|wtRU@sæKoxYkWϞ+-Av;Z Ww$$ ɏ;koxW Fp_pؿ ckeAc('t&(`: >`]2Hw;e.ǹŷ6l ҷ4a~;뱯$0Vkпlc0D ÓOpcm!TLfs8jFw.a?bvX|Fr6h30N`QrP';ډL'8ć>xLfٴsvivy'aΨUmeLGa'/Ёw9kٟkY3T8CX9kII#gBgs >ם~S47\UCg;;C4sX,jroB Oם&K_m>::Ǝ`UӁ _2`bYejgY{{#`7+q=Q5&:w:ndGHg& d+[>8F|--K#v7Y)n>!'8]Em)XD`!%y8cƣ`-_mGx[\n3p~Igȋ$0y2dފ^RBgfj؄Dmܐ>0 ,w3cP8UQΎAIɁ{n;=|L+ޠE UdUrԊvOΦV=mƆ/5?:l xYC7ݯ4=|3L>: iZ/7RH_x%S2aGgN{VX8AT=x8|lؼ8xY|pv;pwp~ycЭqۓa=; xe?6 \ٍn vlߑPFF`q$gߏ[\`~X8;s=x?xwV|;X/Daǁqw/`}Cc;Z``pw35Áp܃ɞc׿-pU`B%⾇͔yWOq?_y#mBeύS^n@1w- e%>OYЪf^0LTU 7~(XvqÊt܉;kXS!px&?#yEbTef nGFI~`̸3 :t?~B6/?jȈ|/B|[}?8J܄'Z*ے5+w΁}{ 0Y$|'vg6ޒx%|J, GX/n@yϓE `.7E5Nل56{<30c5F3'{7}|WD9Fw݊_NĜ.u xp2H' aeg=-0wɄy^ߒGB?ہ _DO;?< ,JZxW a,IZO* awz=~ݱv`?E ڧw&bjGbU;=4[noO>/F_ DXpmۅX TӍ%0n^ xv"'m#~u$pCn">\gƛ'_u? Fy"Vڙ}~m56~b |.VGF%p3Ofe_g^~uv*3p;OfojK nVw^ZC֭m\vg-m_H|D$}D '!@! SgY'i|s>D30x&x{8O~[`CL,8NC➷/0s8(Nso= x<} 6~qgoò'~c7zO>=X<x8)4!e94ɱ/UOE$޷r? _%PƏUP4Gu.Jsc̃ ^BUg&[3"8-ÁM;jYR<jcnTU9S {D(݋Wɒn]`)#̪LT┟/AGF(Go3m Uݫ2.p''] X8Dwxhz} xg84ƽh^ XSo{`٨jL,,.-G5t'޺>8G5Q$Ue<< 8HSHxH3&iRo#c\ E>ǀYZ;,秎7QƮ<8Xʣ*nfdD<7Ù- \{ cJ>ב/m^PWټ~ p;0rUG(mEmP֏|0 @v춿 [Lvdբt[E£orcѵV,p/CضG]DW||a7T8۝Xߔym6$} 0qi~_Z^_<ߛj Qo,3tDsNihӉ'osP5{V#2zw2LfE_?dkFO}Mly`G"jy<03#C}}JMQhn!LmDjӪ"5oHXxqX_Tj$+];{[S# s}wF"XD/3/a{&@fV,5O607 $vB]y`[=PP$`m/jP~//d⦶ׇJ&oI*uwl^ t4^ӰFv=խS[xܯ$oƏQ놗4,eHꛁnWV>*FO#Ky/\?M$c 2Cea-Z9Q {r^ >0Z#}ͭy\`}| >wonٳD_yYwFf d`Op+l-,zL` \ QW=6Z4HL0_HDO@\,>ĞIIl}׊nW)턶j*/<Dãy7zkw RlyH]nъiS:dUԗ~4`vɿ.{0-G*פOnt+k*&y"p4nq|}˽f%jO>xOV""Lx/7J;R6d4`2Yؓ )V%wbHNU>XաdJ(bTMQ|R% ll^Sdp XUVY~H5 v+߻HUl*J}XݠH7A}hxalfۈ{n(|fN‹^$kpu(5D,*{:c[}Rvb`zAJDz $E H׾^W l\WX+M9'Y׾^!Ae]<ʓXR%z])0ՁҒ>7L ^W Lp J!!pp7'Ҿt9596wkgHQϘ s⾢|KF`{gZ_%.Bhʀ7^uԤg^Is*nĤoueO5 76՞^W 3+=N9X9Z7.1v*4V}nL+ʹ+^UL!-Yw %0 se-0+i(V%VLe:J1VX1MƘ:3'3=+6[5h`ebH)VQvDGf`[jǂ#k2dܗF+%A -DrS5Umu%J[V6 y3p3n:qq.F%!@SkN( YMhIlf5Ql^X1x ١& U(KɧLB-v+&`%޲> ,:I^t&]&`T(6So{ցYM(eCu=`nyϴXr#65E}^[uCeFYi ͫ;Xhԕ;1@:Vs$2`b'c XZM3$w:` ZMtS%iu;{l:'mS 17mʬU^!08R@܊`9EQڶ7XY ;{ Ơ 0mzm2rQ s ͹u~{NƊ7鵵S՗ 6\q}*K,ˤ&Ł|]dR$ 0-!slkkĩ1|j[ѦT2AiRߗ^5-`J&ÕZoGgc ׀޹g#C4vcnq0WGWK`g4B˄>vV80tZrZ Z8纸6iEݠV>'c-,ny4^0fjMeHo`> bK'  0_jJo7dR56BآW֩-1 ;獄vCuՐ0a˶b_=R1NTM5]z" raX.rn0;:8m LTܕ W GV;\% hs2WEZM80} >]~G/K`ģ`䍀{< c^n,;a+` G+iP2n<$j Vƀ(dݠ&$ s]݌FjX/7|'OD-z|ǁ%q݄fs40Wz `Cf]5wK`Z9;Dvc{%ME% > YcY0V;]U%ouRjg7b2|w;, =* XhrcJ+!