ࡱ> 9 0pbjbj Jhhg,--------8..\-+BD 11111:><\<0AAAAAAA$oD%GbA-<Z:@:<<A--11AZAZAZA<-81-1AZA<AZAZA-ZA10q=ZAAA0+BZAG?GZAG-ZA<<<ZA<<<<<AAx@<<<+B<<<<G<<<<<<<<<X F,:  Programme Details 1. Programme titlePhysics and Astrophysics with a Year in Industry2. Programme codePHYU423. QAA FHEQ levelHonours F64. FacultyScience5. DepartmentPhysics and Astronomy6. Other departments providing credit bearing modules for the programmeNone7. Accrediting Professional or Statutory BodyInstitute of Physics8. Date of production/revisionJune 2022 AwardsType of awardDuration9. Final awardBSc4 years10. Intermediate awards  Programme Codes 11. JACS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \h HESA website.F300F50012. HECoS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100425100415 Programme Delivery 13. Mode of study Full-time 14. Mode of delivery On campus 15. Background to the programme and subject area Physics is the most fundamental of all the sciences: not only is it a fruitful research discipline in its own right, but its ideas and techniques underpin developments in many other areas of science, technology and medicine. It is characterised by the use of a few basic principles, quantities and laws to describe, understand and predict the behaviour of relatively complex systems, both natural and artificial. The key features of physics are the modelling of natural phenomena by means of mathematical equations (theory) and the making of experimental or observational measurements which both test existing theories and inspire new ones (experiment). The interplay of theory and experiment drives the development of the field, and requires a broad range of skills including mathematical modelling, problem solving, experiment design and data analysis, teamwork and communication. Thus, in addition to the intrinsic interest of the subject, a degree in Physics provides a wide range of analytical, problem solving and communications skills, which make Physics graduates highly employable across a broad spectrum of fields in industry, commerce, research and education. Astrophysics, the oldest of the quantitative sciences, has a long history of cross-fertilisation with physics and mathematics, offering both theoretical innovations such as Lagrangian mechanics and experimental data such as the finite speed of light. As a research discipline astrophysics is currently enjoying a period of high public profile and exceptionally rapid progress, and the teaching of astrophysics at all levels is necessarily in contact with the forefront of research. It offers the student numerous examples of the successful application of relatively simple physical and mathematical techniques to develop an understanding of exotic systems and phenomena. The BSc in Physics and Astrophysics with a Year in Industry combines these two closely related disciplines, aiming to equip students with a thorough knowledge of astrophysics without compromising their education in the broader field of physics, as well as an awareness of contemporary developments at the forefront of the subject. The Physics and Astronomy Department has an international reputation for research, and teaching is informed and invigorated by the research interests of the staff, which span the whole range of physics and astronomy from biophysics to active galactic nuclei. The programme includes observational work in the University observatories, with the option of a field trip to La Palma. Our aim is to provide BSc students with a suitable grounding to enable them to pursue careers as professional physicists should they wish to do so, but equally provide opportunities to gain the skills necessary to access a wide range of technical and non-technical careers, or undertake postgraduate training in a particular field. Year in Industry During Level 2 students are expected to find a Placement, which involves spending a year between Levels 2 and 3 in paid work for a graduate-level employer. The completion of these degrees is conditional on students being accepted onto an appropriate placement. If they do not find such a placement, they will have to transfer onto a degree programme without a Placement Year (e.g. we expect BSc students typically to transfer to the PHYU06). They will be supported by the Physics and Astronomy Department and the Careers Service to help them find a Placement, but we cannot guarantee success. 16. Programme aims The BSc Physics and Astrophysics with a Year in Industry aims to:A1provide teaching that is informed and invigorated by the research and scholarship of the staff and is stimulating, useful and enjoyable to students from a wide variety of educational backgrounds.A2produce graduates with well-developed practical, analytical, communication, IT and problem-solving skills who readily find employment in industry, the professions and public service.A3encourage and develop students interest in physics and astrophysics and to support them to become independent learners with the aid of appropriate sources.A4produce graduates with an understanding of most fundamental laws and principles of physics and astrophysics, along with their application to a variety of fields.A5develop students ability to design and execute open ended investigations (including experiments and astronomical observations), analyse the results using a variety of quantitative methods, and draw valid conclusions.A6to help students secure a placement, where they spend a year gaining valuable and relevant work experience, which will help them develop awareness of the workplace and secure a rewarding career on graduation. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1fundamental laws and principles of physics to interpret the behaviour of natural phenomena and/or technology.A1 & A4K2laws and principles along with experimental, mathematical and/or computational techniques to solve simple and open ended physics problems.A2 & A3K3the empirical nature of physical science, the interplay between theory and experiment and the ethics of science in society.A2, A4, A5K4experimental and/or computational investigations and interpret conclusions appropriately together with these error analyses.A2, A5K5the basic areas of physics i.e. classical and quantum mechanics, thermal physics, wave phenomena, properties of matter, electromagnetism and statistical physics.A3 & A4K6physics and astrophysics knowledge in (optional) specialised areas at, or informed by, the forefront of the discipline.A3 & A4K7astronomical terminology, including stellar and galactic classification systems, coordinate systems, specialised units, etc.A3 & A4K8all the basic areas of astrophysics, namely stellar structure and evolution, structure and properties of galaxies, cosmology and planetary science.A3 & A4K10observational equipment and techniques, including some of those used outside the optical region and/or in satellite-based observations.A4 & A5K11the historical development of astrophysics.A1, A3 & A4Skills and other attributes On successful completion of the programme, students will be able to:S1analyse and solve problems in physics by identifying the appropriate physical principles, developing a mathematical model of the system and using appropriate mathematical techniques to obtain a solution.A2 & A5S2use mathematics to analyse a physical system so as to deduce its behaviour and properties.A2, A4 & A5S3create, plan and execute an authentic open ended research investigation, including quantitative analysis of the results in order to draw conclusions and compare with expected outcomes.A2 & A5S4communicate scientific ideas and the results of investigations clearly and concisely, both orally and in writing, with consideration for the needs of the audience.A2 & A5S5apply scientific computing (using languages such as Python or Labview) to analyse data, control experiments, undertake numerical simulation or analyse physical or mathematical systems.A2, A4, & A5S6apply word processing, graphing and presentation software to communicate the results of an investigation through scientific written reports and oral presentations.A2 & A5S7plan and manage personal learning, including time management skills, adapt to change, and demonstrate the ability to learn effectively using a wide variety of sources (lectures, textbooks, websites, etc.).A2 & A3S8work effectively as a member of a group by taking due consideration of others in order to communicate, plan tasks and encourage and support the group.A2, A3, & A5S9safely use laboratory equipment to make experimental observations and measurements in order to explore physics concepts and execute experimental investigations.A5S10use a standard optical telescope, identify the best type of telescope for a specific observation and determine the best time and location for observation of a specific celestial object.A5S11demonstrate a working knowledge of a programming language and an awareness of specialised software packages for use in the analysis of astronomical data.A2 & A5S12demonstrate professionalism or commercial awareness within a workplace environment.A2 & A6S13apply appropriate knowledge and skills from their course of study in a workplace environment.A2 & A6S14identify factors influencing organisational practice in their workplace.A3 & A6 18. Learning and teaching methods Development of the learning outcomes is promoted through the following teaching and learning methods: Lectures The standards required of a graduate in the physical sciences include the acquisition of a substantial body of knowledge. This is conveyed principally through traditional lectures, backed up by tutorials, problems classes, workshops and coursework (see below). Tutorials All students in Levels 1 and 2 have weekly small-group tutorials. The principal aim of tutorial classes is to develop students problem-solving skills and to address any difficulties with the taught material. At level 1, homework problems are integrated into the tutorial system to help students to develop the ability to manage their learning and to assist tutors in diagnosing and addressing any difficulties. Problems classes, computing classes and workshops Workshops and problems classes are held in Level 1, Level 2 and Level 3 to facilitate development of problem-solving, planning, communication, programming