&i%q^8,b[1t6 H|`7CE|0wy`%ā}yp* VUý#!0utJJq40qh7Rm8L1ri[H}>v$H qj8 кvfDXN&-77L%%<7ܹ"P|]q7NC ׎/:;*`/qh}Y P7 `WnXe BxM+-x>݄)!-j#J ;X5;/p zGYp%0y]!{Lգj#XI\i5`&_ %4\QMЙp 3Vv=ērP;xM} n Ӎ>{zVU 9Q«1(@| Xc0t0NT oz!08p|渧NC_YwQNԜ7ɡGܘ``A 8E`T xA`tcL3aDM㪓xL(A`n. Cb s=fcp04;O!2BhMK5yX0*VF/?̍׽8f3 +,30N'IK L "1@'V*֪+;[XA屪_=z7OO I `Nq QYSJq S|+Dx7`j8f3]9ޘIԼ3\1fwUVn`diWJ(Kit DPQVȯ~pnݮM$E- ]za&e&m - p=3|FcHt&;ҙDe + B{Ɍ|`7C]`lvXʗ@WY,pxb+QS<5Qjsmߙ?dvviFUFX=,ݰ,ݵx{Q.9ZlV3DR-.MW7νnkZ T!Rl@vK Vhw<՚;`.. <.6`B} U<4 Cv{qxC_ƀ%0Y G4w1:yŀ< _q>#ĴvCQ=`+?Yx,a"_p3Π I0qAd:do~J] pjkp>\Gο`C]ZSCuth[aplEʼ1X~2x/wm | }`G/1l'}+F`5kRZO:=w+GF+`XH:cI\эS j>RXp6GFk[ f6la'v鯤W/>g*sO}` pĽPo;!-ZNVwi}RG$T`1a!ortp˫-倭qރf,3 D\NpPln/C`Vo;QcT꫍?ٱ~&ț`+ 2#ؙS(6 /CqW =+eޥ{d N{ZF߬rS9 LoFnQ3Xz5vmxr2 m502s 33é~5z[!\lm0,#e{xmVc튰;TF)83 ,݁wӤӠ)Uց)~ȌeM3b1H!Q  p] a;}@`"^[_֓il 60L{?1+ 9Lt܍8'pueNh[<+ni)",03Ák'[uߎNk I@r,bc6ljᕉiP}!(]X`ո8DBd-5LOxſ ~Awf Im+cKv3T~hLf`튻KAWtiړNfgG1Ryh1Xh,;|%مÄkKC/ ̬|g#!W-Nzu t:`QNL{ kׇJ&ƻ 1i'IQ q)kпl1]79Q?靕J5|0~V?6Ov SgDwl| 5]mbzELwz?K_-ݴ}`na LR. ?Lvhb.A`yߎqa tdV!V`wFߥ![nŀB`_n=3!ƍ];d 18_?ŀWva[*7MO{x  4!pAk$+7!_Lc:t[#7mCd`*L6; ̵`;,f O `_N+ 1V'3cyf]!Y`LJqEXͩ鿤  cF{U@NJcΌ`J& h/&FA`Cr 1g}T0~ぅ*|ӎz Ě֭ _pXYgf]\7]/,U Q0L-8J;yIgSr7+,gp}i*LHd}͋?it6=,6sB2i4lo<԰n|`h\diE[: Y(t{H϶-lL[%=`˰n%U0< t9{nˀ}' Zk8 0OK )u}avBJM=y%&J%? t \5V|!˜=w<)VO1 : I1Յ-gꗕ%3NS q 3i%pH} VSOI(j7&'Zcl{t)XM,\!" 3?Ec)":$": mҞH T7|N?cV79(^sjT{S?!!&/ O <:ʬ_/ 4s GBM p|PO1`Up3٫n&} 9!0MfwO\gCs 쨼"`&k(.waZR7lDFBLZXN!;ʭ2CC}>pnooQ,&0vъ-"ʕp{i,0s :h A=acޗzYCq*k޼} 83"*yBC'=D0/51ґXJ-^JhwqlB;_ǯ#B\`a+`Tm2!Ijo0v o ˕T`Q`^E rUWY=z5R1pQQEcF ` W .7"f0K/@M-2,j5oV)^1Ө>Z1G]I"1KW&.ԁ X9 `-q̕#гZT _L'%7gkL\Wm>Th`b]ܥȰ86J"[`0Uކ&t`RŷaQVSq-,9eX`]9 L7SjX-p_"n#pl Fظ  k\ LONL#T2M٢%`R`eM9F1n&2˟l$ÓEw@ }.ggsL=GWu~2㭔77QE_OtamO$mn"ǣfAp#`  !Db,`IG/Sp9% LV&-k?8ۼs~DI䔴H*c`;* ~S  ŽP'<GyeT] n4rKGC~җXvm]ûoQI=[u`6A ӝI5Dc7 <,W XFNw"-K<0nrD✿k;`i cU%b#0E})H1e9Gfh9"Oߦ'#9 W-bD+>W OK,(64Z< vxr(豪/:b;}; <@iƠILsr<|t*}:0-jā)0+Pj;Vj_+8V`^)h[`7!)MOy`ciE,lyoD;kAߪP؛ 5T{XY^ieر i|y:e7BA 'z cQ5,X%հF< W@l Mp$~ŗ0.|'0yVg-]6+S)6bKOLUEʅO PTV2.جŲ(L[vs8"&ڀIہX]Z7KoB"E((bX+Z 7wSpɸxC)~ "G})0$?x5Cu!8J9`PZaqJ F-J`xQ'ڐC3#w%֏{ ܽ#[< ڈbK([EVؗ"vY`.ziu)hiE"80WfU=V,#zM'D2ΧHD_/"f=$vyv.`TX I%䀙omEiE֊8zmLk ܣ;;I1 jU/Zm6AgR bk݃=USv&Z:VFI0oY`r8cqCAkЄ&U?duhM 0ۈu,nR /dCH~g WZ+xkY}pL]rknc4~ HIhӁypDMVD7U,0XGM@))d"{= ܥ^sjWFssh۠ˀК/`V<(fȐw?O=%6G6t)]b@x;`fTi2! )3ad Jܾ;<$NmRe4?)])9 [ 0a^~ʀәq5o?䁛րe<&Z5~'6[6+- NJ3NdnzC` f#[OHg2Pe]8IP<,KeV#d8udrY~CqהL 0|} ,\tsMJbTSz`nYm1vY߬#)SvR UD376jVM.7Q緼]+)b`鹯(I4omJ^ar}rxk"Рu X7Sxسˇa׸cj-L\dCAfGy9574<ǀQB#`],=WSZG6wⷿ̿?M<]ɵ܌+"&ml cT<čt-q`5nfǣr"؜-!f6sZ>A$qT`xP_$[z_ N[{`XK/DxF~I?vM2,&݇-0_b&"?Tcv}>x(nSA, $mq Y+Z. . k*paVF oϭ `m&%"qU&Ӎ:X &=Z4W+I(.>L{ ീnAa,e8Q`kց{ZD2(YxJiOp-o(ʨB PϬQ9P-PW] 8S 4A5˲0-l!G0/KPOA6 B+G~*1X&hQ_ BUB(͇ @16`8B<Ļ# 0NK1T{ QUM35==}<|! DXnV~FxY*CדFao ߝ[7tec5eC*]R~wbr aUww j=n_f]Pr{U wxcUp{eڣE<=ڗ$5L($[k=縣L5eV?Kp{dB>L+~[ym"vwf_Jg;0cw ˣ8P_W j%G$`V z+5Xy+Llۭܥ+UevM|wRE2-ƲUv$g6VX}x8KDSHΛ!kOW?8獫Unva]VcnǕwEܓ7/9-zfi`_MڟbU6w()+>ozD㜺2N Ěw8#nEqw.CgS=G_W6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH F@F  Heading 1$$@&a$ 5CJ aJHJ@J  Heading 2$$@&a$5OJQJaJT@T  Heading 3$$@&^a$56OJQJaJV@V  Heading 4$$h@&^ha$5CJOJQJaJH@H  Heading 5$$@&a$5CJ\aJF@F  Heading 6$$@&a$ 5CJaJ H@H  Heading 7$@&5CJaJmH sH F@F  Heading 8$$@&a$ 5CJ aJDA`D Default Paragraph FontVi@V 0 Table Normal :V 44 la (k ( 0No List F@F Header$ 9r a$ OJQJaJ4 @4 Footer  9r .)@.  Page Number@B@"@  Body Text$a$ aJmH sH B'1B Comment ReferenceCJaJ<@B<  Comment TextCJaJ@j@AB@ Comment Subject5\H@bH  Balloon TextCJOJQJ^JaJ6Uq6  Hyperlink >*B*phVP@V  Body Text 2$7$8$H$a$CJOJQJaJtH DQ@D  Body Text 3$a$ 5CJaJ$PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] x_  x_  1F\n?~HNRX\afkmptW K !m'.2 ;? EFFMX^a]hmksw5z|P@B $eIJKLMOPQSTUVWYZ[]^_`bcdeghijlnoqrsu~~"__ !@ @H 0(  T (   2 R)" 3  "0?