and group skills and consolidate material taught in lectures. In addition, several modules with designated learning outcomes that are highly skills-oriented (e.g. programming, enterprise) are taught predominantly through workshop and problems classes, with problem-solving fully integrated with the introduction of new material where relevant. Teaching laboratories The Level 1 laboratory curriculum is delivered within the core through weekly sessions addressing quantitative experimental work and data analysis,emphasising the significance of experimental error and the development of skills in these areas as well as in problem-solving. These practical classes are aimed at developing sound laboratory technique and familiarity with basic equipment, and they also include exercises on the writing of laboratory reports. At Level 2, learning in the physics laboratory is included within the compulsory core element of the programme. These sessions build on the basic experimental knowledge and skills developed at level 1 and further develop these skills. Laboratory work develops naturally into project work at level 3 (excluding study abroad programmes). The astrophysics laboratory fosters familiarity with astronomical terminology and analysis of standard astronomical data such as stellar magnitudes. Laboratory work in Level 2 astrophysics is tied to a taught module on techniques of observation and includes observational work and data analysis. Laboratory work develops naturally into project work at level 3. Projects and investigative learning Skills-based learning at level 1 and 2 build towards independent project work at level 3, with all Physics students undertaking some form of independent open ended investigation. Students can choose from a variety of options that allow customisation of their degree programme towards specialist interests. We offer industrial projects, computing laboratories and projects, experimental research projects and education based projects. Learning in these capstone modules includes independent study skills, planning and management skills, team working and report writing. Projects are assessed by written reports, presentations and viva voce examinations. Students must pass a project-based module at level 3 to graduate with an Honours degree class. At Level 3 students carry out project work in both physics and astrophysics, supervised by members of staff. Projects may be experimental, observational, computational or mathematical according to the students interests and strengths; most are carried out in pairs or small groups. Subject to departmental approval, astrophysics projects may involve observations carried out during a one-week field trip to La Palma. Seminars Physics is an active field with exciting research going on in numerous areas ranging from pure curiosity driven study to important industrial applications. The Department hosts a variety of seminars and colloquia throughout the academic year, some organised by the department, some by the Yorkshire branch of the Institute of Physics (IoP), and some by the various research groups. Many of these, especially the departmental and IoP colloquia, are designed specifically to be suitable for undergraduate students and are advertised by notices around the department. Independent study Learning at all levels contains large elements of independent study, which may involve consolidating taught material, by reading and solving problems, or specific independent learning assignments. These activities offer students the chance to develop their learning skills and, often, to pursue particular interests. All students pursuing independent study as part of a project have a named supervisor from whom they can seek assistance or advice if necessary. 19. Assessment and feedback methods Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: 1. Formal examinations Knowledge and application of knowledge is primarily assessed by formal examinations typically accounting for between 60% and 80% of the module grade. The level of choice in an exam depends on whether the knowledge outcome being assessed forms part of the core of the programme. Questions are structured and are presented with an indicative marking scheme. A sample of exam scripts is double marked. 2. Coursework assessment (continuous assessment, homework, progress tests and other assignments) Laboratory modules and laboratory components of taught modules are assessed principally through student lab diaries and formal laboratory reports. Written and oral feedback is provided on the spot by lab demonstrators, to enable students to address weaknesses immediately. This assessment is supplemented at level 1 by homework exercises on specific aspects of data analysis such as uncertainty calculations and statistics, and at level 2 by additional presentation methods such as posters and talks. Computing is often assessed by means of programming tasks carried out under controlled conditions during the semester. Most taught modules have an element of coursework assessment accounting for a small proportion of the module grade, up to 20%. Feedback from these exercises allows the lecturer to monitor class progress and identify problems, as well as providing students with information to help them to manage their own learning. 