`  c $X99?2 R)"T  # +?6 T  # H?Q T  # SP'^  ZB  S D96;HZB B S D""SZB  S D"_"ZB  S DTB  # P'    2 R) 3  "0?`  c $X99?2 R)T  # C O  T  # Z ?k T   #  w ZB   S D9N ;Y T   #  DZ L$ ZB   S D=DZB   S D9k:wV  # "? \B  S D"?V  # "? B S  ??v~~ u5dt%$f"tppt`'4t `'4t9C*5vS^""SSu?v@vvK T Y$d$''))//Z4c4s9v9;;U=^=IIQQSSVVYYCnLnu?v@vvQwZwwwxxzz%33333333333333333333333CTs'm'''((354e4r48=9<=T===>MBSB(, ^c(6JHoy7`b7:S::}7> f[4XKe8!V{4%Wn hkg2F g||8kLmPZ'`r0$Kt6h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHoh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH0^`0o( ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh  ^ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh| | ^| `OJQJo(hHhLL^L`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`OJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh 66^6`OJQJo(hpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH0^`0o( ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.hhh^h`OJQJo(hHoh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHpp^p`OJPJQJ^Jo(-h@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH>(,t`t'`rdi^c(6%Wkhkg0E.'hzrm:S:b70 sVy70F ge <7>V50S'0Jx 4XK!V#                           X                          @<                                                                                                                  a*&        X                                                                               "6Tt@@Unknown G*Ax Times New Roman5Symbol3. *Cx ArialE. Century GothicM, Footlight MT Light;WingdingsCNComic Sans MS5. .[`)Tahoma?= *Cx Courier NewA$BCambria Math"1hkEkEFpCpC!8820ZZ KQHX  $P6Tt2! xx  Guidelines on donnellye C Rafferty                        Oh+'0X     ,8@HPGuidelines on donnellye 7450D4C1 C Rafferty2Microsoft Office Word@@@1@1p՜.+,0 hp  SELBCZ Guidelines on Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvxyz{|}~      !"#$%&()*+,-.3Root Entry F\N5Data w\1Table<WordDocument1SummaryInformation(DocumentSummaryInformation8'CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q