3. Essays and reports Some modules involving independent study are assessed partly through essays and reports. These are marked according to content, clarity of exposition, language and style, following marking schemes which are public and available to students. Written feedback is provided. All essays and reports contributing more than 20% to a particular module are independently double-marked by two members of staff. 4. Project assessment Level 3 project work is assessed according to a carefully structured scheme involving reports, log books and presentations and the supervisors assessment of the quality of the work (measured against a well-defined set of criteria). 5. Portfolios Portfolio assessment is used in levels 1-3 to track progress in terms of skills development and allows prompt feedback to be given. Students collect evidence in their portfolio of skills that have been developed. At L1 successful completion of the portfolio gains an automatic pass of the year but does not contribute to the final grade. At L2 a portfolio is used as part of the assessment within the core of the programme and a pass is required to proceed. At L3 a portfolio is used to support employability and is not assessed summatively. 6. Year in Industry The Year in Industry is assessed through submission of a written Placement Report describing what students have learned and achieved throughout the year. Students are encouraged to include these reflective records as part of their portfolio development. 20. Programme structure and student development Taught material Level 1 is designed to provide an overview of physics, ensuring that students acquire a basic grasp of all areas of the subject, regardless of differing A-level backgrounds. Since physics is a mathematical science, 30 credits of mathematics are required to ensure that all students develop the skills required to understand the theoretical structure of the discipline and to solve mathematical and numerical problems. Level 1 is designed for students with A levels or equivalent in Physics and Mathematics; a Foundation Year is available for able students who lack these qualifications. Level 2 builds on the foundation established in level 1 to ensure that students acquire a thorough grounding in all key areas of physics. Additional mathematical content is taken to enhance students knowledge of the relevant mathematical techniques and their applications in physics and astronomy. In Level 3 students extend their knowledge and understanding of some areas of the subject to a level which is consistent with participation in the work of a research group. A Level 3 module helps students to see the subject as a unified discipline, avoiding compartmentalisation, and also enhances problem-solving skills and group project skills. Computational and experimental laboratory work The laboratory and project curriculum provides a steady progression from basic skills to research-level project work. Level 1 equips students with grounding in basic laboratory equipment and techniques and introduces standard methods of data analysis, with a particular focus on the concept of experimental error and comparison with expected values. Level 2 extends this experience to longer and more complex experiments or investigations, leading naturally to the open-ended project work of level 3. All students follow the same basic laboratory programme in level 1. At level 2 and above mathematical and computational projects are provided for the more theoretically inclined students. Independent study The development of independent study skills is structured using coursework activities and portfolio development at level 1, self-directed mini-project work and portfolios at level 2 before culminating in independent open ended investigations at level 3. At all levels students are provided with additional reading lists, making use of eprints and library texts. Optional modules provide opportunities for additional independent learning through literature surveys and information retrieval exercises. Personal Tutors Students progression through the programme structure is guided by their Personal Tutor, who also fulfils the pastoral role laid out in the Universitys Personal Tutors Policy Statement. Students will normally keep the same Personal Tutor from entry to the department until graduation: The personal Tutor thus develops a good overview of each students strengths and aspirations. Tutors also assist students, if requested, with advice on career choices and support for applications for jobs or postgraduate study. Personal Tutors and students meet regularly once per semester, with the possibility of additional meetings if requested by either party. During the year in industry a tutor will be assigned to each student to provide pastoral support. This could either be a students existing personal tutor, or in a situation where another member of staff is better qualified to liaise with a particular organisation the personal tutor role might be handed over for the placement year. General aspects of progression The final degree class for BSc is determined by a weighted mean of grades from years 2 and 3 in the ratio 1:2, with the award of an Honours degree requiring successful completion of a final year project. Transfers between BSc and MPhys are possible at any time during years 1 and 2. Transfers from BSc to MPhys during year 3 are not recommended, but may be permitted in exceptional circumstances if the student concerned satisfies the requirements for the MPhys programme regarding core credits and grade average. Students who obtain fewer than 100 credits overall may not proceed to level 2. Students require 120 credits at level 2 for automatic progression to level 3 but a conceded pass is considered for students with a minimum of 100 credits at the Examiners discretion.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme Good A2 levels, or equivalent, in Physics and Mathematics (see website below for precise details). Students who have demonstrated the academic ability necessary to complete a degree programme, but who lack the required subject qualifications, may enter the programme through the Science Foundation Year. Detailed information regarding admission to the programme is available at  HYPERLINK "http://www.shef.ac.uk/prospective/" \h http://www.shef.ac.uk/prospective/ 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements?indexCatalogue=document-search&searchQuery=physics&wordsMode=AllWords" \h https://www.qaa.ac.uk/quality-code/subject-benchmark-statements?indexCatalogue=document-search&searchQuery=physics&wordsMode=AllWords ߲ݴý Graduate Attributes  HYPERLINK "/sheffieldgraduate" \h /sheffieldgraduate The accreditation criteria of the Institute of Physics  HYPERLINK "http://iop.cld.iop.org/education/higher_education/accreditation/page_43310.html" \l "gref" \h http://iop.cld.iop.org/education/higher_education/accreditation/page_43310.html#gref Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" \h https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Strategic Plan  HYPERLINK "http://www.sheffield.ac.uk/strategicplan" \h http://www.sheffield.ac.uk/strategicplan Learning and Teaching Strategy (2016-21)  HYPERLINK "/polopoly_fs/1.661828!/file/FinalStrategy.pdf" \h /polopoly_fs/1.661828!/file/FinalStrategy.pdf 23. Additional information Physics is a wide-ranging subject, with applications ranging from the abstruse (e.g. superstring cosmology) to the everyday (e.g. smart materials, climate change modelling). The single honours degree programmes, both BSc and MPhys, draw on the related Dual Honours programmes and the Departments diverse research interests to offer a wide range of optional modules to complement the core curriculum. Students may select their options so as to specialise in a particular area, or may opt to increase their breadth of knowledge by choosing options covering a range of topics. Physics graduates are equipped for a wide range of career paths. Common directions chosen by ߲ݴý graduates include IT (both hardware and software), the financial sector (accountancy, actuarial work, etc.), energy, research and development, consultancy and management, technology, data science and teaching. Many students choose to continue their studies by embarking on PhD programmes; this may be the starting point of a career in physics research, but it also imparts transferable skills in problem solving, communications and research methodology that are valued in industry and commerce. Observational astrophysics in ߲ݴý is obviously restricted by weather conditions. However, students are encouraged to make use of the departments telescopes whenever weather and availability of qualified personnel permit; a sign-up sheet for observing is maintained on the astrophysics noticeboard. A small number of portable telescopes are available for loan to students on payment of an appropriate deposit. The field trip to La Palma takes place in the Summer vacation of Y3 and is open to a maximum of 8 students. In case of over-subscription, students are selected on the basis of the quality of their astronomy track record. The cost of the field trip covers travel, accommodation and access to the observatory facilities. This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at ߲ݴý can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.     phyu42-1 ver22-23 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from ߲ݴý   ./G_`arsyz{      M N b c d ̽ע̽h<h55>*<hfB*CJaJphh*B*CJaJphh<h5B*CJaJphh<hfCJaJh<h5CJaJ hf>* h55>*<UmHnHu<  /`$If^`gd<$d<1$^`$<^`a$ $^`a$ `aszr]L$If^`gd<(($If^`gd<kd$$IfH0 g(   0n(4d4 HaApyt<z{raKd$1$If^`gd<$If^`gd<kd$$IfH0 g(   0n(4d4 HaApyt<raMd$If^`gd<$If^`gd<kd|$$IfH0 g(   0n(4d4 HaApyt<raMd$If^`gd<$If^`gd<kd:$$IfH0 g(   0n(4d4 HaApyt<  raKd$1$If^`gd<$If^`gd<kd$$IfH0 g(   0n(4d4 HaApyt< N c r]Gd$1$If^`gd<(($If^`gd<kd$$IfH0 g(   0n(4d4 HaApyt<c d r]Gd$1$If^`gd<(($If^`gd<kdt$$IfH0 g(   0n(4d4 HaApyt< rdQQQ$$If^`gd<$d^`kd2$$IfH0 g(   0n(4d4 HaApyt<   8 9     Źй,jh<h56>**䴳#<h56>**䴳55<h56CJaJh<hfCJaJh<h5CJaJ h55>* hf>*<h5>*<hf>*4 P=''$d$If^`gd<$$If^`gd<kd$$IfHF l(  0n(    4d4 HaFpyt< \IIII$$If^`gd<kd$$IfHF l(   0n(    4d4 HaFpyt< W@d$$d%d&d'd(d1$IfNOPQR^`gd<kd$$IfH4F l(`   0n(    4d4 HaFf4pyt< D6$d^`kd$$IfH4F l(    0n(    4d4 HaFf4pyt<$$If^`gd< $1$If^`gd<$If^`gd<$d<^` 2 9 B111$If^`gd<kdn $$IfH\c"+(FsU  0(4d4 Ha_p(yt< 0 1 2 8 9 ? @ A B C D V W h i j s t u v     b˼˼˸˒ˎ˒ˎh55CJaJhfh<h5CJaJ hf>* h55>* hyS5>*䴳<h5B*CJaJphh<hfCJaJ,jh<h56>**䴳#<h56>*B*CJaJphU,9 @ A B C /$ 1$^`kd\ $$IfH\c"+(FsU  0(4d4 Ha_p(yt<$1$If^`gd<C W i j t u v NkdJ $$IfH0 ( k  0#(2 s4d4 HaPpyt<$If^`gd<$d<^` ^QB$<^`a$ $^`a$kd $$IfH0 ( k  0#(2 s4d4 HaPpyt<$If^`gd<bccc%&67=cccc%&cccyz{|}ͼټͼ٭詡h<h5CJaJh55CJaJhyS5CJaJhfCJaJhfh<hfB*CJaJph h<h55B*CJaJphh<h55CJaJh<h5B*CJaJph-h<hfB*CJOJPJQJ^JaJph1 c&zG=x$$d%d&d'd(dIfNOPQR^`gd<=x$$d%d&d'd(dIfNOPQR^`gdyS;$$d%d&d'd(dIfNOPQR^`gdySz{|tc$If^`gd<$<^`a$ $^`a$nkd $$IfH^''0'2d4d4 Hap yt<!%!%TUVXY!%!%yz{}~!%NOPQpqȼȼȼȼȼȼȥ̑h<h5CJaJh55CJaJhfCJaJh<hfB*CJaJphh<h55CJaJhfh<hfCJaJh<h56B*phh<h5B*CJaJphh*B*CJaJph9yh$If^`gd<$1$If^`gd<skd $$IfH2'Q'  0Q'4d4 Hazp yt<UtaP$If^`gd<$1$If^`gd<kd6$$IfH02{'I%  0Q'4d4 Hazpyt<UVYtaP$If^`gd<$1$If^`gd<kd$$IfH02{'I%  0Q'4d4 Hazpyt<taP$If^`gd<$1$If^`gd<kd$$IfH02{'I%  0Q'4d4 Hazpyt<ztaP$If^`gd<$1$If^`gd<kd$$IfH02{'I%  0Q'4d4 Hazpyt<z{~Otaa$1$If^`gd<kdV$$IfH02{'I%  0Q'4d4 Hazpyt<OPQqti\I4P$1$If^`gd<$1$If^`gd< <1$^` 1$^`kd$$IfH02{'I%  0Q'4d4 Hazpyt<$1$If^`gd<lkd$$IfHBu'3'03'4d4 Hap yt< %   ! # $ % !%!+!,!2!3!4!6!7!!!!!!!!! "%"\"]"d"e"f"h"i"""""""" #%#i########$ջջh<hfB*CJaJphh<h5CJaJh<h5B*CJaJphhfh<hfCJaJh<h55CJaJJ}jjj$1$If^`gd<kd$$IfH0B "u'!U03'4d4 Hapyt< eRRR$1$If^`gd<kdD$$IfHFB "u'fxU03'    4d4 Hapyt< ! $ eRRR$1$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt< ,!3!eRRR$1$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt<3!4!7!!!eRRR$1$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt<!!!]"e"eRRR$1$If^`gd<kd|$$IfHFB "u'fxU03'    4d4 Hapyt<e"f"i"""eRRR$1$If^`gd<kdJ$$IfHFB "u'fxU03'    4d4 Hapyt<"""##eRRR$1$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt<###$#$eRRR$1$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt<$$ $"$#$$$%$'$($S$T$_$`$a$|$}$$$$$$%%%a%%%%%%%%%%&&&& &&%&&&&&&&& ''%'q'r'y'z'{'}'~' ((%(6(7(C(D(E(G(H(((ڹ֭֭ڹ֭ڹ֭ڹ֭ڹ֭ڹ֭ڹh<h55CJaJh<h5B*CJaJphh<h55:CJaJhfh<hfCJaJh<h5CJaJh<hfB*CJaJphD#$$$($T$`$eRRR$1$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt<`$a$}$$eR=P$1$If^`gd<$1$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt<$$$%%$1$If^`gd<lkdP$$IfHBu'3'03'4d4 Hap yt<%%%%&eQ>>$1$g<d$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt<&& &&&eRRR$1$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt<&&&r'z'eRRR$1$If^`gd<kd$$IfHFB "u'fxU03'    4d4 Hapyt<z'{'~'7(D(eRRR$1$If^`gd<kd\$$IfHFB "u'fxU03'    4d4 Hapyt<D(E(H(((eRRR$1$If^`gd<kd* $$IfHFB "u'fxU03'    4d4 Hapyt<(((((( ))%))))))))*%*h*i*u*v*w*y*z**+++++"+#+%++++++++++,%,~,,,,,,,,,,,,,,,,-%-J-K-R-S-T-W-X------˼˼˼˼˼h<hfB*CJaJphh<h5B*CJaJphh<h55CJaJhfh<hfCJaJh<h5CJaJJ((())eRRR$1$If^`gd<kd $$IfHFB "u'fxU03'    4d4 Hapyt<)))i*v*eRRR$1$If^`gd<kd!$$IfHFB "u'fxU03'    4d4 Hapyt<v*w*z*++eRRR$1$If^`gd<kd"$$IfHFB "u'fxU03'    4d4 Hapyt<++#+++eRRR$1$If^`gd<kdb#$$IfHFB "u'fxU03'    4d4 Hapyt<+++,,eRRR$1$If^`gd<kd0$$$IfHFB "u'fxU03'    4d4 Hapyt<,,,,,eRRR$1$If^`gd<kd$$$IfHFB "u'fxU03'    4d4 Hapyt<,,,K-S-eRRR$1$If^`gd<kd%$$IfHFB "u'fxU03'    4d4 Hapyt<S-T-X---eRRR$1$If^`gd<kd&$$IfHFB "u'fxU03'    4d4 Hapyt<----eXM 1$^` <1$^`kdh'$$IfHFB "u'fxU03'    4d4 Hapyt<------.%.3.4.<.=../%/B/C/L/M//0%0000111%11112%22333%3&334%44445%556%6?6@6A66667ĵĵĵĵĵh<hf>*<h5>**<h5B*CJaJphh<hfB*CJaJph h<h55B*CJaJphhfB*CJaJphh55CJaJh55B*CJaJphhfCJaJ9--4.=.E=x$$d%d&d'd(dIfNOPQR^`gd<;$$d%d&d'd(dIfNOPQR^`gdyS@$ @ <$d%d&d'd(dNOPQR^`=.C/M/0113&34A6677:t$If^`gd<=x$$d%d&d'd(dIfNOPQR^`gd<;$$d%d&d'd(dIfNOPQR^`gd< 7%777777778%889%99:%:[:]:::;%;;<%<]<^<f<g<<=%==>%>>>>>?%??%ʰ@@@%12AֲդŖ<hfCJaJh55CJaJhfCJaJhfh<h5B*CJaJph h<h55B*CJaJphh<hfB*CJaJphh<h5CJaJh<h5B*CJaJph;:^<g<>>;$$%&'(g<;$$d%d&d'd(dIfNOPQR^`gdyS=x$$d%d&d'd(dIfNOPQR^`gd<|@}@~@@A2ABEFn[J[[$If^`gd<x$If^`gd<$If^`gdyS <^` ^`jkd6($$IfH'`'0`'4d4 Hap yt<B%BBBBC!C%CCD%DDE%EEEEF%FFFFFFG%GGGGH#H$H%HvHwHHHI%IuIvIIIIJ%JJK%K+KMKKKKKKKL%LLLLLLԺ𺶮hfCJaJhfh<hfB*CJaJphh<h5CJaJ h<h55B*CJaJphh<hfCJaJh<h5B*CJaJph?FFGwHHvIIKK=x$$d%d&d'd(dIfNOPQR^`gd<x$If^`gd<$If^`gd<x$If^`gd<KLLYjkd($$IfH'`'0`'4d4 Hap yt<;$$d%d&d'd(dIfNOPQR^`gdySLLLLCOQm\Ix$If^`gd<$If^`gd<$$If^`a$gdyS@$ @ <$d%d&d'd(dNOPQR^`>$ @ $d%d&d'd(dNOPQR^`LLLLLLLLM%MMN%NNO%OBOCOOP%PPQ%QQQQQQR%RRS%SST%TTTTTTU%UUV%VVVVVW%WWX%Xƻƻƻƻƪh<h5B*CJaJphh<hfB*CJaJph h<h55B*CJaJphh<h5CJaJh<hfCJaJh<h55CJaJhfB*CJaJphh55CJaJh55B*CJaJph7QQTTVVTYG;$$d%d&d'd(dIfNOPQR^`gd<@$x$$d%d&d'd(dIfNOPQR^`a$gd<$$If^`a$gd<$If^`gd<$x$If^`a$gd<%XXXXY%YSYTYYZ%ZZZZZZ[%[[[[\%\\\]%]]]]]^%^^^^^^^^^^^^ֶ𮪪ֶ|hfCJaJ)jh<h5>*B*CJUaJph h<h5>**䴳55<hfCJaJ h<h55B*CJaJphh<hfB*CJaJphh<h5CJaJh<h5B*CJaJph+TYZZ[\~mZx$If^`gd<$If^`gdyS@$x$$d%d&d'd(dIfNOPQR^`a$gd<?x$$d%d&d'd(dIfNOPQR^`gdyS\]]WjkdL)$$IfH'`'0`'4d4 Hap yt<=x$$d%d&d'd(dIfNOPQR^`gdyS]^^Yjkd)$$IfH'`'0`'4d4 Hap yt<;$$d%d&d'd(dIfNOPQR^`gdyS^^&__E;$$d%d&d'd(dIfNOPQR^`gdyS@$ @ <$d%d&d'd(dNOPQR^`>$ @ $d%d&d'd(dNOPQR^`^^^_%_&___`%`&`U`V``````````aaa%agahaaaabbοοη~vveeeRR$h<hfCJOJPJQJ^JaJ h<h55B*CJaJphhfCJaJhfh<hfCJaJ)jh<h5>*B*CJUaJph h<h5>**䴳55<hfB*CJaJphh<h5B*CJaJphhfB*CJaJphh55CJaJh55B*CJaJph _V``=x$$d%d&d'd(dIfNOPQR^`gdyS=x$$d%d&d'd(dIfNOPQR^`gd<```ahaaWA..x$If^`gd<$ @ <^`>$ @ $d%d&d'd(dNOPQR^`jkd*$$IfH'`'0`'4d4 Hap yt<bb%bbbbbbbbccc%c/c0c1chciccccd%d(d)d*d^d_d`ddddeeeee e!e%eZe[eeѾѾѠo)jh<h5>*B*CJUaJph h<h5>**䴳<h5CJaJh<hfCJaJh5h<h5B*CJaJph$h<hfCJOJPJQJ^JaJ)jh<h5>*B*CJUaJphU h<h5>*B*CJaJphUjh5U+abb1c*d_de eeeSf @ x$If^`gd< @ $If^`gd<$ @ xx$If^`gd<x$If^`gd<$If^`gd< eeeeeef ff!f%fQfRfSfTfUfofpfg%gpgh%hphhhi%ipij%jpjkkk%k*k+kpkl%lpll̷߳||mmmmmmmmmh<h5B*CJaJphh<hf>*<h5>*B*phhfB*CJaJphh55B*CJaJphhfCJaJhf h<h5>**䴳55<h5CJaJh<hfCJaJ)jh<h5>*B*CJUaJph*SfTfUfN>$ @ $d%d&d'd(dNOPQR^`skd+$$IfH'`'0`'22 H4d4 Hap yt<Ufpfhkl[=x$$d%d&d'd(dIfNOPQR^`gd<xx$If^`gd<$If^`gdyS@$ @ <$d%d&d'd(dNOPQR^`llm%mpmmmmmn%nno%oeofooooooooooooooooooooooooooo¾­ʍՅ}u}hfB*phh*hOjhOUh<hfCJaJ)jh<h5>*B*CJUaJph h<h5>**䴳55<h5CJaJhfCJaJhfh<h5B*CJaJphh<hfB*CJaJph)lmmmoWM<$If^`gdyS ^`jkd+$$IfH'`'0`'4d4 Hap yt<=x$$d%d&d'd(dIfNOPQR^`gdySooooooooooooo~~~~t 0^` d^` ^`jkdK,$$IfH'`'    0`'4d4 Hap yt< ooooooooooootj 0^`9 9r $d%d&d'd(dNOPQR^` 2^` ^`<$ 9r $d%d&d'd(dNOPQR^`a$ oooooooooooooop/pnpopppppppppppp˿˧hfCJaJh55B*CJphhfh55B*CJphhOh*h5hfB*phh5CJaJh*B*CJaJphh5B*CJaJphoooppppppppp ^` d^`d<<^`$d<^`a$$d<^`a$$d<<^`a$ 50P. A!`"`#@$% Dpn| x+cxYq]PNG  IHDR1t2IDATx^]oyEEڻBho #}2 Zx"]\no~ME wջ{^^ v),3C΋V8/Av^/QY9S8lnЌaJ3 +:vH+}s&g.%FJ̶jm3Yk3s][CL;3ؕ^kS0ۭ\l&YZSfIv+|:Lb7i;tN?*g{|{6qs ɟYh*5gЫ7;j5:9stlڞNRG3dYeܛ|$@Ԕuss߆69asqjLrWva9^͵ZoNx8g*߭2[[HNpǜKpWB|8np2c ]8Ig0rqKL* N} ]8Mb|uէR cFr;gprqodbm$wd6sB-83t|4u=#Xcv '9)'`@l}u9JLpƕKβrh1'2uԥ Δ۟K99uKq8 Ar*/gtJօӌ9GyS?>kgq k1C8yj~Z椶';:ɏ(/'2 Nw|$i&:!ڌӺp1(rzOkjzC JƢ<^,wtչ8hЎF]+䓬51 N?(rq><-Rzsy o{dG1.GSп 8ĩTŨqutAd ްi>>:7̜<ԉ7+ғG&8qgq~66冮K9b˞bX,×Va/NSFyS^HI$?ʣ<8 O1l4ϥ<>}8G;q>y]v=8Gp>&KniL xe>SNщEÉ߽5@y:CJBz@O3l y{>?t o؟˞N32pJwߐ~NSߓSs*[c :qmX/NAWNeb4>󳦰­6;ϰߟ5Erʗ&Px)01mI)srk87[Jpܧ2}kbe*z/#\#'?5N-'d)Nru1N$S}^ɹ۞@BE9oMq = _b[eD)˟H4LK)괔X9?oI?TSג'Y8gICےAӑOn+8~s^$.'r΃+ջpj)Nz{醓 D e"NA1oNlsn$ۄ)3 ,ls='ϜW'L2E/^g9o)jIӧ^݀vl_!Emo޳{qP9= m0]r =Ph|5qKd~v]&-g/9/8 Mi8Τ̜ebU_nJDf6D9 ~,KY/ u3L2KcTlu2sKMuhϑ&'n^XFx5n-|^{'I]8mp )U_c8pRI󦴴_'Q>ct-a1ǿ0yks#NSs]q|Cm K>̧"I ؤYP/qkE9|dM,}4aӂÔ9D(NA;٬&lIWS9}t$ޝG68m5ݮ'NµBHf+NKZ'윒sZӑdr⸘Sǚ^m&IwhtrpĉGy@rbo%Ω7>}47ȯE49[s'uJirlR.Nʪhn2ljJaWN.7pq:'%[^]88u '1bp1ZNS.N(Ε'uώ|S85i(z3\"Ο;7'^0q14ZgT=ҜΧy2S8 τEƘS?L\NZm8#Odh1C-|3sqJ]\6~2S8%# dU|:qx4"JL$S;L|b슱hw^]S[upV[!#0S|#5F9J=W:Ap>qξڵq.&8]M'Ksq*SstqJ:T㤯y2{ifuiOΩ8$g.nsrr;U.˼ʸX6i$8'& W[眪Ãm!ki>Oup "NgNp=VGMIq:)Nq"Nũ.pCoEɲFacN,g|go6|&'iLT9fl"}r陜ܖA'g/9F>{Fw>3FlN -N]U=@Έ0zcEIN8CɈWMBG t3<̠TU$rS#n+NnV7ȯgvog;q!Kr‹#MWsi \C1d ipC=;qi8JF"M=3iZG>;'Oqj{Y$,hq"Nn kyp/LYRq_kEGcB@0,T }ʠ7;%RCNUz%$*g#4s:2ٔt]NU>N79ңɗiw"C>z)+PSo 1=P=U8}Htmg ^ʩ gq eH9=NsirqrSu9yS2s:R~doT}Y_pVt%+'5t>b9ySrp fup[6 =2sR0AQ;gU9^Y[;֜ g Epxp9wၛ9C '`T [?ɾv3G̜V̩~3RP[Τa>sbQ=5RB#qڭ WV΀8WBt5߫%2g(3*~*ATy#ljQIg0ыvN_r$(I3xqt)q<{񳔙=86QlR-E@(D9-Sp8U^iQvN=+pM1ϪT@'ϡ~ ˀx y:cX NF'fXҟ&'VM0`X4E:DNZ+@{WoҒkcR7TN2bN:i(X*'*Z@5NmKd`מ9P RJWSym9HqFT𢆈3E59&C6yu象ʙAΩQ4k!eҜpC5 e8L͂Q(өGtqu?hT6Ɯ!qbԏp,2pZ*O;ҷ$Hs} S%.t|dLi[xh:l.a !rFHB9uĈ(_Ըj7DH8]Ɲ4ʌ8!Am?*L9 PnQƢ.N8B: O_1qX&M4+-Q,D9UDDf܇!)KT86ư`XEsS-3>rȜSUq$_V_ ]Ӌ T9LGwbwIwgW#9]tj`ԩD/Gs-[bNr K?+d *Q;RqNȡroرôaUHaLJSswZHeս+G3['NP9;+ɖr8NuE1':tD8]8v5V¡b _YCgӖ^b}['Xb pX~:pW!; F:<1oE5&YsyPut>;"C^M9LĹm۵ȗtjDP,HY8088Cd91G6C/(NݲZk opտ44NYRY UD[l/{*S7-d8,j fэu{6$U[Q68U<,NX5R uxmWSʆ)S'DaC cn{iD{;؊\}}I# Ks+ 7$W4yvw2Y`)o{UQy}yJjrZjh8[Y4mq(vVnER!)-F1RZ޺c NOCg7N >bZoo=A^ϫLYT좼{;T*=M488o-nɯSq2+4V;3N5WyUs*ueDù aaw})NI!{-60PpʥA]DdGpkWNoyMX%ؗ0Æ\p UջViGZ TxK !E">`ZIUUfߌM_ѧLXC|C8C9w՝7'fo;0eڃݴ{׏w7apq?h W&N1)ZJU}rlFS|oww3[U{73h+(lW&NϪ-4Vm^+'[AqIn#yC.6'Σ?2qea *ýc#CGm{mgL2g qy(wMxH2qJ^[svw7sK9kOjxlRun:5woӣ}ϩu(00RiGFo]2lNd߳}9Q`m {.c:qlrGK97}8RXr*$NDC[V^_AdW>61#}t L9q3)#;kBՇ Ͱz wQ:5,ipAvXe.m #n9`LŻ릺Ʋ~ʌ&9Y`VSوn]'$s_/RȨ0VlϑB3[QȌNq2pZ2u4gj&:qFQoN*Kӑ;u6~XSR,S73N'p-.[7`FU gLuAxxQ䒨N4i Q OrapG^S P(]1','lȥ]]wUȜ.HB*BgO~vCŜd-N5cppWz\LCm$1xTɌsUUʉa w+[:8VqX:TG< xBmـ禷q<)a'C0ORwo_S$HwK5asb-h%s9k܇^q;v;89oљJ'6([z?1d0,H;7TD^79U^pdɇOR5Ӧ 3`o^=0^&tc8)J{nI=*.sUSdm;kܬïw)̝nm2kZ2͛%stwco2i05ʼnZ?UhD{{U5HrERhm{+$ΝOVaw!@Kp:/L4>C99]]wd_DI NGn49*뽔cr"ΐ8+Mo8'wpY3`688mL]O6zsRK;li5Né#T] ?yxx!"u~ZO^}64۵k!GTğ龉 6rRh[;e^ I'F>C#3$^mTZש"NBs*DﴟS9IҥS%gr6攪sϜp0xfg\R+& pN"ͩzYsgMĝy׋98UC{Rt.,V%g*9UYJbUrXŪ,V%g*9UYJbUrXŪ,V%g*9UYJbUrXŪ,V%g*9UYJbUrXŪ,V@J2\0SIENDB`$$IfA!vh#v #v:V H  0n(5 54d4 HaApyt<$$IfA!vh#v #v:V H  0n(5 54d4 HaApyt<$$IfA!vh#v #v:V H  0n(5 54d4 HaApyt<$$IfA!vh#v #v:V H  0n(5 54d4 HaApyt<$$IfA!vh#v #v:V H  0n(5 54d4 HaApyt<$$IfA!vh#v #v:V H  0n(5 54d4 HaApyt<$$IfA!vh#v #v:V H  0n(5 54d4 HaApyt<$$IfA!vh#v #v:V H  0n(5 54d4 HaApyt<$$IfF!vh#v #v#v :V H 0n(5 55 4d4 HaFpyt<$$IfF!vh#v #v#v :V H  0n(5 55 4d4 HaFpyt<$$IfF!vh#v #v#v :V H4  0n(+5 55 4d4 HaFf4pyt<$$IfF!vh#v #v#v :V H4  0n(+5 55 4d4 HaFf4pyt<$$If_!vh#v#vF#vs#vU:V H  0(55F5s5U4d4 Ha_p(yt<$$If_!vh#v#vF#vs#vU:V H  0(55F5s5U4d4 Ha_p(yt<$$If%!vh#v #vk:V H  0#(5 5k/ 2 s4d4 HaPpyt<$$If%!vh#v #vk:V H  0#(5 5k/ 2 s4d4 HaPpyt<$$If!vh#v':V H0'5'2d4d4 Hp yt<$$Ifz!vh#vQ':V H  0Q',5Q'/ 4d4 Hazp yt<$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt<$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt<$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt<$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt<$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt<$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt<$$If!vh#v3':V H03'53'/ 4d4 Hap yt<$$If!vh#v!#vU:V H03',5!5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#v3':V H03'53'/ 4d4 Hap yt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#vf#vx#vU:V H03'5f5x5U/ 4d4 Hapyt<$$If!vh#v`':V H0`'5`'4d4 Hp yt<$$If!vh#v`':V H0`'5`'4d4 Hp yt<$$If!vh#v`':V H0`'5`'/ 4d4 Hp yt<$$If!vh#v`':V H0`',5`'/ 4d4 Hp yt<$$If!vh#v`':V H0`',5`'4d4 Hp yt<$$If!vh#v`':V H0`'5`'/ 22 H4d4 Hp yt<$$If!vh#v`':V H0`'5`'4d4 Hp yt<$$If!vh#v`':V H0`',5`'/  4d4 Hp yt<"Ex666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666$OJPJQJ^J_HmH nHsH tHh`h Normal.d*$9D:D@&VDWD^`EH_HmH sH tH   Heading 11$d*$9D:D@&UDVDWD]^`,4*CJ EHH*RHdY(_HaJ mH sH tH   Heading 21$d*$9D:D@&UDVDWD]^`,4*CJEHH*RHdY(_HaJmH sH tH @  Heading 31$d*$9D:D@&UDVDWD]^`/4*>*CJEHH*RHdY(_HaJmH sH tH   Heading 41$d*$9D:D@&UDVDWD]^`/4*5CJEHH*RHdY(_HaJmH sH tH   Heading 51$d*$9D:D@&UDVDWD]^`'4*5EHH*RHdY(_HmH sH tH   Heading 61$d*$9D:D@&UDVDWD]^`/4*6CJEHH*RHdY(_HaJmH sH tH DA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List > Title<$$dx*$9D:D@&UDVDWD]^`/4*5CJHEHH*RHdY(_HaJHmH sH tH bJb Subtitle$$hP'6B*CJ0H*OJPJQJ^JaJ0phfffzz :V4d4 s44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(r#r :V4d44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(z3z :V4d4 s44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zCz :V4d4 s44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(rSr :V4d44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zcz :V4d4 s44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zsz :V4d4 s44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(rr :V4 H44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(rr :V4 H44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(rr :V4 H44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(rr :V4 H44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(rr :V4 H44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(rr :V4 H44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(rr :V4 H44.d*$9D:D@&UDVDWD]^`4*EHH*RHdY(^  Normal (Web)<ddd*$9D:D@&UDVDWD[$\$]^`<4*CJEHH*OJPJQJRHdY(^J_HaJmH sH tH H/H apple-tab-span4*EHH*RHdY(JU J  Hyperlink 4*>*B*EHH*RHdY(phz#z :V"4d4 H44."d*$9D:D@&UDVDWD]^`4*EHH*RHdY(z3z :V#4d4 H44.#d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zCz :V$4d4 H44.$d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zSz :V%4d4 H44.%d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zcz :V&4d4 H44.&d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zsz :V'4d4 H44.'d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zz :V(4d4 H44.(d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zz :V)4d4 H44.)d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zz :V*4d4 H44.*d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zz :V+4d4 H44.+d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zz :V,4d4 H44.,d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zz :V-4d4 H44.-d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zz :V.4d4 H44..d*$9D:D@&UDVDWD]^`4*EHH*RHdY(zz :V/4d4 H44./d*$9D:D@&UDVDWD]^`4*EHH*RHdY(@ Header90dB#*$9D:D@&UDVDWD]^`$4*EHH*RHdY(_HmH sH tH B/B Header Char4*EHH*RHdY( @" Footer92dB#*$9D:D@&UDVDWD]^`$4*EHH*RHdY(_HmH sH tH B/1B Footer Char4*EHH*RHdY(fv!Af Unresolved Mention*4*B*EHH*RHdY(ph`^\q :S: :V54d4 H445:c: :V64d4 H446:s: :V74d4 H447:: :V84d4 H448:: :V94d4 H449:: :V:4d4 H44::: :V;4d4 H44;:: :V<4d4 H44<:: :V=4d4 H44=:: :V>4d4 H44>:: :V?4d4 H44?:: :V@4d4 H44@:: :VA4d4 H44A:#: :VB4d4 H44B:3: :VC4d4 H44C@ B@*0RevisionDEH_HmH sH tH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vj\{cp/IDg6wZ0s=Dĵw %;r,qlEآyDQ"Q,=c8B,!gxMD&铁M./SAe^QשF½|SˌDإbj|E7C<bʼNpr8fnߧFrI.{1fVԅ$21(t}kJV1/ ÚQL×07#]fVIhcMZ6/Hߏ bW`Gv Ts'BCt!LQ#JxݴyJ] C:= ċ(tRQ;^e1/-/A_Y)^6(p[_&N}njzb\->;nVb*.7p]M|MMM# ud9c47=iV7̪~㦓ødfÕ 5j z'^9J{rJЃ3Ax| FU9…i3Q/B)LʾRPx)04N O'> agYeHj*kblC=hPW!alfpX OAXl:XVZbr Zy4Sw3?WӊhPxzSq]y hht, ')+.  b$(-7BL%X^belop9CJNQZdmwz}`z c 9 C zUzO 3!!e""##$`$$%&&z'D(()v*++,,S---=.:|@FKLQTY\]^_`aSfUflooop:;<=>?@ABDEFGHIKLMOPRSTUVWXY[\]^_`abcefghijklnopqrstuvxy{|~80VVVXXXYZZZ[/[h[[(\_\\] ]Z]]]^Q^eggghXXXXXXXXXXXl,b$ x+cxYq]7,N@(    6!e!e"3"aO?PK!8[Content_Types].xmlAN0EH%N@%邴K@`dOdlyLhoDX3'AL:*/@X*eRp208J妾)G,R}Q)=HiҺ0BL):T뢸WQDY;d]6O&8* VCLj"󃒝 yJ.;[wIC_ :{IOA !>Ø4 p;fɑ3׶Vc.ӵn(&poPK!8! _rels/.relsj0 }qN/k؊c[F232zQLZ%R6zPT]( LJ[ۑ̱j,Z˫fLV:*f"N.]m@= 7LuP[i?T;GI4Ew=}3b9`5YCƵkρؖ9#ۄo~e?zrPK!kdrs/e2oDoc.xmlSێ0}G,\B5]]!Ҳ8Ncɱmҿgo+dN̜A'iJ)VSM>8t˔ѢWh+ިV&Uiｭ^ ̭yLᔴF>$ӏhp>E뜶54yoЄ9ђ3go:V3, [lvGwPK!P drs/downrev.xmlLN0HHܨ]B4ĩP%nH*G'^b' ohbXfCJCxݻV],D2ޡ / kvo8WeTB$t19Ъ:hU$9\L{!RnUC?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F0qData ,1TableGWordDocument JSummaryInformation(DocumentSummaryInformation8MsoDataStoreP/q0qERERETQSNBISNBIEQSNA==2P/q0qItem  Properties CompObjr AMUW2mVTp0iCEiC57B8VIdxGdmAbIBMjnmngWzNhf/RMemc2mfZ6u5IzHWSDz8vAChbPyDghz+wrgC7mn274AOl30u40LfEgqQp9fECGDOnWw99bMJ8RkbZmVh/3eURvkYVpPw9PQ9uNzhmHPAbn4/4AROUWItKFS7JdpjrSqTt3CkbilmtPHGtwZTScME+JCS4Vzkw/PvR6A8BJT6LmmoRNvFKcyxsWZK7sGxp+/BOULzlSmry09XLHv7+aVGMJpuWRe9cel5JQjKHK+Piowy/oPAx3OhKsxQ==   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q